Year Of Medical Studies Research Articles

Welcome to the operating theatre! Introductory bootcamp in operating theatre specialities for medical students.

Since the early 2000's, the appeal of certain operating room specialties has decreasedamong medical school graduate students. The recent reform of the second and third cycles of medical studies in France provides an opportunity to set up teaching programs around operating room specialties. We have organised a teaching unit which is part of the final year of medical studies. The main objectives are: (1) to examine whether a boot camp can modify students' opinions and preconceived assumptions about a surgical and/or anaesthetist career (2) to determine whether these changes in perception, have an impact on students' interest in pursuing a surgical/anaesthetic career compared with the current situation. The "working in the operating theatre" boot camp (UETB) took place after the written exams of the sixth year of medical school, before students choose their future specialty for residency. This program included practical workshops, readings and time for exchanges surgeons and anaesthetists. At the beginning and at the end of the UETB, feedback forms were collected. The cohort included 59 students from the Toulouse medical school, academic year 2023-2024. After attending the UETB, there was a significant qualitative improvement in interest in a surgical and intensive care-anaesthesia career. Feedback on how the UETB influenced the choice of a future specialty was very positive, with statistically significant qualitive improvement., Additionally, the students' perception of a work-life quality as a surgeon and/or anaesthetist improved significantly. The outcome of this study makes a strong case for integrating additional exposure to the various surgical subspecialties into the graduate medical curriculum in France. By helping to dispel misperceptions of "a surgical/anaesthetist career" early on, opportunities such as the UETB program may enable addressing the attrition rate observed among surgical and anaesthetic residency applications.

High lifetime prevalence of regular nitrous oxide use in French medical students

ABSTRACT Background: Although nitrous oxide (N₂O) is increasingly misused recreationally, its use and risks among medical students who have professional access to it are rarely explored. Objectives: To investigate the recreational use of N₂O among medical students in Paris Region (France). Methods: This cross-sectional study used an online questionnaire distributed in 2022 through social networks, to all medical students (undergraduate student from the 2nd year of medical studies to residents until the end of the residency) from the six medical universities in Paris Region. We collected demographic characteristics, patterns of N₂O consumption, co-consumptions, and N₂O training (academic course or self-training). Factors associated with N₂O consumption and complications were analyzed using multivariable logistic regressions. Results: The questionnaires of 444 students (mean age: 25.9 years (SD = 2.69), 75.5% female, and 63.74% residents) were analyzed. Recreational N₂O consumption was reported by 71.85% of students and 20.50% consumed at least monthly. N₂O consumption was associated with being a resident (versus undergraduate student) (adjusted OR (aOR) = 3.07[1.45–6.72]; p < .01), receiving training on N₂O (aOR) = 3.13[1.84–6.24]; p < .01), and consumption of cannabis (aOR = 18.21[3.47–104.26]; p < .01), ecstasy (aOR = NA, p = .048) and poppers (aOR = 13.9[2.64–77.94]; p < .01). Complications (mainly dizziness, paresthesia and burns) were reported in 8.15% of students consuming N₂O. They were associated with consuming more than 10 balloons per intake (aOR = 6.04[1.32–25.00); p < .01) and inversely associated with receiving training (aOR = 0.35[0.14–0.86]; p = .01). Conclusions: Almost three-quarters of medical students experienced recreational N₂O consumption, particularly with poly-drug use. Given that complications were associated with high consumption and lack of education, risk training and screening for N₂O consumption could be beneficial.

Physical activity levels and sedentary behaviour according to sex, age, BMI, academic year, and country among medical students in Latin America

Physical inactivity represents a global challenge in public health, being the second most significant factor contributing to mortality. In Latin America, the prevalence of physical inactivity and sedentary behaviour is notable, affecting medical students as well, who play a crucial role as behavioural role models for the population. This study addresses the prevalence of physical activity and sedentary behaviour among medical students in Latin America during the year 2023. A total of 864 participants from 12 institutions across eight countries were surveyed using the Global Physical Activity Questionnaire. Significant variations in physical activity and sedentary behaviour were observed according to sex, age, body mass index, academic year, and country. Notably, Costa Rica exhibited the highest levels of moderate physical activity in leisure time (90 min/day). Strength training was more common among men (60 min/day) and in Argentina (60 min/day). Sedentary behaviour was higher in women (420 min/day) and during the first academic year (485 min/day). Uruguay stood out with high levels of sedentary behaviour (600 min/day). Correlations indicated positive moderate associations between academic year and moderate leisure-time PA (r:0,128, p:0,007). In conclusion, there are associations between the level of physical activity and sedentary behaviour with the variables studied in this research, with the main findings being that the female sex has more time spent in sedentary behaviour (minutes/day) and less time spent in strength training (minutes/day). Additionally, there are higher levels of sedentary behaviour in the early years of medical study compared to the later years of the program.

Reform of the first year of medical studies and diversification of student profiles in France: an unmet need?

ObjectivesTo determine whether the reform of the first year of medical studies implemented in September 2020 in France met its objective of diversifying the profiles of students admitted to second year at the faculty of medicine at the University of Tours.MethodsSingle-centered, retrospective study, covering students who passed the first year of medical studies between 2018 and 2022. Student profiles originating from three different entry gateways (PACES, PASS and L.AS) to the second year of medical studies were compared.ResultsOne thousand four hundred and seventy-nine students over five promotions were included (806 in PACES, 329 in PASS, 198 in L.AS). The ratio of students who had obtained a baccalaureate with high or highest honors was significantly higher in PACES (85%) and PASS (96%) compared to L.AS (66%; p < 0.001). These differences were related to increased student intake via a standard pass in L.AS (21% compared to 3.2% in PACES and 0.9% in PASS) (p < 0.001). In terms of geographical origin, the proportion of students residing in regions outside the University City area increased significantly in L.AS (11%) compared to PACES (1.7%) and PASS (3.3%) (p < 0.001). The mean number of parents from the white-collar and knowledge professional category was significantly higher in PACES (0.91) and PASS (1.06) compared to L.AS (0.80; p < 0.001).ConclusionStudents with a scientific background and who obtained highest honors in their high school diploma, remain the standard in PACES and PASS. Diversification of student profiles was achieved only within the L.AS gateway, which represented 42% of total second year admissions during the post-reform year. Student profile diversification was therefore a partially achieved objective and follow up studies of future promotions is needed to assess the medium and long-term impact of the reform. Particular attention should be paid to the future of these students who have different profiles between L.AS and PASS to determine whether these changes will have any impact in the quality of healthcare for the French population.

Factors affecting Saudi medical students’ engagement during synchronous and asynchronous eLearning and their impacts on the students’ academic achievement: a national survey

BackgroundNowadays, especially after the COVID-19 pandemic, electronic learning (eLearning) has become a necessity in education. eLearning can be either synchronous, where classes are conducted in real-time, or asynchronous, where students can access the class material at any time. Student-instructor interaction has become essential to the educational process. In the literature, most studies have focused on the preferred methods of eLearning and the barriers to interaction in eLearning. Thus, this study aimed to investigate the factors that affect students’ interactions during eLearning and their impacts on students’ academic achievements.MethodsA national cross-sectional study was conducted among clinical and pre-clinical medical students who were attending universities in five regions of the Kingdom of Saudi Arabia. Data were collected using a bespoke online self-administered questionnaire covering sociodemographic features, eLearning barriers, preferences, and the impact of eLearning on students’ performance and understanding.ResultsThis study involved 1371 medical students, of whom 52.37% were male and 51.13% were in their pre-clinical years of medical college. Of the participants, 59.88% (n = 821) preferred synchronous modalities of eLearning, and 33.33% (n = 457) avoided interaction during synchronous lectures. The main predictors of avoiding interaction during online lectures were being male in the clinical years of medical studies, being in a quiet atmosphere, having difficulties using the eLearning platform, having a poor internet connection, having a visual learning style, being insecure, and the presence of opposite-sex students and facilitators. In addition, 12.25% students (n = 168) reported a lower grade point average (GPA), whereas 11.96% (n = 164) reported an improved GPA after eLearning compared with in-person/onsite learning sessions. The GPA fluctuation was related to gender, personality type, learning style, interaction, and eLearning modality preference. Moreover, the students’ understanding was enhanced by recorded lectures (n = 1,093, 79.72%) and supportive multimedia (n = 1,037, 75.64%), and the easy to use platform (n = 1037, 75.64%).ConclusionThe synchronous modality of eLearning was the preferred teaching method among the medical students. However, multiple individual, technical, and environmental factors affected their interaction, performance, and understanding during these sessions. Hence, future interventional research is recommended to overcome interaction barriers and enhance student performance and understanding of eLearning.

Comparing the performance of artificial intelligence learning models to medical students in solving histology and embryology multiple choice questions

IntroductionThe appearance of artificial intelligence language models (AI LMs) in the form of chatbots has gained a lot of popularity worldwide, potentially interfering with different aspects of education, including medical education as well. The present study aims to assess the accuracy and consistency of different AI LMs regarding the histology and embryology knowledge obtained during the 1st year of medical studies. MethodsFive different chatbots (ChatGPT, Bing AI, Bard AI, Perplexity AI, and ChatSonic) were given two sets of multiple-choice questions (MCQs). AI LMs test results were compared to the same test results obtained from 1st year medical students. Chatbots were instructed to use revised Bloom’s taxonomy when classifying questions depending on hierarchical cognitive domains. Simultaneously, two histology teachers independently rated the questions applying the same criteria, followed by the comparison between chatbots’ and teachers’ question classification. The consistency of chatbots’ answers was explored by giving the chatbots the same tests two months apart. ResultsAI LMs successfully and correctly solved MCQs regarding histology and embryology material. All five chatbots showed better results than the 1st year medical students on both histology and embryology tests. Chatbots showed poor results when asked to classify the questions according to revised Bloom’s cognitive taxonomy compared to teachers. There was an inverse correlation between the difficulty of questions and their correct classification by the chatbots. Retesting the chatbots after two months showed a lack of consistency concerning both MCQs answers and question classification according to revised Bloom’s taxonomy learning stage. ConclusionDespite the ability of certain chatbots to provide correct answers to the majority of diverse and heterogeneous questions, a lack of consistency in answers over time warrants their careful use as a medical education tool.

Knowledge, Attitudes and Practices of General Practitioners on Peripheral Neuropathies in Benin in 2021

ABSTRACT Purpose: First healthcare actors in neurological diseases management, General Practitioners (GPs) still limited in the assessment of Peripheral Neuropathies (PN). This study assesses the knowledge, attitudes, practices (KAP) of GPs on PN in Benin in 2021 and identifying associated factors to low KAP. Materials and methods: It was a cross-sectional study conducted from 20 November 2020 to 30 June 2021 which included GPs registered in the National Order of Physicians in Benin and interns in last year of medical studies (MS). An overall KAP score of 24 points was derived. KAP levels were low (score < 17), medium (17 to 19) and high (score ≥ 20). Multivariable regression models were performed to identify factors associated with low KAP. Results: 645/1,066 participants (60.5%) were included in the study with median age 28years [Interquartile range IQR: 26-30 years], and 442 (68.5%) were male. The KAP level was low in 70.1%. 16.7% had a low knowledge of polyneuropathy manifestations, 35% perceived PN as an incurable disease. Lack of knowledge on PN before MS (adjusted Odds-ratio aOR = 1.6 [95% confidence interval CI: 1.1-2.3]), and no postgraduate training on PN (aOR = 1.8 [95% CI: 1.1-3.0]) were associated with low overall KAP level. Working in rural area (aOR = 0.4 [95%CI: 0.2-0.7]), and being an intern (aOR = 0.6 [95%CI: 0.4-0.9]) were associated with better overall KAP level. Conclusion: This study highlights the need for better training with strong emphasis on PN during the MS and the organization of postgraduate training for GPs; the cornerstone for improving the management of PN in Benin.

Enhancing proficiency in ascites puncture through procedural simulation: an audit type study investigating medium-term skill retention.

Medical simulation has become an essential teaching method for all health professionals. It not only allows to acquire technical and non-technical knowledge, but also helps the maintenance of acquired knowledge in the medium and long term. Ascites puncture is part of the basic technical procedures learned by medical students during their internship. To evaluate the role of simulation-based learning of ascites puncture on the improvement of theoretical knowledge and maintenance of skills at 3 months. We conducted an audit type study with two cycles of data collection at the simulation center at the Faculty of Medicine of Sousse between November 2020 and June 2021. We included learners in their third year of medical studies who had a hospital internship in the gastroenterology department at Sahloul Hospital in Sousse. All learners attended the initial simulation session on ascites fluid puncture. Thereafter, they were free to accept or refuse participation in the evaluation session that was scheduled after 3 months, depending on their availability. Forty learners participated in the procedural simulation of the ascites fluid puncture technique. Thirty-four (85%) were female and six (5%) were male. In our study, we showed that following procedural simulation training of ascites puncture, there was a significant improvement in the theoretical knowledge of the learners (p < 0.000). Objective assessment of technical skills after 3 months showed the benefit of performance maintenance (p < 0.000). Our study confirmed the benefit of simulation-based learning on the improvement of theoretical knowledge and the maintenance of technical performance in the medium term.

The benefits of the video-laryngoscope in learning intubation for undergraduate medical students: A randomized crossover study in airway manikin

IntroductionDirect laryngoscopy is the most widely used procedure for learning intubation. Video-laryngoscopy has become a well-established tool in managing of difficult laryngoscopies. Its contribution to teaching intubation for novices remains unclear.The aim of this study was to compare video-laryngoscopy using Medcaptain® laryngoscope and direct laryngoscopy using Macintosh laryngoscope in learning tracheal intubation on a low-fidelity manikin by novice learners. MethodsThis was a cross-sectional, randomized, cross-over study, including 35 inexperienced in laryngoscopy students in the 5th year of medical studies. It was carried out on a low fidelity upper airway management dummy. We did not include learners who had previously practiced intubation. After randomization, 18 learners started learning by procedural simulation with video-laryngoscopy (type Medcaptain®) then direct laryngoscopy (type Macintosh) and 17 learners started with direct laryngoscopy then video-laryngoscopy. Then, all learners performed 3 intubation trials by using direct laryngoscopy and video-laryngoscopy according to the pre-established order. The primary endpoint was the time needed to intubate. Secondary endpoints were, Cormack classification, difficulties encountered and learners’ satisfaction. ResultsThere was no significant difference in time needed to intubate between groups for the three attempts (p = 0.18, p = 0.45 and p = 0.1). The time needed to intubate by direct laryngoscopy was lower on the 1st and 3rd trials for learners who had started their training with video-laryngoscopy first (p = 0.02 and p = 0.01; respectively). There was no significant difference regarding the rate of successful intubation. The video-laryngoscopy allowed better visualization of vocal cords with more frequently noted Cormack I classification (p < 0.001, p = 0.002 and p < 0.001). The main difficulties encountered were the handling of the epiglottis and the tongue by the blade and the inserting the tracheal tube with no significant difference between the 2 techniques. Learners’ satisfaction was comparable. ConclusionVideo-laryngoscopy improved vocal cord exposure during intubation on a manikin for novice learners. Clinical trial registrationThis study has been registered in Clinical Trials database NCT05859542.

Burnout and motivation to study medicine among students during the COVID-19 pandemic.

To investigate medical students' burnout and motivation levels in each of the six years of their studies during the COVID-19 pandemic and identify independent predictors of burnout and motivation. An anonymous cross-sectional survey was sent to the students of all six years within our school. Burnout was measured with the adapted Oldenburg Burnout Inventory questionnaire (OLBI-S) and motivation with the updated Strength of Motivation for Medical School (SMMS-R) questionnaire. Univariate analysis was performed with the Kruskal-Wallis test and Spearman's correlation, while multivariable analysis with linear regression models. A total of 333 medical students (52% of student body) responded. Higher burnout levels correlated with lower motivation to study medicine (rho = -0.30, p < 0.001). Burnout levels differed between the six years of medical studies, peaking in years two and four whereas being the lowest in year one (p = 0.01). Motivation levels differed significantly as well, peaking in years one and four whereas being the lowest in years five and six (p = 0.012). In the multivariable linear regression models, being a female (b = 2.22, p = 0.016), studying in the fourth year vs. first year (b = 2.54, p = 0.049), having a perceived beginner/intermediate vs. advanced/expert technology level (b = 2.05, p = 0.032) and a perceived poor school support system (b = 6.35, p < 0.001) were independently associated with higher burnout levels. Furthermore, studying in the fifth year vs. first year (b = -5.17, p = 0.019) and a perceived poor school support system (b = -3.09, p = 0.01) were independently associated with a reduced motivation to study medicine. Our study highlighted potential areas for intervention to decrease the rate of burnout and low motivation among medical students. However, further research is needed to unravel the full effect of the pandemic on medical students.

Efficacy of an Integrated Simulation-Based Education Approach to Train Non-Technical Skills in Medical Undergraduate Students

Introduction: Non-technical skills (NTS) are essential to maintain best patient care and to enhance patient safety. Therefore, the early integration and implementation of non-technical skills (NTS) training during undergraduate medical education has not only been repeatedly emphasized but is crucial to ensure patient safety. However, there is a gap in knowledge on how to effectively convey and thereby enhance NTS in under- or postgraduate medical training. Although medical educators are eager to convey NTS, the best approach to do so is yet to be found. Next to didactic and teaching approaches, the design of the curriculum, in the sense of an integrated curricula, might have an influence in conveying NTS effectively. Therefore, we investigated if repetitive simulation-based training enhanced the NTS of medical undergraduates. Methods: 945 undergraduate students in their 1st, 2nd, 3rd and 4th year of medical studies who attended mandatory emergency simulation trainings at the medical faculty in Hamburg participated in this prospective observational study. The trainings are designed to align to a learning spiral (vertically integrated curriculum) and build upon each other, resulting in repetitive and advanced training. Each training has a preset training-specific standardized simulation scenarios. To determine progress in NTS performance, the NTS of the students were assessed during each training with the Anaesthesiology Students’ NTS (AS-NTS) taxonomy, which is composed of three dimensions. Differences in performance between the investigated cohorts of students were calculated with an analysis of variance (Welch’s ANOVA) and with a follow-up post hoc test (Games-Howell), and the significant differences were analysed. Results: The NTS of the undergraduate students improved with every ascending training and, hence, year of medical school. The overall NTS performance of the 4thyear undergraduate students differed significantly compared to the 1st, 2nd and 3rd year undergraduate students performances, F = 6.72 (4, 439.6), p ≤ 0.001. The greatest improvement was detected on dimension one of the AS-NTS (“Planning tasks, prioritising and problem-solving”) (F = 6.75 (4, 434.5), p ≤ 0.001), where 4th year undergraduates performed at a significantly higher skill level than the 1st, 2nd and 3rd year undergraduate students. On dimension two (“Teamwork and Leadership”) and three (“Team orientation”), significant differences were pronounced between the 4th year and 1st year undergraduate students (F = 3.56 (4, 442.9), p = 0.010; F = 4.50 (4, 441.0), p = 0.001). The lowest skill improvement was observed on dimension two. Conclusions: NTS are essential skills to complement technical skills and hereby ensure patient safety. The early longitudinal and vertical integration of NTS training in undergraduate medical curricula (learning spiral) is an effective approach to enhance and foster the NTS of future doctors.

Comparison of Changes in Speciality Choices and Future Career Plans between Public and Private Medical Students Over Five Years of Medical Studies.

This study aimed to compare medical students' satisfaction with their choice of the medical field in their fifth year to their first year of MBBS and to compare speciality choices and career plans between public and private medical students. It was an online survey conducted from December 2020 to April 2021. Two consecutive classes of final-year medical students from five medical schools (2 public and 3 private) were included. They were asked about their satisfaction with the medical profession, intentions to practice abroad, intended speciality, and career plans in the final year and the first year of medical school via a 24-item semi-structured pre-piloted questionnaire. Of 468 responses (34.41% response rate), 331 (70.7%) were females. There was a significant change (p = 0.002) in the intention of students to practice abroad, however, no significant change (p=0.11) in their satisfaction with the medical profession was observed. Key Words: Career choices, Medical students, Medical schools, Personal satisfaction, Pakistan.

Dissecting the understanding of students about our teaching methods: A single institute, analytical cross-sectional study.

To measure the perception of medical students regarding different methods of active learning, and its association with the year of study. The analytical cross-sectional study was conducted at Shalamar Medical and Dental College, Lahore, Pakistan, from May to September 2020, and comprised medical students of either gender from first to final year of studies. Data was collected using an online questionnaire regarding different methods of active learning and e-learning. Perceptions and their association with the year of study were worked out. Data was analysed using SPSS 16. Of the 270 subjects, 155(57.4%) were females and 115(42.5%) were males. Overall, 39(14.4%) students were from the first year of studies, 32(11.9%) second, 47(17.4%) third, 120(44.4%) fourth and 32(11.9%) were from the final year of medical studies. Most students preferred class lectures as the teaching method of choice 240(89%), followed by small group discussions 156(58%). Students showed positive perception of different learning methods except e-learning 78(28.89%). The association between perceptions and the year of study was statistically significant (p< 0.05). Students apparently enjoyed using different interactive methods, but were apprehensive about online learning.

Objective structured clinical examination versus traditional written examinations: a prospective observational study

BackgroundRecently, Objective Structured Clinical Examinations (OSCE) became an official evaluation modality for 6-year medical students in France. Before, standard examination modalities were: written progressive clinical cases (PCC), written critical reading of scientific articles (CRA), and internship evaluation (IE). The aim of this study was to assess the performances of 6-year medical students in their final faculty tests by comparing OSCE-exams with standard examination modalities.MethodsThis was a prospective observational study. We included all 6-year medical students in our university from 2020 to 2021. The endpoints were the scores obtained at the following final faculty tests during the 6th year of medical studies: OSCE-training, OSCE-exams, written PCC, written CRA, and IE. All scores were compared in a paired-analysis.ResultsA total of 400 students were included in the study. No student was excluded in the final analysis. The mean scores obtained at the OSCE-exams were significantly different from those obtained at OSCE-training, PCC, CRA, and IE (12.6 ± 1.7, 11.7 ± 1.7, 13.4 ± 1.4, 13.2 ± 1.5, 14.7 ± 0.9, respectively; p < 0.001). OSCE-exams scores were moderately and significantly correlated with OSCE-training and PCC (Spearman rho coefficient = 0.4, p < 0.001); OSCE examination scores were lowly but significantly correlated with CRA and IE (Spearman rho coefficient = 0.3, p < 0.001). OSCE-scores significantly increased after an OSCE training session.ConclusionIn our faculty, 6-year medical students obtained lower scores at OSCE exams compared to other standard evaluation modalities. The correlation was weak to moderate but significant. These results suggest that OSCE are not redundant with the other evaluation modalities. Interestingly, a single OSCE training session led to an improvement in OSCE scores underlining the importance of a specific training.

Representatives of generation 'Z' as future doctors - results of research among final year students at medical universities in Poland.

The nature of the work of doctors is inseparable from responsibility for human health and life, exposure to many risk factors related to physical, chemical, biological and psychosocial risks, as well as the specificity of the organization of the health care system in Poland. This prompted the authors to ask future doctors, currently students of the penultimate and the final year of medical studies, questions about what is important to them in their future profession and how studies at the medical universities met these needs. Identification of skills important for future doctors to perform their profession was conducted in the third quarter of 2020 in the form of an online diagnostic survey on a sample of 442 fifth- and sixth-year medicine students at medical universities in Poland. The study shows that most students graduating in medicine are satisfied with their choice and intend to work in the profession they have learned. In this study, the responders, on average, felt well prepared theoretically for their future profession, whereas when indicating their practical preparedness, it was much lower. One of the most important skills indicated by students participating in this study was communication with patients. Overall, the quality of medical studies in Poland is rated very high by the students. Nevertheless, there is a lack of or insufficient time spent on teaching and helping future doctors develop soft skills; therefore, more focus should be placed on this aspect of studies.

Prevalence and factors associated with depressive symptoms among medical students in their first and final year of study

Background/Aim. The mental health of medical students worsens during their studies, and research shows that medical students are at high risk of depression. The aim of this study was to evaluate the prevalence of depressive symptoms and to examine the association between various risk factors and depressive symptoms in a sample of first- and sixth-year medical students at the University of Novi Sad. Methods. A cross-sectional study was conducted at the Faculty of Medicine of the University of Novi Sad. The sample consisted of 308 students divided into two groups ? 213 students in the first year and 9 5 students in the final (sixth) year of medical studies. The Patient Health Questionnaire-9 (PHQ-9) was used to measure depressive symptoms. Within this instrument, item 9 was used to identify suicidal ideation. Self-esteem was evaluated with the Rosenberg Self-Esteem Scale (RSES). Additional questions were focused on self-assessed material status, lifestyle factors, and mental healthcare-seeking. Univariate and multivariate logistic regression analyses were applied. Results. The prevalence of depressive episodes among medical students was 16.6%. Almost 9% had thoughts of committing suicide. First-year students with low self-esteem were almost seven times more likely to suffer from moderate to severe depressive symptoms than those with high self-esteem. Students who had used sleeping pills or sedatives without a prescription were nearly five times more likely to have a PHQ-9 score ? 10 than those who had not [odds ratio (OR) = 4.97, 95% confidence interval (CI): 1.83?13.52)]. Sixth-year students with poor or average self-assessed social relation-ships and low self-esteem had a stronger association with a PHQ-9 score ? 1 0. Conclusion. There is a high prevalence of depressive episodes among first and sixth-year medical students, and it is associated with low self-esteem in both groups, use of sleeping or sedative pills without a prescription among first-year students, and poor social health in sixth-year students. We recommend routine screening for depression in medical students and establishing prevention and intervention programs.

A Survey to Assess the Prevalence of Stress and Stressors among Medical Students

Background: Stress has an effect on the cognitive performance of medical students, which leads to poor health and burnout. Aim: To figure out how much stress medical students perceive and what the likely stressors are. Methods: This cross-sectional study was conducted in medical colleges of Faisalabad. Study duration was 4 months (October 2021 to January 2022). A sample size of 380 was taken. The inclusion criteria included medical undergraduate students and who gave consent while those who didn’t give the consent and who were not medical students were excluded.Non-probability convenient sampling technique was used for collection of study participants. Data was collected from medical students. Time required to complete the questionnaire was 5 - 10 min. A questionnaire titled “The Perceived Stress Scale (14 items)” was used. Results: Majority of the students were having moderate stress. The mean perceived stress score of participants was 29.79±5.3. Mean perceived stress score of males and females was 29.56±5.41 and 29.94±5.18 respectively. Class 2nd year MBBS showed the highest mean of perceived stress score as 31.79±6.39 than other classes. Also, younger age group perceived more stress. Among the stressors, academic and psychosocial stressors played significant role as compared to environmental stressors. Conclusion: The perceived stress is higher among younger age group, class 2nd year MBBS students and females. Academic and psychosocial stressors were more common in participants than environmental. Personal and institutional initiatives are urgently required to keep medical students from becoming distressed. Medical students must be taught coping mechanisms and self-care practices. It is critical to underline that, in complement to teaching students, it is also critical to consider the students' well-being during their years of medical study. These things can be applied to community as well and with help of this study, their stress factors can be assessed and coping mechanisms can be advised. Keywords: Academic, psychological, medical, prevalence, students, stress, stressors

Prevalence and risk factors of functional gastrointestinal disorders in early period medical students: a pilot study in Tunisia

Functional gastrointestinal disorders (FGIDs) are highly prevalent in medical students around the world. However, there is no specific data on FGIDs in Tunisia. The objectives of this study were to evaluate the prevalence of FGIDs in medical students according to the rome III criteria and to identify risk factors associated with these disorders. A self-administered questionnaire survey was carried out among the students from the first and the second year of medical studies. We studied the influence of socio-demographic characteristics, lifestyle, health care seeking, psychosomatic symptoms and hospital anxiety and depression scale on the prevalence of FGIDs among these students. Three hundred and forty-three students (20.3 ± 0.8years) were included in our study. The prevalence of FGIDs was 54.2%. The main FGIDs found were the unspecified functional bowel disorder (46.6%), functional constipation (11.6%), irritable bowel syndrome (7.6%) and functional dyspepsia (6.7%). In logistic regression, abnormal BMI (OR = 2.1, 95% CI= 1–4.3), living in school dormitory (OR = 3.7, 95% CI = 1.7–7.8), low water intake (OR = 2.2, 95% CI = 1.1–4.2), digestive medication use (OR = 3.4, 95% CI= 1.3–8.5), and probable or definite anxiety (OR = 2.5, 95% CI = 1.1–5.8) were the five risk factors associated with FGIDs. We demonstrate a high prevalence of FGIDs (54.2%) among our students. Risk factors for FGIDs were abnormal BMI, living in school dormitory, low water intake, digestive medication use and anxiety.

Psychological impact of COVID19 outbreak and coping strategies among Tunisian medical students

IntroductionThe COVID19 pandemic came with unprecedented measures that impacted every aspect of the student’s life making them vulnerable to psychological distress.ObjectivesThe aim of this study was to assess anxiety and depressive symptoms in relation to the coping strategies during the COVID19 pandemic among medical students.MethodsWe conducted a web-based cross-sectional study among Tunisian medical students. We used an anonymous survey comprising sociodemographic characteristics, the Hospital Anxiety and Depression scale and the brief COPE.ResultsA total of 216 students participated in the study; 78% were female and most respondents were enrolled in first and second year of medical studies (53%). The frequency of depressive and anxiety symptoms were respectively 28% and 40%; females experienced significantly higher depression and anxiety scores (p&lt;10¯³ and p=0.02 respectively). Most used coping strategies were self-blame, planning, acceptance, distraction, positive reframing, active coping and religion (99%-96%). The least used coping strategies were substance use (13%) and denial (52%). We found that gender was associated with a significant difference in the coping styles where females scored higher on religious coping and denial whereas males used more humor coping. Depression and anxiety were significantly associated with denial coping. Humor, acceptance, positive reframing and active coping were significantly associated with lower depression rates. Humor coping and active coping were associated with lower anxiety rates.ConclusionsOur study shows alarming rates of depression and anxiety among Tunisian medical students during the COVID19 pandemic. A targeted intervention to promote mental health using the coping styles might be useful in this population.DisclosureNo significant relationships.

Anatomy podcasts for medical education.

The implementation of podcasts as a complementary educational activity increased over the past year due to the Covid-19 pandemic. Being an alternative channel for transmission of anatomical knowledge, the on-demand audio broadcasts became an intriguing medium for both students and educators. This paper presents the results of a questionnaire study on the evaluation of an audio podcast designed specifically for the first-year medical students as an innovative and optional component of the human anatomy course. The audience expressed their opinions in four categories: engagement in listening to the podcast, content and preferences, technical level and perspectives of using the podcast in further years of medical studies. Despite the non-compulsory nature of the podcast, the listenership reached the level of 45%. In the study, 1608 listeners had access to the survey and the overall response rate was 35.9%. Based on the analysis, the attitude and preferences of the listeners were demonstrated, including the preferred time of listening, length of the episodes, selection of topics, format of the broadcast, or the method of its delivery. Students also commented on the influence of the podcast on passing the final exam in anatomy and a concept of recording broadcasts in a foreign language. The presented data allowed the recognition of the needs of medical students and contributed to the improvement of the ongoing project. The paper presents the technical data and guidelines for educators willing to include this medium in the students' anatomical curriculum.