Knowledge, attitudes and practices of environmental education in medical students of the autonomous university of guerrero, Mexico

Background: In different studies it has been pointed out that the school may be the best opportunity to get information to the students about the care of the environment, as indicated (SOSA, 2010, p.44). "The school represents the main source of environmental information for students, unlike the general population of Mexico, who have their main means of scientific information on television, radio and newspapers (DE LA PEÑA, 2005). Material and methods: A transversal and descriptive observational study was carried out with the purpose of evaluating knowledge, attitudes and environmental education practices in students of the Faculty of Medicine. In 105 students chosen at random from first to eighth semester of a total enrollment of 1300 students during September to November 2016. Information on knowledge was obtained by applying a questionnaire for which they were randomly selected in each school group to 5 students (15 students per semester). The questionnaire was structured in three blocks, a section to assess attitudes, another for knowledge and the last environmental practices, using the scale of likert with a score of 1 to 5 considering the five as a rating of much and 1 as nothing. To observe and record environmental attitudes and practices, checklists and diary books were used. The Faculty of Medicine of the Autonomous University of Guerrero is located in the city and port of Acapulco, Guerrero, Mexico. The information collected was organized in an Excel database and then the analysis of the data was carried out using simple statistics by means of percentages. Results: It was found that 78% of the students mentioned having had in the course of the career some matter related to the environment ambient. This is contrastant because when analyzing the importance of the integration of subjects to the educational program with the environmental component, this is almost null, 47% nothing and 24% regular this could be without a doubt one of the explanations for the lack of environmental culture, in addition half of the students consider having nothing and regular knowledge about the current crisis of the environment (Table No. 1. 13% had knowledge about environmental education acceptable.) However during the observation tours through the school buildings it was found that there is neglect and failures in the saving of electrical energy since after school work, some classrooms had working air conditioners and lamps lit. Conclusions: The students obtained a relatively high qualification in knowledge and environmental attitudes despite this perspective towards the integration of environmental education in the subjects of the academic program is deficient. The students are willing to carry out environmental actions with a low degree of complexity and with minimum involvement. This means that the school needs an environmental education program and therefore the training of teachers to integrate the environment axis into the Learning Units could contribute to a better management of solid waste, energy saving and conservation of natural resources.