How developing a point of need training tool for evidence synthesis can improve librarian support for researchers.

Medical and health sciences librarians who are involved in evidence synthesis projects will know that systematic reviews are intensely rigorous, requiring research teams to devote significant resources to the methodological process. As expert searchers, librarians are often identified as personnel to conduct the database searching portion and/or are approached as experts in the methodology to guide research teams through the lifecycle of the project. This research method has surged in popularity at our campus and demand for librarian participation is unsustainable. As a response to this, the library created self-directed learning objects in the form of roadmap to assist researchers in learning about the knowledge synthesis methodology in an expedient, self-directed manner. This paper will discuss the creation, implementation and feedback around our educational offering: Systematic & Scoping Reviews: Your Roadmap to Conducting an Evidence Synthesis.

Second- and third-year medical students' clinical encounters in the emergency department.

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.

Changes in medical student attendance and its impact on student educational outcomes: a systematic review protocol.

INTRODUCTION: The COVID-19 pandemic has had a significant impact on medical education, with many institutions shifting to online learning to ensure the safety of students and staff. However, there has been a decline in in-person attendance at medical schools across the UK and worldwide following the relaxation of social distancing rules and the reinstation of in-person teaching. Importantly, this trend has been observed prior to the pandemic. While reflected within the literature, there is currently no systematic review describing these changes. We aim to find out how medical students' attendance is changing as documented within the literature and its impact on their educational outcomes. METHODS AND ANALYSIS: This systematic review will follow the guidelines of the Centre of Research and Dissemination, Meta-analyses of Observational Studies in Epidemiology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses. We will search the major databases of Medline via Ovid, Embase via Ovid, Scopus, Web of Science, British Education Index via EBSCOhost and ERIC via EBSCOhost.Two reviewers will independently screen each paper and extract data, with a third reviewer for dispute resolution. All studies reporting on medical students from various universities, both graduate and undergraduate and describing changes in attendance and/or students' educational outcomes will be included. Risk of bias in individual studies will be assessed using the Newcastle-Ottawa Scale and confidence in cumulative evidence will be evaluated using the Grading of Recommendations, Assessment, Development and Evaluation-Confidence in the Evidence from Reviews of Qualitative Research approach. A narrative synthesis of the findings from all included studies will be reported. ETHICS AND DISSEMINATION: Ethical approval is not required for this systematic review of existing publicly available literature. We will subsequently aim to publish the results of this systematic review in a peer-reviewed journal.

Self-efficacy of medical students in a hybrid curriculum course (traditional and problem-based learning) and associated factors.

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.

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

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

Aprendizaje creativo en estudiantes de Medicina desde la Genética Médica

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

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

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

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

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

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

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

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

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

Self-Directed Learning And Approach To Seeking Medical Evidence: Perceptions Of Students From A Private Medical University Of Karachi.

Objectives: To assess self-directed learning among medical students and their approach towards seeking medical evidence. METHODS: The cross-sectional study was conducted from November 30, 2021, to June 30, 2022, at the Baqai Medical University, Karachi, and comprised first to fifth year medical students of either gender. Data was collected using a structured online questionnaire which also included questions from the self-directed learning instrument. Data was analysed using SPSS 21. RESULTS: Of the 250 students who approached, 159(63.6%) responded were received; 102(64.2%) females and 57(35.8%) males. The overall mean age was 21.78±1.72 years, with 88(54.1%) subjects aged >21 years. Majority 127(79.9%) participantsscored above average on the self-directed learning instrumentscale, while 131 (84.2%)showed satisfactory approach towards evidence-based medicine. Students with better attitude towardsself- directed learning were more likely to have satisfactory approach towards evidence-based medicine, but this relationship was not significant (p=0.136). CONCLUSIONS: Medical students were found to be keen to adopt self-directed learning and practice evidence-based medicine though they have not been formally exposed to it.

An overview of the capabilities of ChatGPT for medical writing and its implications for academic integrity.

The artificial intelligence (AI) tool ChatGPT, which is based on a large language model (LLM), is gaining popularity in academic institutions, notably in the medical field. This article provides a brief overview of the capabilities of ChatGPT for medical writing and its implications for academic integrity. It provides a list of AI generative tools, common use of AI generative tools for medical writing, and provides a list of AI generative text detection tools. It also provides recommendations for policymakers, information professionals, and medical faculty for the constructive use of AI generative tools and related technology. It also highlights the role of health sciences librarians and educators in protecting students from generating text through ChatGPT in their academic work.

[Depression and anxiety among medical students in virtual education during COVID-19 pandemic]. / Depresión y ansiedad en estudiantes de medicina en la educación virtual durante la pandemia por COVID-19.

Background: The lockdown derived from the declaration of a pandemic due to SARS-CoV-2 in March 2020 by the World Health Organization altered daily activities, including the academic ones, which were adapted to virtuality. In Ecuador, the new modality of study had an increase in the use of electronic devices that triggered new problems. Objective: To stablish the prevalence of depression and anxiety among medical students from the Universidad Central del Ecuador (Central University of Ecuador) in virtual education during the COVID-19 pandemic. Material and methods: Cross-sectional analytic study conducted between June and July of 2021 in students from first to tenth semester during virtual education. All studied subjects were evaluated using an electronic survey, depression and anxiety variables were assessed with the BDI-II and GAD-7 scales, respectively. In addition, sociodemographic data were collected, including the family APGAR. A response rate of 63.3% (1528 students) was obtained. Results: Overall prevalence of depression was 37.8% and the prevalence of anxiety 30.3%. Lower-years students were the most affected by these pathologies. The protective factors found were physical activity and psychological support in religion, whereas the main risk factors found were a dysfunctional family, lack of an exclusive study space and low academic performance. Furthermore, the frequency of depression and anxiety was significantly higher in women. Conclusion: The virtual modality showed a high prevalence of depression and anxiety in medical students.

Introducción: el confinamiento derivado de la declaración de pandemia por SARS-CoV-2 en marzo de 2020 por la Organización Mundial de la Salud alteró las actividades diarias, incluidas las académicas, que se adaptaron a la virtualidad. En Ecuador, la nueva modalidad de estudio tuvo un aumento del uso de dispositivos electrónicos que desencadenó nuevos problemas. Objetivo: determinar la prevalencia de depresión y ansiedad en estudiantes de medicina de la Universidad Central del Ecuador en el ciclo de educación virtual durante la pandemia por COVID-19. Material y métodos: estudio analítico transversal realizado entre junio y julio de 2021 en estudiantes de medicina de primero a décimo semestre durante la educación virtual. Por medio de una encuesta electrónica enviada a todos los sujetos de estudio, se evaluaron las variables depresión y ansiedad mediante las escalas BDI-II y GAD-7 respectivamente. Además, se recopilaron datos sociodemográficos, incluido el APGAR familiar. Se obtuvo una tasa de respuesta del 63.3% (1528 estudiantes). Resultados: la prevalencia de depresión fue de 37.8% y la de ansiedad 30.3%. Los estudiantes de años inferiores fueron los más afectados. Los factores protectores fueron la actividad física y el apoyo psicológico en la religión, mientras que los factores de riesgo fueron tener una familia disfuncional, la ausencia de un espacio exclusivo de estudio y un bajo rendimiento académico. Asimismo, la frecuencia de depresión y ansiedad fue significativamente superior en mujeres. Conclusión: durante la modalidad virtual se observó una alta prevalencia de sintomatología de depresión y ansiedad en estudiantes de medicina.

[Quality of life of Medicine students of the National University of Córdoba, Argentina] / Calidad de vida de estudiantes de la Facultad de Medicina de la Universidad Nacional de Córdoba.

Background: Quality of life (QoL), according to the WHO, includes the perception that a person has about their physical health, level of independence, social relationships, system of values ​​and goals, expectations, standards and concerns. The medical student faces a high level of competitiveness in the course of his academic training with an increase in the workload as he progresses; this causes symptoms such as anxiety, stress, sadness, among others. If these aspects are not treated or are masked, they can turn into depression, generalized anxiety, burnout and even suicide (2). Aim: To describe the QoL of the students of medicina at the National University of Córdoba, considering the complete training cycle divided into two groups from 1 to 3° and from 4 to 5°. Methods: Cross-sectional study, through the Guarani System of the UNC. The WHOQoL-BREF online questionnaire, which uses the Likert scale, was applied to all students. This assesses the global QoL and satisfaction regarding the state of physical and psychological health, interpersonal relationships and environment. p was considered significant <0.05. This work was approved by the Adult CIEIS. Results: 854 responses were obtained, 72% were female, 43% were from another province/country and 63% corresponded to the 1-3° group. Of these, 37% rated their QoL as "fairly good", while 36% of the 4-5th grade group perceived their QoL as "normal" (p:0.0469). The most influential variables correspond to the supply of money for their needs (p:0.0005), sexual satisfaction (p:0.0056) and access to health services (p:0.0042) . Cronbach's alpha was 0.8899. Conclusion: QoL is better perceived in the 1-3 year group and economic supply, sexual satisfaction and access to health services were the main points to take care of in this medicine students.

Introducción: La calidad de vida (CV), según la OMS, comprende la percepción que tiene una persona sobre su salud física, nivel de independencia, relaciones sociales, sistema de valores y metas, expectativas, estándares y preocupaciones (1). El estudiante de medicina se enfrenta con un alto nivel de competitividad en el transcurso de su formación académica con aumento de la carga horaria a medida que avanza; esto origina síntomas como ansiedad, estrés, tristeza, entre otros.  Si tales aspectos no son tratados o son enmascarados pueden transformarse en depresión, ansiedad generalizada, burnout y hasta suicidio (2). Objetivo: Describir la CV de los estudiantes de medicina de la Universidad Nacional de Córdoba, considerando el ciclo completo de formación divididos en dos grupos de 1-3° y 4-5°. Métodos: Estudio transversal, mediante el Sistema Guaraní de la UNC se aplicó el cuestionario online WHOQOL-BREF, que utiliza escala de Likert a todos los alumnos. Este valora la CV global y satisfacción respecto al estado de salud física, psicológica, relaciones interpersonales y entorno. Se consideró significativo una p<0.05. Este trabajo fue aprobado por el CIEIS del Adulto. Resultados: Se obtuvieron 854 respuestas, el 72% fue de género femenino, el 43% es originario de otra provincia/país y el 63% correspondió al grupo de 1-3°. De estos, el 37% calificó su CV como "bastante buena", mientras que el 36% del grupo de 4-5° percibió su CV como "normal" (p:0,0469). Las variables más influyentes corresponden al abastecimiento de dinero para sus necesidades (p:0,0005), satisfacción sexual (p:0,0056) y el acceso a los servicios sanitarios (p:0,0042). El alfa de Cronbach fue 0.8899. Conclusión: La CV es mejor percibida en el grupo de 1-3° año y se destacan el suministro económico, la satisfacción sexual y el acceso a los servicios sanitarios.

Impacto de la enseñanza-aprendizaje virtual en anatomía humana y dental durante el confinamiento por la COVID-19: una revisión sistemática / Impact of virtual teaching-learning in human and dental anatomy during the COVID-19 confinement: a systematic review

Introducción: La pandemia por la COVID-19 reestructuró la metodología de enseñanza, reemplazando la presencialidad por medios virtuales. En medicina humana y odontología ha sido un desafío adaptarse al nuevo proceso de enseñanza-aprendizaje al desarrollar en línea la asignatura de anatomía humana y dental. Objetivo: Determinar el impacto de la enseñanza-aprendizaje virtual en anatomía humana y dental durante el confinamiento por la COVID-19. Materiales y mètodos: La recolección de los estudios se llevó a cabo en PubMed, ScienceDirect, Scielo y Google Acadèmico, empleando ecuaciones de búsqueda compuestas por tèrminos estandarizados en el MeSh complementandose con tèrminos libres. El desarrollo de la revisión sistemática se realizó siguiendo las directrices establecidas por PRISMA 2020. Se empleó el aplicativo web Rayyan para la discrimación de los artículos. La calidad y riesgo de sesgo se determinó con las herramientas de la NHLBI y QUADAS-2. Resultados: Se analizó 413 investigaciones, quedando 7 para su revisión. Se identificó superioridad del impacto negativo por las sesiones en línea; además, la implementación de plataformas digitales, accesibilidad a softwares y videos fueron los principales recursos empleados. Asimismo, entre los beneficios se resalta la accesibilidad a las grabaciones de las clases dictadas, sesiones subidas con anticipación y el tiempo para la retroalimentación. Sin embargo, la poca experiencia del manejo de la virtualidad, limitado acceso a internet, mayor facilidad de ingresar a distractores como las redes sociales, pèrdida de interacción entre docentes y compañeros dificultaron el proceso enseñanza-aprendizaje. (AU)

Introduction: The COVID-19 pandemic restructured the teaching methodology, replacing fase to face learning with virtual media. In human medicine and dentistry, it has been a challenge to adapt to the new teaching learning process by developing the subject of human and dental anatomy online. Objective: To determine the impact of virtual teaching learning in human and dental anatomy during the confinement by COVID-19. Materials and methods: The collection of studies was carried out in PubMed, Science Direct, Scielo and Google Scholar, using searche quations composed of standardized MeSH terms complemented by free terms. The development of the systematic review was carried out following the guidelinese stablished by PRISMA 2020. The Rayyan web application was used to discriminate the articles. Quality and risk of bias were determined usingt he NHLBI and QUADAS-2 tools. Results: 413 investigations were analyzed, leaving 7 for review. Superiority of negative impact was identified by online sessions; In addition, the implementation of digital platforms, accessibility to software and videos were the main resources used. Likewise, among the benefits, the accessibility to there cordings of the classes given, sesión suploaded in advance and the time for feedback are high lighted. However, the little experience of managing virtuality, limited access to the Internet, greaterease of entering distractions such as social networks, loss of interaction between teachers and classmates made the teaching learning process difficult. (AU)

Differences in medical education before, during, and in the post-peak period of the COVID-19 pandemic-exploring senior medical students' attitudes.

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.

La investigación como instrumento de formación profesional médica

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

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

How well do UK assistantships equip medical students for graduate practice? Think EPAs.

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.

Integrating diversity, equity, and inclusion principles into instruction: Case studies from the University of Florida's Health Science Center Libraries.

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.

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

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

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

[Instrument validation that measures disruptive education on clinical training]. / Validación de instrumento que mide la educación disruptiva en la formación clínica.

Background: During the contingency derived from the COVID-19 pandemic, there were no instruments assessing the aspects of clinical training, which is why it is necessary to have a questionnaire that let us know the opinion of medical students about the disruptive education. Objective: To validate a questionnaire designed to know the opinion of medical students about disruptive education in their clinical training. Material and methods: Validation cross-sectional study which was developed in three phases: 1) Elaboration of the questionnaire aimed at undergraduate medical students who include clinical science subjects in their curricular program; 2) validation of content by Aiken's V test with 7 expert judges and reliability estimation with Cronbach's alpha coefficient in a pre-sample test with 48 students; 3) analysis of the information through descriptive statistics, where the following results were observed: Aiken's V index of V = 0.816; Cronbach's alpha coefficient = 0.966. A total of 54 items were incorporated in the questionnaire after the pre-sampling test. Conclusions: We can rely on a valid and reliable instrument that objectively measures disruptive education in the clinical training of medical students.

Introducción: durante la contigencia sanitaria derivada de la pandemia por COVID-19, no hubo instrumentos que valoraran los aspectos de la formación clínica, por lo que es necesario contar con un cuestionario para conocer la opinión de los estudiantes de medicina sobre la educación disruptiva. Objetivo: validar un cuestionario diseñado para conocer la opinión de los estudiantes de medicina acerca de la educación disruptiva en su formación clinica. Material y métodos: estudio de validación con corte transversal que se desarrolló en tres fases: 1) elaboración del cuestionario dirigido a estudiantes de medicina de pregrado que tomaran materias de ciencias clínicas en su programa curricular; 2) validación de contenido mediante prueba V de Aiken con 7 jueces expertos y estimación de confiabilidad con coeficiente alfa de Cronbach en prueba premuestreo con 48 estudiantes; 3) análisis de la información por medio de estadística descriptiva, donde se observaron los siguientes resultados: índice V de Aiken de V = 0.816; coeficiente alfa de Cronbach = 0.966. El cuestionario quedó integrado con un total de 55 ítems posterior a la prueba premuestreo. Conclusiones: se cuenta con un instrumento válido y confiable para medir objetivamente la educación disruptiva en la formación clínica de estudiantes de medicina.

Medical students and residents appreciate ebooks' convenience, but prefer the print book reading experience.

BACKGROUND: 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. OBJECTIVES: To determine whether medical students and residents at an institution with a distributed medical education program prefer medical ebooks or print books. METHODS: In February 2019, 844 medical students and residents were invited to complete an online questionnaire on their format preferences. RESULTS: 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. DISCUSSION: Libraries should consider buying quick reference and large, heavy textbooks as ebooks and pocket-sized or shorter, single-topic titles, in print format. CONCLUSIONS: Libraries have a responsibility to make both print and ebooks available to their users.