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BACKGROUND: Given the health and social needs generated by the COVID-19 pandemic, the Telehealth Network of Minas Gerais, Brazil, implemented a teleconsultation and telemonitoring program to assist patients with suspected or confirmed COVID-19, the TeleCOVID-MG program. The telemonitoring service was conducted by medical students, under the supervision of a physician. The main goal of this study was to analyze the experience of the students while collaborating on the aforementioned telemonitoring program. METHODS: A questionnaire with 27 questions was developed to address the participation of the students in the telehealth program. The questionnaire included questions about the student's profile, the system usability, and the satisfaction in participating in such a telehealth program. The questionnaire was generated on Google Forms® platform and sent via email to each student who was part of the telemonitoring team. RESULTS: Sixty students were included in the analysis (median age 25 years-old [interquartile range 24-26], 70% women). Of those, 61.6% collaborated on the telehealth program for more than 6 months, 65.1% performed more than 100 telemonitoring calls, 95.2% reported difficulties in contacting the patient through phone calls; 60.3% believe some patients might have felt insecure about being approached by medical students and not by graduate professionals; and 39.6% reported eventual system instabilities. The main strengths reported by the students were related to the system usability and to the self-perception of the quality of healthcare delivered to the patients. Even though 68.3% of the students mentioned technical difficulties, 96.6% reported that they were promptly solved. Finally, 98.3% believed that the program was useful and would recommend it to an acquaintance. CONCLUSION: This study reports a successful experience of undergraduate medical students in a COVID-19 telemonitoring program. Overall, the medical students were satisfied with their participation, especially considering the continuity of clinical practice remotely during a period of classes suspension during the COVID-19 pandemic and their important role in the assistance of patients from low-income regions, which has minimized the health system burden in an emergency context.

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ABSTRACT Irritable bowel syndrome (IBS) is a functional gastrointestinal (GI) disorder, characterized by changes of the intestinal habit associated with abdominal pain. This study analyzed factors associated with this pathology during the COVID-19 pandemic, and it was seen that the impact of IBS was higher in young women who had ongoing studies in the medical field. Objectives: Determine the prevalence of IBS in medical students and explore the associated factors with the increase of its symptoms, through the use of digital tools. Materials and methods: Descriptive observational study with exploration of associations, with nonprobabilistic sampling, until reaching the minimum sample of 110 participants with a confidence interval of 95%, finally having a total sample of 131 students, distributed in 3 proportional and representative subgroups of the last 3 years of study of the medical career from a university from Lima, Peru. The inclusion criteria were students of both sexes and legal age, who gave their consent to participate and did not have risk factors for GI disease. Once the study was approved, the link of a validated virtual questionnaire was shared through the institutional email. To explore the associated factors, the Chi-square test was used with a statistical significance of p < 0.05. Results: Responses were obtained from 195 students; 64 (32.82%) of them had at least one exclusion criteria, finally having a sample size of 131; 64 (48.85%) were women, and 52 (39.69%) were from 7th year. Using the Rome IV criteria, 23 participants were classified as having IBS, which indicates a prevalence of 17.56%, 14 (60.87%) of them were women and 10 (43.48%) were from the 7th year (last year of study of the medical career in Peru). It was observed that 1 in 3 students (32.06%) had chronic abdominal pain, and 1 in 2 (53.44%) reported having a history of Major Depression or Generalized Anxiety Disorder. Of the total, 51 (38.93%) had a history of having a positive COVID-19 test result. Regarding the associated factors, a significant association was only found between IBS and the diarrhea type, classified according to the Bristol Scale. Conclusions: The prevalence of IBS in medical students was 17.56%, the highest compared with studies in the general population and in medical students using Rome IV criteria. Of the associated factors, the clinical presentation of diarrhea, according to the Bristol scale, was associated with IBS.

RESUMEN El síndrome de intestino irritable (SII) es una patología gastrointestinal (GI) funcional, caracterizado por cambios y alteraciones del hábito intestinal asociado a dolor abdominal. El presente estudio analizó los factores asociados a esta patología durante la pandemia de COVID-19, y se vio que el impacto de SII fue mayor en mujeres jóvenes que tenían estudios en el área médica. Objetivo: Determinar la prevalencia de SII en estudiantes de medicina y explorar los factores asociados con el aumento de estos síntomas, usando herramientas digitales. Materiales y métodos: Estudio observacional descriptivo con exploración de asociaciones con muestreo no probabilístico, hasta alcanzar la muestra mínima de 110 participantes con un intervalo de confianza de 95%, teniendo una muestra final de 131 estudiantes distribuidos en 3 grupos proporcionales y representativos de los 3 últimos años de medicina de una universidad de Lima, Perú. Los criterios de inclusión fueron estudiantes de ambos sexos y mayores de edad, quienes dieron su consentimiento para participar y no tenían factores de riesgo para enfermedad GI. Una vez que el estudio fue aprobado, el link del cuestionario virtual validado fue compartido por el correo institucional. Para explorar los factores asociados, se usó la prueba de Chi-cuadrado con una significancia estadística de p<0,05. Resultados: Se obtuvieron respuestas de 195 estudiantes; 64 (32,82%) tuvieron al menos un criterio de exclusión, teniendo una muestra final de 131; 64 (48,85%) fueron mujeres y 52 (39,69%) del 7mo año. Utilizando los criterios de ROMA IV, 23 participantes fueron clasificados con SII, lo que indica una prevalencia del 17,56%, de los cuales 14 (60,87%) fueron mujeres y 10 (43,48%) del 7mo año (último año de la carrera de medicina en Perú). Se observó que uno de cada tres estudiantes (32,06%) tenía dolor abdominal crónico, y 1 de cada 2 (53,44%) reportó antecedente de Depresión mayor o Trastorno de ansiedad generalizada. Del total, 51 (38,93%) tenían antecedente de resultado positivo a COVID-19. Respecto a los factores asociados, solo se encontró una asociación significativa entre el SII y el tipo diarrea clasificada según la escala de Bristol. Conclusiones: La prevalencia de SII en estudiantes de medicina fue de 17,56%, la más alta en comparación a estudios en población general y estudiantes de medicina usando los criterios de Roma IV. De los factores asociados, la presentación clínica de diarrea según la escala de Bristol estuvo asociada a SII.

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RESUMEN Objetivo: Identificar los niveles de actividad física en los estudiantes de Medicina Humana de una universidad al norte del Perú durante la pandemia por la COVID-19. Materiales y métodos: Estudio observacional, descriptivo, realizado a 254 estudiantes de Medicina Humana del primer al quinto año durante el 2021, a quienes se les aplicó el Cuestionario internacional de actividad física, versión corta (IPAQ-SF). Resultados: Se encontró que el 48,03 % de los estudiantes presentaron un nivel moderado de actividad física. Entre las características sociodemográficas con mayor predominio, se aprecia al sexo femenino en los niveles de actividad física leve (64,56 %) y vigoroso (59,26 %) y al sexo masculino en el nivel moderado (55,37 %); con respecto a la edad, la etapa de la juventud sobresalió en todos los niveles (leve: 58,44 %, moderado: 62,60 % y vigoroso: 61,11 %), contrario a la etapa de adulto joven, donde se obtuvo el menor porcentaje en todos los niveles. Según el año de estudios, los estudiantes que destacaron tanto en los niveles leve (36,71 %), moderado (36,07 %) y vigoroso (58,49 %) fueron los de segundo año, a diferencia de los estudiantes de cuarto, quienes presentaron el menor porcentaje en todos los niveles (leve: 3,8 %, moderado: 26,23 % y vigoroso: 3,77 %). Por último, respecto al nivel leve de actividad física, se observa que la media de horas sentado por día de los estudiantes es de 7,88 en comparación con el nivel vigoroso, cuya media es de 3,23. Conclusiones: La mayoría de los estudiantes de Medicina Humana de una universidad al norte del Perú presentó un nivel moderado de actividad física durante la pandemia por la COVID-19, 2021. Entre las características sociodemográficas predominantes, se observó al sexo femenino con un nivel leve; aquellos en la etapa de la juventud y del segundo año de estudios mostraron actividad física en todos los niveles. Asimismo, los alumnos con un nivel leve de actividad física permanecieron más horas sentados en comparación con los otros niveles.

ABSTRACT Objective: To identify the levels of physical activity among students of Human Medicine at a university in northern Peru during the COVID-19 pandemic. Materials and methods: An observational, descriptive study conducted on 254 firstto fifth-year students of Human Medicine who were administered the International Physical Activity Questionnaire Short Form (IPAQ-SF) in 2021. Results: A total of 48.03 % of the students had a moderate level of physical activity. The sociodemographic characteristics most commonly observed were the female sex in the light (64.56 %) and vigorous (59.26 %) levels of physical activity and the male sex in the moderate (55.37 %) level of physical activity. Concerning the age, the youth stage predominated in all levels (light: 58.44 %, moderate: 62.60 % and vigorous: 61.11 %), contrary to the young adult stage, where all levels obtained the lowest percentage. According to the year of study, second-year students stood out in the light (36.71 %), moderate (36.07 %) and vigorous (58.49 %) levels, in contrast to fourth-year students, who achieved the lowest percentage in all levels (light: 3.8 %, moderate: 26.23 % and vigorous: 3.77 %). Finally, regarding the light level of physical activity, the mean number of hours sitting per day was 7.88 compared to the vigorous level, which attained a mean of 3.23. Conclusions: Most of the students of Human Medicine at a university in northern Peru had a moderate level of physical activity during the COVID-19 pandemic in 2021. The most prevailing sociodemographic characteristic was the female sex with a light level; those in the youth stage and the second year of studies showed all levels of physical activity. Moreover, students with a light level of physical activity remained more hours seated compared to the other levels.

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RESUMEN Objetivo: Evaluar las características sociodemográficas y académicas asociadas a la calidad del sueño en estudiantes de Medicina Humana. Materiales y métodos: Se realizó un estudio de corte transversal en una muestra que se seleccionó de manera aleatoria de 184 estudiantes de Medicina Humana de una universidad privada ubicada en la ciudad de Lima, Perú. Se llevó a cabo entre junio y julio del 2022, periodo de retorno gradual de los estudiantes a la presencialidad. Los participantes completaron un formulario virtual anónimo que contenía preguntas sobre factores sociodemográficos y académicos, y el índice de calidad de sueño de Pittsburgh (ICSP). Este instrumento comprende siete parámetros con un puntaje cuyo rango es de 0 a 21, donde la buena calidad del sueño se definió de 0 a 5 puntos. El desenlace fue dicotómico (buena y mala calidad del sueño), por lo que se aplicó una regresión logística binaria para evaluar los factores asociados. Resultados: El 53,26 % eran mujeres y el promedio de edad fue 20,05, con una desviación estándar de 1,73. El 61,35 % de las horas de clases fueron dictadas de manera virtual. En la muestra, la prevalencia de una mala calidad del sueño fue 69,02 %; entre mujeres fue 76,53 % y en varones, 60,47 %. Entre los que tuvieron mala calidad del sueño, la media del porcentaje de virtualidad fue mayor respecto a los de buena calidad (63,48 % vs. 56,58 %, p = 0,030). Independientemente del porcentaje de clases virtuales, las mujeres tuvieron el doble de chance de tener mala calidad de sueño (OR = 2,00, IC 95 %: 1,05-3,82). Conclusiones: La mala calidad de sueño afectó a siete de cada diez estudiantes de Medicina Humana en el contexto del retorno gradual a la presencialidad posrestricciones sociales por la pandemia de la COVID-19. Las mujeres tuvieron mayor chance de mala calidad de sueño, independientemente del porcentaje de clases virtuales.

ABSTRACT Objective: To evaluate the sociodemographic and academic characteristics associated with sleep quality among School of Human Medicine students. Materials and methods: A cross-sectional study was carried out in a randomly selected sample of 184 School of Human Medicine students from a private university located in the city of Lima, Peru. The study was conducted between June and July 2022, a period of gradual return to in-person classes. The participants completed an anonymous virtual survey containing questions on sociodemographic and academic factors as well as the Pittsburgh Sleep Quality Index (PSQI). This instrument comprised seven parameters with scores ranging from 0 to 21, where a good sleep quality was established from 0 to 5 points. The outcome was dichotomous (good and poor sleep quality), so binary logistic regression was used to evaluate the associated factors. Results: Females accounted for 53.26 % and the mean age was 20.05 with a standard deviation of 1.73. Concerning the hours of class time, 61.35 % were taught online. As for the sample, the prevalence of poor sleep quality was 69.02 %, out of which 76.53 % were females and 60.47 % males. The mean percentage of online classes was higher among those with poor sleep quality compared to those with good sleep quality (63.48 % versus 56.58 %, p = 0.030). Regardless of the percentage of online classes, females were twice as likely to have poor sleep quality (OR = 2.00, 95 % CI: 1.05 to 3.82). Conclusions: Poor sleep quality affected 7 out of 10 School of Human Medicine students in the context of the gradual return to in-person classes after the COVID-19 social restrictions. Females had a higher chance of poor sleep quality, regardless of the percentage of online classes.

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RESUMEN Introducción. El alfabetismo científico comprende habilidades para explicar los fenómenos científicamente, evaluar la ciencia e interpretar sus resultados. Para asegurar su correcta medición es necesario disponer de herramientas validadas en diversos idiomas. Objetivo. Adaptar y validar, al español del Perú, un instrumento para medir las habilidades en alfabetismo científico en estudiantes de medicina. Métodos. La adaptación cultural del Test of Scientific Literacy Skills (TOSLS) tuvo seis pasos. Primero, una traducción independiente y simultánea del inglés al español. Luego, síntesis de ambas traducciones y traducción inversa, seguida de la comparación con la versión original y su retrotraducción. Luego, se realizó una prueba piloto y un estudio transversal con estudiantes de medicina en Lima, Perú. El último paso comprendió la evaluación psicométrica utilizando el modelo de Rasch. El instrumento tuvo 28 preguntas de opción múltiple con una única respuesta correcta. Resultados. Enrolamos 300 estudiantes. El coeficiente Kuder-Richadson fue 0,742. Los ítems mostraron unidimensionalidad e independencia local (MADaQ3 = 0,054). El ítem 12 fue el más difícil, el 5 resultó el más fácil. Los estadísticos infit y outfit de los ítems estuvieron en el rango de 0,7 a 1,3 logits. La curva de función de información brindó información con mayor precisión en el nivel de habilidad ubicado entre -1 y 0 logits. Hubo correspondencia entre la dificultad de los ítems y la habilidad en alfabetismo científico. Conclusión. La versión en español mantuvo los 28 ítems del TOSLS original y tuvo aceptable consistencia interna. Los ítems tuvieron propiedades aceptables, independientemente de la habilidad en alfabetismo científico de los estudiantes.

ABSTRACT Introduction. Scientific literacy comprises skills to explain phenomena scientifically, evaluate science and interpret its results. Validated tools in different languages are needed to ensure their correct measurement. Objective. To adapt and validate, to Peruvian Spanish, an instrument to measure scientific literacy skills in medical students. Methods. The cultural adaptation of the Test of Scientific Literacy Skills (TOSLS) into Spanish had six steps. First, an independent, simultaneous translation from English into Spanish was performed. Then, both translations were synthesised and back-translated, followed by comparison with the original version and back-translation. This was followed by a pilot test and a cross-sectional study with medical students in Lima, Peru. The last step involved psychometric evaluation using the Rasch model. The instrument consisted of 28 multiple-choice questions with only one correct answer. Results. 300 students were enrolled. The Kuder-Richadson coefficient was 0.742. The items showed unidimensionality and local independence (MADaQ3 = 0.054). Item 12 was the most difficult, while item 5 was the easiest. The infit and outfit statistics of the items were in the range of 0.7 to 1.3 logits. The test information function provided information with greater precision at skill levels between -1 and 0 logits. There was a correspondence between item difficulty and scientific literacy ability. Conclusion. The Spanish version retained the 28 items of the original TOSLS and had acceptable internal consistency. The items had acceptable properties, independently of students' scientific literacy ability.

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Self-efficacy consists of the judgment of one's abilities to perform actions required to achieve a given performance, which has been considered predictive of performance. In academics, it means personal convictions in accomplishing a task to a defined degree of quality. Numerous studies have investigated medical students' self-efficacy in traditional and PBL curricula. However, few studies have addressed the hybrid PBL scenario (Hpbl) that simultaneously contemplates PBL, traditional teaching, and practical activities. An even smaller number have evaluated the factors associated with this entity. With these considerations, we aimed to investigate the self-efficacy belief in the hPBL curriculum and the factors associated with this entity. This quantitative observational cross-sectional study was held between August 2022 and November 2022 in Fortaleza, a city in Northeast Brazil with almost 3 million inhabitants. The medical course has 12 semesters. The first two semesters use traditional teaching and cover the basic cycle, followed by the third to eighth semesters which correspond to the pre-clinical and clinical cycle. From the third semester onwards, traditional teaching and PBL are used simultaneously, which we call a hybrid model of PBL. The scale "Scale of Self-efficacy in Higher Education" was applied, a questionnaire validated for the Portuguese language consisting of 34 questions, with answers on a Likert-type scale with ten points, divided into five dimensions. To verify the association between sociodemographic factors and self-efficacy, simple and multiple linear models with robust errors were used. In total, 412 students participated in this study, most of them women (70.1%). The average age of students was 22.9 years. All domains had medians greater than 8, which means strong self-efficacy. The following factors were associated with higher self-efficacy scores in general after the multivariate analysis: female gender (8.6 vs. 8.3, p-value = 0.014), working (8.8 vs. 8.5, p-value = 0.019) and participating in extracurricular activities (8.7 vs. 8.1, p-value = 0.019). We conclude that medical students studying in hybrid learning models showed strong levels of self-efficacy. In addition, participating in extracurricular activities was associated with higher self-efficacy scores and males presented lower levels of self-efficacy.

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RESUMEN La investigación se erige como un pilar fundamental que distingue a la universidad como una entidad de relevancia institucional y social. Esta afirmación es particularmente verídica en el ámbito de las ciencias de la salud, donde no solo se espera que las instituciones educativas generen conocimiento en beneficio de la sociedad, sino que también moldeen individuos capacitados para sumergirse en la investigación y fortalecer esta premisa vital. En este contexto, emergen conceptos intrincados que delinean la naturaleza y el propósito de la investigación en el ámbito académico. La investigación científica, por un lado, se alza como el motor principal que impulsa el avance del conocimiento, y pone énfasis en el método riguroso y sistemático para desentrañar los misterios de la realidad. Por otro lado, la formación para la investigación se erige como un vehículo educativo primordial para cultivar mentes analíticas y curiosas, que dota a los futuros profesionales con las herramientas necesarias para indagar y contribuir al progreso científico. Asimismo, la investigación formativa, si bien menos conocida, desempeña un rol crucial al integrar la investigación en la experiencia de aprendizaje, lo cual fomenta habilidades de pensamiento crítico y resolución de problemas desde etapas tempranas. En esta travesía educativa e investigativa, diversos actores y componentes adquieren protagonismo. Los institutos de investigación se presentan como pilares fundamentales, ya que proporcionan el ambiente propicio para la colaboración interdisciplinaria y el florecimiento de ideas innovadoras. Los docentes, por su parte, ejercen un rol de guías y mentores, transmitiendo su experiencia y conocimientos a las nuevas generaciones de profesionales. Además, las actividades extracurriculares o extraprogramáticas en el área de la investigación surgen como terrenos fértiles para la expansión de horizontes intelectuales, que ofrecen espacios para la exploración creativa y la aplicación práctica de los conocimientos adquiridos por los alumnos. No obstante, estos conceptos y componentes no están exentos de desafíos y controversias en su integración dentro de los programas académicos. La implementación de estos enfoques en los niveles de pregrado y posgrado requiere un análisis profundo de sus objetivos y metas específicas. Las discusiones en torno a la ponderación del tiempo y los recursos dedicados a la investigación frente a otros aspectos curriculares son una constante. La presente revisión se propone delinear y definir de manera precisa los conceptos de investigación científica, formación para la investigación e investigación formativa, así como subrayar el papel cardinal que desempeñan los institutos de investigación, los docentes y las actividades extracurriculares en la configuración de programas académicos en el ámbito de las ciencias de la salud.

ABSTRACT Research stands as a fundamental pillar that recognizes the university as an entity of institutional and social relevance. This statement is particularly true in the field of health sciences, where educational institutions are expected not only to generate knowledge for the benefit of society but also to shape individuals capable of immersing themselves in research and strengthening this vital premise. In this context, intricate concepts that outline the nature and purpose of research in the academia emerge. Scientific research, on the one hand, arises as the driving force behind the advancement of knowledge, emphasizing rigorous and systematic methods to unravel the mysteries of reality. On the other hand, research training stands as a pivotal educational vehicle for nurturing analytical and curious minds, providing future professionals with the necessary tools to inquire and contribute to scientific progress. Similarly, formative research, although less known, plays a crucial role in integrating research into the learning experience, which fosters critical thinking skills and problem-solving abilities from early stages. In this educational and research journey, various actors and components take center stage. Research centers arise as fundamental pillars, as they provide the conducive environment to interdisciplinary collaboration and development of innovative ideas. Educators, on their part, play the role of counselors and mentors by sharing their experience and knowledge with the new generations of professionals. Furthermore, extracurricular or nonacademic activities in the area of research emerge as fertile grounds for the expansion of intellectual horizons, offering spaces for creative exploration and practical application of the knowledge acquired by students. However, these concepts and components are not free of challenges and controversies when integrating into the academic programs. Implementing these approaches at the undergraduate and graduate levels requires an in-depth analysis of their specific objectives and goals. Discussions regarding the balance of time and resources devoted to research versus other curricular aspects remain a constant. This review aims to accurately outline and define the concepts of scientific research, research training and formative research, as well as to highlight the leading role played by research centers, educators and extracurricular activities in shaping academic programs in the field of health sciences.

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ABSTRACT BACKGROUND: Medical students demonstrate higher rates of substance use than other university students and the general population. The challenges imposed by the coronavirus disease 2019 (COVID-19) pandemic raised significant concerns about mental health and substance use. OBJECTIVES: Assess the current prevalence of substance use among medical students at the University of São Paulo and evaluate the impact of the COVID-19 pandemic on drug consumption. DESIGN AND SETTING: A cross-sectional study was conducted on 275 medical students from the University of São Paulo Medical School (São Paulo, Brazil) in August 2020. METHODS: Substance use (lifetime, previous 12 months, and frequency of use before and during the COVID-19 pandemic) and socioeconomic data were assessed using an online self-administered questionnaire. Symptoms of depression were assessed using the Patient Health Questionnaire-9. RESULTS: Alcohol was the most consumed substance in their lifetime (95.6%), followed by illicit drugs (61.1%), marijuana (60%), and tobacco (57.5%). The most commonly consumed substances in the previous year were alcohol (82.9%), illicit drugs (44.7%), marijuana (42.5%), and tobacco (36%). Students in the first two academic years consumed fewer substances than those from higher years. There was a decreasing trend in the prevalence of most substances used after the COVID-19 pandemic among sporadic users. However, frequent users maintained their drug use patterns. CONCLUSION: The prevalence of substance use was high in this population and increased from the basic to the clinical cycle. The COVID-19 pandemic may have affected the frequency of drug use and prevalence estimates.

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Introducción: Las características morfofuncionales de los plexos nerviosos somáticos resulta imprescindible para entender las principales lesiones de estos y la realización del examen físico, por ello este tema se estudia en todas las especialidades de las Ciencias de la Salud. Objetivo: Elaborar un software educativo que facilite el aprendizaje de las características morfofuncionales de los plexos nerviosos somáticos. Métodos: Se realizó una innovación tecnológica para elaborar un software educativo referido a los plexos nerviosos somáticos, dirigido a estudiantes del primer año de medicina. La investigación se desarrolló de septiembre 2021 a febrero 2022, se utilizó el programa CrheaSoft versión 3.1, el software Adobe PhotoShop CS4 para el procesamiento de imágenes y la suite ofimática Microsoft Office 2003 para la elaboración de textos. Resultados: El software quedó estructurado en seis módulos: inicio, temario, juegos, ejercicios, mediateca, complemento y créditos-ayuda, que muestran la información recopilada del tema y permiten la interacción con los estudiantes en todas las actividades docentes en las que se puede utilizar el producto. En la validación por criterio de expertos y de usuario, todos los aspectos fueron evaluados en la categoría de excelente y bien. Conclusiones: La creación de este software educativo constituye una vía para que el estudiante tenga acceso a la información actualizada y científica, organizada sobre las características morfofuncionales de los plexos nerviosos somáticos, que facilite la asimilación de estos contenidos en una etapa en que se han producido cambios en los escenarios docentes y en los planes de estudio de las carreras de las Ciencias de la Salud.

Introduction: Morphological characteristics of the somatic nervous plexuses result very important to understand the main injuries of them and to do the physical examination, that's why this topic is studied in all the specialties of the Health Sciences. Objective: To elaborate an educational software that facilitates the learning process of the characteristic of the somatic nervous plexuses. Methods: A technological innovation to elaborate an educational software related to somatic nervous plexuses for the first year medical students was done. The investigation was performed from September 2021 to February 2021. It was used CrheaSoft program, version 3.1, the software Adobe PhotoShop CS4 to process the imagining and the suite Office 2003 for text writing. Results: The software was structured in six modules: presentation, contents, games, exercises, anatomical images, complements and credits-help, which shows the organized information by contents and the interactions with the students in all the teaching activities where this product could be used. In the validation by expert and user criteria, all the aspects of the software were evaluated in the category of excellent and good. Conclusions: The creation of this educational software constitute a way for the students to get access to the scientific, very well organized and updated information about morphological characteristics of the somatic nervous plexuses, that facilitate the assimilation of this topics at the present where important changes has taken place at the medical schools and the study plans of Health Sciences degrees.

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ABSTRACT Objective: To evaluate cognitive learning, ability to perform and interpret lung ultrasound exams, and self-perception of learning among medical students after a short pedagogical intervention at a medical school in Brazil. Methods: An experimental pilot study was conducted with medical students at different stages of their education (basic cycle, clinical cycle, and medical internship). The participants underwent a cognitive test before and after the intervention, a practical test, a test to recognize lung ultrasound pathologies, and a qualitative evaluation test at the end of the intervention. Statistical analysis was performed using a significance level of p < 0.05. Results: A total of 42 students were included in the study, with a median age of 23 years and a predominance of males. The mean score of the pre-intervention cognitive test was 2.97 ± 0.87, and that of the post-intervention test was 6.57 ± 1.41, showing significant improvement (p < 0.001). The score of the practical test and that of the recognition of pathologies test also showed significant improvement after the intervention. There was no significant difference in execution time between the groups. Students in the clinical cycle had a better self-perception of learning. Conclusions: Theoretical teaching and practical training of lung ultrasound in a short pedagogical intervention can improve cognitive performance, practical skills, and interpretation of the exam. The level of learning achievement was higher among more advanced students in medical education. Additionally, the students in the clinical cycle had a better perception of their learning.

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SUMMARY OBJECTIVE: The aim of this study was to assess medical students' quality of sleep and excessive daytime sleepiness in different graduation cycles. METHODS: A cross-sectional study was carried out at a private university in Maceió, Brazil, from August 2021 to March 2022. The sample was composed of medical students aged 18 years and above from years 1-2 (basic cycle), 3-4 (clinical cycle), and 5-6 (internship) of Medical School who were invited to answer two validated questionnaires: the Pittsburgh Sleeping Quality Index and the Epworth Sleepiness Scale. RESULTS: A total of 179 students participated; most of them were female (78.2%), aged 19-25 years (73.7%), and with a body mass index<25 kg/m2 (73.7%), with smaller participation from students from the basic cycle (21.2%). Analyzing the Pittsburgh Sleeping Quality Index, 55.9% of the students were classified as having poor sleep quality, with no difference in sleep category between gender, age, body mass index, and graduation cycle. Students with a body mass index of ≥25 kg/m2 had longer sleep latency (p=0.016) and shorter sleep duration (p=0.027). The Epworth Sleepiness Scale assessment showed that 44.1% of the students exhibit daytime sleepiness. Women had more daytime sleepiness than men (p=0.017), with no difference between age, body mass index, and graduation cycle. CONCLUSION: About half of the medical students experience poor sleep quality and daytime sleepiness, regardless of the graduation cycle. This should trigger a targeted institutional intervention to promote better mental and physical health, as well as sleep hygiene, to reduce future health issues.

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RESUMO Introdução: No ano de 2019, com o surgimento pandemia pelo coronavírus, o mundo teve que se adaptar e utilizar medidas de distanciamento social visando ao controle da disseminação do vírus. Um dos setores que sofreram maior impacto com essas medidas foi a educação que precisou se adaptar ao ensino remoto emergencial. Objetivo: Este estudo teve como objetivo compreender a percepção dos alunos de um curso de Medicina sobre o próprio aprendizado durante o período da pandemia pela Covid-19. Método: Trata-se de uma pesquisa descritiva e exploratória, de abordagem qualitativa. O referencial teórico foi o interacionismo simbólico. O estudo foi realizado em uma instituição de ensino superior privada do Distrito Federal. Participaram do estudo 14 alunos do terceiro ano da graduação em Medicina de turmas que tiveram a oportunidade de cursar períodos da graduação por meio do ensino remoto emergencial. Os dados foram coletados por meio de entrevista gravada, na modalidade grupo focal, e analisados por meio da análise temática indutiva. Respeitaram-se todos os conceitos éticos da Resolução nº 466/2012 do Conselho Nacional de Saúde. Resultado: A análise dos discursos resultou em três categorias temáticas que exploram a percepção dos estudantes sobre o aprendizado. A primeira categoria, "Vivendo como se fosse em um balão de ensaio", aborda as mudanças vivenciadas pelos alunos no ingresso na faculdade, com sentimentos de medo, insegurança e falta de motivação devido ao estresse da pandemia. A segunda categoria, "Sentindo-se isolados e desolados", observou a percepção do adoecimento mental e a falta de apoio dos colegas, dos professores e da instituição, influenciando no desempenho e aprendizado dos alunos. A terceira categoria, "Lidando com erros e acertos", identificou a percepção dos resultados do aprendizado durante e após a pandemia, destacando o impacto no déficit de conhecimento e a necessidade de adaptação no retorno ao ensino presencial. Conclusão: O ensino remoto emergencial trouxe drásticas mudanças no ensino médico. Entender essas mudanças e compreender a percepção dos alunos sobre o aprendizado nesse período nos permite reconhecer os desafios enfrentados, entender a necessidade de suporte emocional adequado e pensar em estratégias de aprendizado eficazes para superar essas e outras adversidades.

ABSTRACT Introduction: In 2019, with the emergence of the coronavirus pandemic, the world had to adapt to using social distancing measures to control the spread of the virus. Social isolation measures were imposed and one of the sectors that suffered the greatest impact from these measures was the education sector, having to adapt to emergency remote education (ERE). Objectives: To understand the perception of students attending a medical course in relation to their own learning during the period of the Covid-19 pandemic. Method: This is a descriptive and exploratory research with a qualitative approach. The theoretical framework was Symbolic Interactionism. The study was carried out in a private higher education institution in the Federal District. The study included 14 students attending the third semester of medical undergraduate school from classes that had the opportunity to attend undergraduate periods through ERE. Data were collected through recorded interviews, in the Focus Group modality, and analyzed using Inductive Thematic Analysis. All ethical concepts of Resolution n. 466/2012 from the Health National Council were respected. Results and Discussion: The analysis of the discourses resulted in three thematic categories that explore the students' perception of learning. The first category, "Living as if in a test balloon", addresses the changes experienced by students when entering college, with feelings of fear, insecurity and lack of motivation due to the stress of the pandemic. The second category, "Feeling isolated and desolate", observed the perception of mental illness and the lack of support from classmates, teachers and the institution, influencing the students' performance and learning. The third category, "Dealing with mistakes and successes", identified the perception of learning outcomes during and after the pandemic, highlighting the impact on the knowledge deficit and the need to adapt when returning to face-to-face teaching. Final considerations: the Emergency Remote Education brought drastic changes in medical teaching. Understanding these changes and understanding the students' perception of learning in this period allows us to recognize the challenges faced, understand the need for adequate emotional support and think of effective learning strategies to overcome these and other adversities.

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Fundamento: Moodle rompe las limitaciones de espacio y tiempo en el proceso de enseñanza aprendizaje, fomenta el uso de recursos que posibilitan el desarrollo del proceso de evaluación y la independencia cognoscitiva de los estudiantes. Objetivo: diseñar una metodología para la preparación del docente sobre el uso de la plataforma Moodle en el proceso de evaluación de la disciplina Metodología de la Investigación en Salud. Métodos: se realizó una investigación de desarrollo en la Universidad de Ciencias Médicas de Holguín, curso 2022. Se emplearon métodos teóricos y empíricos. Se calcularon valores absolutos y porcentajes. El Alfa de Cronbach aplicado en el cuestionario a docentes resultó 0.73. Se seleccionaron cinco especialistas para la valoración de la metodología. Resultados: más de 50 % de los docentes expresaron que pocas veces o nunca emplean la plataforma Moodle para la evaluación frecuente y 86,7 % consideró regular el conocimiento que poseen; mientras el 84,4 % de los estudiantes la emplean para descargar materiales docentes. Se propone una metodología para la preparación del docente en la evaluación frecuente utilizando la plataforma, incluye instructivo y entrenamiento, fue estructurada en cinco etapas. Conclusiones: la metodología diseñada facilitó herramientas para la elaboración de la evaluación frecuente mediante la plataforma. Los especialistas la valoraron como aceptada para su aplicación.

Background: Moodle breaks the limitations of space and time in the teaching-learning process, encouraging the use of resources that enable the development of the evaluation process and the cognitive independence of students. Objective: design a methodology for teaching preparation on the use of the Moodle platform in the evaluation process of the Health Research Methodology discipline. Methods: a development investigation was carried out at Holguín University of Medical Sciences, academic year 2022. Theoretical and empirical methods were used. Absolute values and percentages were calculated. Cronbach's Alpha applied to the teacher's questionnaire was 0.73. Five specialists were selected to evaluate the methodology. Results: more than 50% of teachers expressed that they rarely or never use the Moodle platform for frequent evaluation and 86.7% considered they regulate the knowledge they possess; while 84.4% of students use it to download teaching materials. A methodology is proposed for teaching preparation in frequent evaluation using the platform, it includes instructions and training, it was structured in five stages. Conclusions: the designed methodology provided tools for the preparation of frequent evaluation through the platform. The specialists assessed it as accepted for application.

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Fundamento: la pandemia de la COVID-19 impuso la educación a distancia como alternativa viable para formar profesionales de la salud, donde se identificaron irregularidades durante la evaluación. Objetivo: elaborar una metodología para la evaluación a distancia en la asignatura Sistemas Cardiovascular, Respiratorio, Digestivo y Renal en la carrera de Medicina. Métodos: se realizó una investigación de desarrollo con enfoque mixto entre marzo 2021 y diciembre de 2022, en la carrera de Medicina de la Facultad de Ciencias Médicas "Mariana Grajales Coello" de Holguín. Se utilizaron métodos teóricos, empíricos y estadísticos que posibilitaron la sistematización teórico-metodológica del tema, profundizar en el estado actual del objeto y determinar la necesidad de una metodología para resolver el problema científico. Se aplicó el criterio de especialistas para evaluar la pertinencia y viabilidad de la propuesta. Resultados: se propone una metodología para la evaluación del aprendizaje a distancia de la asignatura Sistemas Cardiovascular, Respiratorio, Digestivo y Renal en la carrera de Medicina que integra los fundamentos de la evaluación del aprendizaje en las ciencias médicas y las particularidades de la educación a distancia en la educación superior. Esta se estructura en dos subsistemas concretados en las dimensiones organizativas y contextualizadora, con etapas y acciones para organizar la evaluación del aprendizaje. Conclusiones: la metodología diseñada proporciona herramientas al colectivo metodológico de la asignatura para la evaluación a distancia de forma integrada. Su implementación facilita la organización del proceso evaluativo a partir de las potencialidades de los contextos formativos y de necesidades de aprendizaje de los estudiantes. Fue valorada por los especialistas como pertinente y adecuada.

Background: the COVID-19 pandemic imposed distance learning as a viable alternative to train health professionals, where irregularities were identified during the evaluation. Objective: to develop a methodology for distance evaluation in the subject Cardiovascular, Respiratory, Digestive and Renal Systems in the Medicine degree. Methods: a development research with a mixed approach was carried out from March 2021 to December 2022, in the Medicine program of the "Mariana Grajales Coello" Faculty of Medical Sciences in Holguín. Theoretical, empirical and statistical methods were used that enabled the theoretical-methodological systematization of the topic, delving into the current state of the object and determining the need for a methodology to solve the scientific problem. The criteria of specialists was applied to evaluate the relevance and viability of the proposal. Results: a methodology is proposed for the evaluation of distance learning of the subject Cardiovascular, Respiratory, Digestive and Renal Systems in the Medicine degree that integrates the fundamentals of the evaluation of learning in medical sciences and the particularities of distance education in higher education. This is structured in two subsystems specified in the organizational and contextualizing dimensions, with stages and actions to organize the evaluation of learning. Conclusions: the designed methodology provides tools to the methodological group of the subject for distance evaluation in an integrated way. Its implementation facilitates the organization of the evaluation process based on the potential of the training contexts and the learning needs of the students. It was assessed by specialists as pertinent and adequate.

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ABSTRACT Introduction: Traditional teaching, a lecturer-centered approach, has been the default methodology in medical schools. In the last decades, there has been a shift in health education towards methods that encourage the student's active participation. It has been proved that active methodologies increase engagement, and this was particularly necessary during the COVID-19 pandemic, when active methodologies were crucial to raise student participation in online classes. Objective: This study aimed to measure student satisfaction and participation in online classes utilizing active learning methods during the COVID-19 pandemic. Methods: We gathered data from anonymous surveys completed by fourth-year medical students during 18 months of online classes of pediatrics at a public medical school in Brazil. Classes were taught using flipped classroom and case-based learning methodology. Results: One hundred and twenty-one students took part in this survey. Satisfaction level with case-based learning classes in the discipline was high (53% very satisfied; 39% satisfied; 6% neutral; 2% unsatisfied). Most of the students (70%) answered that, in general, they prefer CBL to expositive classes (16% prefer expositive classes; 14% are neutral). Reading compliance was good: 81% read 75-100% of the texts, and 19% read 50-74% of them. Conclusion: The implementation of the active learning curriculum for the discipline of pediatrics demonstrated to be successful considering the participation of the students and their satisfaction level.

RESUMO Introdução: Metodologias de ensino tradicionais, baseadas em aulas expositivas, têm sido usadas como padrão nas escolas médicas. Nas últimas décadas, têm ocorrido mudanças na educação médica no sentido de adotar métodos que encorajem a participação ativa dos alunos. Foi provado que as metodologias ativas aumentam o engajamento e isso foi particularmente necessário durante a pandemia da COVID-19, quando as metodologias ativas foram cruciais para aumentar a participação dos estudantes nas aulas virtuais. Objetivo: Este estudo objetivou medir a satisfação e o nível de participação dos alunos com aulas virtuais baseadas em metodologias ativas durante a pandemia da COVID-19. Método: Foram compilados dados de pesquisa anônima respondida por estudantes brasileiros do quarto ano de Medicina de uma universidade pública federal que cursaram a disciplina de pediatria durante um período de 18 meses. As metodologias usadas foram sala de aula invertida e aprendizado baseado em casos clínicos. Resultado: Participaram desta pesquisa 121 estudantes. O nível de satisfação com a metodologia foi alto (53% = muito satisfeito; 39% = satisfeito; 6% = indiferente; 2% = insatisfeito). A maioria dos alunos (70%) respondeu preferir ter aulas com as metodologias ativas empregadas, em comparação com aulas expositivas (16% preferem aulas expositivas; 14% são indiferentes). A adesão à leitura dos textos (sala de aula invertida) foi boa: 81% dos alunos leram entre 75% e 100% dos textos, e 19% leram entre 50% e 74% dos textos disponibilizados. Conclusão: A implementação de metodologias ativas na disciplina demonstrou ter sido bem-sucedida, considerando a participação e o nível de satisfação dos alunos.

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Objetivos: Avaliar as características das ligas acadêmicas e seus participantes em uma escola médica, descrevendo e associando suas atividades com diversos aspectos da formação. Métodos: Estudo exploratório, através de questionário online com estudantes do internato, com uma parte descritiva e outra quantitativa com cálculo de correlações. Também, com pesquisa sobre área de atuação, número de alunos e professores das ligas da instituição. Resultados: Participaram do estudo 71 estudantes, que possuem alto índice de participação em ligas, com taxas de satisfação e recomendação também altas. A instituição possui 52 ligas, com 21,6±10,4 alunos e, em geral, um professor. Conclusões: Alunos de medicina entram precocemente em ligas, atuam em várias e tomam parte em outras atividades complementares. A participação em ligas está associada com atividades complementares e com publicação de artigos. Elas podem funcionar como suporte para socialização e, também, como grupos de mentoria por pares

Aims: To evaluate the characteristics of academic leagues and their participants in a medical school, describing and associating their activities with different aspects of their training. Methods: It is an exploratory study, through an online questionnaire with 5thand 6th-year students, with a descriptive part and a quantitative part. Also, with investigation of the area of activity, number of students and teachers in the institution's leagues. Results: The study included 71 students, who have a high level of participation in leagues, with high satisfaction and recommendation rates. The university have 52 leagues, with 21,6±10,4 students each, and onde professor. Conclusions: Students enter leagues early, enter in several leagues and take part in other complementary activities. Participation in leagues is associated with complementary activities and publication of articles. They can function as support for socialization and also as peer mentoring groups

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Fundamento: En la carrera de Medicina es necesario formar profesionales con pensamiento creativo que permita la solución de problemas vinculados con el ejercicio de su profesión. La Genética Médica aporta la posibilidad de reflexionar y crear soluciones creativas. Objetivo: Proponer actividades que posibiliten el aprendizaje creativo en estudiantes de Medicina desde la Genética Médica. Metodología: Se emplearon métodos teóricos, empíricos y matemático-estadístico, con una muestra de 34 estudiantes y 3 profesores que imparten la asignatura. Resultados: Los docentes reconocen que, a pesar de hacer intentos para alcanzar el aprendizaje creativo, desconocen algunas vías y manifiestan no contar con el tiempo suficiente para su logro. El accionar didáctico no favorece el conocimiento, aplicación y disposición de estudiantes para un aprendizaje creativo. Se propusieron actividades sustentadas en procederes en Genética Médica, como parte de la estrategia didáctica de los docentes, asimismo contribuir al perfeccionamiento del aprendizaje creativo en los estudiantes. Las mismas centradas en métodos problémicos y el uso de recursos tecnológicos. Conclusiones: La formación de los médicos necesita expresar un aprendizaje creativo vinculado a un desempeño eficiente en la solución de problemas de la comunidad, lo cual se puede facilitar mediante la utilización de actividades en la asignatura Genética Médica.

Background: In the Medicine career it is necessary to form professionals with creative thoughts that allow the solution of problems linked to their professional practice. Medical Genetics provides the possibility to reflect and create creative solutions. Objective: To propose activities that allow creative learning in Medical students from the Medical Genetics perspective. Methodology: Theoretical, empirical and mathematical-statistical methods were applied, with a sample of 34 students and 3 teachers who teach the subject. Results: Teachers recognize that, despite making attempts to achieve creative learning, they are unaware of some ways and declare that they do not have enough time to achieve it. The didactic action does not favor the knowledge, application and disposition of students for creative learning. Activities supported by procedures in Medical Genetics were proposed as part of the didactic strategy of the teachers, likewise contribute to the improvement of creative learning in students. The same ones are focused on problem-solving methods and the use of technological resources. Conclusions: Physician education needs to express creative learning coupled with efficient performance in solving community problems, which may be facilitated through the use of activities in Medical Genetics Medical subject.

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Objetivo: verificar las implicaciones de las actividades prácticas en el Laboratorio de Habilidad y Simulación relacionadas con la motivación y los sentimientos expresados por los estudiantes universitarios cuando regresan a las actividades presenciales luego del aislamiento social ocasionado por la pandemia del COVID-19. Método: estudio cuasiexperimental, con un solo grupo y del tipo pre y postest, realizado mediante una intervención educativa basada en el entrenamiento de habilidades en administración de medicamentos y venopunción, con estudiantes de medicina de una universidad pública brasileña. La muestra estuvo conformada por 47 estudiantes. Para la recolección de datos se utilizaron los instrumentos de caracterización y autopercepción de los individuos y la Escala de Motivación Situacional. Resultados: en la muestra, el 98% mencionó la falta de actividades prácticas durante la pandemia. El sentimiento descrito con mayor frecuencia fue la ansiedad. Después de realizar la actividad, hubo un cambio en la frecuencia de los sentimientos expresados, aunque no hubo un cambio significativo en los niveles de motivación. Regulación Externa (5,1 - 5,6), Regulación Identificada (6,1 - 6,4) y Motivación Intrínseca (5,6 - 6,0) presentaron resultados altos, demostrando similitud con los sentimientos relatados por los estudiantes. Conclusión: la motivación es fundamental para un aprendizaje efectivo y el uso de metodologías activas refuerza de manera efectiva las habilidades construidas en los estudiantes frente al proceso de aprendizaje.

Objective: to verify the implications of practical activities in the Skills and Simulation Laboratory on the motivation and feelings expressed by undergraduate students when returning to face-to-face activities after the social isolation caused by COVID-19 pandemic. Method: a quasi-experimental study, with a single group and of the pre- and post-test type, carried out through an educational intervention based on skills training on medication administration and venipuncture, with medical students from a Brazilian public university. The sample was comprised by 47 students. The instruments of students' characterization and self-perceived feelings and the Situational Motivation Scale were used for data collection. Results: in the sample, 98% mentioned the lack of practical activities during the pandemic. The most frequently described feeling was anxiety. After carrying out the activity, there was a change in the frequency of expressed feelings, although there was no significant change in motivational levels. External Regulation (5.1 - 5.6), Identified Regulation (6.1 - 6.4) and Intrinsic Motivation (5.6 - 6.0) presented high results, showing similarity to the feelings reported by the learners. Conclusion: motivation is essential for effective learning and the use of active methodologies reinforces skills built in an affective way in the students facing the learning process.

Objetivo: verificar as implicações das atividades práticas no Laboratório de Habilidade e Simulação relacionado à motivação e os sentimentos expressos pelos estudantes universitários quando regressam às atividades presenciais após o isolamento social causado pela pandemia da COVID-19. Método: estudo quase-experimental, com um único grupo, do tipo pré e pós-teste, realizado por meio de uma intervenção educacional baseada no treino de habilidades de administração de medicamentos e punção venosa, com estudantes de medicina de uma universidade pública brasileira. A amostra foi composta por 47 estudantes. Para a coleta de dados, foram utilizados os instrumentos de caracterização dos sujeitos e sentimentos autopercebidos pelos estudantes e a Escala de Motivação Situacional. Resultados: na amostra, 98% referiram falta de atividades práticas durante a pandemia. O sentimento mais frequentemente descrito foi a ansiedade. Após a realização da atividade, observou-se uma mudança na frequência dos sentimentos expressos, embora não se tenha verificado uma mudança significativa nos níveis motivacionais. A Regulação Externa (5,1 - 5,6), a Regulação (6,1 - 6,4) e a Motivação Intrínseca (5,6 - 6,0) apresentaram resultados elevados, demostrando semelhança com os sentimentos relatados pelos alunos. Conclusão: a motivação é essencial para uma aprendizagem eficaz e a utilização de metodologias ativas reforça as habilidades construídas de uma forma efetiva nos estudantes frente ao processo de aprendizagem.

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Fundamento: La modalidad de aprendizaje aula invertida se utiliza en la educación médica superior en todo el mundo; es necesario conocer cómo esta modalidad pueda ser aceptada por los estudiantes de Medicina en Cuba. Objetivo: Determinar el nivel de satisfacción de los estudiantes de Medicina de 1.er año sobre la experiencia de aula invertida en la asignatura Células, tejidos y sistema tegumentario. Métodos: El estudio se realizó en la Universidad de Ciencias Médicas de Sancti Spíritus, durante el curso 2019-2020. Fue un estudio transversal mixto (cuantitativo mediante encuesta y cualitativo mediante grupos focales) con estudiantes de 1.er año de Medicina que utilizaron la modalidad de aula invertida en la asignatura Células, tejidos y sistema tegumentario. La encuesta midió la variable satisfacción mediante una escala Likert. Los grupos focales exploraron en profundidad los aspectos abordados en la encuesta. Resultados: Se encuestaron 276 estudiantes (76.4 %). El 76.8 % de los encuestados expresaron su satisfacción con la experiencia del aula invertida (respondieron de acuerdo/muy de acuerdo) y el 79.7 % manifestaron preferir las videoconferencias a las conferencias tradicionales. Los estudiantes mostraron gran satisfacción por las videoconferencias y valoraron su importancia para el aprendizaje. Estos datos fueron corroborados por las opiniones en los grupos focales. Conclusiones: Los estudiantes mostraron satisfacción y preferencia por el aula invertida en la enseñanza tradicional. Las videoconferencias, elaboradas siguiendo los principios de Mayer y ajustadas a los objetivos de aprendizaje, resultan un recurso altamente valorado por los estudiantes y muy pertinente para la educación médica en Cuba.

Background: The inverted classroom learning modality is used in superior medical education worldwide; it is necessary of knowing how this modality can be accepted by medical students in Cuba. Objective: To determine the satisfaction level of 1st year medical students about the inverted classroom experience in the subject cells, tissues and integumentary system. Methodology: The study was conducted at the Sancti Spíritus Medical Sciences University, during the 2019-2020 school term. It was a mixed cross-sectional study (quantitative through survey and qualitative through focal groups) with 1st year medical students who utilized the inverted classroom modality in the subject cells, tissues and integumentary system. The survey measured the satisfaction variable using a Likert scale. The focal groups deeply explored the aspects covered in the survey. Results: 276 students (76.4%) were surveyed. 76.8% of interviewees expressed satisfaction with the inverted classroom experience ("agree/very much agree") and 79.7% claimed to prefer videoconferences instead of traditional conferences. The students showed great satisfaction for the videoconferences and valued its importance for learning. These data were corroborated by the opinions in the focal groups. Conclusions: Students showed satisfaction and preference for the inverted classroom over traditional teaching. Videoconferences, elaborated following the principles of Mayer and adjusted to the learning objectives, result in a highly valued resource by the students and very pertinent for medical education in Cuba.

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RESUMEN Objetivo: Determinar la asociación de la adicción a redes sociales y las consecuencias en salud mental en estudiantes de medicina humana de la Universidad Ricardo Palma, año 2021. Materiales y métodos: Estudio observacional transversal, participaron 454 estudiantes de medicina humana de primero a quinto año, elegidos por muestreo aleatorio estratificado proporcional al tamaño. El instrumento fue validado, obteniendo un Alpha de Cronbach (α=0,90), los cuestionarios empleados fueron: Adicción a redes sociales (ARS), escala de depresión, ansiedad, estrés (DASS-21) y índice de la calidad del sueño de Pittsburgh (PSQI). A fin de evaluar la asociación entre variables, utilizamos razón de prevalencia (RP) crudo y ajustado, mediante el modelo de regresiones de Poisson con el enlace logarítmico y con intervalo de confianza del 95%. Resultados: El 65,4% eran mujeres, con edad promedio 21,2 años. Se evidenció asociación significativa entre adicción a redes sociales alto y salud mental (RPc: 2,59; IC95%: 1,92-3,50; p: 0,000), así mismo, los niveles alto y medio de adicción a redes sociales con síntomas depresivos, ansiedad, estrés (p: 0,000) y calidad de sueño (p<0,010), respectivamente. El 41%, 49,1% y 9,9% de los estudiantes presentaron adicción a redes sociales bajo, medio y alto respectivamente. Un 57,5% presentaron síntomas depresivos, 56,4% ansiedad, 70,5% estrés y 77,3% mala calidad de sueño. Conclusiones: Encontramos una fuerte asociación entre ARS y salud mental. Por lo cual se recomienda a los universitarios que sean evaluados por especialistas de salud mental para una correcta identificación, evaluación y manejo de los problemas de la ARS.

ABSTRACT Objective: To determine the association of addiction to social networks and the consequences in mental health in human medicine students of the Ricardo Palma University, year 2021. Materials and methods: Cross-sectional observational study, with the participation of 454 human medicine students from first to fifth year, chosen by stratified random sampling proportional to size. The instrument was validated, obtaining a Cronbach's Alpha (α=0.90), the questionnaires used were: Addiction to Social Networks (ARS), Depression, Anxiety, Stress Scale (DASS-21) and Pittsburgh Sleep Quality Index (PSQI). In order to evaluate the association between variables, we used crude and adjusted prevalence ratio (PR), using the Poisson regression model with the logarithmic link and with the 95% confidence interval. Results: 65.4% were women, with an average age of 21.2 years. A significant association was found between high social network addiction and mental health (PRc: 2.59; 95% CI: 1.92-3.50; p: 0.000) and, likewise, between high and medium levels of social network addiction. social and with depression, anxiety, stress (p: 0.000) and sleep quality (p<0.010), respectively. 41%, 49.1% and 9.9% of the students presented low, medium and high addiction to social networks, respectively. 57.5% had depression, 56.4% anxiety, 70.5% stress and 77.3% poor sleep quality. Conclusions: There was a strong association between ARS and mental health. Therefore, it is recommended that university students visit mental health specialists quarterly for proper identification, evaluation, and management of the problems generated by ARS.