Our study shows that knowledge on pharmacology is incomplete in a large proportion of second-year medical students and indicates that there is an urgent need to review undergraduate training in pharmacology. The lack of relationship between the subjective ratings of teacher effectiveness and objective exam scores suggests the use of more demanding measures to assess the effectiveness of teaching.

Assessing teaching performance is important for students' learning. Objective: Assess teaching performance in a medical school, using three strategies. Method: 288 Teachers were studied. The three assessment strategies were: students' academic achievement measured with validated exams, teachers' evaluation by students' opinion (2,656 students) with a validated instrument, and a self-assessment tool. Results: There were significant differences (p≤0.001, ANOVA) among the three assessment strategies. Four different teacher categories were obtained using students' opinion. Conclusion: We identified highperformance teachers, those requiring faculty development and those who do not fulfill appropriately their teaching responsibilities.

The aim of this paper was to analyze the impact of Human Physiology curriculum on depression and academic performance of medical students. Beck instrument was applied before exams' period to all students who voluntarily participated and the grades gotten in each of the three Human Physiology exams were correlated with all first year's averages. Descriptive and inferential statistics were carried out. We found a significant relationship between the complexity of Human Physiology curriculum and the number of cases of depression, resulting in low academic average; high correlations were among Human Physiology contents and those of Biochemistry and Anatomy. It is important to implement support programs to follow students' emotional welfare as well as to go over the subject's content.

In the medical education field, the prediction of variables that have an impact on the academic performance of students is highly important as supporting programs can be implemented to avoid dropouts or failing scores. Several studies have confirmed the relationship between student performance during the first months at college and the one afterwards; nevertheless, every medical school has its particularities. The objective is to develop a logistic regression model to predict first-year medical students' performance using academic, psychological and vocational variables as well as learning and strategies for self-motivation. The study is observational, transversal and descriptive. The study group consisted of 1205 first-year medical students. Participants completed questionnaires dealing with general knowledge, psychosocial factors, factors associated with career choice, as well as research and autoregulation strategies inventory. Participation was fully voluntary and the results were used under confidential agreement (NDA). The multiple regression model considered pleasure in academic background, percentage of checkmarks in general knowledge, perceived efficiency (categoric with 3 levels), aptitude, interest in biological sciences and health, follow stablished regulations, drive and the pursue of social prestige as covariables. We conclude that a logistic regression model to predict academic performance, mostly of those medical students under academic risk in the biomedical area, is an efficient tool as it allows valid conclusions for appropriate decision making.

Introduction: The National Autonomous University of Mexico Faculty of Medicine created the Adolescent Pregnancy PreventionProgram, which is aimed at students. Objective: To determine the sexual-reproductive health profile of medical students through a diagnostic questionnaire and of those who participated in an educational intervention on sexuality (three modules). Method: First-year undergraduate students, schoolyear 2017-2018, participated. Students were considered to be trained when they took at least one module. Results: The questionnaire was answered by 1157 students, 21.9 % participated in at least one module, 43.1% had initiated sexual activity and 25 % received the educational intervention. Not having used a condom in their last intercourse was identified in 20 %, and a high prevalence of intercourse under the influence of alcohol was observed. Conclusions: It is important for specific sexuality competences to be promoted among those who will be doctors in the future.