Background and aims: The COVID-19 pandemic significantly impacted the mental health of healthcare professionals, especially those working in Psychosocial Care Centers (CAPS), which are crucial services in the Brazilian mental health system. This study aimed to investigate the association between job satisfaction, workload, and psychological distress among CAPS professionals during the pandemic. Methods: A cross-sectional study was conducted with 53 professionals from seven CAPS. The Workload Impact Scale (IMPACTO-BR) and Job Satisfaction Scale (SATIS-BR), the General Health Questionnaire (GHQ-12), and a sociodemographic questionnaire were used. Descriptive and analytical statistical analyses were performed. Multiple linear regression analysis was conducted to examine the relationship between job satisfaction, workload, and psychological distress. Results: Professionals reported moderate satisfaction (3.67 ± 0.45) and mild workload (1.82 ± 0.63). One-third of the sample showed scores indicative of psychological distress. Multiple linear regression analysis revealed that workload (p = 0.0025) and low job satisfaction (p = 0.0495) were significantly associated with psychological distress. Conclusions: Low job satisfaction and high professional workload were predictive variables of psychological distress. These findings highlight the need for investments in promoting the quality of life at work for mental health professionals, especially during crises. The implications for human resource management and public policy development emphasize the importance of an integrated approach that considers the well-being of professionals for the effectiveness and sustainability of the psychosocial care model.

Background: Feedback is an essential tool for learning and improving performance in any sphere of education, including training of resident physicians. The learner’s perception of the feedback they receive is extremely relevant to their learning progress, which must aim at providing qualified care for patients. Studies pertinent to the matter differ substantially with respect to methodology, population, context, and objective, which makes it even more difficult to achieve a clear understanding of the topic. A scoping review on this theme will unequivocally enhance and organize what is already known. Objective: The aim of this study is to identify and map out data from studies that report surgical residents’ perception of the feedback received during their education. Methods: The review will consider studies on the feedback perception of resident physicians of any surgical specialty and age group, attending any year of residency, regardless of the type of feedback given and the way the perceptions were measured. Primary studies published in English, Spanish, and Portuguese since 2017 will be considered. The search will be carried out in 6 databases and reference lists will also be searched for additional studies. Duplicates will be removed, and 2 independent reviewers will screen the selected studies’ titles, abstracts, and full texts. Data extraction will be performed through a tool developed by the researchers. Descriptive statistics and qualitative analysis (content analysis) will be used to analyze the data. A summary of the results will be presented in the form of diagrams, narratives, and tables. Results: The findings of this scoping review were submitted to an indexed journal in July 2024, currently awaiting reviewer approval. The search was executed on March 15, 2024, and resulted in 588 articles. After the exclusion of the duplicate articles and those that did not meet the eligibility criteria as well as the inclusion of articles through a manual search, 13 articles were included in the review. Conclusions: Conducting a scoping review is the best way to map what is known about a subject. By focusing on the feedback perception more than the feedback itself, the results of this study will surely contribute to gaining a deeper understanding of how to proceed to enhance internal feedback and surgical residents’ learning progress. Trial Registration: Open Science Framework yexb; https://osf.io/yexkb. International Registered Report Identifier (IRRID): PRR1-10.2196/56727

Background: Leadership is recognized as an essential competency in health care and science, being central for professionals to face health challenges. Few physicians feel prepared to serve as leaders in the health care environment, and few receive training in the leadership skills needed to be successful. Teaching leadership skills together with extensive, longitudinal, clinical education in an authentic and nurturing environment can effectively develop students for leadership in medicine. Studies on the subject still do not show the best way to implement it in medical education, and an updated review is necessary. Objective: The aim of this study is to identify the types of available evidence on the teaching of leadership skills in undergraduate courses in the health area, analyze them, determine knowledge gaps, and disseminate the research results. Methods: This is a scoping review that will consider studies on leadership skills in medical and health undergraduate courses. Primary studies published in English, Spanish, and Portuguese since 2019 will be considered. The search will be performed in 8 databases, and reference lists will be searched for additional studies. Duplicates will be removed, and 2 independent reviewers will examine the titles, abstracts, and full texts of the selected studies. Data extraction will be performed using a tool developed by the researchers. Results: The scoping review is currently in progress. The preliminary database search has been completed, yielding a total of 1213 articles across multiple databases. The next stages, including deduplication, title and abstract screening, and full-text review, are scheduled to be completed by December 2024. Data extraction and analysis are expected to be finalized by March 2025, with the final report anticipated to be ready for submission by June 2025. Conclusions: This scoping review on leadership in the medical curriculum can significantly contribute to the literature by organizing and synthesizing the available evidence on teaching leadership skills in undergraduate courses in the health area. Furthermore, by analyzing evidence and identifying knowledge gaps, the study can provide valuable insights to develop more efficient and comprehensive medical education programs, thus preparing students to take on leadership roles in the complex environment of health care. Trial Registration: Open Science Framework YEXKB; https://osf.io/yexkb International Registered Report Identifier (IRRID): PRR1-10.2196/62810

Objectives: This study evaluated Quality of Life (QoL) and mental health among nursing technicians in Brazilian Unified Health System (SUS) emergency units, specifically exploring occupational safety and well-being in the post-COVID-19 era. Design: A quantitative, descriptive, exploratory, cross-sectional design was employed. Methods: Data from 146 nursing professionals in Brazilian SUS emergency units were collected remotely during the post-acute pandemic phase (July–Nov 2024). QoL (WHOQOL-BREF) and mental health (HADS) were assessed, followed by descriptive and correlational statistics. Results: The predominantly female, experienced sample showed heterogeneous general QoL but pervasive anxiety, reflecting a sustained psychological burden. Sociodemographic/professional factors had a negligible impact; the emergency environment’s overwhelming influence, intensified by post-pandemic challenges, was key. Psychological distress was strongly negatively correlated with overall QoL and depression in the social domain. Conclusions: The intrinsic nature of emergency work, amplified by persistent psychosocial effects of the global health crisis, drives anxiety and impairs QoL/social relationships. Interventions strengthening QoL, enhancing coping, and adapting work environments to new realities (e.g., loneliness, prolonged mental health impacts) are vital for professional well-being and patient care in this post-pandemic era.

Background: Proficiency in interpersonal communication and social skills is fundamental for health sciences students, but public speaking anxiety and communication apprehension frequently compromise academic performance, emotional well-being, and the acquisition of essential competencies. The postpandemic educational environment has exacerbated student stress, highlighting the urgent need for reliable assessment tools for social anxiety in this population. Objective: This scoping review protocol aims to map instruments used to assess public speaking anxiety and communication apprehension among health sciences students, analyzing their psychometric properties, cultural adaptations, and application contexts. Methods: Following the Joanna Briggs Institute framework and PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines, a systematic search will be conducted across PubMed, Scopus, Embase, LILACS, Web of Science, the Cochrane Library, and the Biblioteca Virtual em Saúde Portal. Eligible studies will include those evaluating social or performance anxiety in undergraduate or postgraduate health sciences students, using validated or culturally adapted instruments. Two independent reviewers will screen studies, with discrepancies resolved by a third reviewer. Data extraction will be conducted systematically, focusing on structural and content variables. Analysis will use a mixed methods approach, combining descriptive statistics with thematic synthesis and incorporating psychometric expertise. Results: As of May 2026, protocol registration has been completed via the Open Science Framework. Systematic database searches and study selection are scheduled to commence in June 2026, with anticipated completion by December 2026, aligned with a 2-year implementation road map designed to generate comprehensive instrument mapping and secondary analyses for evidence-based health professional training. Conclusions: This protocol establishes a transparent and reproducible methodological plan, ensuring scientific rigor through adherence to Joanna Briggs Institute and PRISMA-ScR standards. It will deepen understanding of social anxiety assessment in oral communication among health sciences students and support the development of more effective interventions. Trial Registration: Open Science Framework 10.17605/OSF.IO/YQ4KM; https://osf.io/yq4km International Registered Report Identifier (IRRID): PRR1-10.2196/93700

Introduction: Self‐efficacy, the belief in one's capacity to execute actions necessary to achieve specific objectives, is a significant predictor of academic performance and well‐being in medical training. Longitudinal studies examining the dynamic evolution of self‐efficacy throughout undergraduate medical education remain scarce in the Brazilian context. This study prospectively evaluated perceived self‐efficacy among medical students during critical curricular transitions. Methods: A prospective longitudinal study followed 50 medical students from a Brazilian public university at four time points: course entry (T1–2021), end of first year (T2–2022), midpoint of clinical cycle (T3–2023) and beginning of fifth year/internship (T4–2025). The Self‐Efficacy Scale for Higher Education (SESHE), a validated 34‐item instrument assessing five dimensions, was administered. Statistical analyses included repeated measures ANOVA, Wilcoxon test and effect size calculations (Cohen's d ). Results: The study observed a dynamic evolution in perceived self‐efficacy, characterised by a notable shift in total self‐efficacy from 2021 to 2023, followed by partial recovery by 2025. This pattern included significant reductions in several dimensions. Self‐efficacy in proactive actions experienced the most pronounced change ( d > 0.8), while self‐efficacy in social interaction demonstrated relative stability. Baseline analyses revealed higher self‐efficacy in social interaction among male students ( d = 0.51). Conclusion: These findings suggest that the observed changes in self‐efficacy represent an adaptive recalibration, moving toward a more realistic self‐assessment essential for professional development. Therefore, strategies that support this healthy recalibration are crucial. These interventions should aim to facilitate adaptive adjustment, fostering robust and accurate self‐efficacy throughout medical training.