Please use this identifier to cite or link to this item: http://hdl.handle.net/10553/46573
Title: Educational climate perception by preclinical and clinical medical students in five Spanish medical schools
Authors: Palés, Jorge
Gual, Arcadi
Escanero, Jesús
Tomás, Inmaculada
Rodríguez-de Castro, Felipe 
Elorduy, Marta
Virumbrales, Montserrat
Rodríguez, Gerardo
Arce, Víctor
UNESCO Clasification: 32 Ciencias médicas
3201 Ciencias clínicas
Keywords: Educational Climate
Undergraduate Curriculum
Dreem
Issue Date: 2015
Journal: International Journal Of Medical Education 
Abstract: Objectives: The 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.Methods: This 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.Results: The 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.Conclusions: The 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.
URI: http://hdl.handle.net/10553/46573
ISSN: 2042-6372
DOI: 10.5116/ijme.5557.25f9
Source: International Journal Of Medical Education[ISSN 2042-6372],v. 6, p. 65-75, (2015)
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