Na medicina, percebe-se que os estudantes millennials necessitam de mais feedback, mais interação com colegas e mais relações que envolvam sentimentos ³. De modo geral, os jovens dessa geração são mais assertivos, apresentam traços narcísicos e têm altas expectativas ⁴. Dadas suas características únicas de personalidade, os millennials têm preferências, motivações e expectativas diferentes das gerações anteriores quanto a educação e formas de avaliação ⁵.

Mental health challenges are increasingly prevalent among young individuals, particularly within high-stress academic environments such as nursing education. Resilience is critical for maintaining well-being and adapting to university demands. Objective: To assess resilience levels in first-year nursing students at FAMERP (Faculty of Medicine of São José do Rio Preto) upon entry in 2021 and their longitudinal evolution in 2022 and 2023, using the Wagnild and Young Resilience Scale. The study also aims to explore the implications for mental health promotion in young healthcare professionals. Methods: A descriptive, longitudinal, prospective, and quantitative study was conducted with 40 students. Data collection was performed via electronic forms and analyzed using descriptive statistics and specific tests within the R programming language. Results: The predominantly female sample, with a mean age of 19.5 years, exhibited moderate to high resilience levels: mean scores of 132.5 (2021), 135.8 (2022), and 139.2 (2023). A significant reduction in the Perseverance factor (p = 0.0131) was noted. There was a positive correlation between age and resilience scores (r = 0.42; p < 0.01). Discussion: Despite a slight overall increase in resilience, the decline in Perseverance is concerning, indicating potential growing mental health challenges as students progress. Small age differences significantly influence mental health outcomes. This decline may be related to increased academic stress, exposure to emotionally challenging clinical situations, and the cumulative effects of the “costs of caring”. Conclusions: Nursing students exhibit promising resilience levels, yet there is a critical need for interventions targeting Perseverance to enhance academic performance and patient care quality. Social Impact: This study contributes to the development of educational strategies designed to promote resilience, thereby potentially improving the mental health and academic performance of nursing students. By focusing on mental well-being, a more resilient healthcare workforce can be cultivated and better prepared to meet systemic challenges.

Background: Feedback is a pivotal instrument for learning and performance enhancement in medical and surgical training. Its established importance for resident development, aiming for highly qualified patient care, faces delivery and utilisation challenges, shifting focus to active learner reception. A critical gap exists in understanding surgical residents' perceptions of this essential process. Objective: This study aims to systematically identify and map available data regarding surgical residents' feedback perceptions during training, thoroughly analysing findings and delineating existing knowledge gaps. Methods: Following the Arksey and O'Malley and JBI methodology, a comprehensive search across Medline, Directory of Open Access Journals (DOAJ), Directory of Open Access Scholarly Resources (ROAD), Academic Search Premier (ASP), BioMed Central Open Access (BMC) and Wiley–Blackwell (Wiley) included studies on surgical residents' feedback perceptions (attitudes, experiences, values, beliefs, satisfaction and reported impact). Data charting involved both quantitative and qualitative analyses. Results: Twelve articles (2017–2024), predominantly United States‐based, were included. Residents consistently valued feedback for development and confidence, preferring immediate, verbal and face‐to‐face delivery, ideally during or directly following a procedure. Common concerns included low frequency, lack of specificity or explicit labelling and delayed provision leading to perceived irrelevance. Influential factors encompassed timing, the learning environment, source credibility (senior residents often preferred) and preceptor personal traits. Critically, the direct impact on learning progress and skill development was often underexamined. Conclusion: The current evidence based on surgical residents' feedback perceptions is limited by methodological heterogeneity, reliance on retrospective designs and insufficient direct measurement of its actual impact. Resident–preceptor perception discrepancies persist, alongside inadequate detail on feedback characteristics. Thus, standardised, comprehensive and impact‐focused research is critically needed to enhance surgical training feedback practices, ultimately contributing to improved patient care. Trial Registration: Not applicable

The subjects areas of Cellular Biology and Histology, which underpin the microscopic field of Morphology and are included in the first years of the curriculum in a Medical course, are the pillars of medical education and for the clinical reasoning of future professionals. This study aimed to trace a teaching profile of Cellular Biology and Histology in the Medical courses which had participants in the selection process to fill vacancies by transfer, for the undergraduate course in the Medical School of São José do Rio Preto (FAMERP) in 2017. This was a quantitative and qualitative cross-sectional study and 132 academics participated. The results showed that, in most Higher Education Institutions, these disciplines are taught theoretically and practically. In the comparison between the theoretical performance of the students of traditional and active teaching-learning methodology, a higher number of hits in Histology and a better final grade were observed in the traditional. The deficiency pointed out by the students was a lack of laboratory sessions with viewing histological glass slides with light microscopes. Also, the aspect of teachers’ pedagogical practice and dynamic classes was shown to be fundamental to the students' interest, as well as to better satisfaction’s index in learning these areas. Furthermore, integrating these disciplines with the clinical practice of Medicine has proved to be relevant for academics, who feel more instigated to knowledge. In the present study, it was detected a better use in relation to the Histology by the students of the courses of traditional methodology, compared to those of active methodology and in this way the analysis done can to collaborate for the enrichment and reaffirmation of the fruits of the comparison of teaching-learning methodologies.

Resumo As escolas médicas devem incorporar o ensino do profissionalismo ao currículo para garantir que as próximas gerações de médicos estejam preparadas para uma prática profissional compassiva, humana e ética, adequada aos interesses da sociedade em um mundo com demandas cada vez maiores e em constante mudança. A maior contribuição deste estudo é evidenciar o fraco desempenho dos estagiários nos aspectos jurídicos e de apoio nas situações abordadas. Os dados falam a favor de uma política de capacitação institucionalizada como o primeiro passo para que o setor da saúde priorize a competência em atenção à saúde das vítimas de violência relacionada a gênero e a sexualidade não heterossexual.

Introduction: Almost 20 years since the beginning of affirmative action implementation, there is still much discussion about the real effectiveness of these measures, especially regarding academic performance, comparing “quota holders” to “non-quota holders”, with doubts arising about whether the former can keep up with the latter. Objective: To establish a profile and compare the academic performance and other aspects related to the academic life of “quota holder” students (Inclusion Program with Merit in Public Higher Education in São Paulo - PIMESP) with the other students in their respective classes selected via broad competition (BC). Method: Retrospective cohort of 1st to 3rd-year medical students, divided in BC or PIMESP. The following were assessed: arithmetic mean of the final grades of the curricular subjects; final approval status (FAS) in the subjects; frequency; books borrowed from the library (BBLi) and participation in monitoring/academic center. Continuous variables were compared by Student’s t-test or Mann-Whitney test and categorical by chi-square or Fisher’s exact test. Values p < 0.05 were considered significant. Results: Of the 237 students included in the sample, all had completed the 1st year (2015, 2016 and 2017 entrants), 158 students (2015 and 2016 entrants) the 1st and 2nd years, and 78 (32.9%) had completed the 3rd year (2015 entrants) at the time of the survey. In the analysis of all those who had completed the 1st year, where 16% were PIMESP, there was a difference in mean final grades and FAS, higher for BC students and no difference for attendance, BBLi, participation in monitoring and academic center. In the analysis of those who had completed the 2nd year, where 15.8% were PIMESP, there was no difference between any of the studied variables. The analysis of those who had completed the 3rd year, where 15.4% were PIMESP, once again showed difference between the averages of final grades and FAS, higher for BC students, but with a less marked difference, and there were no significant differences for the other variables. Conclusion: We observed a fluctuation of academic performance among PIMESP students, towards inferior outcomes, when compared to BC students, throughout the first three years of medical school, but not for other variables. No increase in the dropout rate was observed, contrary to what is found in the literature.