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Abstract Introduction: Human anatomy is a core subject that poses a great academic challenge for students who are admitted to the health sciences undergraduate degree programs. Objective: To know the socio-academic profile of first-year students of several health sciences undergraduate programs and to assess the association between, on the one hand, academic performance during secondary education, study habits and performance in the university admission science test, and, on the other, academic performance in the human anatomy course. Materials and methods: Cross-sectional correlational study conducted in 2018. The study population consisted of 306 first-year students enrolled in 7 health sciences undergraduate programs offered by the Faculty of Medical Sciences of a public university in Santiago de Chile, Chile. The Pearson correlation coefficient was used to determine the correlation between the variables of interest. Also, a multiple linear regression analysis was performed to establish the factors significantly associated with the final grade obtained in the course. A level of significance of p<0.05 was considered. Results: The mean age of the participants was 19.8 years, 98.6% were single, and 65.3% were female. A significant association was observed between the final grade obtained in the course and the score obtained in the university admission test (p=0.000) and the high school grade point average (p=0.001); however, this association was not significant with the variables considered as study habits. Conclusion: Academic performance in the human anatomy course was associated with the students' prior knowledge, but not with their study habits. Thus, educational interventions in this university should focus more on leveling students' knowledge, rather than on optimizing their study habits.
Resumen Introducción. Anatomía humana es una asignatura básica que representa un gran desafío académico para los estudiantes que ingresan a programas de pregrado en ciencias de la salud. Objetivos. Conocer el perfil socioacadémico de los estudiantes de primer año de varios programas de ciencias de la salud y evaluar la asociación entre, por un lado, el desempeño académico en la enseñanza media, los hábitos de estudio y el desempeño en la prueba de selección universitaria de ciencias y, por el otro, el rendimiento académico en la asignatura de anatomía humana. Materiales y métodos. Estudio transversal correlacional realizado en 2018. La población de estudio consistió de 306 estudiantes de primer año de 7 programas de pregrado de ciencias de la salud ofrecidos por la Facultad de Ciencias Médicas de una universidad pública en Santiago de Chile, Chile. La correlación entre las variables de interés se determinó mediante el coeficiente de correlación de Pearson. Además, se realizó un análisis de regresión lineal múltiple para establecer los factores asociados significativamente con la nota final de la materia. Se consideró un nivel de significancia de p<0.05. Resultados. La edad promedio de los participantes fue 19.8 años, 98.6% eran solteros y 65.3% eran mujeres. Se observó una asociación significativa entre la nota final de la asignatura y el puntaje de la prueba de selección universitaria de ciencias (p=0.000) y el promedio de notas de enseñanza media (p=0.001), pero no con las variables consideradas como hábitos de estudio. Conclusiones. El rendimiento académico en la asignatura de anatomía humana se asoció con los conocimientos previos de los estudiantes, pero no con sus hábitos de estudio. Por tanto, se recomienda que las intervenciones educativas en esta universidad se centren más en la nivelación de los conocimientos de los estudiantes, que en la optimización de sus hábitos de estudio.
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RESUMEN Fundamento: el sueño es reconocido como un indicador de calidad de vida y, en la vida cotidiana de un estudiante, adquiere gran relevancia por su relación con el funcionamiento cognitivo y las actividades académicas. Objetivo: identificar y evaluar los factores asociados a la calidad de sueño que presentan estudiantes chilenos de la carrera de Obstetricia, según años cursados. Métodos: estudio transversal y analítico realizado en el año lectivo 2018 en una universidad chilena, que incluyó la totalidad de estudiantes de la carrera de Obstetricia, quienes respondieron un cuestionario que evaluó los antecedentes sociodemográficos, el perfil académico, los hábitos previos al dormir y la calidad de sueño, evaluada mediante la encuesta de Pittsburg de calidad de sueño (Pittsburgh Sleep Quality Index, PSQI). Resultados: el comportamiento en torno a los hábitos del sueño difiere significativamente entre los cursos, en el 1° y el 4° año se encuentran quienes duermen menos y los estudiantes de este último curso son clasificados como los peores dormidores. El promedio de los componentes del PSQI varía entre 6, 6 (5° año) y 9,2 (4° año); el componente disfunción diurna mostró los valores más extremos. Conclusiones: existe una débil asociación entre la calidad de sueño y las variables sociodemográficas, perfil académico y hábitos previos al dormir. Solo se asocia fuertemente con algunos componentes de la encuesta de calidad de sueño, como la hora de acostarse y las horas de sueño del estudiante. La progresión de la carrera no supone un alza o disminución de los malos o buenos dormidores.
ABSTRACT Foundation: sleep is recognized as an indicator of quality of life and, in a student´s daily life, it acquires great importance for its relationship with cognitive functioning and academic activities. Objective: to identify and evaluate factors associated with quality of sleep presented by the Chilean students of the Obstetric training program, according to years studied. Methods: cross-sectional and analytical study conducted in the 2018 school year in a Chilean university, which included all the students of Obstetrics, who answered a questionnaire that evaluated sociodemographic background, academic profile, previous sleep habits and sleep quality, assessed by the Pittsburgh Sleep Quality Index (PSQI) survey. Results: the behavior around the sleep habits differs significantly among courses, in the 1st and 4th year there are those who sleep less and the students of this last course are classified as the worst sleepers. The average of the PSQI components varies between 6, 6 (5th year) and 9.2 (4th year); daytime dysfunction component showed the most extreme values. Conclusions: there is a weak association between sleeping quality and sociodemographic variables, academic profile and previous sleep habits. It is only strongly associated with some components of the sleep quality survey, such as bedtime and student sleeping hours. The training program progression does not mean an increase or decrease in bad or good sleepers.
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Background: Sleeping and studying are the day-to-day activities of a teenager attending school. Aim: To determine the quality of sleep and its relationship to the academic performance among students attending morning and afternoon shifts in a public high school. Material and Methods: Students of the first and second year of high school answered an interview about socio-demographic background, academic performance, student activities and subjective sleep quality; they were evaluated using the Pittsburgh Sleep Quality Index (PSQI). Results: The interview was answered by 322 first year students aged 15 ± 5 years attending the morning shift and 364 second year students, aged 16 ± 0.5 years, attending the afternoon shift. The components: sleep latency, habitual sleep efficiency, sleep disturbance, drug use and daytime dysfunction were similar and classified as good in both school shifts. The components subjective sleep quality and duration of sleep had higher scores among students of the morning shift. The mean grades during the first semester of the students attending morning and afternoon shifts were 5.9 and 5.8, respectively (of a scale from 1 to 7). Among students of both shifts, the PSQI scale was associated inversely and significantly with academic performance. Conclusions: A bad sleep quality influences academic performance in these students.