Reduced burnout and higher mindfulness in medical students after a self-care program during the COVID-19 pandemic.

Background: Medical students experience high levels of psychological stress during clinical training. However, most medical curricula do not teach self-care skills. The COVID-19 pandemic has disrupted medical education causing increased distress among students.

[Clinical learning strategies among medical students].

Background: Throughout medical education, students are gradually incorporated into authentic clinical practice scenarios.

Aim: To describe the use of clinical learning strategies by Chilean students and compare them according to sex and year of training.

Material And Methods: The Clinical Learning Strategies Questionnaire (CEACLIN) was applied to 336 students from the 4th to 6th year of medicine at a Chilean university.

[Concern for residents' wellbeing, an issue discussed at the latin american conference on resident education (LACRE) 2017].

At the end of May 2017, the third version of the Latin American Conference on Resident Education, LACRE, was held in Chile; it convened 433 people from 14 regional countries. Chronic stress and emotional exhaustion of residents was one of the topics discussed. Reports from different countries documented that about half of residents suffer from burnout.

[Learning during the early clinical years takes more than good study habits: Perceptions of students and teachers].

Background: Teaching methods of the undergraduate medical curriculum change considerably from the first years to clinical training. Clinical learning occurs in complex and varied scenarios while caring for patients. Students have to adapt their learning approaches and strategies to be able to integrate theory and clinical practice and become experiential learners.

[CEACLIN, an instrument suited to identify medical students' strategies to learn in pre-clerkship years].

Background: Upon the beginning of pre-clerkship years, medical students must develop strategies to learn from experience and to improve their relational skills to communicate with patients.

Aim: To develop an instrument to identify the strategies used by medical students to learn in clinical contexts.

Material And Methods: Using a Delfi technique to reach consensus, a national panel of students and clinical teachers from 15 Chilean medical schools analyzed an 80-item questionnaire built from perceptions of Chilean students and teachers from one medical school.

[Perceptions of students and teachers about clinical medicine learning].

Background: The transition to the clinical courses represents a major challenge for medical students who are expected to become experiential learners, able to integrate theory and practice in the context of patient care. There are questions about how students face this challenge.

Aim: To understand and compare the perceptions of students and clinical tutors on how medical students learn during the transition to the clinical levels of the curriculum.

[Narrative and faculty development: results of a five years experience with a creative writing workshop].

Background: Narrative medicine has showed to be a powerful instrument to reinforce relationships, identity, and self-knowledge among health professionals. Subjective issues have been recently recognized as relevant for faculty development in addition to the technical aspects. Since 2006 a creative writing workshop has been included as part of the Diploma in Medical Education at the medical school of the Pontificia Universidad Católica de Chile.

Medical students' change in learning styles during the course of the undergraduate program: from 'thinking and watching' to 'thinking and doing'.

Background: Most students admitted to medical school are abstract-passive learners. However, as they progress through the program, active learning and concrete interpersonal interactions become crucial for the acquisition of professional competencies. The purpose of this study was to determine if and how medical students' learning styles change during the course of their undergraduate program.

[Are residents and interns prepared for teaching? Perceptions of undergraduate and graduate medical students].

Background: Every doctor is expected to be competent in teaching. There are few initiatives to prepare medical students for this role.

Aim: To explore residents (graduate students) and interns (final year undergraduate students) perceptions of the importance of acquiring teaching skills and how prepared they feel to meet this role.

[Modeling the academic performance of medical students in basic sciences and pre-clinical courses: a longitudinal study].

Background: The study of predictors of academic performance is relevant for medical education. Most studies of academic performance use global ratings as outcome measure, and do not evaluate the influence of the assessment methods.

Aim: To model by multivariate analysis, the academic performance of medical considering, besides academic and demographic variables, the methods used to assess students' learning and their preferred modes of information processing.

[A workshop to improve written communication skills of medical students].

Background: Despite being among the best academically prepared of the country, many medical students have difficulties to communicate in writing. In 2005, the School of Medicine at the Pontificia Universidad Católica de Chile introduced a writing workshop in the undergraduate curriculum, to enhance the students' writing skills.

Aim: To describe the workshop and its impact on the writing skills of 3 cohorts of students.

[Influence of personality and learning styles in the choice of medical specialty].

Background: Several studies indicate that doctors who work in the same area of the medical profession tend to behave somehow similarly. Thus, it has been suggested that personality relates to the medical specialty choice. However, it is not known whether people self-select into the medical specialties according to their personality or the professional practice in a particular field influences their behavior.

[The influence of phychological features and learning styles on the academic performance of medical students].

Background: The degree of difficulty we experience while learning different concepts and skills depends, among other things, on our psychological features and learning style. This may be particularly true for medical students, whose formation involves the acquisition of multiple cognitive, affective and psychomotor skills.

Aim: To assess whether the psychological features and learning styles of medical students are associated with their academic performance.

[Psychological features and cognitive styles of students entering medicine and other careers at the Pontificia Universidad Católica de Chile].

Background: The similarity between the psychological features of medical school freshmen of different cohorts suggests that Medicine attracts students with specific psychological types. However, it is also possible that medical students are similar to the students admitted to any other career with high admission requirements.

Aim: To determine if medical school freshmen are different from those of Engineering, Architecture, Psychology and Journalism.

[Admission to medical school of Bachelors of Science: experience of 5 years].

Background: In industrialized countries, most students are admitted to medical schools after obtaining a Bachelor degree. In 1993, the Catholic University of Chile instituted a program to obtain a Bachelor degree. These students can apply to Medical School.

[Psychological types and learning styles of students entering medical school at the Pontificia Universidad Católica de Chile].

Background: Psychological type and learning style influence the way students perceive and process information. However, research in medical education in Chile still does not put enough emphasis in the study of these variables.

Aim: To characterize the psychological types and learning styles of the students admitted to a Medical School.

[Improvement of medical student's academic performances in times of curricular reform].

Background: During the last decade, academic life at the medical school of the Pontificia Universidad Católica de Chile has been thoroughly affected by a curricular reform process. Changes started in 1993 and have continued up until now. This reform did not have an experimental design to allow for a scientific evaluation of its effects.