Perceptions related to the layout of Visual Abstracts among physicians and medical students.

INTRODUCTION: Visual Abstract is a visual summary of the most relevant information from a scientific article, presented as an infographic. Despite the growing use of Visual Abstracts by journals around the world, studies evaluating their components to guide their development remain scarce. OBJECTIVE: The primary objective of this study is to identify the aesthetic perceptions of Visual Abstracts components by physicians and medical students. METHODS: Cross-sectional study, using a virtual questionnaire sent via email to a convenience sample comprising physicians and medical students. Data were analyzed using descriptive statistics, with means and standard deviation or median and interquartile range, depending on the type of the variable distribution. Categorical variables are presented in absolute and relative numbers. RESULT: The research sample consisted mainly of medical students (65%), who were female (57.2%), with a median age of 23.5 years (IQR 21-42.25). The majority of respondents declared no prior knowledge on Visual Abstracts (61.7%). Of the analyzed variables, preferences included icons (56.7%), in a monochrome style (36.7%), second-dimensional (81.1%), and moderately detailed layout (56.7%), using the "original" color (91.7%), and structured in IMRaD format (73.9%). CONCLUSION: Several visual components influence the aesthetic perception of physicians and medical students regarding Visual Abstracts, with particular emphasis on textual objectivity, clarity of colors, and the use of icons.

Effectiveness of different strategies to teach empathy among medical students: A randomized controlled study.

OBJECTIVES: To explore the effectiveness of two educational strategies for teaching empathy to medical students, focusing on their skills and on the theoretical knowledge and self-perception of empathy by patients, professors, and observers. METHODS: This is a randomized controlled study. Clerkship students were divided into two groups: an active group - Role Play and Reflection Group(RRG), and a more traditional group - Lecture Presentation Group(LPG). They were assessed pre- and post-intervention using the Jefferson Empathy Scale(JSPE), ESWIM Empathy Scale, CARE, empathic skills through simulated patient encounters, and a theoretical knowledge test. RESULTS: A total of 169 students were included. The RRG had higher scores (d=0.81) and greater gains (d=0.82) in empathic skills than the LPG. However, there were no significant differences in knowledge or other scales. Upon assessing skill acquisition (Post-Pre gains), there was a significant increase in both groups for all outcomes, except for JSPE in the LPG group and ESWIM for both groups. CONCLUSION: Medical empathy can be taught, and active learning methodologies can lead to better outcomes, especially on the ability to provide empathic care. PRACTICE IMPLICATIONS: These findings reinforce existing literature and helps medical schools make informed decisions regarding their teaching methodologies. TRIAL REGISTRY: https://ensaiosclinicos.gov.br/rg/RBR-8rwx89c.

Medical faculty's perception of students' mental health: a qualitative survey study / Percepción de los profesores de medicina sobre la salud mental de los estudiantes: un estudio cualitativo / Percepção dos docentes de medicina sobre a saúde mental dos estudantes: um estudo qualitativo

This study sought to explore the perspective of medical faculty on the mental health of their students. This qualitative study based on a focus group is part of a longitudinal research that studied the mental health of Brazilian students. One group was conducted with faculty employed at a medical school. Topics discussed covered the concept of mental health and medical education. Six professors participated in one group. The mental health of medical students is a construct that encompasses emotional aspects, ability to solve problems and multiple facets of a human being, according to the participants. Artistic practices, moments of socialization and leisure were perceived as stimulating students' good mental health. Excessive demands generate competitiveness and the teacher's expectation of the student's good performance based on their own experience can harm the student's mental health. Participants also highlighted that a pedagogical reformulation that makes sense for the student's learning process is necessary to update traditional curricula. Medical students' mental health is influenced by experiences and exchanges during the medical school, mainly between professor and student, understood as necessary and inherent to the process of becoming physician. The findings of this study show the need for curriculum changes in the medical education process and updating teacher training for good practices that reinforce good mental health.

Este estudio buscó explorar la perspectiva de los profesores de medicina sobre la salud mental de sus estudiantes. Este estudio cualitativo basado en un grupo focal es parte de una investigación longitudinal que estudió la salud mental de estudiantes brasileños. Un grupo se llevó a cabo con profesores empleados en una escuela de medicina. Los temas tratados abarcaron el concepto de salud mental y educación médica. Seis docentes participaron en un grupo. La salud mental de los estudiantes de medicina es un constructo que abarca aspectos emocionales, capacidad de resolución de problemas y múltiples facetas del ser humano, según los participantes. Las prácticas artísticas, los momentos de socialización y el ocio fueron percibidos como estimulantes de la buena salud mental de los estudiantes. Las exigencias excesivas generan competitividad y la expectativa del docente sobre el buen desempeño del estudiante basándose en su propia experiencia puede perjudicar la salud mental del estudiante. Los participantes también resaltaron que es necesaria una reformulación pedagógica que tenga sentido para el proceso de aprendizaje del estudiante para actualizar los currículos tradicionales. La salud mental de los estudiantes de medicina está influenciada por las experiencias y los intercambios durante la carrera de medicina, principalmente entre profesor y estudiante, entendidos como necesarios e inherentes al proceso de convertirse en médico. Los hallazgos de este estudio muestran la necesidad de cambios curriculares en el proceso de formación médica y de actualización de la formación docente hacia buenas prácticas que refuercen la buena salud mental.

Este estudo buscou explorar a perspectiva dos docentes de medicina sobre a saúde mental de seus alunos. Este estudo qualitativo baseado em grupo focal faz parte de uma pesquisa longitudinal que estudou a saúde mental de estudantes brasileiros. Um grupo foi conduzido com professores empregados em uma faculdade de medicina. Os temas discutidos abrangeram o conceito de saúde mental e educação médica. Seis professores participaram de um grupo. A saúde mental dos estudantes de medicina é um construto que engloba aspectos emocionais, capacidade de resolução de problemas e múltiplas facetas do ser humano, segundo os participantes. As práticas artísticas, os momentos de socialização e de lazer foram percebidos como estimuladores da boa saúde mental dos estudantes. Exigências excessivas geram competitividade e a expectativa do professor pelo bom desempenho do aluno com base na própria experiência pode prejudicar a saúde mental do aluno. Os participantes destacaram também que é necessária uma reformulação pedagógica que faça sentido para o processo de aprendizagem do aluno para atualizar os currículos tradicionais. A saúde mental dos estudantes de medicina é influenciada pelas experiências e trocas durante o curso de medicina, principalmente entre professor e aluno, entendidas como necessárias e inerentes ao processo de tornar-se médico. Os achados deste estudo mostram a necessidade de mudanças curriculares no processo de formação médica e de atualização da formação docente para boas práticas que reforcem a boa saúde mental.

Estrategia organizacional para la mejora del bienestar médico de una unidad académica de ginecotocología en Uruguay / Estratégia organizacional para melhorar o bem-estar médico de uma unidade acadêmica de ginecologia no Uruguai / Organizational strategy to improve the medical well-being of an academic gynecology unit in Uruguay

Introducción: El bienestar médico ha cobrado relevancia en la atención de la salud, especialmente frente a la "epidemia de burnout". Este estudio se propone evaluar la implementación y efectividad de un programa para mejorar el bienestar del personal de la Unidad Académica de Ginecología y Obstetricia A de la Facultad de Medicina de la Universidad de la República, Uruguay. Método: Se desarrolló un estudio descriptivo siguiendo un modelo lógico de evaluación de programas. Se implementó una estrategia organizacional focalizada en la identificación de factores de estrés y la promoción del bienestar. La intervención incluyó encuestas cualitativas, grupos focales y la conformación de un Equipo de Referentes de Bienestar (ERB), capacitado para guiar el proceso de mejora continua. Resultados: Se identificaron prioridades en las dimensiones de carga laboral y exigencias en el trabajo, eficiencia y recursos, comunidad en el trabajo, cultura organizacional e integración trabajo-vida personal. A lo largo del proceso, se implementaron acciones clave para mejorar el ambiente laboral y la efectividad del equipo. El compromiso de los líderes de la unidad y el trabajo colaborativo con consultores externos fueron fundamentales para el éxito del programa. Discusión: Las intervenciones organizacionales, aunque más complejas, parecen ser más efectivas en la promoción del bienestar. Los cambios alcanzados en esta etapa inicial sugieren un impacto positivo, aunque se requiere un seguimiento a largo plazo para asegurar la sostenibilidad de las mejoras. Conclusiones: La experiencia innovadora presentada ofrece una hoja de ruta para la mejora del bienestar del personal de salud en contextos académicos y asistenciales, destacando la importancia del liderazgo y colaboración en estos procesos.

Introdução: O bem-estar médico ganhou relevância na área da saúde, especialmente face à "epidemia de esgotamento". Este estudo tem como objetivo avaliar a implementação e eficácia de um programa para melhorar o bem-estar do pessoal da Unidade Acadêmica de Ginecologia e Obstetrícia A da Faculdade de Medicina da Universidade da República, Uruguai. Método: Foi desenvolvido um estudo descritivo seguindo um modelo lógico de avaliação de programas. Foi implementada uma estratégia organizacional focada na identificação de fatores de stress e na promoção do bem-estar. A intervenção incluiu pesquisas qualitativas, grupos focais e a formação de uma Equipe de Referência em Bem-Estar (ERB), treinada para orientar o processo de melhoria contínua. Resultados: Foram identificadas prioridades nas dimensões carga de trabalho, recursos, comunidade no trabalho, cultura organizacional e equilíbrio entre vida pessoal e profissional. Ao longo do processo, foram implementadas ações-chave para melhorar o ambiente de trabalho e a eficácia das equipes. O compromisso dos líderes das unidades e o trabalho colaborativo com consultores externos foram fundamentais para o sucesso do programa. Discussão: As intervenções organizacionais, embora mais complexas, parecem ser mais eficazes na promoção do bem-estar. As mudanças alcançadas nesta fase inicial sugerem um impacto positivo, embora seja necessário um acompanhamento a longo prazo para garantir a sustentabilidade das melhorias. Conclusões: A experiência inovadora apresentada oferece um roteiro para melhorar o bem-estar do pessoal de saúde em contextos académicos e de saúde, destacando a importância da liderança e da colaboração nestes processos.

Introduction: Physician well-being has gained relevance in health care, especially in the face of the "burnout epidemic." This study aims to evaluate the implementation and effectiveness of a program to improve the well-being of the staff of the Academic Unit of Gynecology and Obstetrics A of the Faculty of Medicine of the University of the Republic, Uruguay. Method: A descriptive study was developed following a logical model of program evaluation. An organizational strategy focused on identifying stress factors and promoting well-being was implemented. The intervention included qualitative surveys, focus groups, and the formation of a Well-Being Referent Team (ERB), trained to guide the continuous improvement process. Results: Priorities were identified in the dimensions of workload, resources, community at work, organizational culture, and work-life balance. Throughout the process, key actions were implemented to improve the work environment and team effectiveness. The commitment of unit leaders and collaborative work with external consultants were fundamental to the success of the program. Discussion: Organizational interventions, although more complex, appear to be more effective in promoting well-being. The changes achieved at this initial stage suggest a positive impact, although long-term monitoring is required to ensure the sustainability of improvements. Conclusions: The innovative experience presented offers a roadmap for improving the well-being of health personnel in academic and healthcare contexts, highlighting the importance of leadership and collaboration in these processes.

The segmental-based approach during anatomy coursework presents better results than the systems-based approach.

Traditionally, there are two pedagogical approaches to teaching human anatomy. The first is the systems-based approach (study of body systems - bones, muscles, organs - separately) gross anatomy courses and the second is the segmental-based approach (study of body segments - upper and lower limbs and trunk - separately); both are highly recommended. However, to the best of our knowledge, less is known about academic performance comparing the two approaches. Thus, in this study, we evaluate undergraduate students' academic performance in human anatomy courses using systems- or segmental approaches, also, evaluate attendance, the impact of missing class on performance, the course evaluations (specific to the professor) and the student perceptions of the different coursework. The final grade and class attendance of 141 undergraduate students, from the sports and exercise science program, undertaking the anatomy course, were evaluated. Seventy students participated in the systems-based gross human anatomy approach (SYS), and 71 students participated in the segmental-based gross human anatomy approach (SEG). Students in SEG (median [interquartile range (IQR]: 7.3 [2.0]) performed better academically, with higher final grades (U = 1,804.5, p = 0.005; rB = 0.274 [95% confidence interval (CI): 0.09-0.44]; medium effect) than SYS (median [IQR]: 6.6 [1.6]). SEG had higher class attendance (median [IQR]: 60 [8]) than SYS (median [IQR]: 60 [7]; U = 1,919.5, p = 0.015; rB = 0.228 [95%CI: 0.040-0.399]; small effect). Students in SEG rated the professor's performance more highly than SYS (U = 78.0, p = 0.001; rB = 0.616 [95%CI: 0.332-0.797]; large effect). The segmental-based gross human anatomy approach leads to better academic performance and higher attendance in the gross anatomy course than SYS.

Teaching therapy decision-making to medical students: a prospective mixed-methods evaluation of a curricular innovation.

BACKGROUND: Therapy decision-making (TDM) is an essential medical skill. However, teaching therapeutic reasoning poses significant challenges. We present a comprehensive TDM course for medical students and report on student satisfaction with the educational strategies, their perceived importance of various TDM domains, and their self-efficacy in incorporating these elements into clinical decisions. METHODS: Three student cohorts participated in a 16-week TDM course, which included self-instruction modules, application assignments, faculty symposia, and application seminars as educational strategies. The course focused on TDM and emphasized how factors such as the patient's diagnosis, needs and preferences, treatment options, physicians' viewpoints, the patient-physician relationship, and contexts of medical practice impact TDM. After the course, students completed a before-and-after survey assessing their satisfaction with the educational strategies, their perceived importance of ten TDM domains, and their ability to incorporate these domains into patient management. Scores ranged from 1 to 10. Students from the first two cohorts completed a 1- and 2-year follow-ups. RESULTS: A total of 387 students completed the course. All educational strategies were well-received, with self-instruction modules and faculty symposia yielding the highest satisfaction rates (94.8% and 88.6% respectively). Before-and-after evaluations indicated that students` perceived importance of the TDM domains increased from an average of 8.0 ± 2.4 at baseline to 9.9 ± 1.0 after the course. Additionally, their perceived ability to integrate TDM domains into practice rose from an average of 5.2 ± 3.2 to 9.4 ± 1.5 by the end of the course. Follow-up results showed a decrease in these outcomes over time. CONCLUSION: This course serves as a successful model for systematically teaching TDM to medical students.

Communication skills in pediatrics: perception of medical students.

BACKGROUND: Effective communication with patients and their families is a fundamental skill for medical students to cultivate during their undergraduate training. However, communicating with pediatric patients presents unique challenges. This study investigated the perceptions, attitudes, and confidence levels of undergraduate medical students regarding communication skills in pediatrics. METHODS: A cross-sectional, quantitative, descriptive, and analytical survey was conducted by applying a validated questionnaire, the Housestaff Communication Survey (HCS), to medical students from two higher education institutions in Minas Gerais, Brazil. Data analysis was conducted using SPSS and Excel, employing descriptive statistical tests and multiple logistic regression analyses to evaluate communication, importance, and confidence. RESULTS: A total of 520 (52%) students participated in the study, with 422 (81.15%) aged from 20 to 29 years and 365 (68.27%) women. While only 113 (21.73%) students reported receiving training in communication skills with both adults and children during their undergraduate studies, over half (270) reported no such training. Those lacking training exhibited lower confidence levels compared with those trained exclusively with adults. Although most students recognized the importance of communication skills, their confidence levels were generally below 60%. Multiple logistic regression analysis identified gender, institution, academic period, and training as significantly associated variables with communication scores. CONCLUSIONS: Training, gender, and academic period emerged as the most significant variables influencing communication skills. Most students expressed lower confidence in interviewing children. To enhance communication with pediatric patients and their families, comprehensive training in pediatric communication skills during undergraduate studies is imperative.

Sleep medicine and chronobiology education among Brazilian medical students.

Chronobiology and sleep medicine are pivotal disciplines for understanding human health. Additionally, the lack of training in medical schools exacerbates the underdiagnosis and undertreatment of sleep disorders. This study investigated the exposure of Brazilian medical students to chronobiology and sleep medicine during their undergraduate education and assessed their knowledge in these areas. The study was conducted between December 2021 and June 2022 through the administration of an online questionnaire (Google Forms) to medical students in the final two years of undergraduate studies. The questionnaire gathered student data (i.e., sex, age, and educational institution), research data (stage in the medical program with exposure to chronobiology or sleep medicine), and responses to a questionnaire on basic knowledge of sleep medicine and chronobiology (adapted from Assessing Sleep Knowledge in Medical Education - ASKME). A total of 240 students from medical schools in Brazil participated, 4.6% of whom reported no exposure to either subject, with exposure declining as students progressed through the curriculum. Only 3.7% reported specific disciplines covering these topics. Over half of the students encountered learning barriers, such as limited curriculum time. Despite these challenges, the accuracy rate in responses regarding chronobiology and sleep medicine was 79.75%, positively correlating with exposure level and knowledge retention. This study underscores the urgent need for enhanced education in sleep medicine and chronobiology within Brazilian medical schools. It offers insights into the current landscape of sleep medicine education in Brazil and lays groundwork for future efforts to integrate these essential subjects into medical school curricula.

Gut Microbiota: Association with Fiber Intake, Ultra-Processed Food Consumption, Sex, Body Mass Index, and Socioeconomic Status in Medical Students.

The gut microbiota plays a vital role in various physical and physiological processes, including immune system regulation, neurotransmitter production, inflammatory response modulation, and the inhibition of pathogenic organisms. An imbalance in the microbial community, known as dysbiosis, has been associated with numerous health issues. Biological influences, health behaviors, socioeconomic determinants, and nutritional status can disrupt this balance. OBJECTIVE: To evaluate the differences in the gut microbiota composition in medical students according to fiber intake, ultra-processed food (UPF) consumption, sex, body mass index, and socioeconomic status. METHODS: A cross-sectional study was conducted with 91 medical students, and 82 fecal samples were analyzed. Sociodemographic and dietary data were collected via questionnaires, UPF consumption was assessed using the NOVA classification, and trained nutritionists performed anthropometry. DNA extraction and 16S rRNA sequencing were performed for the microbial analysis. Bioinformatics and statistical tests included the Dunn and Kruskal-Wallis tests, a PCoA analysis, PERMANOVA, ANOVA, Spearman's rank correlation, and alpha and beta diversity metrics. RESULTS: Dietary fiber intake strongly influences gut microbiota composition. Lower fiber intake was associated with a higher prevalence of Parabacteroides and Muribaculaceae. Prevotella was more prevalent in individuals with lower UPF intake, while Phascolarctobacterium was prevalent in those with higher UPF consumption. Significant differences were associated with sex and UPF consumption but not BMI or SES. Women consumed more UPF, which correlated with distinct gut microbiota profiles. CONCLUSIONS: This study highlights the significant impact of diet, particularly fiber intake and UPF, on gut microbiota composition, emphasizing the importance of dietary habits in maintaining gut health.

Continuous assessment in medical education: Exploring students' views on the progress test.

The Progress Test (PT) is a valuable tool for the continuous assessment of medical students' learning. This quantitative, cross-sectional study aimed to understand the perceptions of 908 medical students (702 from a private and 206 from a public institution) in São Paulo, Brazil, regarding the design and implementation of PT. Analysis included descriptive statistics, Spearman's correlation, Pearson's Chi-square test, and Fisher's exact test. Results revealed a strong positive correlation between academic progression and expected PT performance. Students from both institutions positively perceived PT construction and received adequate information about its importance. Significant differences were observed between institutions regarding classroom discussion of PT questions and content adequacy. The study highlights PT's strengths and challenges, emphasizing the need for curriculum alignment, individualized feedback, and strategies to enhance student motivation. It contributes to the field of medical education assessment by providing insights for improving PT implementation and effectiveness. Future research directions include exploring stakeholder perspectives, conducting longitudinal studies, and examining PT's impact across diverse educational contexts.This research underscores the value of student perspectives in developing effective assessment practices, supporting the evolution of competent medical professionals through meaningful educational strategies.

Association between procrastination and learning strategies in medical students in a hybrid problem-based and lecture-based learning curriculum.

BACKGROUND: Procrastination is characterized by the deliberate postponement of assigned educational tasks and is correlated with low academic achievement and depression. Concern about procrastination is particularly high among medical students, as it has a strong association with aspects such as low self-efficacy, lack of organization, low intrinsic motivation, inefficient effort regulation and time management problems. On the other hand, it was found that students' use of study strategies is significantly related to better academic results. The relationship between students' tendency to procrastinate and the adoption of effective study strategies remains little explored, leaving a critical space for investigation. This study aims to fill this gap by exploring how procrastination affects the selection and effectiveness of study strategies adopted by students. METHODS: This cross-sectional study was conducted in Brazil and included medical students from the first to the seventh semester of the Unichrsitus Medical School. The validated procrastination scale and the Learning and Study Strategies Inventory were used. Generalized linear regression multivariate models with robust errors were used to verify the association between the study variables. RESULTS: 447 students participated, 70.2% of whom were female, with an average age of 23 years. The domain of "study aids" scored higher among younger students, who self-referred as black and who studied in private schools prior to the Medical School. Higher procrastination scores were statistically associated with higher main idea selection, concentration, time organization and anxiety scores and with lower study aids and study preoccupation scores (p values < 0.05). In addition, active methodology was associated with higher scores in the domains of study aids and time organization. CONCLUSIONS: Procrastination is associated with the study strategies used by medical students, which can be modified through training and ultimately improve their performance. Students in traditional models, who are older, white and from public schools may especially benefit from this training.

[Workplace violence as a predictor of suicidal ideation in undergraduate internal physicians]. / Violencia laboral como predictor de ideación suicida en médicos internos de pregrado.

Introduction: The environments in which doctors in training operate have been distinguished by being rigid, hostile and routine. There is scientific evidence that people who are victims of workplace violence are more likely to suffer from depression, a disorder that has been associated with suicidal ideation. Objective: To predict suicidal ideation as a function of depressive symptoms and workplace violence in undergraduate internal physicians. Material and methods: The quantitative method was used through a non-experimental, cross-sectional, explanatory design with non-probabilistic convenience sampling. 117 medical students who were doing their internship in health centers in Sonora, Mexico participated. Participants responded to the Workplace Violence Scale (Mobbing), the Beck Depression Inventory, and the Beck Suicidal Ideation Scale. Results: A high perception of workplace violence, moderate levels of depression and low levels of suicidal ideation were identified; Workplace violence was positively and significantly associated with depression and suicidal behavior. Furthermore, it was found that violence provides more explanation for suicidal behavior compared to depression. Conclusions: The predictive role of workplace violence in the suicidal behavior of undergraduate internal physicians is confirmed. Highlights the importance of developing prevention and intervention programs to reduce workplace violence in medical training environments.

Introducción: los ambientes en los que se desenvuelven los médicos en formación se han distinguido por ser rígidos, hostiles y rutinarios. Existe evidencia científica de que las personas víctimas de violencia laboral son más propensas a sufrir depresión, trastorno que se ha asociado a la conducta suicida. Objetivo: predecir la ideación suicida en función de síntomas depresivos y violencia laboral en médicos internos de pregrado. Material y métodos: se empleó el método cuantitativo mediante un diseño no experimental, transversal, explicativo con un muestreo no probabilístico por conveniencia. Participaron 117 estudiantes de Medicina que estaban realizando su internado en centros de salud de Sonora, México. Los participantes respondieron la escala de violencia en el trabajo (Mobbing), el Inventario de Depresión de Beck y la Escala de Ideación Suicida de Beck. Resultados: se identificó una alta percepción de violencia laboral, niveles moderados de depresión y niveles bajos de ideación suicida; la violencia laboral se asoció de forma positiva y significativa con la depresión y conducta suicida; además, se obtuvo que la violencia aporta más explicación a la conducta suicida en comparación con la depresión. Conclusiones: se confirma el papel predictor de la violencia laboral en la conducta suicida de médicos internos de pregrado. Resalta la importancia de desarrollar programas de prevención e intervención para disminuir la violencia laboral en entornos de formación médica.

Exploring smartphone use and its applicability in academic training of medical students in Latin America: a multicenter cross-sectional study.

BACKGROUND: Mobile phones are essential tools worldwide, including for the academic training of medical students. However, their role in Latin America (LATAM) remains underexplored. This study aimed to evaluate cell phone use and its applicability in the academic training of medical students in LATAM. METHODS: A cross-sectional online survey was conducted among undergraduate medical students from seven Latin American countries between December 2023 and February 2024. The study assessed academic smartphone use across five types of applications: medical apps, knowledge updating apps, academic podcast apps, video streaming apps, and social media apps. RESULTS: A total of 1,590 medical students participated, with 63.6% being women, 21.2% third-year students, and 55.0% from private universities. Nearly all participants (98.4%) owned a mobile phone, and 88.2% used them for academic purposes. The most common academic use was for viewing academic content videos (82.9%). A significant association was found between academic cell phone use and progression through medical studies, with fifth-year students being the most likely to use their phones for academic purposes (OR = 4.517, 95% CI = 1.843-11.075). Students in the clinical stage of education were also more likely to rely on smart phones for academic purposes (OR = 2.090, 95% CI = 1.500-2.911). Conversely, public university students were less likely to use their phones for academic purposes compared to private university students (OR = 0.714, 95% CI = 0.522-0.977). Additionally, students who perceived that their academic preparation would be more difficult without a cell phone were more likely to use it for academic purposes (OR = 2.157, 95% CI = 1.463-3.181). CONCLUSIONS: These results suggest the importance of incorporating smartphones into the educational frameworks of medical schools and universities in Latin America, with a particular emphasis on academic video content applications, which already capture the attention and preference of medical students.

Learning Styles of Medical Students, Surgical Residents, Medical Staff, and General Surgery Teachers When Learning Surgery: Protocol for a Scoping Review.

BACKGROUND: Learning styles are biological and developmental configurations of personal characteristics that make the same teaching method effective for some and ineffective for others. Studies support a relationship between learning style and career choices in medicine, resulting in learning style patterns being observed in different residency programs, including in general surgery, from medical school to the last stages of training. The methodologies, populations, and contexts of the few studies pertinent to the matter are very different from one another, and a scoping review on this theme will enhance and organize what is already known. OBJECTIVE: The goal of this study is to identify and map out data from studies on the learning styles of medical students, surgical residents, medical staff, and surgical teachers. METHODS: The review will consider studies on the learning styles of medical students in a clinical cycle or internship, surgical residents with no restriction on year of residency, medical staff in general surgery, or general surgery's medical faculty. Primary studies published in English, with no specific time frame, will be considered. The search will be carried out in four databases, and reference lists will be searched for additional studies. Duplicates will be removed, and two independent reviewers will screen the titles, abstracts, and full texts of the selected studies. Data collection will be performed using a tool developed by the researchers. A results summary will be presented with figures, narratives, and tables. A quantitative and qualitative analysis will be carried out and further results will be shared. RESULTS: The search was funded on September 25, 2023. Data collection was performed in the two following months. Of the 213 articles found, 135 were excluded due to duplication. The remaining 78 articles will have their titles and abstracts analyzed by three of the researchers independently to select those that meet the eligibility criteria. This data is expected to be published in the first semester of 2025. CONCLUSIONS: Conducting a scoping review is the best way to map what is known about a subject. Understanding how students, residents, staff, and even teachers prefer to learn surgery is key to staying up to date and knowing how to best educate those pursuing a surgical career. TRIAL REGISTRATION: Open Science Framework 75ku4; https://osf.io/75ku4. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): DERR1-10.2196/57229.

Interventions to attract medical students to a career in primary health care services in the European Union and peripheral countries: a scoping review.

BACKGROUND: In the European Union and peripheral countries, the availability of physicians working in primary health care services (PHCS) varies greatly and all countries report shortages and difficulties in recruiting more. The broad consensus that giving access to PHCS to all is a policy priority, reinforced by the lessons learned during the COVID-19 pandemic, implies that a sufficient fit-for-purpose workforce is available. This article focuses on physicians and reports on what countries have done, and with what success, to attract more medical students to a career in PHCS. METHODS: We conducted a scoping review of articles in PubMed and Cochrane Library, and of grey literature in websites of international agencies, think-tanks, international non-governmental organizations, and European Commission-funded projects, published between January 2018 and February 2024. RESULTS: The search retrieved 1,143 records, of which 45 were eligible for the scoping review; 25 focused on medical students. The documents report interventions in 12 countries, 14 by individual education institutions, mostly in the form of exposure of diverse duration to general/family practice in the medical curriculum (specific modules, residencies, rotations, placements, mentorship), and 11 policy interventions at national level, such as increases in the number of training places for primary health care (PHC) specialties and improvement of working conditions. CONCLUSION: Accessible PHCS require the availability of a fit-for-purpose workforce of multiprofessional teams, in which specially trained physicians play a central role. To address shortages, many countries increased training opportunities, a necessary step, but not sufficient. More students must accept to opt for a PHC specialty, in a context of competition with other fields of practice also in need of more students, such as public health, geriatrics, or mental health. Success requires the collaboration of numerous actors, including professional councils and organizations, and regulation bodies that specialists tend to dominate. By making PHCS a political and policy priority, decision-makers can help make attraction more effective, but to do so, they need access to convincing evidence and information on good practices that only research can produce.

Improving Medical Student Performance With Unsupervised Simulation and Remote Asynchronous Feedback.

OBJECTIVE: This study aims to assess the effectiveness of training medical students to perform two clinical procedures using unsupervised simulation with remote asynchronous feedback, compared to an intensive workshop with in-person feedback. DESIGN, SETTING, AND PARTICIPANTS: Third-year medical students were recruited and randomized into 2 groups: Thoracentesis or paracentesis. Within each group, participants were further randomized into either unsupervised simulation with remote asynchronous feedback (experimental group; EG) or a 2-hour workshop (control group; CG). The EG underwent two unsupervised 20-minute training sessions and received remote asynchronous feedback. The CG had a 2-hour workshop where they received in-person feedback. After training, students were assessed using the objective structured assessment of technical skills (OSATS) scale. Twenty students in thoracentesis and 23 in paracentesis training completed the 2 training sessions with remote and asynchronous feedback, and 30 students for both thoracentesis and paracentesis groups completed the 2-hour workshop. RESULTS: The EG achieved a significantly higher passing rate than the CG on both procedures (thoracentesis 80% vs. 43%, paracentesis 91% vs. 67%, p-value< 0.05). CONCLUSION: The asynchronous educational method allowed EG students to achieve higher performance than CG students. This novel modality allowed students and instructors to train and assess at their own pace.

Exploring psychosocial factors influencing sexually transmitted infection intention testing among medical students: a cross-sectional study in two universities.

Background: Despite the significant global burden of sexually transmitted infections (STI), detection rates are poor. Acceptance of these tests is influenced by several factors that have not been explored among Colombian medical students. Objectives: The aim of this study was to describe the behaviors and psychosocial factors toward STI screening among medical students of two universities in Pereira, Colombia, between March and June 2020. Methods: An observational, cross-sectional study was conducted with 284 medical students in the first 3 years of undergraduate at two universities. An online, self-administered survey was conducted between March 2020 and June 2020, using an instrument from the "STI Testing Questionnaire," to assess behaviors and psychosocial factors toward STI testing. Frequencies and percentages were used for descriptive analysis. The association between characteristics and psychosocial factors with STI testing intention was obtained using a logistic regression model. A p-value <0.05 was accepted as statistically significant for all analyses. Results: A total of 284 medical students participated in this study. The majority were female (56.7%), and 53.2% were from private universities. Eighty-four point 5% (84.5%) had risky sexual behaviors, and only 32.4% reported intentions to be tested for STIs. Among the psychosocial factors, 64.1% reported high social pressure, and 43.0% reported social fear. An association with the intention to undergo STI testing was identified in those who had been previously tested (OR = 2.486; 95% CI: 1.492-4.142) and in those who engaged in risky sexual behaviors (OR = 3.537; 95% CI: 1.437-8.704). Conclusion: Medical students exhibit a high prevalence of risky sexual behaviors but show a disturbing lack of intention to undergo STI screening. Prior experiences significantly influence screening intentions, while social pressure and fear also play a role. These insights can serve as a basis for targeted interventions to improve STI screening rates and enhance sexual health education among Colombian medical students.

Factors associated with obsessive-compulsive symptoms in medical students during the COVID-19 pandemic in Peru: a cross-sectional study. / Factores asociados con síntomas obsesivo-compulsivos en estudiantes de medicina durante la pandemia por la COVID-19 en Perú: un estudio transversal.

BACKGROUND: Motivation for the study. The COVID-19 pandemic contributed to the development of mental disorders among medical students, including obsessive-compulsive symptoms. However, evidence on this problem in this population is still limited. BACKGROUND: Main findings. One in 10 medical students presented clinically significant obsessive-compulsive symptoms. BACKGROUND: Implications. The health crisis has had a negative impact on the mental health of medical students. Therefore, it is crucial to implement future interventions to promote the preservation of their psychological well-being. OBJECTIVES.: To determine the prevalence of obsessive-compulsive symptoms among medical students in Peru during the COVID-19 pandemic and its associated factors. MATERIALS AND METHODS.: Cross-sectional study in 270 medical students from a Peruvian public university. Participants were recruited through non-probability sampling. Obsessive-compulsive symptoms were assessed with the Yale-Brown Obsessive Compulsive Disorder Scale (Y-BOCS). After the descriptive analysis, Poisson regression with robust variance was used to determine the factors associated with probable obsessive compulsive disorder (probable OCD). The crude (PRc) and adjusted (PRa) prevalence ratios were calculated, along with their respective 95% confidence intervals (95% CI). RESULTS.: The prevalence of obsessive-compulsive symptoms was 13.3% in medical students. During bivariate analysis, students with probable OCD were younger (p=0.044) and had a lower level of knowledge about COVID-19 (p=0.045). The crude model showed a lower prevalence of probable OCD among those with an adequate level of knowledge compared to those with an inadequate level (PR: 0.52, 95% CI: 0.28 to 0.98). However, after adjusting for other variables, none of the described variables were statistically significant. CONCLUSIONS.: One in ten medical students presented clinically significant obsessive-compulsive symptoms. Implementing future interventions is crucial to preserve the mental well-being of this vulnerable population.

Assessment of the development of social skills among undergraduate medical students through participation in a socio-educational project during the coronavirus disease (COVID)-19 pandemic: a Brazilian pilot study.

Coronavirus disease (COVID)-19 had an impact on medical graduation, causing weaknesses arising from social isolation and remote emergency teaching, with an emphasis on deficits in the development of non-technical skills (soft skills). In this context, the interaction between a group of medical students and adolescents who develop activities at the Center for Learning and Mobilization for Citizenship in Campinas/SP, Brazil, was evaluated about the development of soft skills during the COVID-19 pandemic. The observational study was carried out using an electronic questionnaire based on a Likert scale on the feelings of undergraduate medical students regarding participation in project activities in the context of the development of social skills. The study demonstrated an important positive impact of student participation in a socio-educational project for the development of soft skills, emphasizing the ability to deal with adverse situations, decision-making, and the ability to deal with the fear of not corresponding. However, the existence of limitations and difficulties in the development of non-technical skills by students was revealed, further reinforced by the challenges brought by the COVID-19 pandemic. In this aspect, the study demonstrated participation in a voluntary social project as an important strategy to improve the teaching of these skills.

Perceptions and attitudes about the contribution of the environment to childhood cancer: a pilot study in a medical guild and undergraduate students.

BACKGROUND: Identifying and recognizing environmental risk factors for childhood cancer is crucial to prevent it. Medical guild are the first contact to monitor children's health. Therefore, courses about the contribution of chemical toxins in the environment and health outcomes such as cancer should be included in their professional training. This study aimed to evaluate the perceptions and attitudes of a medical guild and undergraduate students in health sciences about the contribution of the environment to childhood cancer. METHODS: A pilot study was conducted, an online survey including thirteen questions was shared among medical guild members and undergraduate students in health sciences. Frequencies, percentages, and chi-square homogeneity tests were calculated to compare groups. RESULTS: Genetic factors ranked as the first possible cause of childhood cancer (88.2% medical guild and 97.7% undergraduate students). However, 70.6% of medical guild and 64.6% of undergraduate students reported that they have ever suspected that childhood cancer could be related to the environmental conditions in which children live. More than 95% of the participants reported that they would find it useful to have more knowledge about environmental risks and cancer. When data were analyzed by profession (medical guild) and academic year (undergraduate students), no significant differences were observed. Nonetheless, comparisons by academic discipline between undergraduate students, showed that a higher percentage of medicine and environmental sciences and health (over 98%) reported environmental exposure as risk factors associated with childhood cancer compared to 75% from physiotherapy, (p = 0.001). CONCLUSIONS: In this study, the environmental contribution to childhood cancer is not clear among the medical guild and undergraduate students. They should be trained on the topic of cancer and the environment.