Percepción del ambiente educativo en estudiantes de pregrado de la Facultad de Medicina y Cirugía, URSE  <span class="so-article-trans-title" dir="auto"> Translated title: Perception of the educational environment in undergraduate students of the Faculty of Medicine and Surgery, URSE </span>

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Abstract

Resumen Introducción. El ambiente educativo hace referencia a condiciones tangibles e intangibles en una institución (relaciones entre las personas y las características de estas interacciones) y está asociado a la satisfacción de los estudiantes. Objetivo. Determinar la percepción del ambiente educativo que tienen los estudiantes de pregrado de la Facultad de Medicina y Cirugía (URSE) durante el ciclo escolar 2018-2019. Materiales y métodos. Estudio descriptivo-transversal, se empleó el cuestionario Dundde Ready Education Environment Measure (DREEM) a una muestra de estudiantes de pregrado. El análisis de los datos se realizó a través de estadística descriptiva mediante SPSS( y la base de datos fue elaborada a través de Excel(. Resultados. El cuestionario fue respondido por 292 alumnos (mujeres: 40.8%, hombres: 59.2%; edad: 21.8 años). La puntuación global del DREEM fue catalogado como un ambiente educativo más positivo que negativo, los encuestados perciben que las estrategias de enseñanza en términos de metodologías, actividades y objetivos son adecuadas. Conclusiones. Aunque el ambiente educativo es percibido más positivo que negativo, este estudio apertura para identificar áreas de fortaleza y debilidad sobre las que hay que trabajar para conseguir una mejora en la calidad educativa en pro de futuros médicos.

Translated abstract

Abstract Introduction. The educational environment refers to tangible and intangible conditions in an institution (relationships between people and the characteristics of these interactions) and is associated with student satisfaction. Objective. To determine the perception of the educational environment that undergraduate students of the Faculty of Medicine and Surgery (USSR) have during the 2018-2019 school year. Materials and methods. Descriptive-cross-sectional study, the Dundde Ready Education Environment Measure (DREEM) questionnaire was used on a sample of undergraduate students. Data analysis was performed through descriptive statistics using SPSS( and the database was prepared through Excel(. Results. The questionnaire was answered by 292 students (women: 40.8%, men: 59.2%; age: 21.8 years). The global DREEM score was classified as a more positive than negative educational environment, respondents perceive that teaching strategies in terms of methodologies, activities and objectives are adequate. Conclusions. Although the educational environment is perceived more positive than negative, this study opens to identify areas of strength and weakness on which we must work to achieve an improvement in the quality of education for future doctors.

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AMEE Medical Education Guide No. 23 (Part 1): Curriculum, environment, climate, quality and change in medical education-a unifying perspective.

J Genn (2001)

This paper looks at five focal terms in education - curriculum, environment, climate, quality and change - and the interrelationships and dynamics between and among them. It emphasizes the power and utility of the concept of climate as an operationalization or manifestation of the curriculum and the other three concepts. Ideas pertaining to the theory of climate and its measurement can provide a greater understanding of the medical curriculum. The learning environment is an important determinant of behaviour. Environment is perceived by students and it is perceptions of environment that are related to behaviour. The environment, as perceived, may be designated as climate. It is argued that the climate is the soul and spirit of the medical school environment and curriculum. Students' experiences of the climate of their medical education environment are related to their achievements, satisfaction and success. Measures of educational climate are reviewed and climate measures for medical education are discussed. These should take account of current trends in medical education and curricula. Measures of the climate may subdivide it into different components giving, for example, a separate assessment of so-called Faculty Press, Student Press, Administration Press and Physical or Material Environmental Press. Climate measures can be used in different modes with the same stakeholders. For example, students may be asked to report, first, their perceptions of the actual environment they have experienced and, second, to report on their ideal or preferred environment. The same climate index can be used with different stakeholders giving, for example, staff and student comparisons. In addition to the educational climate of the environment that students inhabit, it is important to consider the organizational climate of the work environment that staff inhabit. This organizational climate is very significant, not only for staff, but for their students, too. The medical school is a learning organization evolving and changing in the illuminative evaluation it makes of its environment and its curriculum through the action research studies of its climate. Considerations of climate in the medical school, along the lines of continuous quality improvement and innovation, are likely to further the medical school as a learning organization with the attendant benefits. Unless medical schools become such learning organizations, their quality of health and their longevity may be threatened.

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The Dundee Ready Educational Environment Measure (DREEM)--a generic instrument for measuring students' perceptions of undergraduate health professions curricula.

Sue Roff (2005)

Students' perceptions of their educational environment have been studied at all levels of the education system, from primary through post-secondary education. Recent imperatives towards enhanced quality assessment monitoring at a time when health professions education is increasingly committed to student-centred teaching and learning have stimulated a revival of interest in this field. This paper reports a body of research in health professions institutions around the world based on the Dundee Ready Educational Environment Measure (DREEM), a reliable, validated inventory that claims to be generic to undergraduate health professions education and non-culturally specific.