Drug use among medical students in São Paulo, Brazil: a cross-sectional study during the coronavirus disease 2019 pandemic

ABSTRACT BACKGROUND: Medical students demonstrate higher rates of substance use than other university students and the general population. The challenges imposed by the coronavirus disease 2019 (COVID-19) pandemic raised significant concerns about mental health and substance use. OBJECTIVES: Assess the current prevalence of substance use among medical students at the University of São Paulo and evaluate the impact of the COVID-19 pandemic on drug consumption. DESIGN AND SETTING: A cross-sectional study was conducted on 275 medical students from the University of São Paulo Medical School (São Paulo, Brazil) in August 2020. METHODS: Substance use (lifetime, previous 12 months, and frequency of use before and during the COVID-19 pandemic) and socioeconomic data were assessed using an online self-administered questionnaire. Symptoms of depression were assessed using the Patient Health Questionnaire-9. RESULTS: Alcohol was the most consumed substance in their lifetime (95.6%), followed by illicit drugs (61.1%), marijuana (60%), and tobacco (57.5%). The most commonly consumed substances in the previous year were alcohol (82.9%), illicit drugs (44.7%), marijuana (42.5%), and tobacco (36%). Students in the first two academic years consumed fewer substances than those from higher years. There was a decreasing trend in the prevalence of most substances used after the COVID-19 pandemic among sporadic users. However, frequent users maintained their drug use patterns. CONCLUSION: The prevalence of substance use was high in this population and increased from the basic to the clinical cycle. The COVID-19 pandemic may have affected the frequency of drug use and prevalence estimates.

Aprendizaje creativo en estudiantes de Medicina desde la Genética Médica

Fundamento: En la carrera de Medicina es necesario formar profesionales con pensamiento creativo que permita la solución de problemas vinculados con el ejercicio de su profesión. La Genética Médica aporta la posibilidad de reflexionar y crear soluciones creativas. Objetivo: Proponer actividades que posibiliten el aprendizaje creativo en estudiantes de Medicina desde la Genética Médica. Metodología: Se emplearon métodos teóricos, empíricos y matemático-estadístico, con una muestra de 34 estudiantes y 3 profesores que imparten la asignatura. Resultados: Los docentes reconocen que, a pesar de hacer intentos para alcanzar el aprendizaje creativo, desconocen algunas vías y manifiestan no contar con el tiempo suficiente para su logro. El accionar didáctico no favorece el conocimiento, aplicación y disposición de estudiantes para un aprendizaje creativo. Se propusieron actividades sustentadas en procederes en Genética Médica, como parte de la estrategia didáctica de los docentes, asimismo contribuir al perfeccionamiento del aprendizaje creativo en los estudiantes. Las mismas centradas en métodos problémicos y el uso de recursos tecnológicos. Conclusiones: La formación de los médicos necesita expresar un aprendizaje creativo vinculado a un desempeño eficiente en la solución de problemas de la comunidad, lo cual se puede facilitar mediante la utilización de actividades en la asignatura Genética Médica.

Background: In the Medicine career it is necessary to form professionals with creative thoughts that allow the solution of problems linked to their professional practice. Medical Genetics provides the possibility to reflect and create creative solutions. Objective: To propose activities that allow creative learning in Medical students from the Medical Genetics perspective. Methodology: Theoretical, empirical and mathematical-statistical methods were applied, with a sample of 34 students and 3 teachers who teach the subject. Results: Teachers recognize that, despite making attempts to achieve creative learning, they are unaware of some ways and declare that they do not have enough time to achieve it. The didactic action does not favor the knowledge, application and disposition of students for creative learning. Activities supported by procedures in Medical Genetics were proposed as part of the didactic strategy of the teachers, likewise contribute to the improvement of creative learning in students. The same ones are focused on problem-solving methods and the use of technological resources. Conclusions: Physician education needs to express creative learning coupled with efficient performance in solving community problems, which may be facilitated through the use of activities in Medical Genetics Medical subject.

Satisfacción de los estudiantes de Medicina con la modalidad de aula invertida en la asignatura Células, tejidos y sistema tegumentario

Fundamento: La modalidad de aprendizaje aula invertida se utiliza en la educación médica superior en todo el mundo; es necesario conocer cómo esta modalidad pueda ser aceptada por los estudiantes de Medicina en Cuba. Objetivo: Determinar el nivel de satisfacción de los estudiantes de Medicina de 1.er año sobre la experiencia de aula invertida en la asignatura Células, tejidos y sistema tegumentario. Métodos: El estudio se realizó en la Universidad de Ciencias Médicas de Sancti Spíritus, durante el curso 2019-2020. Fue un estudio transversal mixto (cuantitativo mediante encuesta y cualitativo mediante grupos focales) con estudiantes de 1.er año de Medicina que utilizaron la modalidad de aula invertida en la asignatura Células, tejidos y sistema tegumentario. La encuesta midió la variable satisfacción mediante una escala Likert. Los grupos focales exploraron en profundidad los aspectos abordados en la encuesta. Resultados: Se encuestaron 276 estudiantes (76.4 %). El 76.8 % de los encuestados expresaron su satisfacción con la experiencia del aula invertida (respondieron de acuerdo/muy de acuerdo) y el 79.7 % manifestaron preferir las videoconferencias a las conferencias tradicionales. Los estudiantes mostraron gran satisfacción por las videoconferencias y valoraron su importancia para el aprendizaje. Estos datos fueron corroborados por las opiniones en los grupos focales. Conclusiones: Los estudiantes mostraron satisfacción y preferencia por el aula invertida en la enseñanza tradicional. Las videoconferencias, elaboradas siguiendo los principios de Mayer y ajustadas a los objetivos de aprendizaje, resultan un recurso altamente valorado por los estudiantes y muy pertinente para la educación médica en Cuba.

Background: The inverted classroom learning modality is used in superior medical education worldwide; it is necessary of knowing how this modality can be accepted by medical students in Cuba. Objective: To determine the satisfaction level of 1st year medical students about the inverted classroom experience in the subject cells, tissues and integumentary system. Methodology: The study was conducted at the Sancti Spíritus Medical Sciences University, during the 2019-2020 school term. It was a mixed cross-sectional study (quantitative through survey and qualitative through focal groups) with 1st year medical students who utilized the inverted classroom modality in the subject cells, tissues and integumentary system. The survey measured the satisfaction variable using a Likert scale. The focal groups deeply explored the aspects covered in the survey. Results: 276 students (76.4%) were surveyed. 76.8% of interviewees expressed satisfaction with the inverted classroom experience ("agree/very much agree") and 79.7% claimed to prefer videoconferences instead of traditional conferences. The students showed great satisfaction for the videoconferences and valued its importance for learning. These data were corroborated by the opinions in the focal groups. Conclusions: Students showed satisfaction and preference for the inverted classroom over traditional teaching. Videoconferences, elaborated following the principles of Mayer and adjusted to the learning objectives, result in a highly valued resource by the students and very pertinent for medical education in Cuba.

Implicaciones de las actividades prácticas en el Laboratorio de Habilidades y Simulación relacionadas con la motivación y los sentimientos de los estudiantes / Implications of practical activities in the Skills and Simulation Laboratory on students' motivation and feelings / Implicações das atividades práticas no Laboratório de Habilidades e Simulação relacionado a motivação e sentimentos dos alunos

Objetivo: verificar las implicaciones de las actividades prácticas en el Laboratorio de Habilidad y Simulación relacionadas con la motivación y los sentimientos expresados por los estudiantes universitarios cuando regresan a las actividades presenciales luego del aislamiento social ocasionado por la pandemia del COVID-19. Método: estudio cuasiexperimental, con un solo grupo y del tipo pre y postest, realizado mediante una intervención educativa basada en el entrenamiento de habilidades en administración de medicamentos y venopunción, con estudiantes de medicina de una universidad pública brasileña. La muestra estuvo conformada por 47 estudiantes. Para la recolección de datos se utilizaron los instrumentos de caracterización y autopercepción de los individuos y la Escala de Motivación Situacional. Resultados: en la muestra, el 98% mencionó la falta de actividades prácticas durante la pandemia. El sentimiento descrito con mayor frecuencia fue la ansiedad. Después de realizar la actividad, hubo un cambio en la frecuencia de los sentimientos expresados, aunque no hubo un cambio significativo en los niveles de motivación. Regulación Externa (5,1 - 5,6), Regulación Identificada (6,1 - 6,4) y Motivación Intrínseca (5,6 - 6,0) presentaron resultados altos, demostrando similitud con los sentimientos relatados por los estudiantes. Conclusión: la motivación es fundamental para un aprendizaje efectivo y el uso de metodologías activas refuerza de manera efectiva las habilidades construidas en los estudiantes frente al proceso de aprendizaje.

Objective: to verify the implications of practical activities in the Skills and Simulation Laboratory on the motivation and feelings expressed by undergraduate students when returning to face-to-face activities after the social isolation caused by COVID-19 pandemic. Method: a quasi-experimental study, with a single group and of the pre- and post-test type, carried out through an educational intervention based on skills training on medication administration and venipuncture, with medical students from a Brazilian public university. The sample was comprised by 47 students. The instruments of students' characterization and self-perceived feelings and the Situational Motivation Scale were used for data collection. Results: in the sample, 98% mentioned the lack of practical activities during the pandemic. The most frequently described feeling was anxiety. After carrying out the activity, there was a change in the frequency of expressed feelings, although there was no significant change in motivational levels. External Regulation (5.1 - 5.6), Identified Regulation (6.1 - 6.4) and Intrinsic Motivation (5.6 - 6.0) presented high results, showing similarity to the feelings reported by the learners. Conclusion: motivation is essential for effective learning and the use of active methodologies reinforces skills built in an affective way in the students facing the learning process.

Objetivo: verificar as implicações das atividades práticas no Laboratório de Habilidade e Simulação relacionado à motivação e os sentimentos expressos pelos estudantes universitários quando regressam às atividades presenciais após o isolamento social causado pela pandemia da COVID-19. Método: estudo quase-experimental, com um único grupo, do tipo pré e pós-teste, realizado por meio de uma intervenção educacional baseada no treino de habilidades de administração de medicamentos e punção venosa, com estudantes de medicina de uma universidade pública brasileira. A amostra foi composta por 47 estudantes. Para a coleta de dados, foram utilizados os instrumentos de caracterização dos sujeitos e sentimentos autopercebidos pelos estudantes e a Escala de Motivação Situacional. Resultados: na amostra, 98% referiram falta de atividades práticas durante a pandemia. O sentimento mais frequentemente descrito foi a ansiedade. Após a realização da atividade, observou-se uma mudança na frequência dos sentimentos expressos, embora não se tenha verificado uma mudança significativa nos níveis motivacionais. A Regulação Externa (5,1 - 5,6), a Regulação (6,1 - 6,4) e a Motivação Intrínseca (5,6 - 6,0) apresentaram resultados elevados, demostrando semelhança com os sentimentos relatados pelos alunos. Conclusão: a motivação é essencial para uma aprendizagem eficaz e a utilização de metodologias ativas reforça as habilidades construídas de uma forma efetiva nos estudantes frente ao processo de aprendizagem.

La investigación como instrumento de formación profesional médica

La formación de un profesional médico es un proceso permanente propiamente inacabable. Este proceso está sustentado en los ejes de la ética, trabajo en la comunidad y la investigación. Comprende las etapas de estudios generales, pregrado y posgrado, esta última a su vez está compuesta por cursos de actualización, programas de especialización y programas de maestría y doctorado. Es necesario que el médico se mantenga en constante reactualización de sus conocimientos, para poder atender las necesidades de la atención que los pacientes requieran, debe así mismo estar pendiente de la creación o descubrimiento de nuevos conocimientos y la trasmisión de estos para la adecuada formación de mayores recursos humanos en salud, mejora de la práctica profesional, de la investigación en salud y de la educación médica.

The training of a medical professional is a continuously ongoing process. This process is grounded in the pillars of ethics, community work, and research. This encompasses the stages of general studies, undergraduate and postgraduate education, the latter of which includes ongoing training courses, specialization programs, as well as master's and doctoral programs. It is imperative for the physician to stay consistently updated with their knowledge to address the evolving needs of patient care. Additionally, they must remain vigilant regarding the creation or discovery of new knowledge and its transmission for the proper training of future healthcare professionals. This contributes to the enhancement of professional practice, advancements in health research, and medical education.

Prevalencia del síndrome del impostor y nivel de autoestima en estudiantes de una facultad de medicina del Ecuador / Prevalence of impostor syndrome and level of self-esteem in students of a medical school in Ecuador

INTRODUCCIÓN. El síndrome del impostor es un trastorno caracterizado por la incapacidad del individuo para reconocer sus habilidades e interiorizar sus logros, lo cual impacta negativamente en la salud mental y desempeño académico-laboral. OBJETIVO. Identificar la prevalencia del síndrome del impostor y nivel de autoestima en estudiantes de una facultad de medicina del Ecuador. MATERIALES Y MÉTODOS. Estudio transversal descriptivo, aplicado en los estudiantes de medicina de segundo a décimo nivel, de la facultad de medicina de la Pontificia Universidad Católica del Ecuador en el periodo febrero a junio de 2022. Para el análisis estadístico se aplicaron frecuencias absolutas y relativas, tablas cruzadas, razón de prevalencia, chi cuadrado como contraste de hipótesis. RESULTADOS. La mayoría de estudiantes con síndrome de impostor fueron mujeres (74,2%); pertenecer al sexo femenino aumentó dos veces su probabilidad (Razón de prevalencia: 2,12; Índice de confianza: 95% 1,66-2,17; p: <0,001). Para el sexo masculino autopercibirse como perfeccionista incrementó dos veces la probabilidad (Razón de prevalencia: 2,3; Índice de confianza: 95% 1,53-3,46; p: < 0,001). La autoestima baja no se asoció a mayor probabilidad de desarrollar este síndrome. En contraste, no percibir apoyo social incrementó al doble su probabilidad (Razón de prevalencia: 1,72; Índice de confianza: 95% 1,16-2,55; p 0,007). DISCUSIÓN. Estudios previos muestran elevada prevalencia de este síndrome en estudiantes medicina, con predominio en mujeres. En concordancia con la literatura citada, no existió asociación entre nivel de carrera y síndrome del impostor; el perfeccionismo se asocia a mayor probabilidad de síndrome del impostor. CONCLUSIÓN. El síndrome del impostor es frecuente en estudiantes de medicina, existen factores determinantes que incrementan la probabilidad del síndrome como ser mujer, autopercibirse como perfeccionista en la población masculina y no percibir apoyo social, la importancia de su reconocimiento reside en la prevención del distrés psicológico y la deserción académica.

INTRODUCTION. Impostor syndrome is a disorder characterized by an individual's inability to recognize his or her abilities and internalize his or her accomplishments, which negatively impacts mental health and academic and occupational performance. OBJECTIVE. To identify the prevalence of impostor syndrome and level of self-esteem in students of a medical school in Ecuador. MATERIALS AND METHODS. Descriptive cross-sectional study, applied to medical students from second to tenth level, of the medical school of the Pontificia Universidad Católica del Ecuador in the period January to June 2022. For the statistical analysis, absolute and relative frequencies, cross tables, prevalence ratio, chi-square and hypothesis testing were applied. RESULTS. The majority of students with impostor syndrome were female (74.2%); belonging to the female sex increased their probability twice (Prevalence ratio: 2.12; Confidence index: 95% 1.66-2.17; p: < 0.001). For the male sex, self-perceiving oneself as a perfectionist increased the probability twice (Prevalence ratio: 2.3; Confidence index: 95% 1.53-3.46; p: < 0.001). Low self-esteem was not associated with a higher probability of developing this syndrome. In contrast, not perceiving social support doubled its probability (Prevalence ratio: 1.72; Confidence index: 95% 1.16-2.55; p 0.007). DISCUSSION. Previous studies show a high prevalence of this syndrome in medical students, with a predominance in women. In agreement with the literature cited, there was no association between career level and impostor syndrome; perfectionism is associated with a higher probability of impostor syndrome. CONCLUSIONS. Impostor syndrome is frequent in medical students, there are determinant factors that increase the probability of the syndrome such as being a woman, self-perceived perfectionism in the male population and not perceiving social support, the importance of its recognition lies in the prevention of psychological distress and academic desertion.

Factores asociados al miedo a la COVID-19 previo al retorno a clases presenciales en una facultad de Medicina peruana

Objetivo: Determinar los factores asociados al miedo a la COVID-19 en el retorno a clases presenciales en estudiantes de Medicina. Materiales y métodos: Estudio de tipo observacional, analítico y transversal. Por medio de un muestreo por conveniencia, se aplicó un cuestionario a 252 estudiantes de una facultad de Medicina en Huancayo, Perú. Este estuvo conformado por una primera sección de información del estudio y consentimiento informado, luego por una sección de características sociodemográficas y una última que incluía cuestionarios validados y empleados en un contexto similar como el cuestionario de miedo a la COVID-19 (FCV-19S) y aspectos psicológicos como el cuestionario DASS-21, conformado por tres subsecciones, que valoran la depresión, ansiedad y estrés en presencia y nivel. Para determinar la correlación entre las escalas, se utilizó las pruebas de Pearson. Además, se calcularon las razones de prevalencia crudas y ajustadas por medio de modelos lineales generalizados. La significancia fue definida como un valor p <0,05. Resultados: Se obtuvo una media del puntaje de miedo a la COVID-19 de 14,99 ± 6,32 puntos y un 26,98 % de los estudiantes mostraron un nivel alto de miedo. La prevalencia de depresión, ansiedad y estrés fue de 30,95 %, 31,75 % y 28,57 %, respectivamente. En el análisis de regresión crudo, se encontró que los factores asociados al alto miedo fueron la vacunación completa (RPc: 0,64), la depresión (RPc: 1,76), la ansiedad (RPc: 2,42) y el estrés (RPc: 2,22); mientras que, en el análisis de regresión ajustado, la vacunación completa (RPc: 0,65), la confianza en las medidas propuestas por la universidad (RPa: 0,50), la confianza en las medidas del estado (RPa: 1,76) y la ansiedad (RPa: 2,18) fueron los factores asociados al alto miedo. Conclusiones: Estos resultados sugieren que cada institución educativa adquiera medidas y estrategias con el fin de brindar lugares seguros que reduzcan el contagio de la COVID-19 y en los que se pueda desarrollar un ambiente educativo óptimo.

Objective: To identify the factors associated with fear of COVID-19 prior to returning to in-person classes among medical students. Materials and methods: An observational, analytical and cross-sectional study. Through convenience sampling, a questionnaire was administered to 252 students from a medical school in Huancayo, Peru. The questionnaire consisted of a first section comprising the study information and informed consent, another one devoted to the sociodemographic characteristics and a last section which included validated questionnaires used in similar contexts, such as the Fear of COVID-19 Scale (FCV-19S), and a psychological questionnaire, i.e., the DASS-21 questionnaire, made up of three subscales that assess both the presence and level of depression, anxiety and stress. To determine the correlation between the scales, the Pearson correlation coefficient was used. In addition, crude and adjusted prevalence rates were calculated using generalized linear models. The significance was defined as a p value < 0.05. Results: The average fear of COVID-19 score was 14.99 ± 6.32 points and 26.98 % of the students showed a high level of fear. The prevalence of depression, anxiety and stress was 30.95 %, 31.75 % and 28.57 %, respectively. The results of the crude regression analysis indicated that the factors associated with high fear were complete vaccination (cPR: 0.64), depression (cPR: 1.76), anxiety (cPR: 2.42) and stress (cPR: 2.22). Moreover, the results of the adjusted regression analysis revealed that complete vaccination (cPR: 0.65), trust in university policies and guidelines (aPR: 0.50), trust in government policies (aPR: 1.76) and anxiety (aPR: 2.18) were factors associated with high fear. Conclusions: These results suggest that each educational institution should adopt measures and strategies to provide safe places that reduce the spread of COVID-19 and enable the development of an optimal educational environment.

Desarrollo del inglés oral a través del aprendizaje a distancia y las nuevas tecnologías / Developing oral English through distance learning and new technologies

Fundamento: La enseñanza del idioma inglés constituye una prioridad en la preparación integral de los profesionales de la salud. En las circunstancias actuales la modalidad de educación a distancia es una vía para garantizar la continuidad del proceso docente-educativo en la educación médica superior. Objetivo: Diseñar para su implementación un sistema de tareas docentes que contribuya a desarrollar la habilidad de expresión oral en inglés a través de la educación a distancia en los estudiantes de 2.do año de Medicina. Metodología: Se realizó un estudio experimental en la Universidad de Ciencias Médicas de Holguín durante el período de marzo hasta septiembre de 2021. Se utilizó el método dialéctico materialista como concepción metodológica general de la investigación y se emplearon otros del nivel teórico: análisis y síntesis, inducción-deducción, sistémico-estructural-funcional, histórico-lógico y modelación; empíricos: análisis documental, encuesta, observación de clases, y estadísticos. Resultados: Las principales dificultades estuvieron relacionadas con limitaciones en el tratamiento de la expresión oral en inglés, la insuficiente preparación de los estudiantes en torno a la temática abordada y sus limitaciones en la habilidad de expresión oral en este idioma, por lo que se elaboró un sistema de tareas docentes para solucionar estos aspectos. Conclusiones: Los especialistas valoraron el sistema como adecuado por su estructura y factibilidad de implementación, contribuyó de forma efectiva en la consolidación de la formación cultural y en el plano motivacional.

Background: English language teaching is a priority in the comprehensive preparation of medical professionals. In the current circumstances, distance education is a way to continue the teaching-learning process in higher medical education. Objective: To design for its implementation a system of learning tasks aimed at developing oral expression skills in English through distance education in 2.nd year medical students. Methodology: It was adopted the materialist dialectical method as the general methodological conception of the research, and other methods, from the theoretical level: analysis and synthesis, induction-deduction, systemic-structural-functional, historical-logical and modeling; empirical: documentary analysis, survey, class observation and statistical procedures. Result: The main difficulties were related to the limitations in the treatment of the oral expression in the English language, insufficient preparation of the students on the analyzed topic and their limited ability to develop oral expression in this language, so a system of learning tasks was developed to solve these aspects. Conclusions: The experts considered the system adequate in terms of its structure and feasibility of implementation, contributing effectively to the consolidation of cultural training and at the motivational level.

Psychopathy traits and their association with depression, anxiety and sociodemographic factors in Peruvian medical students

Introduction: Psychopathic traits harm the professional development and interpersonal relations of the general population, including healthcare professionals. This can be seen not only in already licensed physicians, but it may also be evidenced since their formative years as medical students. Objective: To evaluate the presence of psychopathic traits in a sample of Peruvian medical students and determining whether there is an association between sociodemographic and mental health (depression and anxiety) characteristics on the levels of psychopathic traits. Methods: A cross-sectional study was conducted on 497 students of a Peruvian medical school. Through online questionnaires, the following instruments were self-administered: Levenson Self-Report Psychopathy Scale (LSRP), Patient Health Questionnaire-9 (PHQ-9), and Generalized Anxiety Disorder-7 (GAD-7). Results: 19.7% of the participants were in the psychopathic group. The variables associated with a higher frequency of belonging to the psychopathic group were male sex (aPR = 2.10, 95% CI: 1.58-2.79, p < 0.05), having clinically relevant depressive (aPR = 2.05, 95% CI: 1.41-2.96, p < 0.05) and anxious symptoms (aPR = 1.46, 95% CI: 1.01-2.09, p < 0.05). Conclusions: Medical students of the sample studied show a high prevalence of psychopathy traits. The variables associated with a higher frequency of belonging to the psychopathic group were male sex, having clinically relevant depressive symptoms, and anxiety symptoms. More involvement on behalf of the medical school is necessary as to the identification of the psychopathic traits in medical students.

Introducción: Los rasgos psicopáticos perjudican el desarrollo profesional y las relaciones interpersonales de la población general, incluidos los profesionales de la salud. Esto se puede ver no solo en médicos ya graduados, sino que también se puede evidenciar desde sus años formativos como estudiantes de medicina. Objetivo: Evaluar la presencia de rasgos psicopáticos en una muestra de estudiantes de medicina peruanos y determinar si existe asociación entre características sociodemográficas y de salud mental (depresión y ansiedad) sobre los niveles de rasgos psicopáticos. Métodos: Se realizó un estudio transversal en 497 estudiantes de una facultad de medicina peruana. A través de cuestionarios en línea, se autoadministraron los siguientes instrumentos: Escala de Psicopatía de Autoinforme de Levenson (LSRP), Cuestionario de Salud del Paciente-9 (PHQ-9) y Trastorno de Ansiedad Generalizada-7 (GAD-7). Resultados: El 19,7% de los participantes pertenecían al grupo de rasgos psicopáticos. Las variables asociadas a una mayor frecuencia de pertenecer al grupo psicopático fueron el sexo masculino (RPa = 2,10, IC 95%: 1,58-2,79, p < 0,05), tener síntomas depresivos (RPa = 2,05, IC 95%: 1,41-2,96, p < 0,05) y ansiosos (RPa = 1,46, IC 95%: 1,01-2,09, p < 0,05) clínicamente relevantes. Conclusiones: Los estudiantes de medicina de la muestra estudiada presentan una alta prevalencia de rasgos psicopáticos. Las variables asociadas a una mayor frecuencia de pertenecer al grupo psicopático fueron el sexo masculino, tener síntomas depresivos y ansiosos clínicamente relevantes. Es necesaria una mayor participación por parte de las facultades de medicina en cuanto a la identificación de los rasgos psicopáticos en sus estudiantes.

Propiedades psicométricas de cuestionarios de actitudes de estudiantes de medicina hacia la investigación y la lectura científica

Introducción. Se requieren instrumentos en español con propiedades psicométricas conocidas que midan las actitudes de los estudiantes de medicina hacia las actividades científicas. Objetivo. Determinar las propiedades psicométricas de tres instrumentos que miden actitudes hacia la investigación científica, percepciones sobre las barreras para investigar y actitudes hacia la lectura científica. Métodos. Se realizó un estudio transversal en 311 estudiantes de medicina humana de una universidad en Perú. Los instrumentos usaron la escala de Likert de seis categorías. Se realizó un análisis confirmatorio mediante el modelamiento de ecuaciones estructurales. Resultados. El instrumento sobre las actitudes hacia la investigación científica tuvo tres factores, el primero (9 ítems, coeficiente α = 0,888), el segundo (8 ítems, α = 0,847) y el tercero (3 ítems, α = 0,653). Las percepciones sobre las barreras para investigar se formulan en dos factores, uno de 6 ítems (α = 0,779) y otro de 4 ítems (α = 0,771). El instrumento que evalúa las actitudes hacia la literatura científica tuvo dos factores, uno de valores de expectativa (8 ítems, α = 0,848) y otro sobre competencias auto percibidas en lectura científica (4 ítems, α = 0,838). Conclusión. Se presentan tres instrumentos diferenciados aplicables a estudiantes de medicina. Estos tienen una estructura factorial establecida y adecuada confiabilidad interna para la medición de las actitudes hacia la investigación científica, las barreras para investigar y hacia la literatura científica.

Introduction. Instruments in Spanish with known psychometric properties are required to measure the attitudes of medical students towards scientific activities. Objectives. To determine the psychometric properties of three instruments to measure attitudes towards scientific research, perceptions about barriers to research and attitudes towards scientific reading. Methods. A cross-sectional study was performed in 311 medical students from an university in Peru. The instruments used the Likert scale of six responses. A confirmatory analysis was performed by modeling structural structures. Results. The instrument on attitudes towards scientific research resulted in three factors, the first (9 items, coefficient α = 0.888), the second (8 items, α = 0.847) and the third (3 items, α = 0.653). Perceptions of barriers to research are evaluated with two factors, one with 6 items (α = 0.779) and the other with 4 items (α = 0.771). The instrument that measure attitudes towards scientific literature has two factors: the first measures expectancy values (8 items, α = 0.848) and the second measures self-perceived competences in scientific reading (4 items, α = 0.838). Conclusions. Three differentiated instruments applicable to medical students are presented. These have an established factorial structure and adequate internal reliability for the measurement of attitudes towards scientific research, barriers to research and towards the scientific literature.

O uso dos métodos anticoncepcionais por estudantes de Medicina: uma revisão narrativa / Medical students' use of contraceptive methods: a narrative review

Anticoncepção são todas as técnicas e métodos utilizados para evitar a concepção. Os estudantes de Medicina se destacam nesse contexto, por representarem uma população em um período no qual a gravidez e doenças sexualmente transmissíveis são emergenciais. Logo, este estudo analisou a eficácia dos métodos contraceptivos na comunidade acadêmica médica e verificou se há ou não diferença na taxa de eficácia, em comparação com a população em geral. Sendo assim, realizou- -se uma revisão narrativa e encontraram-se 2.182 artigos; desses, 1.513 cumpriram o critério de inclusão, porém somente quatro artigos atendiam a todos os critérios e foram utilizados. A conclusão do estudo foi de que a taxa de Pearl é maior na população estudada devido ao mau uso dos contraceptivos, necessitando da melhora na qualidade da educação sexual nas universidades de Medicina ao redor do mundo, a fim de se evitarem a perpetuação da má utilização de contraceptivos e a desinformação no meio acadêmico médico.

Contraception is all the techniques and methods that are used to prevent conception. Medical students stand out in this context because they represent a population in a period in which pregnancy and sexually transmitted diseases are emergencies. Therefore, this study analyzed the effectiveness of contraceptive methods in the medical academic community and verified whether or not there is difference in the rate of effectiveness compared to the general population. A narrative review was conducted and 2,182 articles were found, of these 1,513 met the inclusion criteria, but only four articles met all the criteria and were used. The conclusion of the study was that Pearl's rate is lower in the studied population due to the misuse of contraceptives, requiring improvement in the quality of sex education in medical universities around the world in order to avoid perpetuation of misuse of contraceptives and misinformation in the medical academic environment.

Cefalea en estudiantes de Medicina cubanos en relación con factores asociados al estrés académico

Fundamento la cefalea y el estrés pueden llegar a ser bastante comunes en la vida de los estudiantes universitarios. Por ello, es una necesidad el estudio profundo de las causas y consecuencias de dicha problemática. Objetivo caracterizar la cefalea en estudiantes de Medicina cubanos en relación con factores asociados al estrés académico. Métodos se realizó un estudio descriptivo de corte transversal en 205 estudiantes de medicina cubanos durante abril y mayo de 2022. Se estudiaron las variables edad, sexo, año académico, presencia de enfermedad asociada, frecuencia por semana, horas de sueño promedio por día, variación de frecuencia (durante exámenes orales, exámenes escritos, guardias médicas, exigencias extracurriculares altas, días libres), intensidad promedio del dolor, horario más frecuente de inicio, duración, fármacos más utilizados y utilización de fármacos para aliviar el dolor. Resultados la incidencia de cefalea fue de 91,2 %, con predominio en el sexo femenino (95,6 %). Los estudiantes refirieron una mayor frecuencia (61 %) en horarios vespertino, así como en situaciones de exámenes escritos (64,4 %). En los días libres disminuyó la frecuencia (67,3 %). El año académico no mostró influencia significativa en la duración o intensidad de la cefalea. El uso de fármacos no siempre se planteó como efectivo para tratar el dolor. La dipirona fue referida como el fármaco más utilizado (47,8 %). Conclusiones los factores asociados al estrés académico se relacionaron con la presencia de cefaleas en estudiantes de Medicina cubanos, y son la posible causa de su elevada incidencia.

Background headache and stress can become quite common in the university students' life. Therefore, it is necessary to study in depth the causes and consequences of this problem. Objective to characterize the headache in Cuban medical students in relation to factors associated with academic stress. Methods a descriptive cross-sectional study was carried out in 205 Cuban medical students during April and May 2022. The variables age, sex, academic year, presence of associated disease, frequency per week, average hours of sleep per day, frequency variation (during oral exams, written exams, medical shifts, high extracurricular demands, days off), average pain intensity, most frequent onset time, duration, most commonly used drugs, and use of pain-relieving drugs were studied. Results the headache incidence was 91.2%, predominantly in the female sex (95.6%). Students reported a higher frequency (61%) in evening hours, as well as in situations of written exams (64.4%). On days off, the frequency decreased (67.3%). The academic year did not show a significant influence on the headache duration or intensity. The use of drugs was not always considered effective in treating pain. Dipyrone was referred to as the most used drug (47.8%). Conclusions the factors associated with academic stress were related to the presence of headaches in Cuban medical students, and are the possible cause of its high incidence.

Percepción de los estudiantes acerca de los aspectos que favorecen el aprendizaje en la carrera de Medicina

Fundamento uno de los grandes retos que enfrentan los docentes actuales es la hiperconexión de los estudiantes, por lo que incluir las tecnologías emergentes en el proceso docente educativo es una necesidad. Objetivo caracterizar la percepción de los estudiantes acerca de los aspectos que favorecen el aprendizaje en la carrera de Medicina. Métodos estudio descriptivo, de corte transversal en el período de enero a marzo de 2020. El universo de estudio fue de 1580 estudiantes de la carrera de Medicina de la Universidad de Ciencias Médicas de Cienfuegos. Se estudiaron variables sociodemográficas, recursos más útiles y fuentes utilizadas para estudiar, así como la valoración del profesor, entre otras. Se creó una base de datos en el SPSS 21.0 para el procesamiento estadístico. Resultados la media de edad fue 23,04 (±6,60) años con predominio del sexo femenino (65,4 %). Un 89,6 % son estudiantes cubanos y el 63,7 % se encuentra cursando el plan de estudios D. La literatura docente (49,1 %), la explicación del profesor (34,4 %), la claridad de este al impartir los contenidos (31,6 %) y su capacidad de relación teoría-práctica (30,9 %) fueron los principales recursos y fuentes de estudio de los encuestados. Conclusiones a pesar de que las nuevas generaciones que ingresan a la educación médica superior se han desarrollado en un contexto más digitalizado, sigue siendo el docente el referente para la adquisición de conocimientos mediante la claridad y profundidad de la explicación en clase, seminarios de integración y su capacidad de vinculación teórico-práctica.

Background one of the great challenges that current teachers face is the hyperconnection of students, so including emerging technologies in the educational teaching process is a necessity. Objective to characterize the students' perception about the aspects that support learning in the Medicine career. Methods descriptive, cross-sectional study from January to March 2020. The studied universe was 1580 students from the Cienfuegos University of Medical Sciences' Medicine career. Sociodemographic variables, the most useful resources and sources used to study, as well as the teacher's assessment, among others, were studied. A database was created in SPSS 21.0 for statistical processing. Results the mean age was 23.04 (±6.60) years with a predominance of females (65.4%). The 89.6% are Cuban students and 63.7% are studying the D curriculum. The teaching literatura (49.1%), the teacher's explanation (34.4%), the clarity of the teacher when teaching the contents (31.6%) and their ability to relate theory-practice (30.9%) were the main resources and sources of study from those surveyed. Conclusions despite the fact that the new generations entering higher medical education have developed in a more digitized context, the teacher is still the guide for the acquisition of knowledge through the clarity and depth of the explanation in class, integration seminars and its capacity for theoretical-practical connection.

Diagnostic radiology training for medical students - a Brazilian multicenter survey

ABSTRACT Objective This study aimed to assess diagnostic radiology training and exposure during medical school, from the perspective of medical students in Brazil. Methods In this multicenter study approved by the Institutional Review Board, medical students from multiple universities in Brazil filled out an online questionnaire regarding their perception about diagnostic radiology training during medical school, including knowledge and use of the American College of Radiology Appropriateness Criteria and their confidence level in interpreting common radiological findings. Medical students from different regions of Brazil were sent invitations to participate in the anonymous survey through radiology group emails initiated by radiology professors and a group of ambassadors representing different institutions. Informed consent was obtained electronically at the beginning of the survey. Results The survey demonstrated diagnostic radiology is frequently included in preclinical exams; however, radiology training during medical school was considered inadequate from the medical students´ perspective. Overall, radiological imaging teaching was provided by radiologists for more than half of the survey respondents; however, radiological imaging is frequently shown to students by non-radiologist physicians during case discussion rounds. Moreover, few respondents had a mandatory radiology training rotation during medical school. Conclusion This Brazilian medical student survey demonstrated that from the medical students' perspective, diagnostic radiology is an important subject in clinical practice; however, their radiology training and exposure are overall heterogeneous.

Monitoria acadêmica: uma formação docente para discentes / Academic monitorship: teacher training for undergraduates

Resumo Introdução: A monitoria acadêmica é um processo de formação e introdução à docência que é prevista nas Diretrizes Curriculares Nacionais de 2014 e tem o potencial de conferir maior competência à área de educação em saúde a qual é valorizada pelo Sistema de Acreditação de Escolas Médicas como um indicador internacional de qualidade. Objetivo: O estudo buscou identificar as principais potencialidades e desafios da monitoria acadêmica na formação médica. Método: Trata-se de um estudo observacional descritivo de caráter transversal realizado com 11 estudantes de Medicina, por meio de entrevistas semiestruturadas e com análise de dados feita a partir de uma abordagem qualitativa do tipo textual-discursiva. Resultado: Os códigos foram reunidos em quatro categorias: 1. motivações para participação, 2. desafios enfrentados, 3. aprendizados desenvolvidos e 4. carreira docente. A principal motivação foi currículo, seguido de interesse em aprender conteúdo. Os maiores desafios foram o desenvolvimento da responsabilidade e a explicação do conteúdo. Dentre os aprendizados, habilidades didáticas, aprendizagem significativa e metodologias de ensino foram as mais prevalentes. Em termos de carreira, a monitoria ao menos apresentou a docência como possibilidade para além da prática médica assistencial, e os aspectos ser facilitador, ter habilidades interpessoais e preocupar-se com o aluno constituíram a tríade - na visão dos monitores - de um "bom professor". Conclusão: A monitoria acadêmica é uma prática didático-pedagógica capaz de estimular o interesse e a profissionalização da carreira docente. Além disso, deve ser incentivada pelas políticas públicas e institucionais com o objetivo de qualificar futuros médicos para que possam atuar como educadores em e na saúde.

Abstract Introduction: Academic monitorship is a process of training and introduction to teaching that is foreseen in the National Curricular Guidelines of 2014 and has the potential to confer greater competence in the area of health education, which is valued by the Medical School Accreditation System as an international quality indicator. Objective: The study sought to identify the main potentialities and challenges of academic monitorship in medical education. Method: This is a cross-sectional descriptive observational study conducted with 11 medical students, through semi-structured interviews and data analysis performed from a qualitative approach of the textual-discursive type. Result: The codes were grouped into four categories: (1) motivations for participation, (2) challenges faced, (3) learning developed and (4) teaching career. The main motivation was curriculum, followed by interest in learning content. The biggest challenges were developing responsibility and content explanation. Among the learnings, teaching skills, meaningful learning and teaching methodologies were the most prevalent. In terms of career, monitors at least presented teaching as a possibility beyond medical care practice, and being a facilitator, having interpersonal skills and caring about the student constituted the triad - in the monitors' view - of a "good teacher". Conclusion: Academic monitorship is a didactic-pedagogical practice capable of stimulating interest and professionalization in the teaching career. In addition, it should be encouraged by public and institutional policies with the objective of qualifying future doctors to act as educators in health care.

Cognitive abilities and medical students' practice of physical exams: A quasi-experimental study

ABSTRACT BACKGROUND: To highlight the importance of clinical simulations and simulated laboratories for student training, especially in physical examination teaching. OBJECTIVE: To evaluate the gains obtained by medical students in their cognitive and practical performance of physical examinations (abdominal, cardiological, and pulmonary), as well as satisfaction and self-confidence in what they have learned, after concentrated practice developed in a skills and simulation laboratory. DESIGN AND SETTING: A quantitative and quasi-experimental study in which 48 students were evaluated at the Faculdade de Odontologia de Bauru, São Paulo, Brazil. METHODS: A quantitative and descriptive study was conducted with regularly enrolled 2nd year medical students over 18 years of age who had content prior to data collection regarding anamnesis and physical examination remotely taught in a Moodle virtual learning environment. For data collection, the participants were subjected to a concentrated period of skill training (abdominal, cardiological, and pulmonary). Every day after the skill training session, they were subjected to a practical evaluation and completed a theoretical test before and after the practical activities. At the end of all activities, they answered the instrument to assess the simulated practices (self-confidence and satisfaction). RESULTS: Among the 49 students evaluated, positive and significant theoretical and practical gains were identified in all three components (abdominal, cardiological, and pulmonary) (P = 0.000), as well as in the general evaluation (Theoretical 1 and Theoretical 2) (P = 0.000), satisfaction, and self-confidence (P = 0.000). CONCLUSION: Concentrated laboratory practice resulted in positive improvements in students' physical examination skills.

Satisfacción de estudiantes con la virtualidad en la asignatura Metodología de la Investigación en Medicina / Student satisfaction with virtuality in the Medicine Research Methodology course

Fundamento: la utilización de entornos virtuales de enseñanza aprendizaje es una tendencia que las instituciones de educación superior ponen en práctica en sus estrategias de desarrollo y perspectiva académica. Objetivo: evaluar el grado de satisfacción de los estudiantes con la virtualidad de la asignatura Metodología de la Investigación en la carrera de Medicina, de la Facultad de Ciencias Médicas de Sagua la Grande durante el período 2020-2021. Métodos: se realizó una investigación de tipo descriptiva transversal donde se aplicaron métodos teóricos: análisis-síntesis e inducción-deducción y empíricos: un cuestionario constituido por 15 ítems, cuyas respuestas fueron evaluadas a través de una escala aditiva tipo Likert. Para el procesamiento de la información se emplearon la estadística descriptiva y herramientas estadísticas. Resultados: el aula virtual diseñada para la asignatura se estructuró según unidades temáticas, además de un módulo donde se situaron las orientaciones generales. Las frecuencias que predominaron para todas las dimensiones estuvieron entre los niveles Satisfecho y Muy satisfecho. Se destacaron las dimensiones Resultados y Contenido con predominio de respuestas positivas; en las dimensiones Orientaciones generales del curso y Disponibilidad/estabilidad, fue donde manifestaron mayor negatividad. Conclusiones: la utilización de la virtualidad demostró que el nivel de satisfacción de los estudiantes alcanzado en la asignatura Metodología de la Investigación en la carrera de Medicina es elevado por lo que se recomienda su aplicación por los docentes como apoyo a la clase presencial.

Background: the use of virtual teaching-learning environments is a trend that higher education institutions put into practice in their development strategies and academic perspective. Objective: to evaluate the degree of satisfaction of the students with the virtuality of the Research Methodology subject in the Medicine degree, of Sagua la Grande Faculty of Medical Sciences during from 2020 to 2021. Methods: a cross-sectional descriptive investigation was carried out where theoretical methods were applied: analysis-synthesis and induction-deduction and empirical: a questionnaire consisting of 15 items, whose answers were evaluated through a Likert-type additive scale. For the information processing, descriptive statistics and statistical tools were used. Results: the virtual classroom designed for the subject was structured according to thematic units, as well as a module where the general orientations were located. The frequencies that prevailed for all dimensions were between the Satisfied and Very Satisfied levels. The Results and Content dimensions with a predominance of positive responses were highlighted; in the General orientations of the course and Availability/stability dimensions, it was where they manifested the greatest negativity. Conclusions: the use of virtuality showed that the level of student satisfaction achieved in the Research Methodology subject in the Medicine degree is high, so its implementation by teachers is recommended as support for the face-to-face class.

Apreciación de los estudiantes de Medicina sobre la educación a distancia durante la COVID-19 / Medical students' appreciation of distance education during COVID-19

Fundamento: la carrera de Medicina en la Universidad de Ciencias Médicas de Villa Clara se vio afectada por la pandemia de COVID-19, lo que obligó a prescindir temporalmente de la enseñanza presencial y transitar hacia la educación a distancia. Objetivo: analizar la apreciación de los estudiantes de la carrera de Medicina sobre los resultados de la educación a distancia impuesta por la pandemia de COVID-19, en el curso 2020-2021. Métodos: se realizó un estudio descriptivo y transversal entre mayo-junio de 2021 en la Facultad de Medicina. Se utilizaron métodos teóricos para la fundamentación de la investigación; empíricos: cuestionario a los estudiantes; y estadístico-matemáticos para los valores porcentuales. Resultados: a pesar de que la mayoría de los estudiantes refirieron buenos criterios sobre la educación a distancia, el 5,1 % otorgó valoración de Mal, mientras el 9,4 % consideró Regular esta experiencia. Entre las principales dificultades expresaron insatisfacción con los programas implementados para las asignaturas, la no disponibilidad por razones técnicas del aula virtual de la universidad, la insuficiente preparación de los profesores para asumir esta modalidad y la no sistematicidad en la evaluación de las tareas docentes, lo que conllevó a pérdida del interés por el estudio. Se consideró positivo el número de estudiantes que contaban con dispositivos con conectividad a internet. Conclusiones: aunque los resultados mostraron una valoración positiva sobre la educación a distancia, esta experiencia generó sugerencias válidas dirigidas a su perfeccionamiento con la aplicación de estrategias basadas en evidencias científicas.

Background: the Medicine degree at Villa Clara University of Medical Sciences was affected by the COVID-19 pandemic, which made it necessary to temporarily dispense with face-to-face teaching and move towards distance learning. Objective: to analyze the appreciation of Medicine students on the results of distance learning imposed by the COVID-19 pandemic, in the 2020-2021 academic year. Methods: a descriptive and cross-sectional study was carried out from May to June 2021 at the Faculty of Medicine. Theoretical methods were used for the foundation of the investigation; empirical ones: questionnaire to students; and statistical-mathematical for percentage values. Results: despite the fact that most of the students reported good criteria about distance learning, 5.1% gave a Bad rating, while 9.4% considered this experience as average. Among the main difficulties, they expressed dissatisfaction with the programs implemented for the subjects, the non-availability of the university's virtual classroom for technical reasons, the insufficient preparation of teachers to assume this modality and the non-systematic evaluation of teaching tasks, which led to loss of interest in the study. The number of students who had devices with internet connectivity was considered positive. Conclusions: although the results showed a positive evaluation of distance learning, this experience generated valid suggestions aimed at improving it with the implementation of strategies based on scientific evidence.

Concepción de la labor educativa desde el consultorio médico en el enfrentamiento a la COVID-19 / Conception of educational work from the doctor´s office while facing COVID-19

Fundamento: es necesario profundizar en los contenidos, formas y métodos de la labor educativa desde el consultorio médico de familia con los estudiantes de las ciencias médicas. Objetivo: caracterizar la concepción de la labor educativa asumida desde el consultorio médico de familia en el enfrentamiento a la COVID-19. Métodos: se realizó una investigación acción participativa, de corte transversal, en el período de marzo de 2020 a septiembre del 2021. El trabajo de campo se hizo con estudiantes de las carreras de Medicina, Enfermería y Estomatología, vinculados a los consultorios 17-17 y 17-37 pertenecientes al policlínico universitario "Chiqui Gómez-Lubián. Los métodos teóricos empleados fueron: analítico-sintético, inductivo-deductivo, histórico-lógico y enfoque de sistema; empíricos: análisis de documentos, observación de tipo participante, entrevista en profundidad y semiestructurada y análisis del producto de la actividad. Resultados: la concepción de la labor educativa empleada facilitó el trabajo de enfrentamiento a la pandemia de la COVID-19 desde el consultorio médico, la formación integral de los estudiantes y contribuyó al trabajo comunitario integrado. Conclusiones: el enfrentamiento a la COVID-19 permitió desplegar un sistema de acciones en la formación de los estudiantes que permitieron conformar una concepción acerca de la labor educativa desde el consultorio médico de familia.

Background: it is necessary to deepen the contents, forms and methods of the educational work from the family doctor's office with the students of medical sciences. Objective: to characterize the conception of the educational work assumed from the family doctor's office while facing COVID-19. Methods: a participatory, cross-sectional action research was carried out from March 2020 to September 2021. The field work was carried out with students from the Medicine, Nursing and Dentistry degrees, linked to clinics 17-17 and 17-37 belonging to the "Chiqui Gómez-Lubián" university polyclinic. Theoretical methods used were: analytical-synthetic, inductive-deductive, historical-logical and system approach; Empirical ones: document analysis, participatory observation and semi-structured interview and analysis of the product of the activity. Results: the conception of the educational work used facilitated the work to face COVID-19 pandemic from the doctor's office, the comprehensive training of students and contributed to integrated community work. Conclusions: the confrontation with COVID-19 allowed us to deploy a system of actions in the training of students that allowed us to form a conception about the educational work from the family doctor's office.

Consecuencias psicosociales de la pandemia de COVID-19 en estudiantes de Medicina / Psychosocial consequences of the COVID-19 pandemic in medical students

Fundamento: la OMS considera que la amenaza de la COVID-19 y la influencia de las medidas para su prevención están causando un fuerte impacto psicológico en las sociedades. Objetivo: valorar la repercusión de la pandemia de COVID-19 en el orden psicosocial en estudiantes de Medicina de la Facultad de Ciencias Médicas "Julio Trigo López". Métodos: se realizó un estudio descriptivo y transversal en el periodo comprendido entre el 2 de abril-2 de julio de 2021, en la Universidad de Ciencias Médicas de La Habana. Se utilizaron métodos teóricos para la fundamentación de la investigación y empírico: cuestionario a estudiantes de la carrera de Medicina. Se estudiaron las variables: sexo, ansiedad de estado acorde con la escala de ansiedad generalizada y factores que influyeron en los cambios de orden personal. Resultados: hubo predominio del sexo femenino. Se constató que la mayoría (81,7 %) presentó algún grado de ansiedad, con supremacía de la leve, seguida de la moderada, siendo esta última más marcada en el sexo femenino. Como factores generadores de ansiedad, predominó el retraso académico, seguido del temor al contagio e incomprensión por parte de los profesores. Como factores determinantes de cambios en el orden personal, se encontró la influencia de lo emocional dado por cambios en el estilo de vida. Conclusiones: la pandemia de COVID-19 ha causado cambios en el orden personal, psicológico y social en los estudiantes de Medicina, marcados por aspectos relacionados fundamentalmente con las preocupaciones académicas.

Background: WHO considers that the threat of COVID-19 and the influence of its prevention measures are causing a strong psychological impact on societies. Objective: to assess the repercussion of the COVID-19 pandemic in the psychosocial order in Medicine students of the "Julio Trigo López" Faculty of Medical Sciences. Methods: a descriptive and cross-sectional study was carried out from April 2 to July 2, 2021, at Havana University of Medical Sciences. Theoretical methods were used for the foundation of the investigation and empirical ones: questionnaire to students of the Medicine degree. The variables were studied: sex, anxiety according to the generalized anxiety scale and factors that influenced the changes of personal facts. Results: there was a predominance of the female sex. It was found that the majority (81.7%) presented some degree of anxiety, with mild predominance, followed by moderate, the latter being more marked in the female sex. As anxiety-generating factors, academic delay predominated, followed by fear of contagion and misunderstanding by teachers. As determinant factors of changes in the personal order, the influence of the emotional given by changes in lifestyle was found. Conclusions: COVID-19 pandemic has caused changes in the personal, psychological, and social order of medical students, marked by aspects fundamentally related to academic concerns.