Undergraduate Students Of Medicine Research Articles

Physical Activity of Undergraduate Students in Medicine and Physiotherapy Programmes in a Nigerian Medical University

Background: There appears to be dearth of empirical data to ascertain the physical activity level of Nigerian undergraduate students, especially among medical students. Hence, there would be need to investigate the physical activity level of students in a Nigeria university community. Aim: The aims of the study were to assess and compare the physical activity of undergraduate students studying Medicine and Physiotherapy. Methods: Two hundred and sixteen undergraduate students studying Medicine and Physiotherapy were recruited using Stratified sampling technique. The International Physical Activity Questionnaire was administered to each student and the data generated was used to compute the Physical activity scores of each participant. Descriptive statistics and Inferential statistics of ANOVA and Independent t-test (student) were used to compare physical activity of the students. Results: The results obtained from this study showed skewness in the mean Physical Activity of students at different studying levels due to some that are physically hyperactive. There was no significant difference in the overall Physical Activity of students studying medicine and physiotherapy. However, there were significant differences in the vigorous physical activity of the students (F= 2.54, p = 0.04). The mean vigorous physical activity of 500 level students studying physiotherapy was significantly higher than that of the 400 level students studying in both programmes (p=0.003 and p = 0.032 respectively). There were no significant differences between in the vigorous activity of the final year students in physiotherapy and medicines; and between male and female, although, the sitting PA of female undergraduate students was significantly higher that of male. Conclusion: There was no significant difference in the total physical activity of students studying medicine and physiotherapy. Similarly, there was no significant difference in the physical activity of male and female students, excluding that of sitting component of physical activity score which was higher for the later.

教育部产学合作协同育人项目结项项目：基于在线开放课程的药理学实践平台建设

药理学是医学、药学本科的专业必修课，是学校药学专业精品课程群主干课程之一。本项目利用在线开放课程资源为基础，探索线上线下混合式教学模式，与企业充分合作建设药理学实践平台，构建情境、交互、体验、反思为一体的深度学习模式，让学生更加积极主动参与学习，符合新时代医药学专业人才培养模式的需求。本项目旨以在线开放课程为基础建设药理学实践平台，构建药理学线上线下混合式教学体系，优化教学资源，提升育人成效。本项目与企业充分联合、广泛合作，在教师教学理念提升、教学模式改革以及育人实践方面取得了一定的成效。 Pharmacology is a compulsory course for undergraduate students in medicine and pharmacy, which is one of the main courses in Pharmaceutical major course group. This project utilizes online open course resources as the foundation to explore a hybrid teaching mode of online and offline, and fully cooperates with enterprises to build a pharmacology practice platform. It constructs a deep learning mode that integrates context, interaction, experience, and reflection, allowing students to actively participate in learning, which meets the needs of the new era of medical pharmacy professional talent training mode. This project aims to build a pharmacology practice platform based on online open courses, construct a mixed online and offline teaching system for Pharmacology, optimize teaching resources, and enhance educational effectiveness. This project has achieved certain results in enhancing the teaching concept of teachers, reforming teaching models, and practicing education through full collaboration and extensive cooperation with enterprises.

Changes in Mental Health among Japanese University Students during the COVID-19 Era: Differences by College Department, Graduate Level, Sex, and Academic Year.

This study compared the effects of academic year, college department, and undergraduate or graduate status on Japanese students' mental health during the COVID-19 pandemic. From 2021-2023, an online survey was conducted using the Counseling Center Assessment of Psychological Systems-Japanese (CCAPS-Japanese) to evaluate students' mental health; 9395 undergraduate students (4623 female, 4772 male) and 1169 graduate students (380 female, 789 male) responded. Undergraduate students in medicine had lower levels of depression, generalized anxiety, and social anxiety than those in other departments. Engineering students exhibited the highest level of academic distress. First-year students had the highest levels of generalized and social anxiety but the lowest level of academic distress. Second-year students had the lowest level of depression, and third-year students had the highest level of academic distress. Among graduate students, first-year students had higher levels of depression, generalized anxiety, social anxiety, academic distress, and hostility than second-year students. Undergraduates had poorer mental health than graduate students. Females had higher levels of eating concerns than males among undergraduate students. This study revealed that the mental health of university students was affected by various factors. These findings demonstrate the characteristics of university students requiring early support.

WHAT’S IN A-WORD? MAKING AN IMPACT BY INTEGRATING VIDEOS IN ONLINE ASSESSMENT

This paper is an empirical descriptive and at the same time exploratory case study of using Google Forms (GF) with integrated video listening as part of an online formative assessment (FA) in English for Medical Purposes (EMP), with a group of 74 first-year undergraduate students in medicine (N = 74), to engage students and facilitate constant autonomous learning. The online FA was based on a segment of the movie entitled A-word – standing for Autism – and it checked the students’ application of medical vocabulary, language functions, doctor-patient interviewing, and symptoms of autism. The online formative assessment was compared with a traditional onsite listening FA in terms of administration and results. The onsite FA had a similar degree of complexity and was conducted with the same group of students – a segment from One Flew over the Cuckoo’s Nest, a classic on life in a psychiatric institution, within the same scope of neuropsychiatric conditions. The impact of online FA on students was measured with Mentimeter (https://www.mentimeter.com/). The results of this case study demonstrate that the GF-based FA of listening in EMP is an enhanced version of the traditional one. In traditional FA feedback was general and approximate while overall statistics were not automatically generated. Reaching a more refined picture of the overall and individual student performance with question breakdown in onsite FA required additional time investment, and consequently, remedial teaching could not take place immediately. Online FA was low-anxiety, highly participative, and user-friendly. It offered students timely feedback on their learning and teachers a faithful, automatic picture of individual and group performance for further remedial strategies. Likewise, the impact and attitude to online FA measured by Mentimeter were positive and were associated with increased autonomy, online delivery, engagement through professionally relevant content, and focus on learning rather than testing and grading.

Neonatal resuscitation virtual training course: Use of an educational platform by medical students at a public university in Peru

IntroductionSatisfactory performance in Neonatal Resuscitation requires continuous training, and several technologies can enhance its scope. This study was carried out to evaluate the use of an educational platform by medical students in a Neonatal Resuscitation virtual course. Materials and methodsDescriptive study with the data available on the Neonatal Resuscitation virtual course platform, evaluating the use of a population corresponding to the total number of undergraduate Medicine students from the Universidad Nacional Mayor de San Marcos (UNMSM) who enrolled as students to take the Paediatrics course in the last year of their studies during the years 2018 and 2019 in Lima, Peru. ResultsData from 379 sixth-year medical students in the 2018-I, 2019-I, and 2019-II semesters were included. Students entered the virtual course an average of 23 days before taking their online exam, and the average theory review time in the virtual system was 120 min. Students with outstanding performance in their scores completed 2 virtual exams, but there was no difference in the other characteristics. ConclusionsThe sequence developed in the Neonatal Resuscitation virtual course, which begins with "learn, see, and practice", offers a greater capacity to retain the knowledge and skills acquired. The virtual offer of the theoretical component of Neonatal Resuscitation allows the use of innovative tools that make it possible to achieve a high performance of medical students when completing the virtual course of Neonatal Resuscitation.

Teaching the physiology of the human body in non-formal spaces: pilot experience of a Service-Learning methodology and the interaction between students of different educational levels.

Research institutes and universities have strengthened the development of biomedicine outreach activities, constituing a non-formal education system of science literacy, although with little commitment from undergraduate students. However, as a Service-Learning methodology, these outreach activities could work as a tool for the acquisition of skills by students of Health Science Degrees. Described here is the development of the workshop entitled "Exploring the human body" at the Biodonostia Health Research Institute and the pilot experience of its implementation as a Service-Learning activity at the University of Málaga. Firstly, 359 secondary education students were mentored by Ph.D. students through a 5-station workshop with experiments and activities related to the physiology of the human body. Then, 301 undergraduate students of Medicine and Nursing Degrees advised 965 secondary education students. Both groups of students assessed the workshop via questionnaires and a debriefing. The data showed an overall score of 4.6 out of 5 for the workshop. Undergraduate students reported a positive impact on their academic background (4.8 out of 5), mainly due to the improvement of oral communication skills (34%). Therefore, this methodology could be a valid and applicable tool to develop the cross-disciplinary competences of undergraduate students.

Bootcamps para el desarrollo de competencias clínicas en estudiantes de Medicina durante la pandemia por COVID-19

IntroductionThe COVID-19 pandemic forced higher education institutions to make changes in the way medicine is taught. Among these strategies emerged the bootcamps, intensive training courses based on the development of practical skills, in order to improve clinical skills in simulated environments or in hospital practice sites. The objective of the study was to evaluate the academic quality of the bootcamps that were carried out by undergraduate medical students from La Sabana University during the COVID-19 pandemic. MethodsA descriptive study was developed on the perception of undergraduate Medicine students about the quality of the inter-monthly bootcamps developed by medical students from 6 to 11 semester of the University of La Sabana, in 12 public health centers. As private, to which the simulated hospital of said university was added as a practice center using the ROTA-Q questionnaire. ResultsThere was a sample of 221 medical students. A very favorable perception of the students was identified regarding the items to be evaluated, reaching a 96.4% maximum and minimum favorable perception of 87.7%. 94.5% of the students considered that the bootcamp they attended contributed to the development of clinical competencies within their learning. ConclusionThe use of bootcamps as a learning method in the field of medicine is innovative and very useful in times of confinement such as the COVID-19 pandemic, medical students have a very favorable perception about the teaching process and the results achieved with this.

Neurological manifestations of COVID-19 in the pediatric population - a literature review and development of clinical cases for didactic purposes

The COVID-19 is an acute respiratory syndrome with different reported non-respiratory symptoms, neurological manifestations included. The nervous system impairment during the infection occurs in adults and children, yet the pediatric population has particularities in the clinical course of the disease. We discuss the neurological manifestations of COVID-19 in children, developing cases to be applied in disciplines within a “problem-based” learning methodology. The proceedings of the research were developed with undergraduate medicine students in mind: a literature review on the topic was performed; then observed by the selection of 16 articles reviewed, summarized and discussed. This paper discusses proceedings, challenges and outcomes, of each stage of the research’s agenda. In the literature review, we found many neurological manifestations in the pediatric population. Other aspects relevant to the topic were also found, such as: association of comorbidities, alterations in complementary exams, prognoses and pathophysiological hypotheses. Based on the findings, we created three clinical cases for application in undergraduate studies. We concluded that the topic has great clinical and learning importance, yet more research is needed on the subject.

THE CLINICAL ENVIRONMENT AS A SOURCE OF STRESS AMONG BACHELORS OF MEDICAL SPECIALTIES

Purpose: The fundamental goal of medical education is to train knowledgeable and capable medical professionals. However, the heavy workload during the learning process and clinical practice can sometimes negatively impact students’ mental health. This research paper aims to draw attention to the stress-causing factors and strategies for coping with stress during the clinical practice of nurses, midwives, and medical assistants. An online survey was conducted to study the opinion of 100 students of medical specialties from the Department of Health Care, University “Prof. Dr. Asen Zlatarov”, Burgas, during their clinical practice in four private and public hospitals in the city of Burgas. The research was conducted in November-December 2021. The results of the study reveal that stress factors significantly predict the mental health of undergraduate students in medical specialties and can cause health problems and adverse situations. The study outlined the main challenge in medical education as the establishment of methods that ignore the students’ insecurities and suggests strategies for dealing with stress. Furthermore, the fears that cause stress among students about the activities performed during clinical practice were illustrated. Finally, the study found that many dynamic experiences influence the well-being of undergraduate students in medicine during their clinical practice. The findings of the study will allow the cultivation of professional endurance in patient care.

Evaluation of student engagement through knowledge elaboration and the use of comics in Microbiology education.

Despite the many challenges faced by the sudden adaptation of the teaching-learning processes during the emergency remote teaching (ERT) imposed by the COVID-19 pandemic, this period allowed the exploration of innovative educational methods. Here, we report the description and evaluation of a didactic activity designed to foster an active learning environment among Veterinary Medicine undergraduate students enrolling in Microbiology classes during the ERT period at the University of Minas Gerais. The activity consisted of initial expositive classes, followed by students' active search for information, and the execution of a report and short comics covering the topic. The activity was evaluated by a voluntary postquestionnaire. The results suggest that the students had good emotional and educational perception toward the task, and that they noticed the elaboration of the comics as the most valuable tool aiding in the retention of microbiological concepts. We conclude that the proposed strategy, specially by the incorporation of the comics, helped the meaningful learning of microbiology.

Self-managed psychiatry seminars as a model of active student participation in undergraduate education

In the last decade, medical students stood out as active agents in their training, which implies their involvement in the design, implementation, evaluation, and curricular co-governance. This article describes a model of active undergraduate student participation from 2014 to 2021 and compares the face-to-face and synchronous online modalities, later brought forward by the SARS-COV-2 pandemic. Annually, a call was made to UC School of Medicine undergraduate students to establish the topics and areas to be addressed during self-managed seminars. Then, medical students located in Chile were invited to attend the activity. Psychiatry was established as a priority topic in six out of eight years. Five seminars were conducted, the last two in synchronous online mode. The number of people enrolled in the online modality increased by 251% compared to the face-to-face modality (face-to-face mean = 133 ± 33 SD; online mean = 336 ± 24SD), with no significant differences in rates of attendance between modalities (Odds ratio (OR) = 1,12; 95% CI= 0,82 - 1,55; p = 0,45). The online modality was associated with a higher proportion of enrollees belonging to an institution outside the Metropolitan Region (OR 12,63; 95% CI = 8,64 - 18,46; p < 0,01). The self-managed psychiatry seminars correspond to a model of active undergraduate student participation, with the synchronous online modality representing an opportunity to massify it throughout the national territory.

The educational use of social networking sites among medical and health sciences students: a cross campus interventional study

BackgroundIn recent years, social networking sites (SNSs) have evolved beyond connection and networking to become a powerful instructional tool. There is still a dearth of knowledge on the professional use of SNSs for education particularly among students from diverse backgrounds. This study examined the extent and pattern of SNSs usage for education across six institutions and then conducted an interventional workshop to fortify and regulate the educational use of SNSs.MethodsThis multicenter study was done in two phases. In the first phase, an online cross-sectional survey using a validated inventory was administered to determine the prevalence, extent, and preferences of SNSs usage by undergraduate students in medicine, health sciences and dentistry across five centers. Later, the second phase of the study was undertaken in a 75-min guided live workshop about the appropriate use of SNSs in academia. Additionally, pre- and post-test surveys were conducted to assess the impact and outcome of workshop.ResultsOf the 1722 respondents, 1553 (90%) reported using SNSs with the frequency of once a month to three to five times per day for education and to stay in touch with others. Most students agreed with the benefits of SNSs for education mainly in terms of information gathering, networking and collaboration. Twitter, Instagram, and Pinterest were noted as the most preferred SNSs for education. Nevertheless, 63% perceived that proper instruction was required for the efficient use of SNSs. Following the guided workshop, there was a significant improvement in web technology understanding, digital professionalism, skills and knowledge on the productive use of SNSs. Students rated the efficient for conceptual learning, connection to community practice, e-portfolio, and collaborative learning as the top four major teaching and learning strategies, respectively, in the post-workshop survey.ConclusionOur study demonstrates that SNSs can be used as learning tools in medical education. However, SNSs usage should be regulated and guided for a more collegial and coherent learning climate in the digital realm. We urge medical educators to integrate SNSs into their courses for a technologically advanced and impactful curriculum.

Comparison of two different mindfulness interventions among health care students in Finland: a randomised controlled trial

We investigated the short- and long-term effects of two different evidence-based mindfulness training on students’ stress and well-being. A randomised controlled trial with three measurement points (baseline, post-intervention, and 4 months post-intervention) was conducted among undergraduate students of medicine, dentistry, psychology, and logopaedics at the University of Helsinki. The participants were randomly assigned into three groups: (1) face-to-face mindfulness training based on the Mindfulness Skills for Students course (n = 40), (2) a web-based Student Compass program using Mindfulness and Acceptance and Commitment therapy (n = 22), and (3) a control group that received mental health support as usual (n = 40). The primary outcome was psychological distress measured using the Clinical Outcomes in Routine Evaluation Outcome Measure (CORE-OM). Secondary outcomes included hair cortisol concentrations and a wide range of well-being indicators. Psychological distress increased in all the groups from baseline to post-intervention, but significantly less so in the intervention groups than in the control group. At 4-month follow-up, were found no differences between the primary outcomes of the control and intervention groups, but the participants who continued practising mindfulness at least twice a week were less stressed than the others. Our results suggest that participating in a mindfulness course may mitigate health care students’ psychological distress during the academic year, but only if the participants continue practising mindfulness at least twice a week.

Evaluation of the COVID-19 Lockdown-Adapted Online Methodology for the Cytology and Histology Course as Part of the Degree in Veterinary Medicine.

The COVID-19 pandemic and lockdown brought numerous teaching challenges requiring innovative approaches to teaching and learning, including novel modes of content delivery, virtual classrooms, and online assessment schemes. The aim of this study is to describe and assess the efficacy of the methods implemented at the University of León (Spain) to adapt to lockdowns in the context of the Cytology and Histology (CH) course for veterinary medicine undergraduate students. To evaluate the success of lockdown-adapted methodologies, we used inferential statistical analysis to compare the academic outcomes of two cohorts: 2018–2019 (traditional face-to-face—presential—learning and evaluation) and 2019–2020 (some face-to-face and some online lockdown-adapted learning and online lockdown-adapted evaluation). This analysis considered scores in both theoretical and practical exams and students’ final subject score. We also evaluated the number of logs onto the Moodle platform throughout the 2019–2020 period, as well as performing a student satisfaction survey in both courses. The use of explanatory pre-recorded lectures, continuous online self-assessment tests, and virtual microscopy (VM) may have produced significant improvements in the acquisition of histology competencies among students in the lockdown cohort. However, we need to implement further strategies to improve the assessment of students’ true level of knowledge acquisition. According to the student feedback, VM is a well-accepted resource that is perceived as a flexible and enjoyable tool to use. However, while students found that the resource enhances their ability to learn about microscopic structures, they felt that it should not completely replace optical microscopy.

Sexual Orientation of Medical Students and Influence on Academic Performance and Mental Health

Sexuality is a central aspect of being human, though its diversity is not completely accepted in society nor at medical schools. As a consequence, minority medical students face discrimination, poorer mental health, loneliness and worse academic performance. Objective: To investigate the sexual diversity of medical students and its possible influence on academic performance and mental health. Method: A descriptive cross-sectional study was conducted involving 187 undergraduate students of medicine. They answered a self-administrated multiple-choice questionnaire about their demographic characteristics, assigned sex at birth, sexual orientation, gender identity, whether sexual orientation and/or gender identity interferes with academic performance and whether they conceal their sexual orientation and/or gender identity. Participants also responded the Depression, Anxiety and Stress Scale (DASS-21) and questions about discrimination an loneliness. Results: Of the 187 undergraduate students of medicine that answered the questionnaire, 37,4% were LGBTQIA+ (lesbian, gay, bisexual), 62.5% were heterosexual and 100% were cisgender. Reported not openly assuming their sexuality 31.42% of the minority students. LGBTQIA+ accounted for 95, 72.90 and 81.82% of the students with extremely severe depression, anxiety and stress, respectively. Bisexual accounted for 63.63, 67.74 and 55.55% of LGBTQIA+ students with extremely severe depression, anxiety and stress, respectively. The majority of LGBTQIA+ students frequently felt alone (70%), isolated (72.85%) or excluded (68.58%). Most students (92.5%) reported their sexual orientation and/or gender identity did not affect their studies. Conclusion: LGBTQIA+ medical students present worse mental health (depression, anxiety and stress) and feel more excluded. Among them, bisexuals present greater vulnerability. Most medical students report their sexual orientation does not interfere with academic performance.

Spirituality/Religiosity as a Therapeutic Resource in Clinical Practice: Conception of Undergraduate Medical Students of the Paulista School of Medicine (Escola Paulista de Medicina) - Federal University of São Paulo (Universidade Federal de São Paulo).

Introduction: The high degree of religious/spiritual involvement that brings meaning and purpose to a patients’ life, especially when they are weakened by pain, is among the various reasons to consider the spiritual dimension in clinical practice. This involvement may influence medical decisions and, therefore, should be identified in the medical history of a patient (anamnesis).Objective: To verify the opinion of undergraduate medical students of the Paulista School of Medicine – Federal University of São Paulo regarding the use of a patient’s Spirituality/Religiosity as a therapeutic resource in clinical practice.Method: Quantitative approach of the transversal analytical observational type. The sample was composed of academics’ medical program, from the first to the sixth year, regularly enrolled in 2017. Data collection was performed with a standardized questionnaire divided into three sections: sociodemographic profile; Duke University Religious Index; Spirituality/Religiosity in the clinical and academic context.Results: Participated in the survey 72% of the enrolled students, of which 61.4% had religious affiliation, 26.2% declared themselves agnostic and 12.4% atheists. All of them proposed to answer questions about the insertion of Spirituality/Religiosity in the patient care process. Through the Duke Religiosity Index, we evaluated the importance of religiosity in the student’s personal life and the pertinence of religiosity as a therapeutic insertion for medical treatment. Regarding the clinical and academic context, most participants considered relevant the proposition of didactic-pedagogical actions in medical education related to the spiritual dimension of the patient.Conclusion: We conclude, through our research, that the insertion of the Spirituality/Religiosity of the patient as a therapeutic resource in clinical practice is feasible for most undergraduate students in Medicine of the Escola Paulista de Medicina – Universidade Federal de São Paulo (Paulista School of Medicine - Federal University of São Paulo). The result of the research, although it shows only the opinion of medical students at a Brazilian university, indicates that Spirituality/Religiosity is already part of the contemporary medical universe.

Data science in undergraduate medicine: Course overview and student perspectives

BackgroundDespite the growing interest in health data science education, it is not embedded in undergraduate medical curricula and little is known about best teaching practices. This paper presents a highly innovative course in a UK university that introduces undergraduate medical students to data science. It also discusses a study on student perspectives on the learning and teaching of health data science. MethodsThe pedagogical design elements of the Data Science in Medicine course are discussed, along with its syllabus, assessment methodology and flipped classroom delivery. The course has been offered to approximately 630 students over three years. Student perspectives were investigated through three focus groups with the participation of 19 students across different study years in medicine. An experiment was conducted regarding instructor-led vs. video-based modalities of online programming labs, with the participation of 8 students. ResultsThe course has led to improved data competency among medical students and to a positive change in their opinions about data science. Motivating the course and showing relevance to clinical practice was one of the biggest challenges. Statistics was perceived by focus group participants as an essential data skill. Including data science in the medical curriculum was perceived as important by Year 1 students, while opinions varied between Year 4/5 participants. Video-based online labs were preferred over instructor-led online labs, and they were found to be more useful and enjoyable, without leading to any significant difference in academic performance. ConclusionsTeaching data science to undergraduate medicine students is highly desirable and feasible. We recommend including statistics in the curriculum and practical skill development through simple and clinically-relevant data science tasks, supported through video-based online labs. Further reporting on similar courses is needed, as well as larger-scale studies on student perspectives.

Witnessing death does not necessarily relieve the dis-comfort of death: analysis of the relationship between religiosity and thanatophobia in medicine undergraduate students

Introduction: It is known that very few issues related to death and religiosity/spirituality are addressed during medical graduation. Understanding the process of death and dying is still a problem for medical students before the terminal condition of a patient. Probably the medical students of the fifth graders overestimate their abilities, probably because they have not yet had contact with terminally ill patients or because they have not graduated, they do not take responsibility for the death of a patient they are following. In Brazil, many students believe that the topic of spirituality influences health, but they do not feel prepared to address this issue with patients. Objective: It was to analyze whether there is a relationship between religiosity and thanatophobia in medical students. It also analyzed whether there was a correlation between fear of death and specific religions, sex and age, and the index of religiosity with sex and age. Methods: Followed a prospective observational cross-sectional model, following the STROBE clinical research rules. This study was analyzed and approved by the Research Ethics Committee (CEP) according to a substantiated opinion number 2,031,705, and obtaining the patient's consent. Results: A total of 542 students (61.2% of the total) answered the questionnaire. Most were female (65.7%) and with a mean age of 22.31 (ranging from 17 to 39 years). The majority of students have a religion (90.1%) and 90.4% considered it important to address the issue of death and religiousness during graduation. In this study, it was observed that most students, in addition to having some kind of religion, consider it important to address the themes highlighted during the course. This was similar to the findings in other studies. There was no statistically significant relationship between having a religion and being less afraid of death. However, students with higher levels of intrinsic religiosity showed greater discomfort when dealing with terminal patients. Furthermore, no studies comparing these two subjects were found. It was also found in this research that students with high levels of religiosity consider it more important to address the issues in question, with the majority being female students. Conclusion: It is necessary to include the topic in the medical academy, and it is essential to prepare a more humanistic and dedicated professional for patients, whether active or palliative treatment.

Health worker recommended vaccination rates among medical students in Brazil

Health workers are a risk population for many infectious diseases, which leads to a number of vaccines being routinely recommended for health care staff. Medical students are also prone to such hazards. This study accesses undergraduate medicine students’ compliance to recommended health-staff vaccination, and their reasons for noncompliance. MethodAn online questionnaire was sent to all undergraduates in a major public medical school in Brazil, asking about vaccination status to Hepatitis B, Measle-mumps-rubella, Varicella, Pertussis and Influenza, and reasons in case of noncompliance Results146 students answered the questionnaire, (response rate 14,6%). Overall vaccination status showed 74,7% of students with incomplete vaccination in some way, with an increase in vaccination status toward the end of the course. The highest noncompliance rates were Pertussis (49,3%), Varicella (47,3%) and Influenza (30,1%) vaccines. The vaccine with the lowest noncompliance rate was measles (9,6%). During the course, the greatest increases in adequate vaccination status were Hepatitis B, from 53,2% in first-years to 93,2% by the end sixth year (chi-sq 21, p < 0,0001), and Influenza, from 48,9% to 91,5% (chi-sq 22,5, p < 0,00009). Main reasons given not to vaccinate were vaccination hesitancy for influenza and varicella (respectively 61% and 46%), and lack of awareness of the need to vaccinate for pertussis (53%). ConclusionsOverall vaccine coverage in medical students in Brazil is still far from optimal. There is a markedly high level of vaccine hesitancy and unawareness of need to vaccinate for some diseases, particularly pertussis and influenza.Clinical trial registry (Brazilian regulation boards): 24159119.3.0000.0065.

TV medical dramas: health sciences students\u2019 viewing habits and potential for teaching issues related to bioethics and professionalism

BackgroundMedical dramas have been popular since their inception, especially among medical students. We hypothesized that the recent increase in the availability of TV medical series through online streaming platforms has probably changed health science students’ viewing habits as well as the representation of bioethical conflicts and health professionals.MethodsWe invited undergraduate students of medicine, nursing, and human biology to complete a self-administered questionnaire about their viewing habits and perceptions of the depictions of bioethical issues and professionalism in TV medical series.ResultsOf the 355 respondents, 98.6 % had watched TV in the last year, 93.5 % watched TV series, and 49.6 % watched medical dramas more than once a week. The most-viewed medical dramas were The Good Doctor, House MD, and Grey’s Anatomy. The most-remembered bioethical topics were medical errors, inappropriate professional behaviors, and death. Most students considered that ideals of professionalism were depicted positively and professionals were portrayed as intelligent, professionally qualified, and competent.ConclusionsMedical dramas are very popular with health science students and are potentially useful as teaching tools for discussing issues related to bioethics and professionalism.