Academic performance among pharmacy students using virtual vs. face-to-face team-based learning.

INTRODUCTION: This study compares pharmacy students' performance using face-to-face (FTF) team-based learning (TBL) vs. virtual TBL across multiple courses and different academic levels while accounting for student demographic and academic factors. METHODS: The study included pharmacy students from different academic levels (P1-P3) who were enrolled in three didactic courses taught using FTF TBL and virtual TBL. Multiple generalized linear models (GLMs) were performed to compare students' performance on individual readiness assurance tests (iRATs), team readiness assurance tests (tRATs), team application exercises (tAPPs), summative exams, and total course scores using FTF TBL vs. virtual TBL, adjusting for students' age, sex, race, and cumulative grade point average (cGPA). RESULTS: The study involved a total of 356 pharmacy students distributed across different academic levels and learning modalities: P1 students [FTF TBL (n = 26), virtual TBL (n = 42)], P2 students [FTF TBL (n = 77), virtual TBL (n = 71)], and P3 students [FTF TBL (n = 65), virtual TBL (n = 75)]. In the P1 cohort, the virtual group had higher iRAT and tRAT scores but lower tAPP scores than the FTF TBL group, with no significant differences in summative exams or total course scores. For P2 students, the virtual TBL group had higher iRAT and tRAT scores but lower summative exam scores and total course scores than the FTF TBL group, with no significant differences in tAPP scores. In the P3 student group, the virtual TBL group had higher iRAT, tRAT, tAPP, summative exam, and total course scores than the FTF TBL group. CONCLUSIONS: Students' performance in virtual TBL vs. FTF TBL in the pharmacy didactic curriculum varies depending on the course content, academic year, and type of assessment.

Tungiasis among children in Kenya is associated with poor nutrition status, absenteeism, poor school performance and high impact on quality of life.

Tungiasis is a highly neglected tropical skin disease caused by the sand flea, Tunga penetrans. The flea burrows into the skin inducing a strong inflammatory response, leading to pain and mobility restrictions with potential impacts on quality of life. Few countries implement control efforts and there are few data on the impact of the disease to support policy decisions. We conducted a survey to determine the impact of tungiasis among primary school children across nine counties of Kenya. A total of 10,600 pupils aged 8 to 14 years were randomly selected from 97 primary schools and examined for tungiasis. For 81 cases and 578 randomly selected controls, anthropometric measurements were made, and school attendance and exam scores were collected from school records. Of those with tungiasis, 73 were interviewed regarding their quality of life using a tungiasis-specific instrument. Mixed effect ordered logistic and linear models were used to assess associations between disease status and impact variables. Compared to uninfected pupils, those with tungiasis had lower weight-for-age z-scores (adjusted ß -0.41, 95% CI: -0.75-0.06, p = 0.020), missed more days of school the previous term (adjusted Incidence Rate Ratio: 1.49, 95% CI: 1.01-2.21, p = 0.046) and were less likely to receive a high score in mathematics (aOR 0.18, 95% CI: 0.08-0.40, p<0.001) and other subjects. Pupils with severe disease (clinical score >10) were four times more likely to experience severe pain than those with mild disease (OR 3.96, 95% CI: 1.35-11.64, p = 0.012) and a higher impact on their quality of life than those with mild disease (aOR 3.57, 95% CI: 1.17-10.8, p = 0.025) when adjusted for covariates. This study has demonstrated tungiasis has a considerable impact on children's lives and academic achievement. This indicates the need for integrated disease management for school-aged children to protect their physical and cognitive development and their future prospects.

The association between health behaviours and academic performance moderated by trait mindfulness amongst university students: an observational study.

Objectives: To target health communication at less health-conscious groups, evidence on health behaviours' effects on non-health-related outcomes - such as academic performance - is necessary. Recent research has highlighted the associations of various health behaviours on academic performance of university students. However, there is a lack of research investigating the most predominant health behaviours simultaneously and their association with academic performance, as well as the factors that potentially influence the direction or strength of these associations. Therefore, this study investigated (I) which of the predominant health behaviours (physical activity, healthy diet, sleep, sedentary behaviour, alcohol consumption, smoking, drug use) are most associated with academic performance and (II) whether the personal resource of trait mindfulness moderates these associations. Methods: An online survey was conducted amongst university students during the 2021 summer semester. Group differences in academic performance regarding health behaviours were analysed using ANOVA (N = 1,049). A first linear regression model (N = 571), considering all selected health behaviours simultaneously, assessed their association with academic performance. A second model (N = 540) assessed interaction effects of health behaviours and trait mindfulness. Separate regressions assessed each interaction's association with academic performance. Results: Sleep, fruit and vegetable consumption, and gender were significantly associated with academic performance. The second model showed no significant interaction effects. Conclusion: Targeting sleep and fruit and vegetable consumption might be the most promising strategies for elevating students' academic performance, thereby enabling health communication strategies to reach groups driven by performance improvements rather than health benefits.

Investigating learning burnout and academic performance among management students: a longitudinal study in English courses.

This study aims to move away from the cross-sectional approach related to burnout and conduct a longitudinal study to explore the factors influencing learning burnout among management students. The study primarily adopts a questionnaire survey, with students majoring in business management. Descriptive statistics and structural equation modeling (SEM) are used to analyze the data and validate the hypotheses. The findings are: (1) There is a significant negative relationship between English anxiety and self-efficacy and a significant positive relationship between past English learning performance and self-efficacy. (2) The changes in self-efficacy are negatively related to the changes in burnout, while the changes in workload are positively related to the changes in burnout. Additionally, there is a positive relationship between English anxiety and learning burnout. (3) There is a significant negative relationship between English learning performance and burnout. The direct impact of self-efficacy on English learning performance is not supported, but it has an indirect effect through the mediating role of burnout. The study proposes strategies to improve student outcomes and well-being: (1) making English courses more engaging to boost performance and confidence, reducing learning burnout; (2) encouraging and supporting students to enhance self-efficacy and motivation; (3) assigning tasks seen as useful and interesting to lessen perceived workload and emotional exhaustion; (4) and considering English anxiety in admissions to decrease learning burnout, especially as schools gain more autonomy in their policies.

Academic performance of students in an accelerated medical pathway.

Accelerated medical school curricula, such as three-year programs, have gained attention in recent years but studies evaluating their impact are still scarce. This study examines the Fully Integrated Readiness for Service Training (FIRST) program, a three-year accelerated pathway, to assess its impact on students' academic performance preparedness for residency. In this observational study, we compared the academic outcomes of FIRST program students to traditional four-year curriculum students from 2018 to 2023. We analyzed multiple metrics, including exam performance (United States Medical Licensing Examination Step scores, shelf exam scores, and pre-clinical course scores) and clinical performance scores during the application and individualization phases. Analysis of Variance was used to examine the effect of accelerated pathway program experience relative to traditional 4-year medical school curriculum on the learning outcomes. FIRST program students were on average 1.5 years younger upon graduation than their traditional peers. While FIRST program students scored slightly lower on Step 2 Clinical Knowledge (CK), they exhibited no significant differences in other exam scores or clinical performance relative to the traditional students. Notably, FIRST students achieved equivalent clinical performance ratings during critical clerkships and rotations. Our findings suggest that a three-year medical school curriculum can effectively prepare students for residency and produce graduates with comparable medical knowledge and clinical skills, offering potential benefits in terms of financial relief and personal well-being for medical students.

The impact of reading metacognitive strategies on mathematics learning efficiency and performance: An analysis using PISA 2018 data in China.

The current study employed latent profile analysis to examine the application patterns of students' reading metacognitive strategies using PISA 2018 data in China. Subsequently, it explored the differences in students' mathematics learning efficiency and performance. The results revealed that: (1) Six types of reading metacognitive strategies application patterns were identified: "Novice - indifferent," "Veteran - average," "Novice - low evaluating," "Veteran - skilled," "Novice - mixed," and "Novice - arbitrary." (2) The primary factors that affect the classification of reading metacognitive strategies application patterns were gender, and family economic, social, and cultural statuses (ESCS). (3) Mathematics learning time could positively predict performance overall, but the mathematics learning time of "Veteran - skilled" and "Novice - mixed" students had no significant correlation with their mathematics performance. The findings suggests that educators should not blindly increase students' mathematics learning time but instead provide appropriate guidance based on their mastery patterns of reading metacognitive strategies to enhance mathematics learning efficiency and performance.

Prevalence of adult attention deficit hyperactivity disorder (ADHD) among medical students in the Eastern Province of Saudi Arabia.

OBJECTIVES: To determine and compare the prevalence of attention deficit hyperactivity disorder (ADHD) symptoms among male and female medical students in the Eastern Province of Saudi Arabia and evaluate the effect of ADHD on the academic performance of the affected medical students. METHODS: This cross-sectional study measured the prevalence of adult ADHD symptoms among medical students in the Eastern Province of Saudi Arabia. A total of 354 Saudi medical students from King Faisal University, Al-Ahsa, and Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia, participated in a self-reported questionnaire. The questionnaire was distributed on different social media platforms from December 2021 to April 2022. RESULTS: Among the study participants, 26% exhibited symptoms highly consistent with adult ADHD. Young age (<20 years, p=0.049) and non-marital status (p=0.048) were associated with a higher rate of ADHD symptoms with recorded statistical significance. Additionally, there is no significant association between grade point average and adult ADHD (p=0.560). CONCLUSION: The study demonstrated a higher prevalence of adult ADHD among medical students in the Eastern Province than the reported rates locally and globally. This could be attributed to social and cultural factors, as well as the chosen method for assessing the symptoms of Diagnostic and Statistical Manual items.

Association between inpatient team continuity and clerkship student academic performance.

OBJECTIVE: To determine the association between inpatient team continuity, defined as the maximum number of days the same student, resident, and attending worked together on the inpatient wards, and the academic performance of students in a pediatric block clerkship. METHODS: We retrospectively identified students who rotated in the pediatric clerkship at a single institution from 2020 to 2022. We used multiple linear regression models to adjust for multiple confounders and used a one-way analysis of variance to compare adjusted outcomes across quartiles of inpatient team continuity. RESULTS: A total of 227 students were included in the analysis. Students' preceptor ratings increased by 0.04 on a scale of 0-4 (95% confidence interval [CI] 0.01-0.06; p = .001), and their final pediatric grade increased by 0.02 on a scale of 0-4 (95% CI 0.01-0.02; p < .001) with each 1-day increase in inpatient team continuity. There was no statistically significant association between team continuity and shelf exam scores or observed structured clinical examination scores. Preceptor ratings and final clerkship grades increased across quartiles of team continuity, with the greatest increase being between the second, 6-7 days of continuity, and third, 8-10 days of continuity, quartiles. CONCLUSIONS: Increased inpatient team continuity is associated with students receiving higher preceptor ratings and achieving a higher final pediatric clerkship grade. While the mechanisms driving these associations remain unknown, the results add to the literature base supporting the importance of preceptor continuity in undergraduate medical education.

Impact of an injury hospital admission on childhood academic performance: a Welsh population-based data linkage study.

BACKGROUND: While injuries can impact on children's educational achievements (with threats to their development and employment prospects), these risks are poorly quantified. This population-based longitudinal study investigated the impact of an injury-related hospital admission on Welsh children's academic performance. METHODS: The Secure Anonymised Information Linkage databank, 55 587 children residing in Wales from 2006 to 2016 who had an injury hospital admission (58.2% males; 16.8% born in most deprived Wales area; 80.1% one injury hospital admission) were linked to data from the Wales Electronic Cohort for Children. The primary outcome was the Core Subject Indicator reflecting educational achievement at key stages 2 (school years 3-6), 3 (school years 7-9) and 4 (school years 10-11). Covariates in models included demographic, birth, injury and school characteristics. RESULTS: Educational achievement of children was negatively associated with: pedestrian injuries (adjusted risk ratio, (95% CIs)) (0.87, (0.83 to 0.92)), cyclist (0.96, (0.94 to 0.99)), high fall (0.96, (0.94 to 0.97)), fire/flames/smoke (0.85, (0.73 to 0.99)), cutting/piercing object (0.96, (0.93 to 0.99)), intentional self-harm (0.86, (0.82 to 0.91)), minor traumatic brain injury (0.92, (0.86 to 0.99)), contusion/open wound (0.93, (0.91 to 0.95)), fracture of vertebral column (0.78, (0.64 to 0.95)), fracture of femur (0.88, (0.84 to 0.93)), internal abdomen/pelvic haemorrhage (0.82, (0.69 to 0.97)), superficial injury (0.94, (0.92 to 0.97)), young maternal age (<18 years: 0.91, (0.88 to 0.94); 19-24 years: 0.94, (0.93 to 0.96)); area based socioeconomic status (0.98, (0.97 to 0.98)); moving to a more deprived area (0.95, (0.93 to 0.97)); requiring special educational needs (0.46, (0.44 to 0.47)). Positive associations were: being female (1.04, (1.03 to 1.06)); larger pupil school sizes and maternal age 30+ years. CONCLUSION: This study highlights the importance on a child's education of preventing injuries and implementing intervention programmes that support injured children. Greater attention is needed on equity-focused educational support and social policies addressing needs of children at risk of underachievement, including those from families experiencing poverty. VIBES-JUNIOR STUDY PROTOCOL: http://dx.doi.org/10.1136/bmjopen-2018-024755.

Relación del nivel socioeconómico con el rendimiento académico de estudiantes durante la pandemia por COVID-19 / Relationship of socioeconomic level with the academic performance of students during the COVID-19 pandemic

Introducción: el nivel socioeconómico (NSE) de las familias tiene un papel fundamentan en el desempeño académico de los estudiantes. Durante la pandemia, las familias con NSE bajo tuvieron menores oportunidades y se acrecentaron las desigualdades por limitaciones económicas y técnicas, lo cual pudo haber influido en las calificaciones y rendimiento académico de los alumnos. Objetivo: identificar la relación entre el NSE y el rendimiento académico de un grupo de estudiantes de licenciatura en enfermería durante la pandemia COVID-19. Metodología: estudio transversal, cuantitativo, analítico, con alumnos que tuvieron educación a distancia, se utilizó el instrumento denominado Nivel Socioeconómico (NSE) de la Asociación Mexicana de Agencias de Inteligencia de Mercado y Opinión Pública (AMAI), así como los promedios del semestre cursado en línea Resultados: participaron 167 alumnos, entre las variables de rendimiento académico y nivel socioeconómico se obtuvo un valor de p = 0.961, para las variables de sexo y estado civil se encontró asociación con un valor de p < 0.05. Conclusiones: no se identificó ninguna relación entre las variables del rendimiento académico y el nivel socioeconómico; sin embargo, otras variables como estado civil y sexo dieron significancia estadística, por lo que se sugiere ahondar en estas variables, así como su relación con el rendimiento académico.

Introduction: The socioeconomic level (SES) of families has a fundamental role in the academic performance of students, during the pandemic families with a low SES had fewer opportunities and increased inequalities due to economic and technical limitations, which could influence grades and academic performance. of the students Objective: To identify th e relationship between the SES and aca demic performance of nursing undergraduate students during COVID-19. Methodology: Cross-sectional, quantitative, analytical study with students who had distance education, the instrument called Socioeconomic Level (NSE) of the Mexican Association of Market Intelligence Agencies and Public Opinion (AMAI) was used. and the averages of the semester completed online. Results: 167 students participated, between the variables of academic performance and socioeconomic level a value of p = 0.961 was obtained, for the variables of sex, marital status an association was found with a p value less than 0.05. Conclusions: No relationship was identified between the variables of academic performance and socioeconomic level, however, other variables such as marital status and sex gave statistical significance, so it is suggested to delve into these variables as well as their relationship with academic performance.

Sistema de cotas e desempenho acadêmico: estudo seccional em uma universidade pública brasileira / Quota system and academic performance: sectional study in a brazilian public university / Sistema de cuotas y rendimiento académico: estudio seccional en una universidad pública brasileña

Introdução: A lei de cotas (nº 12.711/2012) foi criada com o intuito de oportunizar o acesso de alunos oriundos de escolas públicas ao ensino superior. Desde então, medidas adicionais foram tomadas para garantir, não só o acesso, mas a permanência destes alunos nas universidades. Objetivo: Este estudo teve como objetivo avaliar o desempenho acadêmico dealunos cotistas e não cotistas da Faculdade de Odontologia da Universidade Federal do Pará. Metodologia: Foram coletados dados de alunos matriculados nos anos de 2020 e2021 por meio de um questionário on-line e realizada a análise de histórico acadêmico dos voluntários. A análise dos dados foi realizada com software Jamovi versão 1.6.23, utilizando os testesQui-quadrado, t de Student para amostras independentes e análise de regressão linear multivariada. Em todas as análises foi adotado o nível de significância de 0,05. Resultados: Com uma taxa de resposta de 39,92% (n=200), os resultados demonstraram haver um melhor desempenho acadêmico para o grupo não-cotista no que se refere ao Coeficiente de Rendimento Geral (p=0,001). Além disso, alunos do grupo cotista enfrentam mais dificuldades quando comparados aos não-cotistas (p<0,0001). Na análise múltipla verificou-se que juntas, forma de ingresso (cotista ou não), o enfrentamento de dificuldades, recebimento de auxílios e atividades fora da Faculdade explicam quase 10% da variável Coeficiente de Rendimento Geral (R² = 0,098). Conclusões: A complexidade da comparação sugere a possibilidade de múltiplas causas, entre elas o fator socioeconômico e outras dificuldades experienciadas. Entender e atuar nestas causas é de fundamental importância para a construção de uma universidade inclusiva de qualidade (AU).

Introduction:The quota law (nº 12.711/2012) was created with the objective of providing opportunities for students from public schools to enter federal universities. Since then, additional measures have been taken to ensure not only the access, but the permanence of these students in universities. Objectives:This study aimed to assess the academic performance of quota students and non-quota students at the Faculty of Dentistry of the Federal University of Pará. Methods:Data were collected from students enrolled in the years 2020 and 2021 through an online questionnaire and the academic history of the volunteers was analyzed. Data analysis was performed with Jamovi software version 1.6.23, using the chi-square test, Student's t test for independent samples, and multivariate linear regression analysis. In all analyses, a significance level of 0.05 was adopted. Results:With a response rate of 39.92% (n=200), the results showed a better academic performance for the non-quotastudents with regard to the General PerformanceCoefficient (p=0.001). In addition, quota students face more difficulties when compared to non-quota students (p<0.0001). In the multiple analysis, it was found that the admission modality (quota students or non-quota students), facing difficulties, receiving aid, and activities outside the University explained together almost 10% of the General Performance Coefficient variable (R² = 0.098). Conclusion:The complexity of the comparison suggests the possibility of multiple causes, including the socioeconomic factor and other difficulties experienced. Understanding and acting on these causes is of fundamental importance for the construction of a quality inclusive university (AU).

Introducción: La ley de cuotas (nº 12.711/2012) fue creada con el objetivo de brindar a estudiantes de colegios públicosla oportunidad de ingresar a una universidad federal. Desde entonces, se han tomado medidas adicionales para asegurar, no solo el acceso, sino también la permanencia de estos estudiantes en las universidades. Objetivos:Este estudio tuvo como objetivo evaluar el rendimiento académico de los alumnos con cuota y los sin cuota de la Facultad de Odontología de la Universidad Federal de Pará. Métodos:Se recolectaron datos de estudiantes matriculados en los años 2020 y 2021 a través de un cuestionario en línea y se realizó el análisis del historial académico de los voluntarios. El análisis de datos se realizó con el software Jamovi versión 1.6.23, utilizando la prueba de qui-cuadrado, prueba t de Student para muestras independientes y análisis de regresión lineal multivariado. En todos los análisis se adoptó un nivel de significación de 0.05. Resultados:Con una tasa de respuesta del 39.92% (n=200), los resultados mostraron un mejor rendimiento académico de los alumnos sin cuotacon respecto al Coeficiente de Rendimiento General (p=0.001). Además, los estudiantes con cuota enfrentan más dificultades cuando comparados a los estudiantes sin cuota (p<0.0001). En el análisis múltiple, se encontró que,en conjunto, la forma de ingreso (alumnos con cuota o sin cuota), enfrentar las dificultades, recibir ayudas y actividades fuera de la Facultad explican casi el 10% de la variable Coeficiente de Rendimiento General(R² = 0,098). Conclusión:La complejidad de la comparación sugiere la posibilidad de múltiples causas, incluido el factor socioeconómico y otras dificultades experimentadas. Comprender y actuar sobre estas causas es de fundamental importancia para la construcción de una universidad inclusiva de calidad (AU).

The association between academic performance indicators and lifestyle behaviors among Kuwaiti college students.

BACKGROUND: Lifestyle behaviors are developed during young adulthood and carried through life. Accordingly, early detection of unhealthy behaviors can help prevent the increase in non-communicable diseases in the population. College students are an especially vulnerable group who, upon entering a new environment, tend to engage in unhealthy behaviors. OBJECTIVE: The present study aims to evaluate the lifestyle behaviors of Kuwaiti college students and their association with markers of academic achievements. METHODS: One thousand two hundred fifty-nine students participated in the present study and answered an online questionnaire pertaining to their sociodemographic status, academic performance indicators, body weight and height, and lifestyle behaviors. Data were collected from November 2020 to February 2021. RESULTS: Results of the present study showed that obesity was significantly more prevalent among male participants than among females even though males were more physically active. Alternatively, females had a greater grade point average in college, slept more, and had more screen time. Interestingly, we were unable to detect a significant correlation between lifestyle behaviors and academic achievements. CONCLUSION: The observed differences in body mass index between genders may have been attributed to energy intake rather than energy expenditure.

The Association Between Orthopaedic Surgeon Academic Productivity Metrics and Compensation from Medical Industry.

INTRODUCTION: Academic research has value well beyond personal financial gain. However, these endeavors do require a notable amount of time and opportunity cost. Academic productivity may raise a researcher's profile within the field, increasing the likelihood for interactions with the medical industry and possibly cultivating relationships with future monetary significance. METHODS: Queries of the Centers for Medicaid and Medicare Services publicly available Open Payments System allowed for extraction of industry compensation data for orthopaedic surgeons. Aggregate data produce three compensation groups (mean annual income) for individual physicians: none; 1 to $100,000; and >$100,000. Physicians in the highest income category were matched 1:1 with physicians in each of the other two compensation groups. Selected physicians then underwent an academic productivity assessment. Queries of Web of Science, Scopus, and Google Scholar User Profile databases provided the h-index and m-index for each surgeon. Bivariate and multivariate analyses produced statistical results. In addition to the analysis of the tiered income groups, analysis of compensation as a continuous variable also occurred. RESULTS: From 2016 to 2020, 636, 7,617, and 22,091 US orthopaedic surgeons earned mean annual industry compensation >$100,000; between $1 and $100,000; and $0, respectively. Royalties (80.8%) predominated in the top earning group, compared with Consulting Fees (46.5%) in the second-tier group. The highest income group had higher h-index ($0 versus $1 to 100,000 versus >$100,000 = 3.6 versus 7.5 versus 20.0, P < 0.001) and m-index ($0 versus $1 to 100,000 versus >$100,000 = 0.26 versus 0.44 versus 0.80, P < 0.001) scores than either the intermediate or no compensation groups. In addition, h-index and m-index correlated positively with total compensation (h-index: r = 0.32, P < 0.001; m-index: r = 0.20, P < 0.001). Multivariable analysis of factors associated with increased industry compensation identified h-index (B = 0.034, P < 0.001) and years active (B = 0.042, P < 0.001) as having significant associations with physician compensation. Physician subspecialty also correlated with industry compensation. DISCUSSION: Academic research can provide invaluable contributions to the improvement of patient care. These efforts often require notable personal sacrifice with minimal direct remuneration. However, academic productivity metrics correlate positively with industry compensation, highlighting a possible supplementary benefit to scholarly efforts. LEVEL OF EVIDENCE: Level III.

Instrumento en Excel para la calificación de exámenes de la educación médica en Cuba / Instrument in Excel for the Qualification of Exams in the Cuban Medical Education

Introducción: La evaluación de un examen de varias preguntas genera un número elevado de combinaciones que, al sumar el descuento de errores ortográficos, dificulta el otorgamiento de la calificación correcta y requiere de mucho tiempo. La automatización de este proceso fue realizada por Santander Montes y colaboradores con el paquete profesional estadístico PSPP de libre distribución. Objetivo: Construir un instrumento en Excel para calificaciones de exámenes parciales y finales, de tres, cinco y siete preguntas, con descuento de errores ortográficos según los requisitos de la educación médica cubana. Métodos: Se utilizaron las herramientas de tabulación de información y fórmulas que ofrece el programa Excel de Microsoft Office 2013. Resultados: Se diseñó una interfaz simple, fácil de ejecutar. Se creó una secuencia para determinar en el instrumento: validez, confiabilidad, representatividad y factibilidad. Con la revisión reiterada de cinco profesores de manera independiente (1 Pediatría, 1 Medicina Interna y 3 Salud Pública) y la prueba piloto (examen final de Salud Pública de la carrera de medicina en el primer semestre del curso 2021-2022 en la Facultad Julio Trigo López"), se logró un instrumento de muy fácil uso, válido, confiable y accesible. Conclusiones: El instrumento en Excel propuesto proporciona una opción para automatizar el proceso de evaluación, evitando los errores que se cometen en la evaluación manual(AU)

Introduction: The evaluation of an exam of several questions generates a high number of combinations that, when adding the discount of spelling errors, makes it difficult to give the correct grade and requires a lot of time. The automation of this process was carried out by Santander Montes and collaborators with the professional statistical package PSPP of free distribution. Objective: To build an instrument in Excel for qualifications of partial and final exams, of three, five and seven questions, with spelling errors discounted according to the requirements of Cuban medical education. Methods: The information and formula tabulation tools offered by the Microsoft Office 2013 Excel program were used. Results: A simple interface was designed, easy to execute. A sequence was created to determine in the instrument: validity, reliability, representativeness and feasibility. With the repeated review of five professors independently (1 Pediatrics, 1 Internal Medicine and 3 Public Health) and the pilot test (final exam of Public Health of the medical career in the first semester of the 2021-2022 academic year in the Faculty Julio Trigo López), a very easy-to-use, valid, reliable and accessible instrument was achieved. Conclusions: The proposed instrument in Excel speeds up the evaluation process and avoids the errors that are made in manual evaluation(AU)

Racial residential segregation shapes the relationship between early childhood lead exposure and fourth-grade standardized test scores.

Racial/ethnic disparities in academic performance may result from a confluence of adverse exposures that arise from structural racism and accrue to specific subpopulations. This study investigates childhood lead exposure, racial residential segregation, and early educational outcomes. Geocoded North Carolina birth data is linked to blood lead surveillance data and fourth-grade standardized test scores (n = 25,699). We constructed a census tract-level measure of racial isolation (RI) of the non-Hispanic Black (NHB) population. We fit generalized additive models of reading and mathematics test scores regressed on individual-level blood lead level (BLL) and neighborhood RI of NHB (RINHB). Models included an interaction term between BLL and RINHB. BLL and RINHB were associated with lower reading scores; among NHB children, an interaction was observed between BLL and RINHB. Reading scores for NHB children with BLLs of 1 to 3 µg/dL were similar across the range of RINHB values. For NHB children with BLLs of 4 µg/dL, reading scores were similar to those of NHB children with BLLs of 1 to 3 µg/dL at lower RINHB values (less racial isolation/segregation). At higher RINHB levels (greater racial isolation/segregation), children with BLLs of 4 µg/dL had lower reading scores than children with BLLs of 1 to 3 µg/dL. This pattern becomes more marked at higher BLLs. Higher BLL was associated with lower mathematics test scores among NHB and non-Hispanic White (NHW) children, but there was no evidence of an interaction. In conclusion, NHB children with high BLLs residing in high RINHB neighborhoods had worse reading scores.

Rendimiento académico en estudiantes de enfermería de una universidad pública / Academic performance in nursing students from a public university

Introducción: la globalización ha impactado el ámbito educativo, por lo que las instituciones de educación superior tienen la responsabilidad de generar en los alumnos destrezas, habilidades y conocimientos que faciliten el proceso de aprendizaje para mejorar y mantener un rendimiento académico eficiente. Objetivo: describir el rendimiento académico desde la perspectiva de los estudiantes de noveno semestre de la Licenciatura en Enfermería de una institución pública del estado de Oaxaca, México. Metodología: el diseño del estudio fue descriptivo transversal. La muestra fue de 159 estudiantes, con un nivel de confianza de 95% y un margen de error del 5%. El muestreo fue probabilístico aleatorio simple. Para la medición del rendimiento académico se aplicó la Escala MEDMAR. La ética del estudio consideró la declaración de Helsinki. El análisis de los datos se procesó a través del programa SPSS, versión 22, y Microsoft Excel Office 10. Para el análisis de los datos se utilizó la estadística descriptiva. La confiabilidad del instrumento reportó un alfa de Cronbach de 0.9. Resultados: los estudiantes percibieron el rendimiento académico como bueno (12.6%) y muy bueno (87.4%). En las variables contextuales se observó en un 74.4% como muy bueno. Para las variables propias del estudiante se percibió un 85.5% en calidad de muy bueno. Conclusión: las evidencias encontradas apuntan a que los estudiantes perciben el rendimiento académico de manera positiva.

Introduction: Globalization has had an impact on the educational field, which is why higher education institutions have the responsibility of generating skills, abilities and knowledge in students that facilitate the learning process to improve and maintain an efficient academic performance. Objective: To describe the academic performance from the perspective of the students of the ninth semester of the Bachelor of Science in Nursing of a public institution of the state of Oaxaca. Methodology: The study design was descriptive, cross-sectional. The sample consisted of 159 students, with a confidence level of 95% and a margin of error of 5%. The sampling was simple random. To measure academic performance, the MEDMAR Scale was applied. The ethics of the study considered the Declaration of Helsinki. The data analysis was processed through the Statistical Package for Social Sciences, version 22, and Microsoft Excel Office 10. Descriptive statistics were used for data analysis. The reliability of the instrument reported a Cronbach's alpha of 0.9 Results: Students perceived the academic performance as good (12.6%) and very good (87.4%). In contextual variables, it was observed in 74.4% as very good. For the student's own variables, 85.5% were perceived as very good. Conclusion: The evidence found indicates that students perceive academic performance in a positive way.

Calidad de la evaluación en estomatología en el período 2014-2021 / Quality of the evaluation in the dental medicine major in the period 2014-2021

Introducción: La ampliación de la matrícula en la carrera de estomatología y la apertura de nuevos escenarios docentes descentralizados han constituido un reto en la formación de los educandos. Con el ejercicio del examen estatal se certifica la competencia de los egresados. Objetivo: Comparar los resultados de la evaluación final de la asignatura Atención integral a la población con los del examen ordinario estatal de la carrera de estomatología en los escenarios docentes descentralizados de Plaza de la Revolución. Métodos: Se realizó una investigación descriptiva y transversal de los resultados del examen ordinario estatal de la carrera de estomatología en el período 2014-2021, en los escenarios docentes descentralizados de Plaza de La Revolución. Los resultados finales se compararon con la nota final de la asignatura Atención integral a la población. Se trabajó con el universo de los estudiantes (161). Se utilizaron los números enteros y el porcentaje. Resultados: Los resultados de la asignatura Atención integral a la población fueron ligeramente superiores a los obtenidos en la prueba estatal. En ambos predominaron las calificaciones de alto rendimiento, para un 69,5 por ciento y un 57,1 por ciento respectivamente. Conclusiones: La calidad satisfactoria de los resultados docentes de los exámenes finales de Atención integral a la población y el estatal se mantuvieron con una tendencia a la mejoraría de las calificaciones de los últimos tres cursos(AU)

Introduction: An increase in the enrollment acceptance for the dental medicine major and the creation of new decentralized teaching settings have become challenges with respect to the training of students. The state examination certifies the competence of graduates. Objective: To compare the results of the final evaluation corresponding to the subject of Comprehensive Population Care with the results of the first call for the state examination corresponding to the dental medicine major in the context of decentralized teaching settings of Plaza de la Revolución Municipality, Havana, Cuba. Methods: A descriptive and cross-sectional research was carried out with the results of the first call for the state examination corresponding to the dental medicine major in the period 2014-2021, in the context of decentralized teaching settings of Plaza de La Revolución Municipality. The final results were compared with the final scores corresponding to the subject of Comprehensive Population Care. The universe of students (161) were included. Integer numbers and percentages were used. Results: The results corresponding to the subject of Comprehensive Population Care were slightly higher than the results obtained in the state examination. Both were characterized by predominantly high performance scores, accounting for 69.5 percent and 57.1 percent, respectively. Conclusions: The satisfactory quality of the teaching results corresponding to the final exams for the subject of Comprehensive Population Care and the state examination maintained a tendency of improving scores in the last three academic years(AU)

Desempeño académico de fin de carrera en estudiantes de medicina ante un cambio de plan de estudios en Uruguay: graduación, rezago y becas / Academic performance at the end of the career in medical students during a curriculum change in Uruguay: on time and delayed graduation and scholarships / Desempenho acadêmico de final de curso dos estudantes de medicina diante de uma mudança no plano de estudos do Uruguai: graduação, defasagem e bolsas

La duración de la carrera de medicina en la Universidad de la República, Uruguay, se redujo un año al modificarse el plan de estudios. Estudiantes que cursaron el novel y el antiguo plan rindieron sincrónicamente un concurso previo a la práctica preprofesional en 2015, graduándose simultáneamente. Este trabajo indagó sobre las potenciales derivaciones de cursar uno u otro plan, como forma de obtener insumos para la evaluación del plan de estudios actual y de los programas de becas de apoyo estudiantil, a fin de proyectar estrategias de mejora. Se realizó un estudio retrospectivo cuantitativo analizando el desempeño, la retención y el rezago estudiantil en relación con el plan cursado, atributos sociodemográficos y el usufructo de becas. Los graduados con rezago tuvieron peor desempeño al final de la carrera que los graduados en tiempo, independientemente del plan. El rezago se asoció al perfil sociodemográfico. El 23.7% de los graduados usufructuó alguna beca durante su carrera. Los becados presentaron niveles educativos parentales inferiores y procedieron en mayor proporción del interior del país que el total de graduados. Se concluye que: a) la desvinculación y el rezago académico tienen lugar en ambos planes; b) cursar con rezago se asocia a un peor desempeño en etapas finales de la carrera, vinculándose con el perfil sociodemográfico y no con cursar un plan de estudios u otro y c) las políticas institucionales de becas remedian parcialmente este hecho favoreciendo la retención y graduación.

At the Universidad de la República, Uruguay, the medical career duration was reduced as a consequence of a curriculum renovation. Students who attended the novice and the prior curriculum synchronously took a pre-practice contest in 2015, graduating simultaneously. This work investigated the potential derivations of taking the previous or the new curriculum and to obtain inputs for the evaluation of the current curriculum and student support scholarship programs in order to project improvement strategies. A quantitative retrospective study was carried out analyzing student performance, retention and delayed graduation in relation to the curriculum taken, sociodemographic attributes and the use of scholarships. Regardless of the curriculum, those with a delayed graduation showed lower results than those who graduated in time. Delayed graduation was associated with the sociodemographic profile. A 23.7% of the graduates used a scholarship at some point in their career. The scholarship recipients presented lower parental educational levels and came in a greater proportion from the interior of the country than the total number of graduates. It was concluded that: a) dropout and academic delay occur at both curriculums; b) obtaining a degree with a delay is associated with worse performance in the final career stages, being linked to the sociodemographic profile and not to taking one study plan or another and c) institutional scholarship policies partially solve baseline inequities, favoring retention and graduation.

A duração do curso de medicina da Universidade da República, Uruguai, foi reduzida em um ano como consequência da modificação do plano de estudos. Os alunos que pegaram o novato e o plano antigo de forma síncrona realizaram um concurso anterior a prática pré-profissional em 2015, graduando-se simultaneamente. Este trabalho investigou as possíveis derivações da adoção de um ou outro plano, como forma de obter informaçoes para a avaliação do atual plano de estudos e programas de bolsas de apoio ao estudante, a fim de projetar estratégias de melhoria. Realizou-se um estudo quantitativo retrospectivo analisando desempenho, retenção e defasagem dos alunos em relação ao plano realizado, atributos sociodemográficos e utilização de bolsas. Os graduados com defasagem alcançaram resultados significativamente mais baixos do que os graduados no prazo, independentemente do plano. A defasagem foi associada ao perfil sociodemográfico. Vinte e três por cento dos egressos utilizaram bolsa durante a curso. Os bolsistas apresentavam pais com menor nível educativo e vinham em maior proporção do interior do país do que o total de diplomados. Conclui-se que: a) o desistência e a defasagem acadêmica ocorrem em ambos os planos; b) a defasagem está associado a um pior desempenho nas fases finais da curso, estando vinculado ao perfil sociodemográfico e não à realização de um ou outro plano de estudos e ao perfil sociodemográfico e não de um ou outro plano de estudos e c) as políticas institucionais de bolsas sanam parcialmente este fato, favorecendo a retenção e a graduação.

Impacto del COVID-19 en el desempeño y experiencia académica de médicos internos / Impact of the COVID-19 pandemic on the performance and academic experience of undergraduate interns

Introducción: la pandemia por COVID-19 ha tenido un gran impacto y alto costo en la educación de los médicos en formación que no ha sido determinado a largo plazo. Objetivo: determinar el impacto del COVID-19 en médicos internos de pregrado y cómo repercutió en su formación académica. Material y métodos: estudio mixto en el que se revisaron las calificaciones del examen departamental bimestral del 2018 al 2020 de los médicos internos Facultad de Medicina de la Universidad Nacional Autónoma de México; se utilizó la técnica de grupos focales para indagar su experiencia y repercusiones durante la pandemia. Resultados: el promedio de calificaciones de los años 2018-2019 fue de 70.76 +/- 10.12. En el 2020 de 76.19 +/- 10.66 (p = 0.000). En la CDMX durante 2018-2019 se registró una media de 70.40 +/- 10.15 frente a 71.97 +/- 10.28 de las sedes foráneas (p > 0.05). En el 2020, las sedes de la capital tuvieron una media de 77.02 +/- 10.31 frente a 73.86 +/- 11.296 de las del interior (p = 0.000). Al comparar las calificaciones bimestrales, no hubo diferencias significativas en 2018 y 2019; sin embargo, en el 2020 hubo una elevación de 69.40 +/- 9.538 a 79.39 +/- 10.70. Conclusiones: se registraron mejores resultados en las calificaciones del 2020 en relación con las del 2018 y 2019, estas fueron más altas en las sedes capitalinas en relación con las foráneas. La percepción retrospectiva de los internos fue que dispusieron de más tiempo para el estudio de contenidos temáticos y menor presión en el trabajo asistencial; declararon que hubieran preferido quedarse en sus rotaciones, con el equipo de protección necesario para evitar contagiarse.

Background: The COVID-19 pandemic has had a great impact and hig+h cost on the education of physicians that has not been determined in the long term. Objective: To determine the impact of COVID-19 on undergraduate interns and how it affected their academic training. Material and methods: Mixed study. Qualifications of the bimonthly departmental exam from 2018 to 2020 of the FACMED-UNAM internal doctors were reviewed, the focus group technique was used to investigate their experience and repercussions during the pandemic. Results: The grade point average for 18-19 was 70.76+/10.12. In 2020 76.19+/-10.66 (p = 0.000). In the CDMX 2018-2019 an average 70,405+/-10,156 against 71.97+/10.28 of foreign headquarters (p > 0.05). In 2020, the capital's headquarters an average of 77.02+/-10.31 against 73.86+/-11.296 in the interior (p = 0.000). When comparing the bimonthly ratings, there were no significant differences in 2018 and 2019; However, in 2020 there is an increase from 69.40 +/-9.538 to 79.39 +/-10.709. Conclusions: The ratings for 2020 had better results in relation to 2018 and 2019, they were higher in capital cities in relation to foreign ones. The retrospective perception of the inmates was that they had more time to study thematic contents and less pressure in the care work; They stated that they would have preferred to stay in their rotations, with the necessary protective equipment to avoid getting infected.