Well-being variations on students of health sciences related to their learning opportunities, resources, and daily activities in an online and on-crisis context: a survey-based study.

BACKGROUND: Universities' training process intensely relies on face-to-face education. The COVID-19 pandemic interrupted it and forced them to reinvent their process online. But this crisis seems not to be the last we will face, and we take it as a lesson to prepare for future crises. These critical contexts are especially challenging because they imply changing teaching strategies, and students may not have the technology access or the living conditions to connect as they need. They also lived through a pandemic where the virus and the life changes added stress to their learning process and threatened their well-being. So, this study aims to analyze how well-being variations reported by Health sciences students relate to their learning opportunities, access conditions, and daily activities. METHOD: We surveyed 910 Health sciences students from six different Chilean universities at the end of the first semester of 2020, the first in pandemic conditions. Respondents answered online questionnaires about 1) Remote teaching activities, 2) Learning resources availability, 3) Daily life activities, and 4) Well-being changes. We performed descriptive analysis and Structural Equation Modelling. RESULTS: Live videoconference classes were the most frequent teaching activity; only a third of the students had quiet spaces to study online, and most had to housekeep daily. More than two third reported some well-being deterioration. The structural equation model showed a good fit. CONCLUSION: Results show an online learning scenario that tries to emulate traditional learning focusing on expositive strategies. Most students reported that their well-being deteriorated during the semester, but tutorials, workplace availability, and social support were protective factors.

Conductas sexuales por sexo en población universitaria chilena que demanda test rápido de VIH / Sex-disaggregated sexual behaviors among Chilean university students taking a rapid HIV test

OBJETIVO: Caracterizar por sexo una población universitaria que accedió voluntariamente a una prueba de detección rápida del virus de la inmunodeficiencia humana (VIH). MÉTODO: Estudio analítico de 3864 universitarios/as. Variables: sociodemográficas y académicas, comportamiento sexual, prevalencia de infecciones de transmisión sexual (autorreporte) y motivos para realizarse el test rápido. RESULTADOS: El 61,4% son mujeres, edad media 21,64 años, edad de inicio de la actividad sexual 17,01 años. Actividad sexual casual: 36,8%, destacando los hombres (p < 0,001). Sexo anal: 44,5%. Prevalencia de infecciones de transmisión sexual: 7,5%, destacando los hombres en gonorrea (p < 0,001) y sífilis (p = 0,032). Test rápido VIH (+): 0,2%. Consumo de sustancias durante la actividad sexual: 50%. El 41,1% nunca pregunta a su contacto sexual el estado serológico de VIH, destacando los hombres (p < 0,001), y el 64,4% no sabe si ha tenido una pareja sexual VIH (+), destacando los hombres (p < 0,001). El 16,5% siempre ha usado preservativo, destacando las mujeres (p = < 0,001). El 26,21% usa redes sociales para encuentros sexuales, con diferencias por sexo. CONCLUSIONES: Las mujeres demandan más el test rápido de VIH que los hombres. Existen conductas de riesgo y diferencias por sexo: poco uso del preservativo, relaciones sexuales casuales y bajo la influencia de sustancias, prácticas sexuales anales y orales sin protección, desconocer el estado serológico de su contacto sexual y uso de redes sociales para encuentros sexuales.

OBJECTIVE: To characterize a university population that willingly took a rapid HIV test by sex. METHOD: An analytical study with 3,864 university students. Variables: socio-demographic and academic variables, sexual behavior, (self-reported) STI prevalence, and reasons to take the rapid test. RESULTS: 61.4% are women; average age: 21.64 years; age of first sexual intercourse: 17.01 years; casual sexual activity: 36.8%, mostly men (p < 0,001), anal sex: 44.5%; STI prevalence: 7.5%, with gonorrhea and syphilis being more common among men (p < 0.001 and p < 0.032, respectively; positive rapid HIV test: 0.2%; substance use during sex: 50%. 41.1% of the participants, most of them men (p < 0.001), have never asked their partner about their serologic HIV status, and 64.4% does not know if they have had a HIV+ partner, an attitude that is more prevalent among men (p < 0.001). 16.5% has always used prophylactics, mostly women (p < 0.001). 26.21% uses social networks to arrange sexual encounters. CONCLUSIONS: Women ask more for the rapid HIV test than men. There are several risky behaviors and gender differences: low use of prophylactics, casual sexual relationships under the influence of substances, unprotected anal and oral sex practices, ignorance of their sexual partners serologic status, and the use of social networks for sexual encounters.

[Students' perception about mistreatment in undergraduate medical training]. / Maltrato en el pregrado de la carrera de Medicina: percepción de los estudiantes.

BACKGROUND: Alarms about mistreatment in medical education have been raised for almost 30 years. AIM: To describe the frequency of abuse reports among medical students at a university in Chile, investigating their association with age, sex, and educational level. MATERIAL AND METHODS: The Mistreatment by Teachers Questionnaire was applied to 264 first to seventh year medical students (54% males). An exploratory factorial analysis of the instrument was performed, a descriptive analysis was made and its relationship with age, sex and level of training were evaluated. RESULTS: Ninety eight percent of respondents reported having been mistreated at least once. Mistreatment was grouped into three factors with a confidence ranging between α = 0.79 and 0.93, namely demoralization, deregulated demands and physical aggression. The first two were associated with age and level of education. There were no differences by sex. CONCLUSIONS: Mistreatment is common in undergraduate medical education, as it has been found in other universities around the world.

Satisfaction with remote teaching during the first semester of the COVID-19 crisis: Psychometric properties of a scale for health students.

INTRODUCTION: Due to the health crisis caused by the COVID-19 pandemic, 220 million college students in the world had to halt face-to-face teaching and migrate to what has been called Emergency Remote Teaching, using virtual media, but without adequate preparation. The way this has impacted the student body and its satisfaction with the training process is unknown and there are no instruments backed by specific validity and reliability studies for this teaching context. This is why this study aims to analyze the psychometric properties of the Remote Teaching Satisfaction Scale applied to Chilean health sciences students. METHOD: Quantitative study by means of surveys. We surveyed 1,006 health careers undergraduates chosen by convenience sampling. They came from six Chilean universities, located over a distance of 3,020 kilometers and followed 7 different careers. Women comprised the 78.53%. They answered the Remote Teaching Satisfaction Scale online to evaluate their perception of the first Emergency Remote Teaching term in 2020. RESULTS: A descriptive analysis of the items showed a moderate to positive evaluation of the teaching. The Confirmatory Factorial Analysis showed an adequate adjustment of the theoretical four factors model to the data obtained (CFI = 0.959; TLI = 0.953; RMSEA = 0.040). Correlations among factors oscillated from r = 0.21 to r = 0.69. The measurement invariance analysis supported the Configural, Metric and a partial Scalar model. Differences were found in three of the four factors when comparing the first-year students with those of later years. Finally, the Cronbach's α and McDonald's ω coefficients were over 0.70. DISCUSSION: The results display initial psychometric evidence supporting the validity and reliability of the Remote Teaching Satisfaction Scale to assess academic satisfaction in Chilean health careers students. Likewise, it is seen that first-year students show higher satisfaction levels about the implemented teaching.

Maltrato en el pregrado de la carrera de Medicina: percepción de los estudiantes / Students' perception about mistreatment in undergraduate medical training

Background: Alarms about mistreatment in medical education have been raised for almost 30 years. Aim: To describe the frequency of abuse reports among medical students at a university in Chile, investigating their association with age, sex, and educational level. Material and Methods: The Mistreatment by Teachers Questionnaire was applied to 264 first to seventh year medical students (54% males). An exploratory factorial analysis of the instrument was performed, a descriptive analysis was made and its relationship with age, sex and level of training were evaluated. Results: Ninety eight percent of respondents reported having been mistreated at least once. Mistreatment was grouped into three factors with a confidence ranging between α = 0.79 and 0.93, namely demoralization, deregulated demands and physical aggression. The first two were associated with age and level of education. There were no differences by sex. Conclusions: Mistreatment is common in undergraduate medical education, as it has been found in other universities around the world.

Desde la concepción de disciplina científica a la noción de didáctica en carreras de la salud / From the conception of scientific discipline to the notion of didactics in health careers

Introducción: El estudio de la didáctica en ciencias de la salud ha sido abordado principalmente a través de las innovaciones en metodologías de enseñanza y evaluación. Sin embargo, no se ha realizado una discusión teórico-empírica sobre la naturaleza de la didáctica que constituyen las diversas disciplinas en el área de la salud. Sujetos y métodos: Estudio cualitativo, basado en la teoría fundamentada. Participaron 31 docentes de seis carreras de ciencias de la salud, a los cuales se seleccionó según el criterio de máxima variación. Los docentes fueron contactados personalmente, previo proceso de consentimiento informado. Se realizaron entrevistas semiestructuradas y grupos focales diseñados por los investigadores. El plan de análisis se realizó a partir del método de comparación constante hasta llegar al nivel de codificación selectiva, utilizando el Caqdas Atlas-ti 7.5.2. Resultados: El fenómeno se configura en un contexto sociopolítico particular, con condiciones de las carreras de la salud, en un paradigma científico hegemónico. Antecedentes causales: falta de delimitación del objeto de estudio, sus dimensiones y concepciones curriculares. Estrategias de acción: diseño de objetivos, organización de contenidos, metodologías de enseñanza y evaluación, habilidades del docente. Factores intervinientes: rol docente, funcionamiento curricular, características de la disciplina, clima educativo. Consecuencias: positivas y negativas en diseños curriculares, progresión de los aprendizajes y consciencia didáctica. Conclusión: Los resultados obtenidos evidencian la necesidad de reflexionar acerca de la educación médica, ya que permiten discutir la naturaleza científica y didáctica de las carreras de salud en Chile

Introduction: The study of didactics in Health Sciences has been approached mainly through innovations in teaching and evaluation methodologies. However, there has not been a theoretical-empirical discussion on the nature of the didactics that constitute the various disciplines in the area of health. Subjects and methods: Qualitative study, based on the Grounded Theory. Thirty-one teachers from six health sciences courses participated and were selected according to the criteria of maximum variation. Teachers were contacted in person after the informed consent process. Semi-structured interviews and researchers-designed focus groups were conducted. The analysis plan was carried out from the constant comparison method up to the selective coding level, using the Caqdas Atlas-ti 7.5.2. Results: The phenomenon is configured in a particular socio-political context, with conditions of health careers, in a hegemonic scientific paradigm. Causal background: lack of delimitation of the object of study, its dimensions and curricular conceptions. Action strategies: design of objectives, organization of contents, teaching and evaluation methodologies, teacher skills. Intervening factors: Teaching role, curricular functioning, characteristics of the discipline, educational climate. Consequences: positive and negative in curricular design, progression of learning, didactic awareness. Conclusion: The results obtained show the need to reflect on medical education, since they allow us to discuss the scientific and didactic nature of health careers in Chile