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The General Medical Council has initiated major innovations in the undergraduate medical curriculum. These requirements are forcing a rapid rate of change in medical schools throughout the UK which parallels many developments in North America. There have also been several international and national mission statements which call for similar reforms in education in the health professions. While the improvement of the learning environment and 'climate' is a major goal of the changes, the very rate of change is itself stressful. The present research reports the development and validation of a universal inventory that equips health professions/medical educators with a diagnostic tool to measure the state of their school's learning and teaching climate.
Roff et al. (Wed,) studied this question.