Bruno Perotta | Faculdade Evangélica do Paraná (original) (raw)
Papers by Bruno Perotta
BMC Medical Education
Background It has been previously shown that a high percentage of medical students have sleep pro... more Background It has been previously shown that a high percentage of medical students have sleep problems that interfere with academic performance and mental health. Methods To study the impact of sleep quality, daytime somnolence, and sleep deprivation on medical students, we analyzed data from a multicenter study with medical students in Brazil (22 medical schools, 1350 randomized medical students). We applied questionnaires of daytime sleepiness, quality of sleep, quality of life, anxiety and depression symptoms and perception of educational environment. Results 37.8% of medical students presented mild values of daytime sleepiness (Epworth Sleepiness Scale - ESS) and 8.7% presented moderate/severe values. The percentage of female medical students that presented ESS values high or very high was significantly greater than male medical students (p
Revista de Medicina
Introdução: A qualidade de vida e a saúde mental dos estudantes de medicina podem afetar o seu de... more Introdução: A qualidade de vida e a saúde mental dos estudantes de medicina podem afetar o seu desempenho acadêmico, suas habilidades e atitudes com pacientes. Evidências recentes confirmam a importância do ambiente educacional como um dos determinantes da saúde mental e qualidade de vida. Este estudo teve o objetivo de avaliar diferentes aspectos da qualidade de vida dos estudantes de medicina brasileiros em todos os anos do curso. Casuística e Métodos: Estudo transversal de abrangência nacional, com a utilização de questionário validado de qualidade de vida específico para o estudante da área da saúde (Veras-q). Resultados: De uma amostra aleatória de 1.650 estudantes, em 22 escolas médicas de diferentes regiões do país, 1.350 (81,8%) participaram do estudo. Os coeficientes de alfa Cronbach dos domínios do Veras-q variaram entre 0,77 e 0,82. Estudantes do sexo feminino apresentaram menores escores de qualidade de vida nos domínios físico, psicológico e uso do tempo, quando compara...
BMC Medical Education
Background: Preceptorship fulfills the requirements of International Guidelines regarding the tra... more Background: Preceptorship fulfills the requirements of International Guidelines regarding the training of health care professionals as a method of teaching in clinical settings, during the daily work routine. This study aims to analyze the preceptors' perceptions about preceptorship and their role as educators. Methods: Data were collected via a questionnaire with 35 five-point Likert-type scale statements and analyzed using quantitative and qualitative approaches. The qualitative analysis consisted of two open-ended questions: (1) What is Preceptorship? And (2) What is your perception of the preceptor's role as an educator? Results: Out of 619 invited Brazilian preceptors from different health care professions, 327 (52.8%) participated in the study. Among them, 80.7% were females, 35.2% were nurses and 8.9% were physicians. Factor analysis revealed five factors: Pedagogical Competence (F1), Support and educational resources (F2), Educational program planning (F3), Teaching-service integration (F4), and Student presence in the clinical setting (F5). About F1, F3, and F5, professionals from the northeast region had a more positive perception than professionals from the southeast. The item analysis revealed that preceptors learn from the students and consider the service network co-responsible for their training. However, they agreed that only a small part of the health care team participates in the program. Participants described preceptorship as an educational task in a clinical setting, in which active learning methods are used for the training of health care professionals. Preceptorship was considered a bridge between the Unified Health System and the Academic Practice. They envisioned their educator role as a model, tutor, leader, supervisor, and mentor. Conclusion: Preceptors expressed a critical view about the nature of preceptorship and their role as educators, recognizing its challenges as well as its potential in clinical settings.
Quadro 3-Caracterização das Instituições de Ensino Superior participantes do Descritores: qualida... more Quadro 3-Caracterização das Instituições de Ensino Superior participantes do Descritores: qualidade de vida; educação médica; distúrbios do sono por sonolência excessiva; sono; privação do sono; estudantes de medicina.
Purpose: To assess perceptions of educational environment of students from 22 Brazilian medical s... more Purpose: To assess perceptions of educational environment of students from 22 Brazilian medical schools and to study the association between these perceptions and quality of life (QoL) measures.
Method: The authors performed a multicenter study (August 2011 to August 2012), examining students' views both of (1) educational environment using the Dundee Ready Education Environment Measure (DREEM) and (2) QoL using the World Health Organization Quality of Life Assessment, abbreviated version (WHOQOL-BREF). They also examined students' self-assessment of their overall QoL and medical-school-related QoL (MSQoL). The authors classified participants' perceptions into four quartiles according to DREEM total score, overall QoL, and MSQoL.
Results: Of 1,650 randomly selected students, 1,350 (81.8%) completed the study. The mean total DREEM score was 119.4 (standard deviation = 27.1). Higher total DREEM scores were associated with higher overall QoL and MSQoL scores (P < .001 for all comparisons) and younger ages (P < .001). Mean overall QoL scores were higher than MSQoL scores (mean difference, 1.35; 95% confidence interval [CI] 1.28-1.43; P < .001). Multinomial regression models showed significant dose-response patterns: Higher DREEM quartile scores were associated with better QoL. The psychological health domain of WHOQOL-BREF was most closely associated with DREEM scores (odds ratio 4.70; 95% CI = 3.80-5.81).
Conclusions: The authors observed a positive association between QoL measures and DREEM scores. This association had a dose-response effect, independent of age, sex, and year of medical training, showing that educational environment appears to be an important moderator of medical student QoL.
![Research paper thumbnail of Sonolência Diurna e Habilidades Sociais em Estudantes de Medicina [Daytime Sleepiness and Social Skills Among Medical Students]](https://attachments.academia-assets.com/40085036/thumbnails/1.jpg)
](Revista Brasileira de Educação Médica
A prática médica depende de um repertório de competências sociais que permitem ao médico desenvol... more A prática médica depende de um repertório de competências sociais que permitem ao médico desenvolver empatia, habilidades de comunicação, pensamento crítico, capacidade de liderança e tomada de decisões. Nosso objetivo foi analisar as habilidades sociais e a presença de sonolência diurna entre estudantes de Medicina nos quatro primeiros anos do curso. Os estudantes (n = 180) responderam ao Inventário de Habilidades Sociais de Del Prette & Del Prette e à Escala de Sonolência Diurna. Observou-se que não houve diferença dos escores de habilidades sociais nos diferentes anos do curso e que 47,3% dos estudantes apresentaram escores baixos, necessitando de aprimoramento. Estudantes do sexo feminino apresentaram maior autocontrole da agressividade. Entre os estudantes, 50% apresentaram sonolência diurna, cuja presença se associou a menores escores de habilidades sociais, principalmente do fator relativo à autoexposição a desconhecidos ou a situações novas. ABSTRACT The practice of medicine requires social skills enabling a doctor to develop empathy, communication skills, critical thinking, leadership skills and the ability to make a decision. Our objective was to evaluate medical students' social skills and the latter's relationship with daytime sleepiness. Students (n=180) responded to the Del Prette & Del Prette Social Skills Questionnaire and the Epworth Sleepiness Scale. We observed that scores for social skills did not differ according to the student's current year of their medical course and that 47.3% of students presented low scores indicating the need for developing these skills. Women were more able to control aggressiveness. 50% of students recorded pathological scores for daytime sleepiness and this was associated with lower scores for social skills,, especially concerning exposure to strangers or new situations.
A prática médica depende de um repertório de competências sociais que permitem ao médico desenvol... more A prática médica depende de um repertório de competências sociais que permitem ao médico desenvolver empatia, habilidades de comunicação, pensamento crítico, capacidade de liderança e tomada de decisões. Nosso objetivo foi analisar as habilidades sociais e a presença de sonolência diurna entre estudantes de Medicina nos quatro primeiros anos do curso. Os estudantes (n = 180) responderam ao Inventário de Habilidades Sociais de Del Prette & Del Prette e à Escala de Sonolência Diurna. Observou-se que não houve diferença dos escores de habilidades sociais nos diferentes anos do curso e que 47,3% dos estudantes apresentaram escores baixos, necessitando de aprimoramento. Estudantes do sexo feminino apresentaram maior autocontrole da agressividade. Entre os estudantes, 50% apresentaram sonolência diurna, cuja presença se associou a menores escores de habilidades sociais, principalmente do fator relativo à autoexposição a desconhecidos ou a situações novas. ABSTRACT The practice of medicine requires social skills enabling a doctor to develop empathy, communication skills, critical thinking, leadership skills and the ability to make a decision. Our objective was to evaluate medical students' social skills and the latter's relationship with daytime sleepiness. Students (n=180) responded to the Del Prette & Del Prette Social Skills Questionnaire and the Epworth Sleepiness Scale. We observed that scores for social skills did not differ according to the student's current year of their medical course and that 47.3% of students presented low scores indicating the need for developing these skills. Women were more able to control aggressiveness. 50% of students recorded pathological scores for daytime sleepiness and this was associated with lower scores for social skills,, especially concerning exposure to strangers or new situations.
Revista Brasileira de Educação Médica, 2013
A prática médica depende de um repertório de competências sociais que permitem ao médico desenvol... more A prática médica depende de um repertório de competências sociais que permitem ao médico desenvolver empatia, habilidades de comunicação, pensamento crítico, capacidade de liderança e tomada de decisões. Nosso objetivo foi analisar as habilidades sociais e a presença de sonolência diurna entre estudantes de Medicina nos quatro primeiros anos do curso. Os estudantes (n = 180) responderam ao Inventário de Habilidades Sociais de Del Prette & Del Prette e à Escala de Sonolência Diurna. Observou-se que não houve diferença dos escores de habilidades sociais nos diferentes anos do curso e que 47,3% dos estudantes apresentaram escores baixos, necessitando de aprimoramento. Estudantes do sexo feminino apresentaram maior autocontrole da agressividade. Entre os estudantes, 50% apresentaram sonolência diurna, cuja presença se associou a menores escores de habilidades sociais, principalmente do fator relativo à autoexposição a desconhecidos ou a situações novas. ABSTRACT The practice of medicine requires social skills enabling a doctor to develop empathy, communication skills, critical thinking, leadership skills and the ability to make a decision. Our objective was to evaluate medical students' social skills and the latter's relationship with daytime sleepiness. Students (n=180) responded to the Del Prette & Del Prette Social Skills Questionnaire and the Epworth Sleepiness Scale. We observed that scores for social skills did not differ according to the student's current year of their medical course and that 47.3% of students presented low scores indicating the need for developing these skills. Women were more able to control aggressiveness. 50% of students recorded pathological scores for daytime sleepiness and this was associated with lower scores for social skills,, especially concerning exposure to strangers or new situations.
PLOS ONE, 2015
Resilience is a capacity to face and overcome adversities, with personal transformation and growt... more Resilience is a capacity to face and overcome adversities, with personal transformation and growth. In medical education, it is critical to understand the determinants of a positive, developmental reaction in the face of stressful, emotionally demanding situations. We studied the association among resilience, quality of life (QoL) and educational environment perceptions in medical students.
PLoS ONE, 2014
Background: We aimed to assess medical students' empathy and its associations with gender, stage ... more Background: We aimed to assess medical students' empathy and its associations with gender, stage of medical school, quality of life and burnout.
Context: Resilience is a capacity to face and overcome adversities, with personal transformati... more Context:
Resilience is a capacity to face and overcome adversities, with personal transformation and growth. In medical education, it is critical to understand the determinants of a positive, developmental reaction in the face of stressful, emotionally demanding situations. We studied the association among resilience, quality of life (QoL) and educational environment perceptions in medical students.
Methods:
We evaluated data from a random sample of 1,350 medical students from 22 Brazilian medical schools. Information from participants included the Wagnild and Young’s resilience scale (RS-14), the Dundee Ready Educational Environment Measure (DREEM), the World Health Organization Quality of Life questionnaire – short form (WHOQOL-BREF), the Beck Depression Inventory (BDI) and the State-Trait Anxiety Inventory (STAI).
Results:
Full multiple linear regression models were adjusted for sex, age, year of medical course, presence of a BDI score ≥ 14 and STAI state or anxiety scores ≥ 50. Compared to those with very high resilience levels, individuals with very low resilience had worse QoL, measured by overall (β=-0.89; 95% confidence interval =-1.21 to -0.56) and medical-school related (β=-0.85; 95%CI=-1.25 to -0.45) QoL scores, environment (β=-6.48; 95%CI=-10.01 to -2.95), psychological (β=-22.89; 95%CI=-25.70 to -20.07), social relationships (β=-14.28; 95%CI=-19.07 to -9.49), and physical health (β=-10.74; 95%CI=-14.07 to -7.42) WHOQOL-BREF domain scores. They also had a worse educational environment perception, measured by global DREEM score (β=-31.42; 95%CI=-37.86 to -24.98), learning (β=-7.32; 95%CI=-9.23 to -5.41), teachers (β=-5.37; 95%CI=-7.16 to -3.58), academic self-perception (β=-7.33; 95%CI=-8.53 to -6.12), atmosphere (β=-8.29; 95%CI=-10.13 to -6.44) and social self-perception (β=-3.12; 95%CI=-4.11 to -2.12) DREEM domain scores. We also observed a dose-response pattern across resilience level groups for most measurements.
Conclusions:
Medical students with higher resilience levels had a better quality of life and a better perception of educational environment. Developing resilience may become an important strategy to minimize emotional distress and enhance medical training.
BMC Medical Education
Background It has been previously shown that a high percentage of medical students have sleep pro... more Background It has been previously shown that a high percentage of medical students have sleep problems that interfere with academic performance and mental health. Methods To study the impact of sleep quality, daytime somnolence, and sleep deprivation on medical students, we analyzed data from a multicenter study with medical students in Brazil (22 medical schools, 1350 randomized medical students). We applied questionnaires of daytime sleepiness, quality of sleep, quality of life, anxiety and depression symptoms and perception of educational environment. Results 37.8% of medical students presented mild values of daytime sleepiness (Epworth Sleepiness Scale - ESS) and 8.7% presented moderate/severe values. The percentage of female medical students that presented ESS values high or very high was significantly greater than male medical students (p
Revista de Medicina
Introdução: A qualidade de vida e a saúde mental dos estudantes de medicina podem afetar o seu de... more Introdução: A qualidade de vida e a saúde mental dos estudantes de medicina podem afetar o seu desempenho acadêmico, suas habilidades e atitudes com pacientes. Evidências recentes confirmam a importância do ambiente educacional como um dos determinantes da saúde mental e qualidade de vida. Este estudo teve o objetivo de avaliar diferentes aspectos da qualidade de vida dos estudantes de medicina brasileiros em todos os anos do curso. Casuística e Métodos: Estudo transversal de abrangência nacional, com a utilização de questionário validado de qualidade de vida específico para o estudante da área da saúde (Veras-q). Resultados: De uma amostra aleatória de 1.650 estudantes, em 22 escolas médicas de diferentes regiões do país, 1.350 (81,8%) participaram do estudo. Os coeficientes de alfa Cronbach dos domínios do Veras-q variaram entre 0,77 e 0,82. Estudantes do sexo feminino apresentaram menores escores de qualidade de vida nos domínios físico, psicológico e uso do tempo, quando compara...
BMC Medical Education
Background: Preceptorship fulfills the requirements of International Guidelines regarding the tra... more Background: Preceptorship fulfills the requirements of International Guidelines regarding the training of health care professionals as a method of teaching in clinical settings, during the daily work routine. This study aims to analyze the preceptors' perceptions about preceptorship and their role as educators. Methods: Data were collected via a questionnaire with 35 five-point Likert-type scale statements and analyzed using quantitative and qualitative approaches. The qualitative analysis consisted of two open-ended questions: (1) What is Preceptorship? And (2) What is your perception of the preceptor's role as an educator? Results: Out of 619 invited Brazilian preceptors from different health care professions, 327 (52.8%) participated in the study. Among them, 80.7% were females, 35.2% were nurses and 8.9% were physicians. Factor analysis revealed five factors: Pedagogical Competence (F1), Support and educational resources (F2), Educational program planning (F3), Teaching-service integration (F4), and Student presence in the clinical setting (F5). About F1, F3, and F5, professionals from the northeast region had a more positive perception than professionals from the southeast. The item analysis revealed that preceptors learn from the students and consider the service network co-responsible for their training. However, they agreed that only a small part of the health care team participates in the program. Participants described preceptorship as an educational task in a clinical setting, in which active learning methods are used for the training of health care professionals. Preceptorship was considered a bridge between the Unified Health System and the Academic Practice. They envisioned their educator role as a model, tutor, leader, supervisor, and mentor. Conclusion: Preceptors expressed a critical view about the nature of preceptorship and their role as educators, recognizing its challenges as well as its potential in clinical settings.
Quadro 3-Caracterização das Instituições de Ensino Superior participantes do Descritores: qualida... more Quadro 3-Caracterização das Instituições de Ensino Superior participantes do Descritores: qualidade de vida; educação médica; distúrbios do sono por sonolência excessiva; sono; privação do sono; estudantes de medicina.
Purpose: To assess perceptions of educational environment of students from 22 Brazilian medical s... more Purpose: To assess perceptions of educational environment of students from 22 Brazilian medical schools and to study the association between these perceptions and quality of life (QoL) measures.
Method: The authors performed a multicenter study (August 2011 to August 2012), examining students' views both of (1) educational environment using the Dundee Ready Education Environment Measure (DREEM) and (2) QoL using the World Health Organization Quality of Life Assessment, abbreviated version (WHOQOL-BREF). They also examined students' self-assessment of their overall QoL and medical-school-related QoL (MSQoL). The authors classified participants' perceptions into four quartiles according to DREEM total score, overall QoL, and MSQoL.
Results: Of 1,650 randomly selected students, 1,350 (81.8%) completed the study. The mean total DREEM score was 119.4 (standard deviation = 27.1). Higher total DREEM scores were associated with higher overall QoL and MSQoL scores (P < .001 for all comparisons) and younger ages (P < .001). Mean overall QoL scores were higher than MSQoL scores (mean difference, 1.35; 95% confidence interval [CI] 1.28-1.43; P < .001). Multinomial regression models showed significant dose-response patterns: Higher DREEM quartile scores were associated with better QoL. The psychological health domain of WHOQOL-BREF was most closely associated with DREEM scores (odds ratio 4.70; 95% CI = 3.80-5.81).
Conclusions: The authors observed a positive association between QoL measures and DREEM scores. This association had a dose-response effect, independent of age, sex, and year of medical training, showing that educational environment appears to be an important moderator of medical student QoL.
Revista Brasileira de Educação Médica
A prática médica depende de um repertório de competências sociais que permitem ao médico desenvol... more A prática médica depende de um repertório de competências sociais que permitem ao médico desenvolver empatia, habilidades de comunicação, pensamento crítico, capacidade de liderança e tomada de decisões. Nosso objetivo foi analisar as habilidades sociais e a presença de sonolência diurna entre estudantes de Medicina nos quatro primeiros anos do curso. Os estudantes (n = 180) responderam ao Inventário de Habilidades Sociais de Del Prette & Del Prette e à Escala de Sonolência Diurna. Observou-se que não houve diferença dos escores de habilidades sociais nos diferentes anos do curso e que 47,3% dos estudantes apresentaram escores baixos, necessitando de aprimoramento. Estudantes do sexo feminino apresentaram maior autocontrole da agressividade. Entre os estudantes, 50% apresentaram sonolência diurna, cuja presença se associou a menores escores de habilidades sociais, principalmente do fator relativo à autoexposição a desconhecidos ou a situações novas. ABSTRACT The practice of medicine requires social skills enabling a doctor to develop empathy, communication skills, critical thinking, leadership skills and the ability to make a decision. Our objective was to evaluate medical students' social skills and the latter's relationship with daytime sleepiness. Students (n=180) responded to the Del Prette & Del Prette Social Skills Questionnaire and the Epworth Sleepiness Scale. We observed that scores for social skills did not differ according to the student's current year of their medical course and that 47.3% of students presented low scores indicating the need for developing these skills. Women were more able to control aggressiveness. 50% of students recorded pathological scores for daytime sleepiness and this was associated with lower scores for social skills,, especially concerning exposure to strangers or new situations.
A prática médica depende de um repertório de competências sociais que permitem ao médico desenvol... more A prática médica depende de um repertório de competências sociais que permitem ao médico desenvolver empatia, habilidades de comunicação, pensamento crítico, capacidade de liderança e tomada de decisões. Nosso objetivo foi analisar as habilidades sociais e a presença de sonolência diurna entre estudantes de Medicina nos quatro primeiros anos do curso. Os estudantes (n = 180) responderam ao Inventário de Habilidades Sociais de Del Prette & Del Prette e à Escala de Sonolência Diurna. Observou-se que não houve diferença dos escores de habilidades sociais nos diferentes anos do curso e que 47,3% dos estudantes apresentaram escores baixos, necessitando de aprimoramento. Estudantes do sexo feminino apresentaram maior autocontrole da agressividade. Entre os estudantes, 50% apresentaram sonolência diurna, cuja presença se associou a menores escores de habilidades sociais, principalmente do fator relativo à autoexposição a desconhecidos ou a situações novas. ABSTRACT The practice of medicine requires social skills enabling a doctor to develop empathy, communication skills, critical thinking, leadership skills and the ability to make a decision. Our objective was to evaluate medical students' social skills and the latter's relationship with daytime sleepiness. Students (n=180) responded to the Del Prette & Del Prette Social Skills Questionnaire and the Epworth Sleepiness Scale. We observed that scores for social skills did not differ according to the student's current year of their medical course and that 47.3% of students presented low scores indicating the need for developing these skills. Women were more able to control aggressiveness. 50% of students recorded pathological scores for daytime sleepiness and this was associated with lower scores for social skills,, especially concerning exposure to strangers or new situations.
Revista Brasileira de Educação Médica, 2013
A prática médica depende de um repertório de competências sociais que permitem ao médico desenvol... more A prática médica depende de um repertório de competências sociais que permitem ao médico desenvolver empatia, habilidades de comunicação, pensamento crítico, capacidade de liderança e tomada de decisões. Nosso objetivo foi analisar as habilidades sociais e a presença de sonolência diurna entre estudantes de Medicina nos quatro primeiros anos do curso. Os estudantes (n = 180) responderam ao Inventário de Habilidades Sociais de Del Prette & Del Prette e à Escala de Sonolência Diurna. Observou-se que não houve diferença dos escores de habilidades sociais nos diferentes anos do curso e que 47,3% dos estudantes apresentaram escores baixos, necessitando de aprimoramento. Estudantes do sexo feminino apresentaram maior autocontrole da agressividade. Entre os estudantes, 50% apresentaram sonolência diurna, cuja presença se associou a menores escores de habilidades sociais, principalmente do fator relativo à autoexposição a desconhecidos ou a situações novas. ABSTRACT The practice of medicine requires social skills enabling a doctor to develop empathy, communication skills, critical thinking, leadership skills and the ability to make a decision. Our objective was to evaluate medical students' social skills and the latter's relationship with daytime sleepiness. Students (n=180) responded to the Del Prette & Del Prette Social Skills Questionnaire and the Epworth Sleepiness Scale. We observed that scores for social skills did not differ according to the student's current year of their medical course and that 47.3% of students presented low scores indicating the need for developing these skills. Women were more able to control aggressiveness. 50% of students recorded pathological scores for daytime sleepiness and this was associated with lower scores for social skills,, especially concerning exposure to strangers or new situations.
PLOS ONE, 2015
Resilience is a capacity to face and overcome adversities, with personal transformation and growt... more Resilience is a capacity to face and overcome adversities, with personal transformation and growth. In medical education, it is critical to understand the determinants of a positive, developmental reaction in the face of stressful, emotionally demanding situations. We studied the association among resilience, quality of life (QoL) and educational environment perceptions in medical students.
PLoS ONE, 2014
Background: We aimed to assess medical students' empathy and its associations with gender, stage ... more Background: We aimed to assess medical students' empathy and its associations with gender, stage of medical school, quality of life and burnout.
Context: Resilience is a capacity to face and overcome adversities, with personal transformati... more Context:
Resilience is a capacity to face and overcome adversities, with personal transformation and growth. In medical education, it is critical to understand the determinants of a positive, developmental reaction in the face of stressful, emotionally demanding situations. We studied the association among resilience, quality of life (QoL) and educational environment perceptions in medical students.
Methods:
We evaluated data from a random sample of 1,350 medical students from 22 Brazilian medical schools. Information from participants included the Wagnild and Young’s resilience scale (RS-14), the Dundee Ready Educational Environment Measure (DREEM), the World Health Organization Quality of Life questionnaire – short form (WHOQOL-BREF), the Beck Depression Inventory (BDI) and the State-Trait Anxiety Inventory (STAI).
Results:
Full multiple linear regression models were adjusted for sex, age, year of medical course, presence of a BDI score ≥ 14 and STAI state or anxiety scores ≥ 50. Compared to those with very high resilience levels, individuals with very low resilience had worse QoL, measured by overall (β=-0.89; 95% confidence interval =-1.21 to -0.56) and medical-school related (β=-0.85; 95%CI=-1.25 to -0.45) QoL scores, environment (β=-6.48; 95%CI=-10.01 to -2.95), psychological (β=-22.89; 95%CI=-25.70 to -20.07), social relationships (β=-14.28; 95%CI=-19.07 to -9.49), and physical health (β=-10.74; 95%CI=-14.07 to -7.42) WHOQOL-BREF domain scores. They also had a worse educational environment perception, measured by global DREEM score (β=-31.42; 95%CI=-37.86 to -24.98), learning (β=-7.32; 95%CI=-9.23 to -5.41), teachers (β=-5.37; 95%CI=-7.16 to -3.58), academic self-perception (β=-7.33; 95%CI=-8.53 to -6.12), atmosphere (β=-8.29; 95%CI=-10.13 to -6.44) and social self-perception (β=-3.12; 95%CI=-4.11 to -2.12) DREEM domain scores. We also observed a dose-response pattern across resilience level groups for most measurements.
Conclusions:
Medical students with higher resilience levels had a better quality of life and a better perception of educational environment. Developing resilience may become an important strategy to minimize emotional distress and enhance medical training.