Educational climate perception by preclinical and clinical medical students in five Spanish medical schools.

Jorge Pales,Jesus Escaneroi,Marta Elorudy,Gerardo Rodríguez,Victor Arce,Arcadi Gual,Inmaculada Tomás,Montserrat Virumbrales,Felipe Rodríguez De Castro

doi:10.5116/ijme.5557.25f9

Abstract

ObjectivesThe purpose of this study was to investigate student's perceptions of Educational Climate (EC) in Spanish medical schools, comparing various aspects of EC between the 2nd (preclinical) and the 4th (clinical) years to detect strengths and weaknesses in the on-going curricular reform. MethodsThis study utilized a cross-sectional design and employed the Spanish version of the "Dundee Ready Education Environment Measure" (DREEM). The survey involved 894 2nd year students and 619 4th year students from five Spanish medical schools. ResultsThe global average score of 2nd year students from the five medical schools was found to be significantly higher (116.2±24.9, 58.2% of maximum score) than that observed in 4th year students (104.8±29.5, 52.4% of maximum score). When the results in each medical school were analysed separately, the scores obtained in the 2nd year were almost always significantly higher than in the 4th year for all medical schools, in both the global scales and the different subscales. ConclusionsThe perception of the EC by 2nd and 4th year students from five Spanish medical schools is more positive than negative although it is significantly lower in the 4th year. In both years, although more evident in the 4th year, students point out the existence of several important "problematic educational areas" associated with the persistence of traditional curricula and teaching methodologies. Our findings of this study should lead medical schools to make a serious reflection and drive the implementation of the necessary changes required to improve teaching, especially during the clinical period.

Highlights

The educational environment is a key element of student learning and a reflection of the quality of the curriculum
The perception of the Educational Climate (EC) by 2nd and 4th year students from five Spanish medical schools is more positive than negative it is significantly lower in the 4th year
Since 2009, Spanish Medical Schools have been involved in a curricular reform to adapt to the Bologna Process

Summary

Introduction

The educational environment is a key element of student learning and a reflection of the quality of the curriculum. The perception of the educational environment may be designated as the educational climate (EC) and has been defined as “the soul and the spirit of the medical school environment and curriculum”.1. The EC is considered to mean “everything that is happening in the classroom, in a department, in the medical school, or in the university”.1. Different elements influence the EC; well defined learning outcomes, teacher’s competencies, learning resources, learning and teaching methodologies, assessment methods, timetabling, student support, facilities, classrooms, group size and the atmosphere, amongst others.[2] As well as influencing teacher behaviour and the behavioural development of students and vice-versa, the EC must be taken into consideration because of its implication in the achievement of corporate goals and the level of satisfaction obtained.[2,3,4,5,6] EC has been considered as the expression, manifestation and measure of a curriculum and as a stimulus for change.[2,7]

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Conclusion