Final Year Of Medical School Research Articles

Updated Research Publication Standards and Expectations for Successful Matching in Urology Residency Following Step 1 Scoring Changes.

To analyze the research productivity of 2024 urology residency applicants and its impact on match outcomes following the transition of the Step 1 exam to a Pass/Fail scoring system. We conducted a retrospective review of PubMed-indexed publications for 98 applicants matched to the top 25 urology residency programs, as ranked by Doximity. Metrics such as the number of publications, citations, journal impact factors, and authorship rank were analyzed. Statistical comparisons of publication rates between top-ranked and lower-ranked programs were made using independent samples t-tests. The average number of publications per applicant was 5.95, with those entering top-ranked programs exhibiting higher research outputs. Most publications were found in journals like "Urology" and "Urology Practice." A significant portion of the research was published in the final year of medical school, indicating a push for paper acceptances prior to the urology application deadline date. The increase in research output among applicants reflects the shifting weights of factors important for residency competitiveness following the Step 1 Pass/Fail scoring changes. Early engagement and mentorship in research have been shown to increase the research output of students. The findings of this study clarify the research expectations of matching successfully into a top urology program and can be used by both medical students and program directors in the current and upcoming cycles.

Not taught in medical school but needed for the clinical job – leadership, communication and career management skills for final year medical students

BackgroundStarting the first job as a young physician is a demanding challenge. Certain skills are important to master this transformation that go beyond the theoretical knowledge and practical skills taught in medical school. Competencies such as communication, leadership and career management skills are important to develop as a young physician but are usually not sufficiently taught in medical school in a structured and comprehensive way.MethodsWe performed an online survey among final year medical students regarding how they perceive their current competency level in communication, leadership and career management skills. We also assessed how they rate the importance to acquire these competencies and the current emphasis during their medical school education regarding these topics.ResultsOf 450 final year medical students 80 took part in the voluntary survey and 75 complete datasets were returned (16.7%). The majority of respondents rated different communication skills, leadership skills and career management skills as important or very important for their later clinical work. However, most students felt to be poorly or very poorly prepared by the current medical school curriculum, especially for certain leadership and career management skills. Overall, 90.7% of participants expressed interest in an additional educational course that covers subjects of communication, leadership and career management skills during the later stage of medical school, preferably as a hybrid in-person session that also offers synchronous online participation.ConclusionsThe results of the survey express the need to address communication, leadership and career management skills in the medical curriculum to be better prepare students for the demands of residency and their further course as physicians. An educational format during the final year of medical school may be suitable to address mentioned topics in the framework of clinical practical exposure.

Stigmatising Attitudes Towards Mental Health Conditions Among Medical Students In Five South-Eastern European Countries.

Stigmatising attitudes towards mentally ill people are present among healthcare professionals. The aim of the study was to evaluate medical students' attitudes in five medical schools from Albania, Bulgaria, Moldova, Romania and Serbia and to determine if psychiatry clerkship improves these attitudes. In the first stage, the study included students from the first and final years of medical school; in the second stage, only final-year students were included; The Mental Illness Clinicians' Attitude Scale (MICA-2) and the Attribution Questionnaire (AQ-9) were used in this study. The total sample comprised 1,526 medical students in the first stage and 614 in the second stage. The analysis of the average AQ-9 and MICA-2 scores between countries revealed significant differences (p<0.05). Multivariable analysis showed that female students were 30% more likely to have elevated AQ-9 scores than male students (p=0.029). Final-year students had a significantly lower chance of having a higher MICA-2 score compared to first-year students (OR=0.7; p<0.05). Psychiatry clerkship contributes to a decrease in the level of stigmatising attitudes among medical students. Further research is required to assess the curricula to achieve better results in reducing stigma among future doctors.

Attracting medical school graduates to residency programs in remotely located hospitals: the challenge lies beyond financial incentives

BackgroundRecruitment to residency programs in hospitals located in other than major hubs (“remotely located”) is a challenge in many countries. In 2011, the Israeli Ministry of Health launched a 10-year financial incentive to encourage physicians to enroll in residency programs in such hospitals. Nearly 1 billion New Israeli Shekels (260 million US$) were invested in that program which had only limited success. As a new physician association’s collective agreement is impending, we aimed to measure the effectiveness of selected incentives in attracting medical school graduates to residencies in remotely located hospitals.MethodsThis study included Israeli medical students in their final year of medical school. We used an online questionnaire with multiple-choice demographic questions and a 5-point Likert scale to gauge the effect of various incentives on their preference for residency location.ResultsBetween July and November 2022, 522 students responded (405 studied in Israeli medical schools [out of 705 students] and 117 in foreign medical schools [out of 1936 students]). Forty-two percent had at least one clerkship in a remotely located hospital, and 24% had included at least one remotely located hospital among their top five choices for internship. Only 13% reported that they prefer a residency program in those institutions. The incentive selected by students as most persuasive was government assistance in acceptance to and financial support for a fellowship abroad, followed by a financial grant and fewer on-call hours. Only 7% of the students indicated that no incentive would influence them to choose a remotely located hospital for their residency training. Medical education in a remotely located university and the choice of at least one remotely located hospital among the top five choices for internship were significantly associated with positive incentive receptivity, whereas male sex and older age were associated with negative receptivity.ConclusionThis study on the attitudes of Israeli medical school graduates toward incentives aimed at attracting them to residencies in remotely located institutions revealed that career development opportunities and assistance in obtaining fellowships might influence their choice.

Immersed in scholarly projects: Upskilling our future medical workforce

Introduction: Much has been written about the need for medical students to have research skills. Increasing numbers of medical schools are incorporating compulsory research experiences to increase research literacy. However, little is known about the student perceptions of, and outcomes from, those programs. We aimed to examine medical students' perceptions of a compulsory 6-week scholarly project at a large Australian university. There was a particular focus on comparing students’ perceptions based on their prior research experience. Methods: A cross-sectional study design was used to survey 418 final-year medical students. Responses were analysed using descriptive and bivariate statistics. Results: One hundred and eleven students responded to the survey (27% of the cohort). Fifty-one percent had prior research experience. The majority of respondents perceived they had enhanced their confidence (69%) and research skills (74%), and as a result of this unit, 62% reported enhanced willingness to participate in future research projects. Students produced a variety of outputs in addition to their assessment requirements. Students without prior experience were significantly more likely to report they were suitably challenged and their project had enhanced their skills in interpreting and applying evidence. Conclusion: We found that short (6-week) scholarly projects enhanced final-year medical students’ perceived ability to interpret and apply evidence. Many students also reported an increased willingness to participate in future research activities. As clinician research literacy and engagement are thought to improve healthcare performance and health outcomes, scholarly experiences in the final year of medical school have the potential to enhance graduate enquiry to improve healthcare.

Knowledge and Attitude of Undergraduate Health Professions Students towards Hepatitis B and C.

The current study sought to establish the attitude and knowledge level of medical science students in Tibah University towards hepatitis B and C. A cross-sectional study involving 369 students drawn from the faculties of medicine, dentistry, applied medical sciences, pharmacy, nursing, and medical rehabilitation sciences was conducted where a standardised questionnaire was used to determine the attitude and knowledge level of undergraduate students drawn from the college of medicine in Tibah University, Saudi Arabia, regarding viral infections. With a mean of 0.71, 0.69, and 0.66 and a standard deviation (SD) of 0.24, 0.34, and 0.24 for virology and transmission, symptoms and clinical outcomes, and treatment and prevention, respectively, the knowledge level of the health professions students towards hepatitis B and C infections was significant. The knowledge level about the infections was higher among male students than among female students. Similarly, students in their final years of medical school had significantly higher knowledge levels about hepatitis B and C than their counterparts in their first years of medical school. There was also a positive correlation between the attitude of the health professions students towards the disease and their knowledge levels of the disease. Findings indicate that enhanced instruction on the nature, virology, transmission, symptoms, treatment, clinical outcomes, and prevention of hepatitis B and C can help improve the knowledge levels and attitude of the health professions students towards the disease and its management.

Structured interviews on self-regulated learning strategies of medical students in the final year of medical school

BackgroundIn the final year of medical school, the educational focus is on experiences in the clinical environment. This is where students acquire most of their practical knowledge for their future career and need to optimise their Self-Regulated Learning (SRL) strategies. Hence, the current study aims to explore which SRL strategies medical students use during their clerkships in different learning settings.MethodsStructured interviews were conducted between May 2019 and December 2020 with 43 medical students during their final year in Munich, Germany. The students were surveyed about their SRL strategies. The transcribed data were thematically analysed using the measurements Strategy Use (SU) and Strategy Frequency (SF).ResultsInterview data were organized into 11 SRL strategy categories. The most used SRL strategy in general was “seeking information in the internet in form of a text” (SU: 1; SF: 2.605), with an e-learning tool; followed by “seeking social assistance from doctors” (SU: 0.977; SF: 1.884), and “seeking information in books” (SU: 0.884; SF: 1.419). There were differences in the usage of SRL in different learning contexts between female and male students. For example, 95.3% of students are “seeking social assistance from doctors” when having difficulties on the ward, but only 55.8% when they need help with written tasks (e.g. medical letter). The results show a difference in SRL usage when preparing for oral-practical (79.1% books) and written (97.7% e-learning tool) exam. However, it also appears that some students do not have SRL strategies for certain situations, mostly due to a lack of time.ConclusionMedical students in the clinical phase are adapting their SRL strategy to the learning situation. To better support students´ SRL, it is necessary to ensure availability for their preferred resources: e-learning tool and experienced physicians as supervisors. Future research should focus on strategies to handle the limited time during clerkships.

Confronting Challenges: An Inductive Thematic Analysis Of Barriers And Solutions To Undergraduate Medical Research In Pakistan.

To qualitatively analyse the barriers in pursuing undergraduate research, and to propose solutions for the problems identified. The qualitative study was conducted from May to October 2021 after approval from the institutional ethics review board of the Dow University of Health Sciences, Karachi, and comprised undergraduate students of either gender at various public and private medical universities across Pakistan having some level of research experience and good communication skills. Data triangulation was employed to collect qualitative data through open-ended survey, face-to-face interviews and focus group discussions. Using the information of one method to inform the rest, linked trajectories were established that allowed validation of information at each level. Data was coded manually by two researchers independently. Data was subjected to inductive thematic analysis. Of the 33 subjects, 17(51.5%) were males, 17(51.5%) were from private medical colleges, 18(54.5%) were from Karachi, and 11(33.3%) were in the final year of medical school. Overall, 13(39.4%) students completed the open-ended survey, 6(18.2%) completed face-to-face interviews, and 14(42.4%) participated in focus group discussions. Thematic analysis showed that students were interested in research to improve their career prospects, but not all were passionate about it. Students were not satisfied with the quality of research being conducted in the country. Dearth of motivated faculty, unavailability of well-maintained and digitalised data registries, ineffective research methodology teaching and lack of access to medical journals and research software were the major barriers in undergraduate research. Time constraint was a projecting problem which challenged the students. Frequent research workshops and conferences, strong networking, reorienting curriculum to provide early exposure to research and student-led initiatives were suggested to improve undergraduate research in Pakistan. Students' lack of initiative coupled with administrative and faculty-related issues pose a serious threat to the future of evidence-based medicine. Proposed solutions offer a ray of hope to the future of undergraduate research in Pakistan.

Empathy Levels in Medical Students: A Single Center Study.

Objectives To determine the level of empathy in medical students and to determine the difference in empathy levels between the two genders in a single center. Materials & methods This qualitative study was conducted at a medical college in Peshawar from March 2021 to July 2021. Institutional ethical committee approval was taken (RMI/RMI-REC/Approval/83) before commencing the study. All students admitted into the medical college in the current academic year 2020 to 2021 were included in the study. Any students that did not fill out the questionnaire completely were excluded. The Toronto Empathy Questionnaire (TEQ) was used in this study. The questionnaire was uploaded on google forms for data collection. All the resulting scores were entered into IBM SPSS version 23.0. The mean TEQ score was calculated. Box and whisker plots were made for respective years. An Independent sample t-test was used to determine the association between mean TEQ scores and gender. Results Of 367 students, 347 (94.6%) participated in this study, with a slight female predominance (53%). The mean age of the students was 21.44 (SD = 1.751) years. The participation rate was≥70% from each class. Most participants across the years have an above-average empathy score (49.9%). Among the participants, the year I (67.6%) showed most participants with high empathy. Year IV (40.6%) has the highest proportion of below-average empathy scores. The mean empathy score of female students was 49.08 (S.D = 7.588), while the empathy score for male students was 44.59 (S.D = 7.58). Conclusion Empathy levels decline as medical education is progressed through the years. Females show a greater sense of empathy than their male counterparts. A slight increase in empathy levels is seen in the final year of medical school after a decline over the initial years.

ASSESSMENT OF QUALITY OF SLEEP IN MEDICAL STUDENTS BY USING PITTSBURGH SLEEP QUALITY INDEX

Objective: To assess the quality of sleep in medical students using Pittsburgh sleep quality index&#x0D; Methods: This observational, cross sectional study was conducted on 419 undergraduate medical students of Azra Naheed Medical College, Lahore. Google survey form consisting of two components, demographics and PSQI scale was used to collect data. Data were analyzed using Statistical Package for the Social Sciences (SPSS) version 20.0. Chi-square test was applied for statistical significance and p-value &lt;0.05 was considered significant.&#x0D; Results: Of the 419 students, 220 (52.5%) were females and 199 (47.5%) were males. Out of them sleep impairment was documented in 298 (71.1%) of medical students. Overall, 96% students used electronic gadgets just before going to sleep. Significant impairment of sleep was reported between year of medical school and PSQI. Sleep impairment was highest among first year and final year students 85.5% and 71.8% respectively.&#x0D; Conclusion: Sleep quality in medical students is impaired and more so in the first and final year of medical school.

Specialty-Specific Entrustable Professional Activities: A Bridge to Internship.

Background Undergraduate medical education aims to prepare learners to become capable residents. New interns are expected to perform clinical tasks with distant supervision reliant on having acquired a medical degree. However, there is limited data to discuss what entrustment residency programs grant versus what the medical schools believe they have trained their graduates to perform. At our institution, we sought to foster an alliance between undergraduate medical education (UME) and graduate medical education (GME) toward specialty-specific entrustable professional activities (SSEPAs). These SSEPAs create a bridge to residency and help students structure the final year of medical school while striving for entrustability for day one of residency. This paper describes the SSEPA curriculum development process and student self-assessment of competence. Methodology We piloted an SSEPA program with the departments of Family Medicine, Internal Medicine, Neurology, and Obstetrics & Gynecology. Utilizing Kern's curriculum development framework, each specialty designed a longitudinal curriculum with a post-match capstone course. Students participated in pre-course and post-course self-assessments utilizing the Chen scale for each entrustable professional activity (EPA). Results A total of 42 students successfully completed the SSEPA curriculum in these four specialties. Students' self-assessed competence levels rose from 2.61 to 3.65 in Internal Medicine; 3.23 to 4.12 in Obstetrics and Gynecology; 3.62 to 4.13 in Neurology; and 3.65 to 3.79 in Family Medicine. Students across all specialties noted an increase in confidence from 3.45 to 4.38 in Internal Medicine; 3.3 to 4.6 in Obstetrics and Gynecology; 3.25 to 4.25 in Neurology; and 4.33 to 4.67 in Family Medicine. Conclusions A specialty-specific curriculum utilizing a competency-based framework for learners traversing the UME to GME journey in the final year of medical school improves learner confidence in their clinical abilities and may lead to an improved educational handoff between UME and GME.

“You’re actually part of the team”: a qualitative study of a novel transitional role from medical student to doctor

BackgroundOptimizing transitions from final year of medical school and into first post graduate year has important implications for students, patients and the health care system. Student experiences during novel transitional roles can provide insights into potential opportunities for final year curricula. We explored the experiences of medical students in a novel transitional role and their ability to continue learning whilst working as part of a medical team.MethodsNovel transitional role for final year medical students were created in partnership by medical schools and state health departments in 2020 in response to the COVID-19 pandemic and the need for a medical surge workforce. Final year medical students from an undergraduate entry medical school were employed as Assistants in Medicine (AiMs) in urban and regional hospitals. A qualitative study with semi-structured interviews at two time points was used to obtain experiences of the role from 26 AiMs. Transcripts were analyzed using deductive thematic analysis with Activity theory as a conceptual lens.ResultsThis unique role was defined by the objective of supporting the hospital team. Experiential learning opportunities in patient management were optimized when AiMs had opportunities to contribute meaningfully. Team structure and access to the key instrument, the electronic medical record, enabled participants to contribute meaningfully, whilst contractual arrangements and payments formalized the obligations to contribute.ConclusionsThe experiential nature of the role was facilitated by organizational factors. Structuring teams to involve a dedicated medical assistant position with specific duties and access to the electronic medical record sufficient to complete duties are key to successful transitional roles. Both should be considered when designing transitional roles as placements for final year medical students.

How the Quadruple Aim Widens the Lens on the Transition to Residency.

How the Quadruple Aim Widens the Lens on the Transition to Residency.

In pursuit of a better transition to selected residencies: a quasi-experimental evaluation of a final year of medical school dedicated to the acute care domain

BackgroundMedical schools seek the best curricular designs for the transition to postgraduate education, such as the Dutch elective-based final, ‘transitional’ year. Most Dutch graduates work a mean of three years as a physician-not-in-training (PNIT) before entering residency training. To ease the transition to selected specialties and to decrease the duration of the PNIT period, UMC Utrecht introduced an optional, thematic variant of the usual transitional year, that enables the development of theme-specific competencies, in addition to physicians’ general competencies.MethodsWe introduced an optional transitional year for interested students around the theme of acute care, called the Acute Care Transitional Year (ACTY). This study aimed to evaluate the ACTY by judging whether graduates meet postgraduate acute care expectations, indicating enhanced learning and preparation for practice.In a comprehensive assessment of acute care knowledge, clinical reasoning, skills, and performance in simulations, we collected data from ACTY students, non-ACTY students interested in acute care, and PNITs with approximately six months of acute care experience.ResultsACTY graduates outperformed non-ACTY graduates on skills and simulations, and had higher odds of coming up to the expectations faculty have of a PNIT, as determined by global ratings. PNITs did better on simulations than ACTY graduates.DiscussionACTY graduates show better resemblance to PNITs than non-ACTY graduates, suggesting better preparation for postgraduate acute care challenges.ConclusionTransitional years, offering multidisciplinary perspectives on a certain theme, can enhance learning and preparedness for entering residency.

Experience-based learning during the final year – quantitative content analyses of students’ self-reports

Purpose The final year offers students the opportunity to explore their future role as a physician in different environments. Learning success depends in large part on how students experience these assignments. The aim of this study is to analyze students’ self-reported experiences to derive factors that promote experience-based learning in the transition phase during the final year of medical school in order to optimally prepare students for professional practice. Method Data were collected from 2013 to 2019 via written survey after each assignment in the final year. Students were asked to report their pleasant and unpleasant experiences in free-text fields. The text material was analyzed using quantitative content analysis. Results The authors included 1762 questionnaires for analysis. They formed 12 main categories from the text material, equally covering pleasant and unpleasant experiences. Supervisors and teamwork played a central role in both questions, responsibility and working areas frequently led to positive experiences, and working conditions to negative ones. Conclusion This study confirms the great importance of supervision. Above all, successful collaboration serves as a door opener into a feeling of security which students need to take on responsibility. The authors adapted Dornan’s model of experience-based learning to the transition phase to help medical schools establish tailored conditions for students’ successful entry into professional practice.

Assessing the impact of color blindness on the ability of identifying benign and malignant skin lesions by naked-eye examination.

Color vision deficiency describes the inability to distinguish certain shades of color. The aim of this study was to assess the impact of having color vision deficiency on the accuracy of distinguishing benign and malignant skin lesions by naked-eye examination. This was a cross-sectional study conducted during the period August 2020 to February 2021. We randomly selected a total of 20 nevi and 20 melanoma images from an open access image database. The 40 images were divided into four sets of images, each set contained 5 benign and 5 malignant skin lesion images simulated as if they were seen by a protanope physician, deuteranope physician, tritanope physician, and a set of images presented without simulation. In an online survey, students who were in their final year of medical school or had newly graduated were asked to diagnose each image as benign or malignant. A total of 140 participants were included with a mean (SD) age of 24.88 (1.51). We found a significantly higher mean accuracy for non-simulated images compared to deuteranope simulated images (p< 0.001, mean difference = 11.07, 95% CI 8.40 to 13.74). We did not find a significant difference in accuracy classification for protanope simulated images (p = 0.066), nor for tritanope simulated images (p = 0.315). Classification accuracy for malignant lesions was higher than classification accuracy for benign lesions, with the highest difference belonging to deuteranope simulated images, with a difference in mean accuracy of classifying malignant lesions by 32.2 (95% CI 27.0 to 37.6). Deuteranope participants (i.e., green color deficiency) had a significantly lower accuracy of distinguishing pigmented skin lesions as benign or malignant, an impact not found for other color vision deficiencies, which was mainly for misdiagnosing benign lesions as malignant.

Medical student residency preferences and motivational factors: a longitudinal, single-institution perspective

BackgroundA high proportion of medical school graduates pursue specialties different from those declared at matriculation. While these choices influence the career paths, satisfaction, and potential regret students will experience, they also impact the supply and demand ratio of the shorthanded physician workforce across many specialties. In this study, we investigate how the choice of medical specialty and the factors motivating those choices change between the beginning and end of medical school training.MethodsA questionnaire was administered annually from 2017 to 2020 to a cohort of medical students at the University of Connecticut to determine longitudinal preferences regarding residency choice, motivational factors influencing residency choice, future career path, and demographic information.ResultsThe questionnaire respondent totals were as follows: n = 76 (Year 1), n = 54 (Year 2), n = 31 (Year 3), and n = 65 (Year 4). Amongst newly matriculated students, 25.0% were interested in primary care, which increased ~ 1.4-fold to 35.4% in the final year of medical school. In contrast, 38.2% of matriculated students expressed interest in surgical specialties, which decreased ~ 2.5-fold to 15.4% in the final year. Specialty choices in the final year that exhibited the largest absolute change from matriculation were orthopedic surgery (− 9.9%), family medicine (+ 8.1%), radiology (+ 7.9%), general surgery (− 7.2%), and anesthesiology (+ 6.2%). Newly matriculated students interested in primary care demonstrated no differences in their ranking of motivational factors compared to students interested in surgery, but many of these factors significantly deviated between the two career paths in the final year. Specifically, students interested in surgical specialties were more motivated by the rewards of salary and prestige compared to primary care students, who more highly ranked match confidence and family/location factors.ConclusionsWe identified how residency choices change from the beginning to the end of medical school, how certain motivational factors change with time, how these results diverge between primary care and surgery specialty choice, and propose a new theory based on risk-reward balance regarding residency choice. Our study promotes awareness of student preferences and may help guide school curricula in developing more student-tailored training approaches. This could foster positive long-term changes regarding career satisfaction and the physician workforce.

Today's Conviction, Tomorrow's Mistake

I got my Appa (father) evaluated at my hometown in Kerala for lower urinary tract obstruction in 2008. I was in the final year of medical school then. I took him to my surgery professor, who did a digital rectal examination on him. His examination revealed a hard nodule on the prostate. However, the prostate-specific antigen (PSA) level was within normal limits. Nevertheless, due to high suspicion, a biopsy was taken from the prostatic nodule, and the report showed atypical cells, no malignant cells.

Plastic Surgery Away Rotations During the Coronavirus Disease Pandemic: A Virtual Experience.

Plastic surgery has traditionally been a specialty that places a strong emphasis on away rotations during the final year of medical school. These rotations allow the program and residency candidates to become better acquainted and are often crucial, as a large portion of applicants match at programs where they rotated. The coronavirus disease 2019 (COVID-19) pandemic forced many institutions to modify their educational curriculums when away rotations were canceled. We present our experience creating and implementing a virtual plastic surgery rotation. Our virtual program was designed to mirror the in-person away rotations as much as possible. Prerotation and postrotation surveys from the students as well as feedback interviews with the students, residents, and faculty were used to gather information on the experience. We created a 2-week curriculum including approximately 20 hours of lecture time, 28 hours of operating room time, 2.5 hours of one-on-one mentorship, and 3 hours of social opportunities. Students reported that they learned more about plastic surgery and the residency program, but in contrast to this, some found it difficult to make an impression. We developed a novel 2-week virtual curriculum that provided visiting medical students from across the country an opportunity to learn more about plastic surgery and our residency program. Virtual learning is becoming a vital part of education, and our study provides pearls and pitfalls when structuring these experiences.

Latent tuberculosis infection in medical students in the Northeast of Mexico

BackgroundMedical students are considered to be personnel with a high level of risk for developing latent tuberculosis infection (LTBI). One possible reason is lack of knowledge about the transmission, prevention, and biosafety standards for tuberculosis disease. ObjectiveThis research aimed to determine the rate of LTBI among medical students studying in a private School of Medicine in Monterrey, Mexico. MethodsIn this cross-sectional study, we obtained blood samples from 174 medical students. LTBI was diagnosed using the QuantiFERON®-TB Gold Plus test. The prevalence of LTBI was compared with the socio-demographic data of the students and their level of knowledge and use of personal protective equipment (PPE). ResultsThe proportion of LTBI in the students was 20.6%. Medical students in their first few years of medical school had a lower prevalence of LTBI than students in their final years of medical school. Additionally, students with a low level of knowledge on LTBI and low use of proper PPE had a higher prevalence of LTBI. ConclusionsIn a School of Medicine in Monterrey, Mexico, the proportion of medical students with LTBI was low but the proportion increased in advanced students. Students who demonstrated adequate knowledge and use of respiratory protective masks had lower prevalence rates for LTBI.