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Introduction: Medical students often hesitate to enter the operating theatre because of poor visibility of the surgical field and anxiety about the theatre environment. In addition, ear, nose and throat (ENT) surgery is underrepresented in many medical curricula. Virtual systems like Proximie offer flexible viewing of surgeries with surgeon commentary, potentially addressing these issues. Methods: This descriptive survey study aimed to evaluate the use of Proximie as a surgical education tool for delivering ENT teaching to medical students. Live ENT procedures were recorded at the ENT Department of the John Radcliffe Hospital and shared with interested clinical medical students through Proximie accounts. Students were added to a private group chat to ask questions and provided feedback through structured forms, assessing procedural effectiveness and the platform's technology. Live-streaming and recording of procedures were facilitated by ENT surgeons providing commentary. Results: Conducted over four virtual theatre days, the study gathered 52 responses: 96% of students rated Proximie's educational value as 4 of 5 or higher; 57% preferred the virtual experience over physical attendance because of its convenience and the improved view of the surgical field. Students valued the live commentary and showed interest in using Proximie for a broader range of surgeries. Suggested improvements included fixing technical issues, better communication of theatre lists, and expanding surgical specialty coverage. Conclusions: Proximie has been highly rated by medical students for its effective and engaging approach in the instruction of surgical skills, underscoring its value as an educational tool. Future research is needed to formally assess knowledge acquisition and retention across multiple surgical subspecialties. This work is the first step towards evaluating the utility of virtual operating theatre platforms for medical student education. [ABSTRACT FROM AUTHOR]

Abstract Background Given the health and social needs generated by the COVID-19 pandemic, the Telehealth Network of Minas Gerais, Brazil, implemented a teleconsultation and telemonitoring program to assist patients with suspected or confirmed COVID-19, the TeleCOVID-MG program. The telemonitoring service was conducted by medical students, under the supervision of a physician. The main goal of this study was to analyze the experience of the students while collaborating on the aforementioned telemonitoring program. Methods A questionnaire with 27 questions was developed to address the participation of the students in the telehealth program. The questionnaire included questions about the student’s profile, the system usability, and the satisfaction in participating in such a telehealth program. The questionnaire was generated on Google Forms® platform and sent via email to each student who was part of the telemonitoring team. Results Sixty students were included in the analysis (median age 25 years-old [interquartile range 24–26], 70% women). Of those, 61.6% collaborated on the telehealth program for more than 6 months, 65.1% performed more than 100 telemonitoring calls, 95.2% reported difficulties in contacting the patient through phone calls; 60.3% believe some patients might have felt insecure about being approached by medical students and not by graduate professionals; and 39.6% reported eventual system instabilities. The main strengths reported by the students were related to the system usability and to the self-perception of the quality of healthcare delivered to the patients. Even though 68.3% of the students mentioned technical difficulties, 96.6% reported that they were promptly solved. Finally, 98.3% believed that the program was useful and would recommend it to an acquaintance. Conclusion This study reports a successful experience of undergraduate medical students in a COVID-19 telemonitoring program. Overall, the medical students were satisfied with their participation, especially considering the continuity of clinical practice remotely during a period of classes suspension during the COVID-19 pandemic and their important role in the assistance of patients from low-income regions, which has minimized the health system burden in an emergency context.

Background: Given the health and social needs generated by the COVID-19 pandemic, the Telehealth Network of Minas Gerais, Brazil, implemented a teleconsultation and telemonitoring program to assist patients with suspected or confirmed COVID-19, the TeleCOVID-MG program. The telemonitoring service was conducted by medical students, under the supervision of a physician. The main goal of this study was to analyze the experience of the students while collaborating on the aforementioned telemonitoring program. Methods: A questionnaire with 27 questions was developed to address the participation of the students in the telehealth program. The questionnaire included questions about the student's profile, the system usability, and the satisfaction in participating in such a telehealth program. The questionnaire was generated on Google Forms® platform and sent via email to each student who was part of the telemonitoring team. Results: Sixty students were included in the analysis (median age 25 years-old [interquartile range 24–26], 70% women). Of those, 61.6% collaborated on the telehealth program for more than 6 months, 65.1% performed more than 100 telemonitoring calls, 95.2% reported difficulties in contacting the patient through phone calls; 60.3% believe some patients might have felt insecure about being approached by medical students and not by graduate professionals; and 39.6% reported eventual system instabilities. The main strengths reported by the students were related to the system usability and to the self-perception of the quality of healthcare delivered to the patients. Even though 68.3% of the students mentioned technical difficulties, 96.6% reported that they were promptly solved. Finally, 98.3% believed that the program was useful and would recommend it to an acquaintance. Conclusion: This study reports a successful experience of undergraduate medical students in a COVID-19 telemonitoring program. Overall, the medical students were satisfied with their participation, especially considering the continuity of clinical practice remotely during a period of classes suspension during the COVID-19 pandemic and their important role in the assistance of patients from low-income regions, which has minimized the health system burden in an emergency context. [ABSTRACT FROM AUTHOR]

OBJECTIVE: To compare the awareness, attitudes towards fertility, and intentions for parenthood between preclinical and clinical medical students. METHODS: An online cross-sectional study was conducted among preclinical and clinical medical students of King Faisal University, Al Ahsa Saudi Arabia. The study was conducted during the first semester of the academic year of a medical bachelor's degree program, utilizing a convenience sampling technique. A total of 225 students, comprising 148 from the 3rd year and 77 from the 4th year blocks, voluntarily completed self-reported questionnaires. Data analysis was performed using IBM SPSS version-26. RESULTS: The mean age of participants was 21.56±1.55 years, with a slightly higher representation of females (54.2%) compared to males (45.8%). Among the participants, 45.8% were married, and only 11.1% had children, while the majority expressed a desire to have children (73.8%) within the age range of 25-29 years. A significant proportion (44.9%) indicated a preference for 2-3 children. In terms of childcare, most participants agreed to its necessity. Interestingly, females across both academic years showed similar responses regarding the possibility of combining work/study, with almost equal numbers agreeing or remaining undecided. Clinical students exhibited greater fertility knowledge compared to preclinical students, with no significant differences observed based on gender. Furthermore, participants with a family history of infertility were more inclined to consider both IVF and adoption (p-value = 0.0001). CONCLUSION: Clinical-year medical students showed improved understanding of female fertility decline and infertility causes, coupled with positive attitudes towards parenthood at a suitable reproductive age, preferring smaller families.

Objetivo: Evaluar las características sociodemográficas y académicas asociadas a la calidad del sueño en estudiantes de Medicina Humana. Materiales y métodos: Se realizó un estudio de corte transversal en una muestra que se seleccionó de manera aleatoria de 184 estudiantes de Medicina Humana de una universidad privada ubicada en la ciudad de Lima, Perú. Se llevó a cabo entre junio y julio del 2022, periodo de retorno gradual de los estudiantes a la presencialidad. Los participantes completaron un formulario virtual anónimo que contenía preguntas sobre factores sociodemográficos y académicos, y el índice de calidad de sueño de Pittsburgh (ICSP). Este instrumento comprende siete parámetros con un puntaje cuyo rango es de 0 a 21, donde la buena calidad del sueño se definió de 0 a 5 puntos. El desenlace fue dicotómico (buena y mala calidad del sueño), por lo que se aplicó una regresión logística binaria para evaluar los factores asociados. Resultados: El 53,26 % eran mujeres y el promedio de edad fue 20,05, con una desviación estándar de 1,73. El 61,35 % de las horas de clases fueron dictadas de manera virtual. En la muestra, la prevalencia de una mala calidad del sueño fue 69,02 %; entre mujeres fue 76,53 % y en varones, 60,47 %. Entre los que tuvieron mala calidad del sueño, la media del porcentaje de virtualidad fue mayor respecto a los de buena calidad (63,48 % vs. 56,58 %, p = 0,030). Independientemente del porcentaje de clases virtuales, las mujeres tuvieron el doble de chance de tener mala calidad de sueño (OR = 2,00, IC 95 %: 1,05-3,82). Conclusiones: La mala calidad de sueño afectó a siete de cada diez estudiantes de Medicina Humana en el contexto del retorno gradual a la presencialidad posrestricciones sociales por la pandemia de la COVID-19. Las mujeres tuvieron mayor chance de mala calidad de sueño, independientemente del porcentaje de clases virtuales. [ABSTRACT FROM AUTHOR]

The goal of better medical student preparation for clinical practice drives curricular initiatives worldwide. Learning theory underpins Entrustable Professional Activities (EPAs) as a means of safe transition to independent practice. Regulators mandate senior assistantships to improve practice readiness. It is important to know whether meaningful EPAs occur in assistantships, and with what impact. Final year students at one UK medical school kept learning logs and audio-diaries for six one-week periods during a year-long assistantship. Further data were also obtained through interviewing participants when students and after three months as junior doctors. This was combined with data from new doctors from 17 other UK schools. Realist methods explored what worked for whom and why. 32 medical students and 70 junior doctors participated. All assistantship students reported engaging with EPAs but gaps in the types of EPAs undertaken exist, with level of entrustment and frequency of access depending on the context. Engagement is enhanced by integration into the team and shared understanding of what constitutes legitimate activities. Improving the shared understanding between student and supervisor of what constitutes important assistantship activity may result in an increase in the amount and/or quality of EPAs achieved. [ABSTRACT FROM AUTHOR]

Background: the development of evaluation tests requires methodological work and the consequent preparation of teachers. Objective: determine the level of knowledge of teachers about the preparation of the final evaluation tests for the subject Human Ontogeny and Osteomyoarticular System. Methods: a research was carried out, with a mixed approach, from September 2019-to January 2020, at the “Marina Grajales Coello” Faculty of Medical Sciences, in Holguín. Theoretical methods were used: synthesis, historical-logical analysis and induction-deduction; empirical ones: documentary review and questionnaire; and mathematical-statistical: frequency analysis, calculation of the average value of the item, relative index, position index and Cronbach's alpha. Results: the items occupied the highest values: “several types of questions are used to prepare the subject exams”, “decision tables are used” and “the results of the exam are analyzed”. The lowest position indices were those referring to: “the levels of assimilation to be used in the preparation of the syllabus to be applied are discussed in the subject group”, “tables of content are constructed for the preparation of the exams”, and They carry out quality studies of the evaluation instruments." Experience in teaching the subject is a strength within the group. Conclusions: the level of knowledge of the faculty of the subject Human Ontogeny and Osteomyoarticular System was determined in the preparation of the final evaluation tests, insufficiencies were found on which work must continue from the subject group and in scientific research.

ABSTRACT Introduction: Traditional teaching, a lecturer-centered approach, has been the default methodology in medical schools. In the last decades, there has been a shift in health education towards methods that encourage the student’s active participation. It has been proved that active methodologies increase engagement, and this was particularly necessary during the COVID-19 pandemic, when active methodologies were crucial to raise student participation in online classes. Objective: This study aimed to measure student satisfaction and participation in online classes utilizing active learning methods during the COVID-19 pandemic. Methods: We gathered data from anonymous surveys completed by fourth-year medical students during 18 months of online classes of pediatrics at a public medical school in Brazil. Classes were taught using flipped classroom and case-based learning methodology. Results: One hundred and twenty-one students took part in this survey. Satisfaction level with case-based learning classes in the discipline was high (53% very satisfied; 39% satisfied; 6% neutral; 2% unsatisfied). Most of the students (70%) answered that, in general, they prefer CBL to expositive classes (16% prefer expositive classes; 14% are neutral). Reading compliance was good: 81% read 75-100% of the texts, and 19% read 50-74% of them. Conclusion: The implementation of the active learning curriculum for the discipline of pediatrics demonstrated to be successful considering the participation of the students and their satisfaction level.

Abstract Self-efficacy consists of the judgment of one’s abilities to perform actions required to achieve a given performance, which has been considered predictive of performance. In academics, it means personal convictions in accomplishing a task to a defined degree of quality. Numerous studies have investigated medical students’ self-efficacy in traditional and PBL curricula. However, few studies have addressed the hybrid PBL scenario (Hpbl) that simultaneously contemplates PBL, traditional teaching, and practical activities. An even smaller number have evaluated the factors associated with this entity. With these considerations, we aimed to investigate the self-efficacy belief in the hPBL curriculum and the factors associated with this entity. This quantitative observational cross-sectional study was held between August 2022 and November 2022 in Fortaleza, a city in Northeast Brazil with almost 3 million inhabitants. The medical course has 12 semesters. The first two semesters use traditional teaching and cover the basic cycle, followed by the third to eighth semesters which correspond to the pre-clinical and clinical cycle. From the third semester onwards, traditional teaching and PBL are used simultaneously, which we call a hybrid model of PBL. The scale “Scale of Self-efficacy in Higher Education” was applied, a questionnaire validated for the Portuguese language consisting of 34 questions, with answers on a Likert-type scale with ten points, divided into five dimensions. To verify the association between sociodemographic factors and self-efficacy, simple and multiple linear models with robust errors were used. In total, 412 students participated in this study, most of them women (70.1%). The average age of students was 22.9 years. All domains had medians greater than 8, which means strong self-efficacy. The following factors were associated with higher self-efficacy scores in general after the multivariate analysis: female gender (8.6 vs. 8.3, p-value = 0.014), working (8.8 vs. 8.5, p-value = 0.019) and participating in extracurricular activities (8.7 vs. 8.1, p-value = 0.019). We conclude that medical students studying in hybrid learning models showed strong levels of self-efficacy. In addition, participating in extracurricular activities was associated with higher self-efficacy scores and males presented lower levels of self-efficacy.

Background: Experiential learning theory suggests that direct clinical experiences facilitate learning. Previous literature has focused primarily on the experiences of fourth‐year medical students. As more students gain early clinical exposure, it is important to understand the types of patients seen by junior students. Objectives: This study aims to categorize the clinical experiences of early (M2 and M3) students in the emergency department (ED). Methods: A retrospective review of the electronic health record of patients seen by M2s and M3s on a 2‐week emergency medicine rotation at a single urban academic ED in the Midwest was performed. Data elements extracted included total number of patients seen, Emergency Severity Index (ESI), disposition, and chief complaint. Students were not mandated to see any particular patients. Results: Medical students (248) saw 2994 total patients from 2018 to 2022. The median number of patients seen by each student was 12.0 (range 1–32). Pediatric patients made up 6.5% (n = 194) of total patients. Encounters were primarily ESI 2 or 3, which accounted for 89.4% of all patients (n = 2676). The most encountered complaints were abdominal pain, chest pain, and dyspnea, making up 15.6% (n = 467), 8.7% (n = 260), and 5.5% (n = 165), respectively, of total cases. Obstetrics/gynecology, hematologic, and environmental disorders were the least frequently encountered domains. No students saw all Clerkship Directors in Emergency Medicine (CDEM)–recommended complaints. Conclusions: There is significant variability in the ED encounters of M2s and M3s, with wide ranges of patient volume and presentations. This study provides some evidence that early students may not be meeting CDEM recommendations. [ABSTRACT FROM AUTHOR]

Self-efficacy consists of the judgment of one's abilities to perform actions required to achieve a given performance, which has been considered predictive of performance. In academics, it means personal convictions in accomplishing a task to a defined degree of quality. Numerous studies have investigated medical students' self-efficacy in traditional and PBL curricula. However, few studies have addressed the hybrid PBL scenario (Hpbl) that simultaneously contemplates PBL, traditional teaching, and practical activities. An even smaller number have evaluated the factors associated with this entity. With these considerations, we aimed to investigate the self-efficacy belief in the hPBL curriculum and the factors associated with this entity. This quantitative observational cross-sectional study was held between August 2022 and November 2022 in Fortaleza, a city in Northeast Brazil with almost 3 million inhabitants. The medical course has 12 semesters. The first two semesters use traditional teaching and cover the basic cycle, followed by the third to eighth semesters which correspond to the pre-clinical and clinical cycle. From the third semester onwards, traditional teaching and PBL are used simultaneously, which we call a hybrid model of PBL. The scale "Scale of Self-efficacy in Higher Education" was applied, a questionnaire validated for the Portuguese language consisting of 34 questions, with answers on a Likert-type scale with ten points, divided into five dimensions. To verify the association between sociodemographic factors and self-efficacy, simple and multiple linear models with robust errors were used. In total, 412 students participated in this study, most of them women (70.1%). The average age of students was 22.9 years. All domains had medians greater than 8, which means strong self-efficacy. The following factors were associated with higher self-efficacy scores in general after the multivariate analysis: female gender (8.6 vs. 8.3, p-value = 0.014), working (8.8 vs. 8.5, p-value = 0.019) and participating in extracurricular activities (8.7 vs. 8.1, p-value = 0.019). We conclude that medical students studying in hybrid learning models showed strong levels of self-efficacy. In addition, participating in extracurricular activities was associated with higher self-efficacy scores and males presented lower levels of self-efficacy. [ABSTRACT FROM AUTHOR]

ABSTRACT Objective: To evaluate cognitive learning, ability to perform and interpret lung ultrasound exams, and self-perception of learning among medical students after a short pedagogical intervention at a medical school in Brazil. Methods: An experimental pilot study was conducted with medical students at different stages of their education (basic cycle, clinical cycle, and medical internship). The participants underwent a cognitive test before and after the intervention, a practical test, a test to recognize lung ultrasound pathologies, and a qualitative evaluation test at the end of the intervention. Statistical analysis was performed using a significance level of p < 0.05. Results: A total of 42 students were included in the study, with a median age of 23 years and a predominance of males. The mean score of the pre-intervention cognitive test was 2.97 ± 0.87, and that of the post-intervention test was 6.57 ± 1.41, showing significant improvement (p < 0.001). The score of the practical test and that of the recognition of pathologies test also showed significant improvement after the intervention. There was no significant difference in execution time between the groups. Students in the clinical cycle had a better self-perception of learning. Conclusions: Theoretical teaching and practical training of lung ultrasound in a short pedagogical intervention can improve cognitive performance, practical skills, and interpretation of the exam. The level of learning achievement was higher among more advanced students in medical education. Additionally, the students in the clinical cycle had a better perception of their learning.

Objective: To determine the frequency and compare personality types among pre-medical and first-year medical students and their relation to the education system and socioeconomic status. Study Design: Comparative cross-sectional study. Place and Duration of Study: Ayub Medical College, Abbottabad and three Secondary-Level Institutes of Abbottabad, Pakistan, from Jan to Mar 2020. Methodology: Of 384 students, 192 were each included in pre-medical and first-year medical groups. After obtaining written informed consent, data was collected on a questionnaire based on the Myers-Briggs Type Indicator. Socioeconomic status was assessed using a modified Kuppuswamy scale. Results: Common personality types among pre-medical students were extrovert-intuitive-feeling-perceiving 33(17.2%), extrovert-intuitive-feeling-judging 22(11.5%), and introvert-intuitive-feeling-judging 19(9.89%), while among medical students, common types were extrovert-intuitive-feeling-perceiving 34(17.7%), extrovert-intuitive-feeling-judging 25(13%), introvert-intuitive-feeling-perceiving 21(10.9%) and extrovert-sensing-feeling-judging 21(10.9%). Pre-medical and medicalstudents have attitude preferences towards extroverts, intuitive, feeling, and perceiving. A greater inclination for feeling was found among medical students than pre-medical and for perceiving among pre-medical students than medical. For paired personality preferences, both groups have expressed a predilection for intuitive feeling and feeling perceiving. Comparison between groups was statistically insignificant (p=0.788). There was a statistically insignificant difference between personality types with the education system in the pre-medical (p=0.058) and medical group (p=0.916) and with socioeconomic status in the pre-medical (p=0.146) and medical group (p=0.931). Conclusion: Pre-medical and medical students shared similar personalities. Identifying personalities at the pre-medical level is important so medical students find synchronisation between their personalities and studies. Socioeconomic status should also be considered.

Introduction: Sleep is a complex physiological process shared by most living beings. Sleep disorders have been increasing exponentially. University students, particularly medical students, are especially vulnerable to this problem. However, the existing literature on the subject is scarce, especially in Portugal. The aim of this study is to assess the quality of sleep among medical students attending the University of Beira Interior, Covilhã, Portugal and to analyse the differences and existing relationships according to age, gender, cohabitation status and academic year. Method: This is a cross-sectional study in which the students completed the Pittsburgh Sleep Quality Index (PSQI) that was previously validated for the Portuguese population. The values obtained for each component of the PSQI were initially analysed for the total sample, and then coupled with sociodemographic variables, in order to obtain statistically significant relationships. Results: Two hundred and ninety-six students completed the questionnaire. A percentage of 62.2% of them stated that their sleep was good; 42.4% scored 2 in the component 2; 50% admitted that they usually sleep between 6 and 7 hours; 73.9% of the participants showed adequate sleep efficiency; 85.5% reported little or no sleep disturbance; 83.8% reported never having used sleep medications; and 60.8% mentioned little or no daytime disturbance. As for global PSQI score, 72.6% of the students’ scores were greater than 5, which indicates poor sleep quality. 74.7% of the female participants and 67.7% of the male respondents showed poor sleep quality. 91.3% of the students who were living alone at the time also revealed poor sleep quality. Of the 1st year students, 82.4% reported poor sleep quality, as did 77.5% of the 2nd year students, 72.1% of the 3rd year students, 77.8% of the 4th year students, 65.8% of the 5th year students, and 71.4% of those attending the 6th year. Conclusion: Generally speaking, the students who took part in this study showed a poor sleep quality, with a PSQI score superior to 5. However, the ratings in each of the components are not so negative. Most of the participants rated their sleep as good or very good, almost half of the participants reported sleeping more than 7 hours and the majority had a sleep efficiency of more than 85%. Similarly, 83.8% had never used sleep medication. Since this is not a robust result, it is imperative to carry out more studies that unequivocally prove it. Moreover, such studies will also be essential to identify situations in which therapeutic intervention will improve such parameters.

Abstract Background The burden that COVID-19 has brought to the economy, healthcare systems, and education is unmatched. Public health and social measures were implemented to halt transmission. Thus, social gathering and in-person learning, core aspects of medical education, were interrupted. Studies have documented the detrimental impact students graduating during the pandemic have had on their confidence and skills. However, data comparing pre-pandemic, pandemic, and post-peak students still lack. This study aimed to identify senior medical students' attitudes regarding their education and compare them according to the three previously described periods. Methods In this cross-sectional study, the survey employed was designed based on a previous questionnaire and applied to senior medical students before graduating between January 2018 and June 2022. Answers were collected using a three-point Likert scale and Yes/No questions. Associations between variables were examined using Chi-squared, Fisher’s Exact tests, and ANOVA, employing logistic regression to calculate odds ratio (OR) when appropriate. Results A total of 679 responses were analyzed. Most students (59%) were women. Up to 383, 241, and 55 senior medical students answered the survey before, during, and in the post-peak period of the COVID-19 pandemic, respectively. There was a staggering decrease in the percentage of students in the post-peak compared to the pre-pandemic period that considered certain factors such as being taught about the doctor-patient relationship (62% vs 75%), practicing teamwork (33% vs 54%), preclinical & clinical subjects (44% vs 63%), and being taught to conduct research (22% vs 32%) as “very useful” to their professional traineeship. There was a significant difference between pre-pandemic, pandemic, and post-peak students when asked if the study curriculum accomplished the goal of training a professional with integrity (89% vs 66% vs 64%, p

ABSTRACTBackground Radiology is a useful tool for diagnosis and intervention in medical practice, and all the components within the teaching-learning process of this subject during undergraduate studies influence successful knowledge application.Objective This study aimed to describe the level of knowledge in radiology of students in the last two years of medical school and curricular characteristics of their courses in seven Latin American countries.Methods A multicenter cross-sectional study was carried out on medical students of 7 Latin American countries (Bolivia, Brazil, Colombia, Ecuador, Mexico, Paraguay, and Peru) in their final two years of medical school, using an online questionnaire validated by experts and adapted for each country that assessed knowledge and curricular characteristics in radiology subject. Scores were assigned according to the number of correct answers for the knowledge test. The T-test, and regression analysis with one-way ANOVA were used to search for relationships between the level of knowledge and other variables.Results A total of 1514 medical students participated in this study. All countries had similar participation (n > 200); most participants were women 57.8%. The country with the highest knowledge score was Brazil. Male, sixth year (internship) and from public universities students had higher knowledge score (n

Introduction. Artificial intelligence is defined as a part of computer science capable of manipulating extensive data through machine learning. The aim of this study is to investigate medical students’ perceptions regarding the use of artificial intelligence in the field of healthcare. Material and Methods. This research was conducted as a cross-sectional study using the Computer Assisted Web Interviewing technique for data collection by surveying students through social networks. The sample consists of 160 students who were surveyed in November 2023. The aim was to provide answers to the question of how students perceive the use of new technology – artificial intelligence in the field that represents their future profession. Results. The results have shown a well-developed awareness among students regarding the potential application of artificial intelligence in the medical field, emphasizing a positive perception of the benefits that artificial intelligence can bring. They have also recognized the importance of incorporating artificial intelligence training into medical education. Students have expressed concerns, primarily about potential misuse of artificial intelligence and ethical issues related to its use in medicine. Conclusion. Medical students are aware not only of the benefits but also the risks associated with the implementation of artificial intelligence in medicine. [ABSTRACT FROM AUTHOR]

Librarians at the University of Florida Health Science Center Libraries have begun to intentionally incorporate diversity, equity, and inclusion (DEI) principles into teaching during design, implementation, and evaluation. This article uses four case studies to provide an overview of the librarians' approaches to inclusive teaching (1) an annual workshop for Physical Therapy students on the intersection between DEI, health literacy, and patient education; (2) a librarian‐taught one‐credit course for public health students, which was revised to create a more inviting syllabus and integrate elements of universal design; (3) an annual project for first year medical students highlighting health disparities and community resources; and (4) piloting the application of critical librarianship principles in library standalone sessions on database searching and reference management. Suggestions are provided for other librarians who are interested in developing a culture of inclusive teaching in their own libraries. [ABSTRACT FROM AUTHOR]

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

The epidemiology of adolescent psychiatric disorders and the relational complexity of their management make exposure to adolescent psychiatry essential during medical school. However, some clinical particularities can complicate the students' learning experiences. Our work aimed to explore the experience of being a medical student during clerkships in adolescent psychiatry. Following the Interpretative Phenomenological Analysis qualitative approach, 20 semi-structured face-to-face interviews were conducted with medical students at the end of their clerkship in adolescent psychiatry. Three super-ordered themes emerged to describe their experience: in-depth self-exploration calling on emotions, thoughts and experiences; changes in the view of adolescent mental health; better understanding of the role and meaning of adolescent psychiatric care and how to approach it. Identification between students and patients could result from time-related factors (the end of adolescent brain remodeling, long, demanding studies, and financial and material dependence). In addition, the predominant use of non-analytical clinical reasoning processes—less valued in the rest of the graduate curriculum—poses a challenge for students. Indeed, for a student to find his or her place in adolescent psychiatry requires the student to reinvent him or herself, because the codes are different (no gown, less well-defined tasks, etc.). Finally, the excess prevalence of mental disorders among medical students requires increased vigilance on the part of tutors. For all these reasons, close, attentive tutoring seems essential to support students, while these clerkships afford a real opportunity for students to broaden their interpersonal skills. [ABSTRACT FROM AUTHOR]

Background: The burden that COVID-19 has brought to the economy, healthcare systems, and education is unmatched. Public health and social measures were implemented to halt transmission. Thus, social gathering and in-person learning, core aspects of medical education, were interrupted. Studies have documented the detrimental impact students graduating during the pandemic have had on their confidence and skills. However, data comparing pre-pandemic, pandemic, and post-peak students still lack. This study aimed to identify senior medical students' attitudes regarding their education and compare them according to the three previously described periods. Methods: In this cross-sectional study, the survey employed was designed based on a previous questionnaire and applied to senior medical students before graduating between January 2018 and June 2022. Answers were collected using a three-point Likert scale and Yes/No questions. Associations between variables were examined using Chi-squared, Fisher's Exact tests, and ANOVA, employing logistic regression to calculate odds ratio (OR) when appropriate. Results: A total of 679 responses were analyzed. Most students (59%) were women. Up to 383, 241, and 55 senior medical students answered the survey before, during, and in the post-peak period of the COVID-19 pandemic, respectively. There was a staggering decrease in the percentage of students in the post-peak compared to the pre-pandemic period that considered certain factors such as being taught about the doctor-patient relationship (62% vs 75%), practicing teamwork (33% vs 54%), preclinical & clinical subjects (44% vs 63%), and being taught to conduct research (22% vs 32%) as "very useful" to their professional traineeship. There was a significant difference between pre-pandemic, pandemic, and post-peak students when asked if the study curriculum accomplished the goal of training a professional with integrity (89% vs 66% vs 64%, p < 0.001), respectively. In a multivariate analysis graduating during the pandemic (OR 3.92; 95% CI, 2.58–5.94) and in the post-peak period (OR 4.24; 95% CI, 2.23–8.07) were independent factors for the appreciation that the study curriculum did not meet its objective. Conclusions: The pandemic has hindered medical education. Students' appreciation of their instruction has deteriorated. Urgent interventions that halt the negative impact on training, ensure readiness for future problems and improve schooling worldwide are needed. [ABSTRACT FROM AUTHOR]

Background/Aim. The mental health of medical students worsens during their studies, and research shows that medical students are at high risk of depression. The aim of this study was to evaluate the prevalence of depressive symptoms and to examine the association between various risk factors and depressive symptoms in a sample of first- and sixth-year medical students at the University of Novi Sad. Methods. A cross-sectional study was conducted at the Faculty of Medicine of the University of Novi Sad. The sample consisted of 308 students divided into two groups – 213 students in the first year and 9 5 students in the final (sixth) year of medical studies. The Patient Health Questionnaire-9 (PHQ-9) was used to measure depressive symptoms. Within this instrument, item 9 was used to identify suicidal ideation. Self-esteem was evaluated with the Rosenberg Self-Esteem Scale (RSES). Additional questions were focused on self-assessed material status, lifestyle factors, and mental healthcare-seeking. Univariate and multivariate logistic regression analyses were applied. Results. The prevalence of depressive episodes among medical students was 16.6%. Almost 9% had thoughts of committing suicide. First-year students with low self-esteem were almost seven times more likely to suffer from moderate to severe depressive symptoms than those with high self-esteem. Students who had used sleeping pills or sedatives without a prescription were nearly five times more likely to have a PHQ-9 score ≥ 10 than those who had not [odds ratio (OR) = 4.97, 95% confidence interval (CI): 1.83–13.52)]. Sixth-year students with poor or average self-assessed social relation-ships and low self-esteem had a stronger association with a PHQ-9 score ≥ 1 0. Conclusion. There is a high prevalence of depressive episodes among first and sixth-year medical students, and it is associated with low self-esteem in both groups, use of sleeping or sedative pills without a prescription among first-year students, and poor social health in sixth-year students. We recommend routine screening for depression in medical students and establishing prevention and intervention programs.

Background/Aim. The competence of healthcare workers (HCWs) to advocate the importance of immunization to persons who are hesitant about vaccines is extremely important. The aim of this study was to evaluate the final-year medical students’ competencies related to immunization challenges in their practice using their knowledge, attitudes, and study practices. Methods. The cross-sectional study was conducted among 442 final-year students of the Faculty of Medicine, University of Belgrade, Serbia. The instrument used for data collection was an anonymous questionnaire consisting of 38 questions. Hierarchical multiple regression analysis was conducted to identify the predictive value of different factors in immunization knowledge among medical students. Results. The median total knowledge score with the interquartile range was 7 ± 3.00 out of 13. There was a statistically significant positive correlation between the knowledge score and the grade point average (GPA) (r = 0.207, p < 0.001). Thirty-five percent of students felt moderately capable of conducting work regarding vaccination without supervision. Furthermore, 92.1% of students considered that additional training and information channels about immunization needed to be implemented in curricula for HCWs. The results of the hierarchical regression analysis showed that gender, age, GPA, study duration, self-confidence regarding immunization knowledge, the flu, and hepatitis B vaccination status explained a total of 36% of the variance in the immunization knowledge score. Less than two-thirds of students believed they had enough knowledge to reassure a person hesitant about immunization. Conclusion. The results of our study showed an average level of knowledge about immunization among final-year medical students. As less than two-thirds of students believe that they have enough knowledge to reassure a hesitant person, there is a need for a better understanding and improving the parts of the curricula of medical faculties regarding immunization.

Introduction: The Academic Leagues are non-profit autonomous civil and scientific student entities, of indefinite duration, which brings together medical students and professors. The Brazilian Association of Plastic Surgery Leagues (ABLCP) is an organization linked to the Brazilian Society of Plastic Surgery (SBCP), considered its academic segment, thus establishing the proximity between Academic Leagues of Plastic Surgery (PSL) and SBCP. The present study aims to describe the profile of the associated leagues. Methods: This was a cross-sectional, descriptive, multicenter study with qualitative and quantitative approach through application of an online questionnaire with 19 questions. Duplicated or unfinished records were excluded. Results: It was observed that there are 78 PSLs and 1873 binders, present in 58 cities arranged in 20 federative units, being the Southeast region with the largest number of alloys and binders and the one with the smallest number was the North region. In addition, it was observed that 78.2% of the PSLs linked to the ABLCP presented activities in the three axes (Education, Research and Extension/Assistance) simultaneously. In general, the Leagues obtained less participation in research. Conclusions: ABLCPs performance in relation to LCPs has the objective of seeking alignment, inspection and stimulus for their activities, since alloys have an important role in medical education.

Abstract Background Interprofessional education opportunities are commonly university-based and require further development during clinical practice. Many clinical contexts offer the potential for meaningful learning of both collaborative and discipline-specific practice. The emergency department (ED) demands efficient teamwork, so presents a logical location for interprofessional learning. Methods An interprofessional clinical placement program was implemented with the aim to enhance students’ capacity and self-efficacy for collaborative practice. Fifty-five medical and nursing students participated as interdisciplinary pairs in a two-week clinical placement in the ED. Students’ perceptions of the learning environment were measured pre- and post-placement with the Self-efficacy for Interprofessional Experiential Learning Scale and the Interprofessional Clinical Placement Learning Inventory was completed post-placement. Non-parametric tests were used to establish change differences. Results The Placement Learning Inventory revealed positive outcomes; the majority (16/19) agreed/agreed strongly that the placement provided sufficient learning opportunities, was interesting, and made them feel as if they belonged and most (14/19) reported they achieved the discipline specific learning objectives set by the university. Self-efficacy improved significantly (p = 0.017), showing promise for future use of the placement model Challenges were identified in the organisation and supervision of students. In the absence of additional dedicated student supervision, this model of interprofessional student pairs in the ED was challenging. Conclusions Interprofessional clinical placements in ED are an effective clinical learning approach for final year undergraduate medicine and nursing students. Recommendations for improvements for students’ clinical supervision are proposed for the placement model.

Background Sleep deficits caused by the overuse of digital technology is observed among medical students. Due to the coronavirus disease 2019 (COVID-19) pandemic, an emergency remote teaching method was put into practice, which may have resulted in changes in the sleep-wake cycle. The balance between the influences of external and internal synchronizers can be affected by sudden alterations in daily life, including changes in nightly habits and sleep quality, which can lead to increased levels of anxiety and reduced functional performance, for example. Objective To understand the relationship between the use of digital technology, changes in the circadian cycle, and academic performance during the pandemic. Methods The present is an analytical, cross-sectional, observational study in which a sample of 123 medical students filled out an online questionnaire on self-perception regarding sleep quality and academic performance before and during the pandemic. Results Assessing changes in sleep quality and productivity, the study revealed that 100% of the students made continuous use of screens before bedtime. Thus, during the period of social distancing and remote classes, 77.2% of the students reported “poor” or “very poor academic performance, which was probably related to the fact that 65.9% of these students were unable to maintain their productivity due to daytime sleepiness. Conclusions The prolonged use of screens was associated with poor sleep quality and changes in academic performance, with significant psychological impact. Thus, it is worth emphasizing the importance of sleep hygiene in light of the new forms of teaching implemented during the COVID-19 pandemic.

Background Objectives Methods Results Discussion Conclusions Increasingly, libraries buy medical monographs as ebooks, but that may not be what medical students and residents want. Some studies have shown that they prefer print books for some types of reading. On the other hand, for participants in distributed medical programs, ebooks are more accessible.To determine whether medical students and residents at an institution with a distributed medical education program prefer medical ebooks or print books.In February 2019, 844 medical students and residents were invited to complete an online questionnaire on their format preferences.Two hundred thirty‐two students and residents responded. Most preferred electronic format for reading a few pages, but print for entire books. Respondents preferred ebooks because they were immediately available, searchable and could be used on the go, and print books because they strained users' eyes less, facilitated absorption of the text and could be held in users’ hands. The location of respondents and year of study had little effect on responses.Libraries should consider buying quick reference and large, heavy textbooks as ebooks and pocket‐sized or shorter, single‐topic titles, in print format.Libraries have a responsibility to make both print and ebooks available to their users. [ABSTRACT FROM AUTHOR]

Abstract: Introduction: During the Sars-CoV-2 pandemic, social distancing measures and various other stress factors may have been responsible for impacts on medical students’ mental health. Objective: The purpose of this study is to describe the mental health status of medical students at a college in northeastern Brazil, in the context of the COVID-19 pandemic, investigate symptoms of anxiety and depression, and assess resilience, as well as its possible associated factors. Methodology: A cross-sectional qualitative and quantitative method was used. Data were collected using an online questionnaire among students enrolled in the medical school; data were further processed using quantitative and qualitative statistical analysis separately. The following scales were applied: Generalized Anxiety Disorder Screener (GAD-7), Patient Health Questionnaire-9 (PHQ-9), and Wagnild and Young’s Resilience Scale (RS-25). Results: About one-third of the students lived with moderate or severe anxiety symptoms, almost half had moderate to severe depressive symptoms, and more than half were classified as having low or moderately low resilience. Conclusion: Our findings highlight the difficulty in maintaining high levels of resilience and that the presence of depression or anxiety would be related to lower resilience scores in medical students during remote education. Further studies are needed to establish a causal link with the pandemic.

Objective: to evaluate the perception of medical students from two institutions in the north of Minas Gerais regarding the fear of public speaking and the association with sociodemographic, economic and anxiety level variables. Materials and Methods: cross-sectional, analytical study, consisting of 346 students using identification data, Self-Statements during Public Speaking Scale (SSPS) and Beck Anxiety Inventory. Results: the mean age was 22.36 years with a predominance of females. The total SSPS score was 17.72 for the positive rating subscale and 5.28 for the negative subscale. Academics over 22 years old, with more than six minimum wages and with minimal to mild anxiety had a higher average on the positive subscale and those aged up to 22 years, less than six minimum wages, with moderate to severe anxiety and those in the initial periods had a higher average on the negative subscale. The practice of public speaking carried out in the first period was evaluated as positive. Conclusion: the variables age, income and level of anxiety were statistically significant for the positive and negative subscales of fear of public speaking, and academics in the initial periods of the course were significant for the negative subscale.

Introduction: Recently, simulation as an educational method has gained increasing importance in Medicine. However, medical education has favored the acquisition of individual knowledge and skills, while overlooking the development of teamwork skills. Since most errors in clinical practice are due to human factors, i.e., non-technical skills, the aim of this study was to assess the impact that training in a simulation environment has on teamwork in an undergraduate setting. Material and Methods: This study took place in a simulation center, with a study population of 23 participants, fifth year undergraduate students, randomly divided into teams of four elements. Twenty simulated scenarios of teamwork in the initial assessment and resuscitation of critically ill trauma patients were recorded. Video recordings were made at three distinct learning moments (before training, end of the semester, and six months after the last training), and a blinded evaluation was performed by two independent observers, who applied the Trauma Team Performance Observation Tool (TPOT). Additionally, the Team STEPPS Teamwork Attitudes Questionnaire (T-TAQ) was applied to the study population before and after the training to assess any change in individual attitudes towards non-technical skills. A 5% (or 0.05) significance level was considered for statistical analysis. Results: With a moderate level of inter-observer agreement (Kappa = 0.52, p = 0.002), there was a statistically significant improvement in the team's overall approach, evidenced by the TPOT scores (median of 4.23, 4.35 and 4.50, in the three time-points assessed, respectively, p = 0.003). In the T-TAQ, there was an improvement in non-technical skills, that was statistically significant for "Mutual Support” (median from 2.50 to 3.00, p = 0.010). Conclusion: In this study, incorporating non-technical skills education and training in undergraduate medical education was associated with sustained improvement in team performance in the approach to the simulated trauma patient. Consideration should be given to introducing non-technical skills training and teamwork in the emergency setting during undergraduate training.

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

Comprehensive education regarding human papillomavirus (HPV) pathogenesis, vaccination, and patient counseling are not routinely included in the medical school curriculum; consequently, student and provider knowledge, especially concerning head and neck pathology, remains low. The objective of this study was to demonstrate long-term retention of HPV knowledge and positive attitudes towards HPV vaccination after attending our novel HPV workshop, with a focus on knowledge of oropharyngeal cancer. A follow-up survey was administered to medical students 1.5 years after the initial completion of the workshop. HPV vaccination records from the student-led clinic were collected from the immunization information system. Awareness that HPV causes oropharyngeal cancer was present in 33% of medical students pre-curriculum; immediate and long-term post-curricular awareness of this association remained at 90% or higher (p < 0.0001). Comfort with HPV counseling, having enough information to recommend the vaccine, and knowledge of HPV malignancies, symptoms, transmission, and vaccination schedule remained persistently elevated over pre-curriculum scores (p < 0.05). Long-term knowledge scores were also higher than a control group of medical students at the same stage of training who had never participated in the workshop (p < 0.05). HPV vaccination rates at the medical school's student-run clinic also increased after the curriculum, from an average of 1.89 HPV vaccines given per clinic to 3.55 (p = 0.001). This study demonstrates that knowledge and positive attitudes were maintained 1.5 years after participating in this HPV curriculum during students' preclinical years of medical school. Additionally, an increase in HPV vaccination rates occurred at a student-led clinic, indicating a positive clinical impact on the curriculum. [ABSTRACT FROM AUTHOR]

Aim: To determine the level of digital literacy (DL) before and during the pandemic and determine whether volunteering at the COVID Hospital Center affected DL. Subjects and methods: The study was conducted on 150 clinical year students of the Integrated undergraduate and graduate University Study of Medicine in the academic year 2020/2021 at the University of Rijeka. The study included 114 female and 35 male participants, 22 to 28 years old (a median of 24). Fifty-six students volunteered during online/hybrid teaching in the COVID hospital or/and COVID Call Center. Students anonymously and voluntarily completed an online questionnaire. Results: The respondents reported the level of their DL before the pandemic as 3.81 (SD=0.89) and during the pandemics 4.07 (SD=0.84). Respondents predominantly considered that new teaching methods did not affect their DL level. T-test confirmed that in comparison to the pre-pandemic period, during the pandemics, students observed an improvement in their DL levels (P>0.05). When divided into groups of volunteer and non-volunteer students, there is statistical significance in the improvement of DL in students who volunteered during the pandemics (P=0.038), while in the group of non-volunteer students, there wasn’t significant change (P=0.06). Conclusion: The results of the conducted study revealed a rise in the levels of self-evaluated DL, but students don’t connect it with new online teaching methods. On the other hand, there’s a significant rise in DL levels in the student group that volunteered during the pandemics instead of those who didn’t volunteer. Aim: To determine the level of digital literacy (DL) before and during the pandemic and determine whether volunteering at the COVID Hospital Center affected DL. Subjects and methods: The study was conducted on 150 clinical year students of the Integrated undergraduate and graduate University Study of Medicine in the academic year 2020/2021 at the University of Rijeka. The study included 114 female and 35 male participants, 22 to 28 years old (a median of 24). Fifty-six students volunteered during online/hybrid teaching in the COVID hospital or/and COVID Call Center. Students anonymously and voluntarily completed an online questionnaire. Results: The respondents reported the level of their DL before the pandemic as 3.81 (SD=0.89) and during the pandemics 4.07 (SD=0.84). Respondents predominantly considered that new teaching methods did not affect their DL level. T-test confirmed that in comparison to the pre-pandemic period, during the pandemics, students observed an improvement in their DL levels (P>0.05). When divided into groups of volunteer and non-volunteer students, there is statistical significance in the improvement of DL in students who volunteered during the pandemics (P=0.038), while in the group of non-volunteer students, there wasn’t significant change (P=0.06). Conclusion: The results of the conducted study revealed a rise in the levels of self-evaluated DL, but students don’t connect it with new online teaching methods. On the other hand, there’s a significant rise in DL levels in the student group that volunteered during the pandemics instead of those who didn’t volunteer. [ABSTRACT FROM AUTHOR]

Background: Delivering sufficient otology education for undergraduates is known to be difficult, with limited teaching time being a contributing factor. Increasing student access to dissections of the ear could serve to increase satisfaction with teaching at St George's, University of London, UK. Objective: To evaluate student satisfaction with clinical ear anatomy teaching and investigate whether it can be improved using dissected specimens. Method: Participants completed an online survey and knowledge examinations, both before and after attending a new tutorial, with answers from before and after the session being compared. Results: Pre-teaching satisfaction scores concerning teaching were low, at an average of 2.45 (out of 7), with a mean examination result of 6.53 (out of 10). Post-teaching average satisfaction increased by 3.20 points to 5.65 (out of 7) (p < 0.01) and examination scores increased by 1.53 points to 8.07 (out of 10) (p < 0.01). Conclusion: Students are supportive of increased access to cadaver dissections of the ear, and facilitating this can improve satisfaction with otology teaching. [ABSTRACT FROM AUTHOR]

Objective: To investigate the correlation between nursing and medical students' engagement and quality of life at a private college. Methods: This is an observational, analytical, cross-sectional study with a quantitative approach, carried out with 219 undergraduate students, using three self-administered questionnaires: one with sociodemographic data; Study & Well-being Survey, to assess student engagement; and the Medical Outcomes Study 36 – Item Short-Form Health Survey (SF-36), to assess quality of life. Data normality was tested using the Kolmogorov-Smirnov test, and for inferential analysis, within expected standards, Spearman's correlation test between the engagement dimensions and the quality of life domains was used. Results: A total of 171 medical students and 48 nursing students participated, 160 (73.06%) female and 59 (26.94%) male. Engagement had a mean score of 3.57 ± 0.92 and quality of life with an average greater than 50. The correlation between engagement and quality of life was considered moderate between the vigor dimension and the energy/vitality domain (r=0.505), and health mental (r=0.332) and between dedication (r=0.400) and absorption (r=0.313) dimensions with the energy/vitality domain. Conclusion: The correlation was weak between most nursing and medical students' quality of life and engagement domains. [ABSTRACT FROM AUTHOR]

Copyright of Revista Facultad de Medicina de la Universidad Nacional de Colombia is the property of Universidad Nacional de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Interprofessional education opportunities are commonly university-based and require further development during clinical practice. Many clinical contexts offer the potential for meaningful learning of both collaborative and discipline-specific practice. The emergency department (ED) demands efficient teamwork, so presents a logical location for interprofessional learning. Methods: An interprofessional clinical placement program was implemented with the aim to enhance students' capacity and self-efficacy for collaborative practice. Fifty-five medical and nursing students participated as interdisciplinary pairs in a two-week clinical placement in the ED. Students' perceptions of the learning environment were measured pre- and post-placement with the Self-efficacy for Interprofessional Experiential Learning Scale and the Interprofessional Clinical Placement Learning Inventory was completed post-placement. Non-parametric tests were used to establish change differences. Results: The Placement Learning Inventory revealed positive outcomes; the majority (16/19) agreed/agreed strongly that the placement provided sufficient learning opportunities, was interesting, and made them feel as if they belonged and most (14/19) reported they achieved the discipline specific learning objectives set by the university. Self-efficacy improved significantly (p = 0.017), showing promise for future use of the placement model Challenges were identified in the organisation and supervision of students. In the absence of additional dedicated student supervision, this model of interprofessional student pairs in the ED was challenging. Conclusions: Interprofessional clinical placements in ED are an effective clinical learning approach for final year undergraduate medicine and nursing students. Recommendations for improvements for students' clinical supervision are proposed for the placement model. [ABSTRACT FROM AUTHOR]

This study investigated the topic of the academic integrity among medical students and postgraduate trainees in the teaching hospitals of South Punjab, Pakistan. A cross‐sectional survey was conducted involving 318 medical students and postgraduate trainees of teaching hospitals. The results found that medical students of pre‐clinical years engaged in unethical behaviour, that is, exam cheating and plagiarism to cope with internal and external evaluation and the range of subjects needed to be studied. For postgraduate trainees, results showed trainees unintentionally engaged in the practice of plagiarism due to lack of understanding about what constitutes plagiarism, coupled with externally perceived pressures associated with expectations of research publication, promotions and tenured positions. To address these concerns, it is recommended that information literacy sessions for undergraduate and postgraduate medical students on plagiarism prevention and ethical practice be designed and facilitated by medical librarians in collaboration of faculty members. [ABSTRACT FROM AUTHOR]

Background: Traditional medicine has been formally accepted in the country for many years, but it has an indefinite place in the modern medicine curriculum. While it exists in the modern medical curriculum; however, the extent of its use in this program is not clear. Therefore, the purpose of this study was to study the level of attention to issues related to traditional medicine in the curriculum of modern medical education at Mazandaran University of Medical Sciences from the students’ perspectives.Methods: This descriptive-analytical study was conducted using a researcher-made questionnaire among 297 medical students of Mazandaran Medical School as a statistical sample. Data were analyzed using one-sample t-test.Results: 59% of the total respondents were women, 57% of whom were married and 44% of them were residents. According to students, the use of 'lifestyle adjustment' (essential set) and 'traditional medicines' in the modern medical education curriculum of students as well as the use of 'preventive methods' of traditional medicine in modern medical education are moderate. The use of traditional medicine treatment methods in medical education in the students' curriculum is insignificant.Conclusion: Results showed that the concepts of traditional medicine as complementary medicine were included in the modern medical education curriculum to a moderate extent. But it is not formally defined in the curriculum but is provided to students in the form of history or side information. This study suggests that the concepts of traditional medicine should be formally included in the curriculum of modern medical education, and the importance and value of years of experience in this science should be provided to modern physicians.

Background/Aim. To reduce the risk of burnout development in medical professionals, it is important to identify the contributing factors as early as in their schooling years. The aim of this study was to propose a model for determining the relationship between the coping strategies used by medical high school and medical faculty students and burnout. Methods. The cross-sectional study included 164 students of Medical High School (80.5% female and 19.5% male) and 344 students of the Faculty of Medicine University of Belgrade, Serbia (76.9% female and 23.1% male). The model exploring the relationship between coping strategies (measured by the Brief COPE scale) and burnout [measured by the Copenhagen Burnout Inventory-student version (CBI-S) scale] was tested using structural equation modelling (SEM) analysis. Results. When copied with stress, Medical High School students used Acceptance, Venting, Behavioural Disengagement, and Planning, which increased their burnout, but they did not use any strategies to help them reduce burnout. When copied with stress, Faculty of Medicine students used Planning, Acceptance, Humour, Venting, Behavioural Disengagement, Self-Blame, and Substance Use, which increased their burnout, and Positive Reframing, which helped them reduce burnout. Conclusion. The results of this research showed an evident lack of using adaptive coping strategies with both groups of respondents. Proper education could help them replace these dysfunctional coping strategies with constructive ones.

Abstract: Introduction: Academic leagues are Brazilian student-led initiatives aimed at doing multiple extracurricular activities in a medical school. The leagues exist in almost all the universities of the country. Purpose: To characterize the activity profile of the academic leagues of a medical school. Method: Quali-quantitative cross-sectional descriptive study that collected data on academic leagues such as: year of foundation, number of members, number of teachers, types of selection and admission and activities performed. Results: Of the 52 active leagues, 27 provided data. The average number of students was 21.6 ± 10.4, ranging from 07 to a maximum of 48. Most respondents (77.8%) had only one teacher. The performed activities were mainly theoretical classes, discussion of clinical cases, practical activities, production of scientific articles, publications in social networks, solidarity activities and organization of their own events. Conclusions: Academic leagues are student-led initiatives with great potential to expand medical school actions using the existing structure. With their activities mapped and guided by management, academic leagues can be great catalysts for complementary activities and can contribute greatly to the training of new doctors.

ABSTRACT Objectives: to assess the psychometric properties of the Latino Students Patient Safety Questionnaire, Brazilian version. Methods: a methodological study, carried out between April 2020 and January 2021, with 218 nursing and medicine students. Structural and discriminant construct validity were assessed by confirmatory factor analysis and cross factor loadings. Reliability was verified by McDonald’s omega, average variance extracted, composite reliability, and item-total correlation. Results: the final model reproduced the original structure of 21 items, distributed in five dimensions, requiring the exclusion of one item. Acceptable fit indexes were obtained (x2/gl=2.325; CFI=0.99; TLI=0.98; RMSEA=0.054). Discriminant validity was confirmed. Reliability indicators were adequate, except McDonald’s omega, in one factor (0.68), and average variance extracted, in two factors (0.41; 0.47). Conclusions: the instrument demonstrated evidence of internal validity and satisfactory reliability among nursing and medical students.

Background: GP practices deliver vital medical student teaching in the face of increasingly challenging circumstances. Aim: To understand the nature and scale of threats to medical student teaching capacity in primary care. Design & setting: An electronic survey of a predefined population of 120 East of England GP practices that host medical student placements. Method: The survey was completed on behalf of the practice by the GP lead for medical student teaching. They were asked to pick (from a list of 16) the four main challenges they faced delivering medical student teaching placements, then explain their selection and suggest solutions. Thematic analysis of free-text responses was undertaken from an activity theory perspective. Results: Responses were received from 114 of the 120 practices in the study population (95% response rate). The most commonly selected challenges to delivering placements were clinical/practice workload (picked by 92 practices), and lack of space in the practice (picked by 63 practices). Thematic analysis produced a model whereby a practice’s decision to continue hosting students was influenced by level of motivation and burden of teaching, but only if a certain level of resource enablement is present. Analysis of free-text responses suggested that space pressures were perceived as being exacerbated by the need to accommodate more clinicians, especially advanced practitioners employed by primary care networks (PCNs) under the additional roles reimbursement scheme (ARRS). Conclusion: This study provides much-needed quantitative evidence to support the view that lack of space in GP premises is a major threat to the future of undergraduate general practice.

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This study aims to measure the performance of different AI-language models in three sets of pre-internship medical exams and to compare their performance with Iranian medical students. Three sets of Persian pre-internship exams were used, along with their English translation (six sets in total). In late September 2023, we sent requests to ChatGPT-3.5-Turbo-0613, GPT-4-0613, and Google Bard in both Persian and English languages (excluding questions with any visual content) with each query in a new session and reviewed their responses. GPT models produced responses at varying levels of randomness. In both Persian and English tests, GPT-4 ranked first and obtained the highest score in all exams and different levels of randomness. While Google Bard scored below average on the Persian exams (still in an acceptable range), ChatGPT-3.5 failed all exams. There was a significant difference between the Large Language Models (LLMs) in Persian exams. While GPT-4 yielded the best scores on the English exams, the distinction between all LLMs and students was not statistically significant. The GPT-4 model outperformed students and other LLMs in medical exams, highlighting its potential application in the medical field. However, more research is needed to fully understand and address the limitations of using these models., Competing Interests: Declarations Competing interests The authors declare no competing interests., (© 2024. The Author(s).)