Year Of Medical Studies Research Articles

Self-Medication Practices in Medical Students During the COVID-19 Pandemic: A Cross-Sectional Analysis.

Background and ObjectivesDuring the pandemic, the growing influence of social media, accessibility of over-the-counter medications, and fear of contracting the virus may have led to self-medication practices among the general public. Medical students are prone to such practices due to relevant background knowledge, and access to drugs. This study was carried out to determine and analyze the prevalence of self-medication practices among medical students in Pakistan.Materials and MethodsThis descriptive, cross-sectional study was conducted online in which the participants were asked about the general demographics, their self-medication practices and the reasons to use. All participants were currently enrolled in a medical college pursuing medical or pharmacy degree. Non-probability sampling technique was used to recruit participants.ResultsA total of 489 respondents were included in the final analysis. The response rate was 61%. Majority of the respondents were females and 18–20 years of age. Self-medication was quite prevalent in our study population with 406 out of 489 individuals (83.0%) were using any of the drugs since the start of pandemic. The most commonly utilized medications were Paracetamol (65.2%) and multivitamins (56.0%). The reasons reported for usage of these medications included cold/flu, or preventive measures for COVID-19. The common symptoms reported for self-medication included fever (67.9%), muscle pain (54.0%), fatigue (51.7%), sore throat (46.6%), and cough (44.4%). Paracetamol was the most commonly used drug for all symptoms. Female gender, being in 3rd year of medical studies, and individuals with good self-reported health were found more frequent users of self-medication practices.ConclusionOur study revealed common self-medication practices among medical and pharmacy students. It is a significant health issue especially during the pandemic times, with high consumption reported as a prevention or treating symptoms of COVID-19.

Survey of Indian Medical Students’ Adaptation in Kazakhstan: Psychological, Sociocultural, and Academic Dimensions

This study investigated international students’ adaptation experience in a higher education institution. A sociological survey was conducted among one hundred and seventy Indian students in their first and second year of medical studies at West Kazakhstan Marat Ospanov Medical University, Aktobe, the Republic of Kazakhstan. Against the background of many studies in this field, this topic is contextualized within the higher medical education system in the western region of Kazakhstan. The study helps to improve understanding of such phenomena as international students’ dimensions of psychological, sociocultural, and academic adaptation. The differences in the various dimensions of adaptation from the gender perspective and the year of study were investigated. The impact of the adaptation level on the students’ study achievements was assessed. The study results demonstrated challenges in psychological adaptation in the first-year international students, which decreased over time. The differences in the psychological, sociocultural, and academic adaptability between girls and boys were not statistically significant. Second-year international students felt more emotionally comfortable and psychologically safe in the group, and this reflected their high grades GPA. Based on the findings, the authors propose recommendations on how to improve the international students’ comfortableness in the Kazakhstani university setting.

Distant education in Moroccan medical schools following COVID-19 outbreak at the early phase of lockdown: Were the students really engaged?

The Coronavirus pandemic outbreak has induced many urgent adaptation measures in Morocco including medical education that had to abruptly adopt an exclusive distant education approach, without former sufficient preparation. The present study aimed to assess medical students’ engagement in their acutely implemented distant learning and to identify factors that could be associated to the students’ studying engagement levels. Medical students from 1st to 5th years of medical studies, enrolled in all Moroccan public medical faculties were invited to fill-in an anonymous online questionnaire.3174 medical students took part in the study, with a mean age of 20.4 +/- 1.8 years old, and 65.4% of them were women. 90% of the participants reported moderate to drastic change of their sleeping habits and 65% suffered depression symptoms. 20.7% of students didn't engage at all in their learning, 26% studied for less than one hour daily, and only 53.3% studied for one hour or more daily. Only 46.4% of the participants had access to multimedia studying resources and only 20.9% were offered online interactive sessions with their teachers. 41.8% of the participants were unsatisfied from their distant learning experience. Lower studying engagement rates were significantly associated with older age, male gender, change of sleeping patterns, depression symptoms, and also with lack of access to multimedia studying resources and poor general satisfaction from the distant learning experience.Distant Education needs to include more interactive activities and more multimedia studying resources to engage students more efficiently in their self-regulated learning.

Emotional intelligence in undergraduate medical students: a scoping review.

To perform a scoping review to determine what is known about emotional intelligence (EI) in undergraduate medical education(UME). Two main questions were asked: A. What medical student characteristics are associated with EI? Are there correlations with demographic or other factors? B. What research studies have been done on EI in UME? For example, is there evidence EI changes over time as a result of personal experiences? Should EI be used as an admission criterion? Can EI improve as a result of experiences or deliberate interventions? The authors searched four databases (PubMed, PsycInfo, Education Resources Information Center, and Web of Science) for all papers published up to and including December 2020. Two reviewers independently screened articles to determine if they met inclusion criteria. All authors extracted and analyzed data. A set of 1520 papers on the topic of emotional intelligence was identified, with 119 papers meeting inclusion criteria. Most studies were done at international locations with only 17 done at US medical schools. Seventy-five were cohort or cross-sectional studies. Study populations were mixed among the studies, with year of medical study, inclusion of other healthcare students, and participation rates among the inter-study differences noted. Numerous gaps in the literature on EI exist with several points being clear: (1) there is disagreement on the definition of EI, (2) it is undetermined whether EI is a trait or an ability, and (3) there is marked variability among the instruments used to measure EI. It is also becoming apparent that using EI determination may be helpful as a component of the admission process, higher EI is likely related to improved clinical reasoning, and higher EI contributes to more effective stress management.

An Analysis of the Effect of selected Factors on microsurgical Performance.

Microsurgery is a specific surgical expertise that involves operating on very small structures, and requires the assistance of a magnifying device: a microscope or loupes. Several factors have been identified that could affect the quality of microsurgical performance in training or surgical procedures. The objective of this study was to assess the impact of the selected factors - caffeine, alcohol and physical exercise - on a microsurgical task prior its performance. Ten students from the 5th and 6th years of medical studies who had completed the advanced microsurgical course performed a "6-stitches test" on a latex glove spanned over a cup prior to and after consumption of caffeine, alcohol and performing physical exercises. The times taken to complete the task at baseline and post-exposure were recorded. The results of the study show a statistically significant positive effect of caffeine and a statistically significant negative effect of physical exercise on microsurgical performance when performed shortly before the task. Small dose of alcohol taken before the task showed had little effect on performance.

Stress and behavior patterns throughout medical education \u2013 a six year longitudinal study

BackgroundMedical education has a reputation for being demanding and stressful. However, longitudinal surveys across the whole course of study considering risks and resources are rare.MethodsFor the evaluation of stress and coping we administered the standard instruments Perceived Medical School Stress Scale (PMSS), Hospital Anxiety and Depression Scale (HADS), Work-Related Behavior and Experience Patterns (AVEM), Maslach Burnout Inventory (MBI), and a short form of the Coping Orientations to Problems Experienced Scale (Brief COPE) in three consecutive cohorts of medical students (N = 377) at one German university. Students were surveyed at the beginning of their studies (t0) and again during each consecutive summer semester (t1-t6).ResultsStress and symptoms of anxiety and depression increased in the first two years of medical studies but decreased again towards their end. Consistently, freshmen medical students presented with a large proportion of the healthy pattern at t0 (56 %) that decreased to 30 % at t2, and increased up to 44 % at t6. Correspondingly, the proportion with the burnout-related risk pattern B increased from 9 to 16 % at t2, again decreasing to 7 % at t6. Over the whole course of study there was an almost continuous increase of the unambitious pattern S from t0 13 to 40 % at t6. Characteristic differences especially between the healthy pattern and the risk patterns regarding stress, mental health symptoms and coping were observed. Female students showed a higher vulnerability for stress, anxiety and depression as well as lower proportions with a healthy pattern, and higher proportions with risk patterns for overexertion and burnout.ConclusionsThe development of stress, symptoms and behavior and experience patterns especially in the first two years, demonstrating increasing study-related stress in the preclinical years, as well as the high proportion with an unambitious pattern at the end of the course of study emphasize the need for prevention and health promotion at both the individual and contextual levels.

The phenomenon of burnout among medical students - literature review

Introduction: Burnout is characterised by a triad of emotional exhaustion, depersonalisation and a decreased sense of accomplishment. Distress during medical school can lead to burnout, with significant consequences, particularly if burnout continues into residency and beyond. There is a lot of research into burnout and the authors reviewed literature pertaining to medical student burnout, its prevalence, and its relationship to personal, environmental, demographic and psychiatric factors.The aim of the study: Paying attention to the correlation between academic lifestyle and occurrence burnout among medical students.Material and method: The research was done by the usage of the PubMed and Google Scholar articles about the topic of: burnout; stress; medical students; behaviour.Description of the state of knowledge: The educational process brings a considerable amount of stress to medical students that can influence mental health status and contribute to further professional burnout. According to various studies and definitions of occupational burnout, this phenomenon is observed in up to 76% of medical students. Research has identified associations between burnout and lifestyle health behaviours. Also relationship between the occurrence of burnout and suicide attempts has been demonstrated. In turn spirituality has been positively influence well-being and to prevent burnout.Summary: Undoubtedly, it is worth paying attention to the phenomenon of occupational burnout among students from the first years of medical studies. Universities should make efforts to reduce the risk of the occurrence and further development of burnout, which may have negative effects in the future work with the patient.

General medicine, first-line medicine in Morocco: How is it perceived by medical students and how to enhance their interest in this career?

In Morocco, family medicine does not exist, and it is general medicine that plays the role of family medicine and is also first line medicine and primary care. The current medical school curriculum is not fully in harmony with the real health needs of the population. We questioned 6th and 7th year students about the pertinence of two rotations in general medicine, that is, in a health centre and a private practice, via an anonymous questionnaire disseminated online in June 2020. A total of 266 responses were collected. Out of these, 41.5% of responses were enrolled in 6th year, versus 58.5% in 7th year. Then, 59.1% of students were females. In addition, 84.8% of them declared their intention to pursue a career in a medical specialty, whereas only 15.2% of them were interested in a career as a general practitioner. Notably, 67.4%, 26.5% and 6.1%, respectively, thought that general medicine was very undervalued, a little undervalued and not undervalued. It should be noted that 3.8%, 44.1% and 52.1%, respectively, were interested, somewhat interested and not at all interested in family medicine as a specialty if it was implemented. To that end, various actions need to be undertaken, including the introduction of quality teaching in the 6th and 7th years of medical studies, focused on the development of the knowledge and skills required, the strengthening of pre-existing practical training periods in public health and the introduction of a rotation in private practices of general medicine.

Differences in personality related determinants of empathetic sensibility in female and male students of medicine.

The issues of personality and its relations with the level of empathetic sensibility of medical doctors are broadly discussed in the literature. The aim of this study was an assessment of personality related predictors of empathy indicators in female and male students of medicine with consideration of gender differences. Methods applied were Empathic Sensitiveness Scale (ESS) and Personality Inventory (NEO-PI-R). The study included 153 participants, who were students of the fifth year of medical studies. Students filled in questionnaires during workshops in clinical psychological skills. Participation in the study was voluntary and anonymous. The statistical analysis was performed using Statistica 13 PL and PS IMAGO PRO (SPSS). Linear regression analysis with the interaction component was performed to explore the relationship between personality factors and gender and their interaction with the variable dependent level of empathy. The analysis showed that Extraversion, Openness and Agreeableness are associated with the level of Empathic Concern. Neuroticism, Extraversion, Agreeableness and Conscientiousness are associated with the level of Personal Distress. Extraversion, Openness, Agreeableness and Conscientiousness are associated with the level of Perspective-taking. The regression analysis with the interactive component showed that there is no relationship between gender and the level of empathy, therefore the interactions were insignificant. Empathetic sensibility is related to personality dimensions of the students of medicine. Although there has been no interaction among chief personality dimensions, empathy indicators and gender, detailed analysis of personality dimensions’ components has shown differences between men and women.

Are we confident that final-year medical students know at least basics about diabetes?: A preliminary report from the multicenter, survey-based Diabetes Know-Me study.

BackgroundWe present the results of the pilot study of a multinational “Diabetes Know‐Me” project investigating knowledge regarding diabetes of medical students. This is the first collaborative project of the ISPAD JENIOUS group.MethodsStudents of the final year of medical studies from six countries answered a 25‐question survey regarding basic knowledge concerning diabetes (1091 surveys handed out, response rate 86%).ResultsAmong the responders (58% female) 90% confirmed attending diabetology classes; 11% planned to specialize in diabetology. There were significant differences between countries in the median score of correct answers ranging from 10/25 to 22/25. Attending diabetes classes (20 vs. 13/25, p < 0.0001) was the strongest factor associated with improved knowledge about diabetes (other factors analyzed were: gender, familiar/personal experience of diabetes, interest to specialize in diabetology).ConclusionsBasic knowledge about diabetes remains a challenge. Participating in classes concerning diabetes contributed the most to the diabetes‐related knowledge among students of the final year of medical faculties.

The strength of motivation for medical school: A three-year longitudinal study

Based on longitudinal data collected in a sample of Chinese medical students, this study tested the measurement invariance of the strength of motivation for medical school framework and examined the growth trajectories of their motivation for medical school over time. Results revealed that the strength of motivation for medical school scale demonstrated longitudinal measurement invariance. Medical students in our sample showed an overall decline over time in all three types of motivation for medical school. Most of the drop occurred during the first year of medical study. Individual variability was observed in the initial levels and the growth rates of motivation for medical school. We advised medical educators to provide sustained support to help medical students (especially for those early in medical school) improve their learning experience.

Development, testing and generalizability of a standardized evaluation form for the assessment of patient-directed reports in the new final medical licensing examination in Germany.

Background: As doctors often fail to explain diagnoses and therapies to patients in an understandable and appropriate way, the improvement of doctor-patient communication is essential. The current medical training and examinations are focused on verbal rather than on written communication. Following the premise of “assessment drives learning”, the final medical licensing examination in Germany has been further developed by the German National Institute for state examinations in Medicine, Pharmacy and Psychotherapy (IMPP). As part of the discharge management the candidates have to prepare a report for the patient that is understandable and provides them with all important information about their stay in hospital. Aim: A standardized evaluation form for formative and summative feedback has been developed and tested with regard to applicability and the assurance of test quality criteria, especially the reliability to assess the written communication skills of the students.Methodology: In an expert consensus procedure, a draft for a standardized evaluation form was developed. This form was revised after an initial trial run on patient-directed reports written by students in their last year of medical studies. Afterwards twenty-one patient-directed reports were evaluated by fourteen different examiners. The reliability was tested by calculating the generalizability-coefficient and by analysing the inter-rater reliability.Results: The first test on the evaluation of the patient-directed reports indicated the practicability of the application and the usefulness of the evaluation form as an instrument for assessing the written communication skills of students. The analyses of the inter-rater reliability showed that the degree of agreement in the evaluations was partly different between two groups of examiners. The calculated G-coefficient indicates a high reliability. The content validity of the evaluation form was given through the comprehensive medical expertise in the development process.Conclusion: Assessing written patient-directed communication is a benefit of the newly developed last part of the medical licensing examination in Germany. Continuous formative assessment and feedback based on the evaluation form is intended to improve the written communication skills of future doctors. Furthermore, a better understanding of their diagnosis and treatment as well as a trusting relationship with their doctor may empower patients in the medical decision process and lead to fewer dismissal errors in the future. For consistent use of the evaluation form a standardized training of examiners should be implemented.

Progressive clinical case-based multiple-choice questions: An innovative way to evaluate and rank undergraduate medical students

IntroductionIn France, at the end of the sixth year of medical studies, students take a national ranking examination including progressive clinical case-based multiple-choice questions (MCQs). We aimed to evaluate the ability of these MCQs for testing higher-order thinking more than knowledge recall, and to identify their characteristics associated with success and discrimination. MethodsWe analysed the 72 progressive clinical cases taken by the students in the years 2016–2019, through an online platform. ResultsA total of 72 progressive clinical cases (18 for each of the 4 studied years), corresponding to 1059 questions, were analysed. Most of the clinical cases (n=43, 60%) had 15 questions. Clinical questions represented 89% of all questions, whereas basic sciences questions accounted for 9%. The most frequent medical subspecialties were internal medicine (n=90, 8%) and infectious diseases (n=88, 8%). The most frequent question types concerned therapeutics (26%), exams (19%), diagnosis (14%), and semiology (13%). Level 2 questions (“understand and apply”) accounted for 59% of all questions according to the Bloom's taxonomy. The level of Bloom's taxonomy significantly changed over time with a decreasing number of level 1 questions (“remember”) (P=0.04). We also analysed the results of the students among 853 questions of training ECNi. Success and discrimination significantly decreased when the number of correct answers increased (P<0.0001 both). The success, discrimination, mean score, and mean number of discrepancies did not differ according to the diagnosis, exam, imaging, semiology, or therapeutic type of questions. ConclusionProgressive clinical case-based MCQs represent an innovative way to evaluate undergraduate students.

Mentorship/portfolio program in early medical years, is it the perfect twinning?

Objectives: Compiling the portfolio in the early years of medical study is considered an important educational instrument for fostering change in the medical education curriculum in Egypt. This study assumed that adding the mentorship may boost the effectiveness of this program. This study was conducted at the Faculty of Medicine, Suez Canal University in early years of medical study with the following objectives: assessing the effects of mentoring portfolios on students and staff, exploring how mentors and students perceived the mentorship/ portfolio program, and determining any suggestions to improve the program&#x0D; Methodology: This is a cross-sectional study, sample included a total comprehensive sample of year 1 students (n=260 students) and Seventeen mentors. Two questionnaires were used: Students' perception questionnaire and Mentors' perception questionnaire.&#x0D; Results: Mentorship has helped in the implementation of the portfolio as all mentors agreed that mentorship improved the final product of the portfolio and facilitated the process of the portfolio. The twining has supported the students academically and professionally. Academically as students agreed that their mentors assist in portfolio understanding, 68.3%, provide constructive feedback 67.4%, and follow the fulfilment of all the portfolio inputs 65.6%. It helped them to develop personally and professionally through the development of their reflective skills, 59.6% and the concept map 64%.&#x0D; Conclusion: The study concluded that the mentorship may help improvement of the final product of the portfolio in the early basic years. Moreover, it assists the academic support to the students and helps them to develop their reflective skills.&#x0D;

Between Institutional Antisemitism and Authoritarianism in the Territory of the Former Galicia, 1935–1939: Discussion of the Problem

In the period 1935–1939, following the death of head of state Marshal Piłsudski, the Polish national government adopted a more authoritarian and nationalist stance. Piłsudski had been considered by some Polish Jews as a protector of national and religious minorities. After his death in May 1935, institutional antisemitism experienced a dramatic increase. In the public sphere, certain newspapers regularly featured antisemitic “news reports,” opinion pieces and cartoons of an extreme nature. The newspaper ABC, for instance, advocated boycotts of Jewish businesses and shops, listing them by name, and encouraged Jewish emigration. In universities, the increasing discrimination against Jews has been well documented. MostPolish universities instituted restrictions on the number of Jewish students they would admit, or else barred them altogether. The education ministry willingly turned a blind eye to the admission policies of the university authorities. At the beginning of the academic year 1938–1939, for example, only three students in the first year of medical studies in Lwów (less than 1% of the new intake) were Jews, and none in Kraków. After discussing antisemitism in newspapers and universities in the late 1930s, this article will examine documents held in the State Archive of Ivano-Frankivsk Oblast (DAIFO) concerning relations between the Jewish communities in the Stanisławów region, and the district, provincial and national authorities, including the national Ministry for Religious Denominations and Public Enlightenment. Much of this documentation concerns the town of Dolina. With the backing of the district authorities, an attempt was made to install as assistant rabbi in the town a certain Ksyel Juda Halberstam. This move was strongly opposed by many members of the Dolina Jewish community, as well as by its senior rabbi. The correspondence sheds light on the protracted struggle between the different parties until the assistant rabbi was finally installed in late 1938. These files on the Dolina episode highlight the desire on the part of the authorities to control the rabbis, and through them the members of their communities. Information was systematically gathered on all the rabbis in the province, with particular emphasis on their moral behaviour, their perceived loyalty to the state, and their fluency in the Polish language. These actions, in turn, reflect an underlying suspicion over the extent of the rabbis’ “Polishness” and a fear, in an era of growing nationalism, of “antinational” behaviour. Such suspicions of loyalty were particularly marked where rabbis were thought to have Zionist links.

Correlation of medical students' situational motivation and performance of non-technical skills during simulation-based emergency training

BackgroundNon-technical skills (NTS) are an indispensable element of emergency care and need to be prevalent alongside with good technical skills. Though, questions of how to teach (instructional design) and improve NTS effectively remain unresolved. One adjustment screw to enhance performance of NTS, which is detached from instructional designs and learning efforts might be motivation. Theoretical models and observational studies suggest that high levels of intrinsic (situational) motivation result in better performance and better learning. Therefore, this study analyzed the influence of motivation on performance of NTS, by exploring if high levels of intrinsic motivation lead to better performance of NTS in medical students.MethodsIn this prospective cross-sectional cohort study, the authors assessed the correlation of situational motivation and performance of NTS within a cohort of 449 undergraduates in their 1st to 4th year of medical studies, in a total of 101 emergency simulation trainings. Situational motivation was measured with the validated Situational Motivation Scale (SIMS), which was completed by every undergraduate directly before each simulation training. The NTS were evaluated with the Anesthesiology Students´ Non-Technical skills (AS-NTS) rating tool, a validated taxonomy, especially developed to rate NTS of undergraduates.ResultsStudent situational motivation was weakly correlated with their performance of NTS in simulation-based emergency trainings.ConclusionAlthough motivation has been emphasized as a determining factor, enhancing performance in different fields and in medicine in particular, in our study, student situational motivation was independent from their performance of NTS in simulation-based emergency trainings (SBET).

Patterns of Change in Approaches to Learning and Their Impact on Academic Performance Among Medical Students: Longitudinal Analysis

Theory Several medical education studies suggest that deep approaches to learning (DA) are associated with better academic performance, whereas surface approaches (SA) are associated with worse academic performance. However, no study has assessed how these approaches change at the individual level during undergraduate medical training and how these trajectories contribute to academic performance. We assessed individual patterns of change in learning approaches throughout five years of medical training to determine whether and how DA and SA evolve during the curriculum and whether initial levels and rates of change predict performance in Year 5. Hypotheses: We hypothesized that (1) medical students have a higher preference for DA in comparison with SA; (2) these preferences change along the medical curriculum; and (3) DA predicts better academic performance. Method: Participants were 268 Geneva medical students (59% female) who completed the revised two-factor study process questionnaire in Years 1, 2, 3, and 5 of their 6-year curriculum. Student academic performance was registered in Year 5. Multivariate latent growth modeling was used to assess individual trajectories in learning approaches and test their associations with performance in Year 5. Results: Medical students were inclined to use DA rather than SA. Nevertheless, from Year 2 onward their use of DA decreased while their use of SA increased. Students with higher initial levels of DA tended to have lower initial levels of SA. Moreover, increases in SA were significantly associated with decreases in DA. However, only initial levels of DA and non-repeater status in Year 1 were positive and significant predictors of academic performance in Year 5. Conclusions: Although students tended to use DA rather than SA when entering medical school, their preferences for DA tended to decline throughout medical training while increasing for SA. Learning approaches during early study years, characterized by engagement and meaningful learning, predicted later academic performance. DA should be promoted during the early years of medical studies to foster student learning and to improve academic performance.

Qigong and the Treatment and Prevention of Cancer

Qigong is a sub-field of Traditional Chinese Medicine (TCM) that has been around for more than 4,000 years. It is also a sub-field of health economics. Practicing qigong exercises on a regular basis can improve health and cause the body to function more efficiently. Numerous studies have shown that the regular practice of various qigong exercises can help in the treatment and even the prevention of certain diseases. This bibliography provides the citations to 30 years of medical studies that have been conducted on the use of qigong to treat and prevent cancer. The bibliography is categorized by type of cancer, which makes it possible to find relevant studies on various types of cancer more easily. The present bibliography is part of a series on the economics of qigong, focusing on the healthcare benefits to be gained by the practice of qigong. Other studies in this series are listed at the end of this bibliography.

Burnout in medical students.

SummaryOnly a small number of studies have examined the relationship between medical students and burnout syndrome. In Salzburg, Paracelsus Private Medical University (PMU) offers a 5‑year medical program instead of the regular 6 years of medical studies. Due to the tight schedule and heavy workload, the stress level of students is high. The purpose of this study was to determine whether PMU students show burnout symptoms. Three surveys were conducted: at the beginning of the academic year (T1, December 2009), at the end of the academic year (T2, June 2010), and at the beginning of the following academic year (T3, December 2010). For the assessment of burnout, the Maslach Burnout Inventory (emotional exhaustion, depersonalization or cynicism, and low personal accomplishment) was used, as well as the Six Factors Theory of Burnout (workload, control, reward, community, fairness, and values) and for comparison, the Austrian norms developed by Unterholzer. Burnout rate was calculated by a combined measure of the three components. The results show a significant difference from the norm means in emotional exhaustion, depersonalization/cynicism, and low personal accomplishment. With regard to areas of work life, all values are below the means, indicating high workload, high external control, low reward, low feeling of community, and low fairness—except values, i.e., motivation of the students. The mean overall burnout frequency turned out to be 47.8 ± 11.0%, whereas females have slightly higher burnout rates than males. An increasing linear trend with burnout rates was seen from the youngest to the oldest class. In addition, the estimated burnout rate increased within the academic term, as T2 had the highest rate, followed by T3, and the lowest rate was seen in T1. In conclusion, burnout in medical students is frequent and significantly related to heavy workload and other factors of worklife, necessitating changes of academic and organizational settings of medical curricula.

Perceptions of Digital Health Education Among European Medical Students: Mixed Methods Survey.

BackgroundDigital health technologies hold promise to enhance patient-related outcomes, to support health care staff by reducing their workload, and to improve the coordination of care. As key users of digital health technologies, health care workers are crucial to enable a meaningful digital transformation of health care. Digital health literacy and digital skills should become prerequisite competencies for health professionals to facilitate the implementation and leverage the potential of digital technologies to improve health.ObjectiveWe aimed to assess European medical students’ perceived knowledge and opinions toward digital health, the status of digital health implementation in medical education, and the students’ most pressing needs.MethodsThe explanatory design of our mixed methods study was based on an online, anonymous, self-administered survey targeted toward European medical students. A linear regression analysis was used to identify the influence of the year of medical studies on the responses. Additional analysis was performed by grouping the responses by the self-evaluated frequency of eHealth technology use. Written responses to four qualitative questions in the survey were analyzed using an inductive approach.ResultsThe survey received a total of 451 responses from 39 European countries, and there were respondents for every year of medical studies. The majority of respondents saw advantages in the use of digital health. While 40.6% (183/451) felt prepared to work in a digitized health care system, more than half (240/451, 53.2%) evaluated their eHealth skills as poor or very poor. Medical students considered lack of education to be the reason for this, with 84.9% (383/451) agreeing or strongly agreeing that more digital health education should be implemented in the medical curriculum. Students demanded introductory and specific eHealth courses covering data management, ethical aspects, legal frameworks, research and entrepreneurial opportunities, role in public health and health systems, communication skills, and practical training. The emphasis lay on tailoring learning to future job requirements and interprofessional education.ConclusionsThis study shows a lack of digital health-related formats in medical education and a perceived lack of digital health literacy among European medical students. Our findings indicate a gap between the willingness of medical students to take an active role by becoming key players in the digital transformation of health care and the education that they receive through their faculties.