Introduction: Impostor Phenomenon (IP) is the inability to internalize success and a tendency to attribute success to external causes. Social and institutional support are strategies to avoid the problem, but only partially successful. Resilience has been considered protective against mental health disorders in medical students. This study aims to investigate the association between IP and resilience in undergraduate medical students. Methods: Using Clance Impostor Phenomenon Scale (CIPS), Connor-Davidson Resilience Scale (CD-RISC), and a socio-demographic questionnaire, we conducted a cross-sectional, quantitative study with undergraduate medical students. Results: The study included 425 pre-clerkship medical students of average age of 23.03 years. The prevalence of IP was 47.76% (CIPS ≥ 62 score, as recommended in prior literature.) and there were no differences among age, gender, current semester, religion. The majority student's CD-RISC score was 68.57 ± 14.66 and there was no statistical difference in resilience scale among age, gender, religion and training semester. “Other religions” group was associated with a higher resilience score when compared to “Catholic” or “Non-religious” students. We found an inverse correlation between the level of resilience by CD-RISC and the level of symptoms related to IP by CIPS (ρ = −0.409; p-value < .001). Conclusions: Findings from this study suggest that higher levels of resilience are likely protective against IP among undergraduate medical students. Furthermore, the non-inclusion of medical internship students and the cross-sectional design of this study are restraining aspects noticed within the project, suggesting the need for further studies to adjust those limitations.

Introduction: The Impostor Syndrome (IS) is characterized as inability to internalize success and tendency to attribute success to external causes such as luck, error or ignorance of other people. Despite the recent increase in the number of IS publications, studies on this condition in undergraduate medical students and the impact on mental health are scarce. Objective: The aim of this study was to assess the prevalence of IS and its association with Burnout Syndrome (BS) and depression. Methods: A cross-sectional, descriptive and quantitative study was carried out with undergraduate medical students at a university center in Northeast Brazil. A sociodemographic questionnaire, the Clance Impostor Phenomenon Scale (CIPS), the Maslach Burnout Inventory - Student Survey (MBI-SS) and the Patient Health Questionnaire-9 (PHQ-9) were used. Results: Of the 425 students assessed, 47 (11.06%), 151 (35.53%), 163 (38.35%) and 64 (15.06%) had mild, moderate, severe and very severe IS symptoms, respectively. Not being married, having a low level of physical activity and not contributing to family income were associated with severe or very severe IS symptoms (p < .001, p = .032 and p = .025, respectively). Previous medical diagnosis of depression, anxiety and use of antidepressants are also associated with severe or very severe IS symptoms (p = .019, p = .006 and p = .011, respectively). In addition, there was a positive correlation between the CIPS and PHQ-9 scale scores (p = .459, p < .001), and an association between BS (Emotional Exhaustion and Cynicism dimensions) and IS (p < .001). Conclusion: This study identified an association between IS and BS and depression among undergraduate medical students. Further studies with interventions against IS may show a positive impact on mental health.

Introduction The interpretation of the electrocardiogram (ECG) is fundamental for the identification of cardiovascular diseases, which are among the main causes of death in the world. The acquisition of this competence is essential in the training of the general practitioner and the use of new teaching tools, based on technology such as the use of mobile learning, can facilitate the acquisition of this knowledge. Objectives The objective of this study was to develop and evaluate the usability and the potentiality for the use in medical education of a mobile teaching application for ECG interpretation. Methods With the participation of two health professors and a computer scientist, a systems analyst, a programmer and a graphic designer, a mobile application was developed to teach ECG interpretation using the Java language. For validation analysis, a usability evaluation questionnaire based on the System Usability Scale (SUS) and a questionnaire used to evaluate the suitability of software for use in medical education, previously translated into Portuguese and applied in Brazil, were used. Results The “ECG Fácil” application was developed for off-line use and free access on iOS and Android platforms. In the validation phase of the application, a total of 109 students had free access to the mobile application for 6 weeks and then evaluated usability through a SUS-based questionnaire. The answers to the questionnaire showed good reliability, according to the validation analysis by Cronbach’s alpha coefficient (value: 0.74), and the application presented an excellent acceptance with a mean score on the SUS scale of 85.3. Meanwhile, fifteen faculty members evaluated the application through the questionnaire used to assess the suitability of software for use in medical education, with most agreeing with items indicating that it is suitable for use in medical education. Conclusion The “ECG Fácil” application was considered to be of good usability by students and suitable for educational purpose by teachers. Future studies with this application will be needed to assess the acquisition and retention of knowledge about ECG interpretation by students.

O grande desafio das escolas médicas durante a pandemia da COVID-19 foi fazer a transição, em curto período, do ensino presencial da Aprendizagem Baseada em Problemas (ABP) para o ensino remoto de emergência (ERE). Este trabalho teve como objetivo relatar os resultados da implementação da ABP no ERE no curso de Medicina de um Centro Universitário em Fortaleza. Trata-se de um estudo de corte transversal, descritivo e quantitativo. Um formulário eletrônico no formato Google Docs, enviado a todos os docentes após conclusão das atividades de tutoria do primeiro semestre letivo de 2020, avaliou sua percepção quanto à eficácia da ABP no ERE, às dificuldades de adaptação à modalidade de ERE, à sobrecarga cognitiva das sessões tutoriais e aos fatores interferentes na interação tutor-aluno online. Os tutores assinaram um termo de consentimento e o anonimato foi garantido. Responderam ao formulário 89 tutores, 60,7% do sexo feminino, idade média de 40,9 anos e mediana do tempo de experiência como tutor de dois anos. Quanto à eficácia do ABP no ERE, 49,4% dos tutores julgaram ser menor em relação ao ensino presencial; 70,8% não tinha nenhuma/mínima experiência com tecnologias educacionais antes da pandemia; 46,1% tiveram dificuldades de adaptação na modalidade de ERE; 69,6% evidenciaram a sobrecarga cognitiva dos discentes e 74,1% concordaram com a necessidade de diminuição da carga horária da tutoria. Os principais fatores que interferiram na interação tutor-aluno foram interrupção da rede de internet, câmera desligada e comunicação não verbal deficiente. Portanto, a utilização de ABP no ERE deve ser realizada de forma modificada, com diminuição das horas de atividades síncronas, com melhor capacitação dos tutores e alunos quanto às TICs, melhor conhecimento das avaliações interativas online e das medidas profiláticas da fadiga zoom.

Introduction The interpretation of the electrocardiogram (ECG) is fundamental for the identification of cardiovascular diseases, which are among the main causes of death in the world. The acquisition of this competence is essential in the training of the general practitioner and the use of new teaching tools, based on technology such as the use of mobile learning, can facilitate the acquisition of this knowledge. Objectives The objective of this study was to develop and evaluate the usability and the potentiality for the use in medical education of a mobile teaching application for ECG interpretation. Methods With the participation of two health professors and a computer scientist, a systems analyst, a programmer and a graphic designer, a mobile application was developed to teach ECG interpretation using the Java language. For validation analysis, a usability evaluation questionnaire based on the System Usability Scale (SUS) and a questionnaire used to evaluate the suitability of software for use in medical education, previously translated into Portuguese and applied in Brazil, were used. Results The “ECG Fácil” application was developed for off-line use and free access on iOS and Android platforms. In the validation phase of the application, a total of 109 students had free access to the mobile application for 6 weeks and then evaluated usability through a SUS-based questionnaire. The answers to the questionnaire showed good reliability, according to the validation analysis by Cronbach’s alpha coefficient (value: 0.74), and the application presented an excellent acceptance with a mean score on the SUS scale of 85.3. Meanwhile, fifteen faculty members evaluated the application through the questionnaire used to assess the suitability of software for use in medical education, with most agreeing with items indicating that it is suitable for use in medical education. Conclusion The “ECG Fácil” application was considered to be of good usability by students and suitable for educational purpose by teachers. Future studies with this application will be needed to assess the acquisition and retention of knowledge about ECG interpretation by students.

Objective: the aim of this study was to investigate possible associations between Burnout, use of hypnotics and sleep quality among medical students. Method: a cross-sectional quantitative study was conducted among medical students of a university center of northeastern Brazil, with the problem-based learning (PBL) methodology. The Maslach Burnout Inventory-Student Survey, the Pittsburgh Sleep Quality Index (PSQI) and a sociodemographic questionnaire were applied among pre-clerkship students of the course. Results: the study included 523 students and found 48 (9.2%) with tridimensional diagnosis criteria for Burnout syndrome (BS). Poor sleep quality and use of hypnotic drugs for sleep were associated with BS (p < 0.001 and p = 0.003, respectively). There were no statistical differences in age, gender, religion, marital status, student financing and performing paid work, between individuals with and without BS. Conclusion: there was an association between BS, use of hypnotics and poor sleep quality among pre-clerkship medical students.