Las dificultades del sueño son altamente prevalentes en los estudiantes de medicina, por lo que es necesario contar con mayor evidencia acerca de cómo sus hábitos contribuyen sobre la calidad del mismo. Objetivos: Evaluar la asociación entre algunos hábitos de salud y tener dificultad en el sueño en alumnos de medicina de primer año. Diseño: Estudio transversal, descriptivo. Institución: Facultad de Medicina, Universidad Nacional Autónoma de México. Participantes: Alumnos de primer año de medicina. Intervenciones: Estudio en 572 alumnos de primer año de medicina con edad promedio de 18,6 años, 37% hombres, de una institución educativa pública de México, seleccionados a través de un muestreo no probabilístico. Se utilizó tres preguntas de la Symptom Check List (SCL90) para considerar dificultad del sueño y 18 preguntas correspondientes al apartado II del Perfil de Estrés de Nowack para evaluar los hábitos de salud. Mediante regresiones logísticas simples, se obtuvo los odds ratio (OR) de los hábitos de salud con respecto a la presencia/ausencia de dificultad del sueño. Principales medidas de resultados: Hábitos de sueño. Resultados: Los hábitos como ‘alta promoción del descanso-sueño’ (OR=0,15; IC95%=0,04 a 0,64) y ‘alta prevención del riesgo’ (OR=0,59; IC95%=0,41 a 0,86) se asociaron a la ausencia de dificultad del sueño. Conclusiones: Pese a que la ‘promoción del descanso sueño’ fue el hábito menos comunicado por los estudiantes, estuvo asociado a la ausencia de dificultad del sueño con respecto a otros hábitos de salud.

The Obsessive Compulsive Disorder (OCD) has significant implications for quality of life of a person. This study proposes the use of a cognitive stimulation program (Captain´s Log Cognitive Training) to improve the cognitive deficits produced by this disorder. Ten university students with OCD were randomly selected; 4 of them (control group) received psychiatric and pharmacological treatment, and six students (experimental group) received training using a computer program that stimulated the cognitive deficits besides the psychiatric and pharmacological treatment. A pre and posttest neuropsychologic evaluations were applied using the Wechsler Adult Intelligence Scale (WAIS-III) and an abbreviated version of the Barcelona Test. Training was carried out twice a week until each subject covered 30 sessions. Significant differences were found (p<0.05) in functions associated with Planning skills, anticipation and organization, verbal fluency, visuoconstructive praxis, working memory and processing speed. Cognitive training helped to improve the intellectual performance of the students who participated in the treatment, reflected in higher flexibility to solve practical problems.

Objective To evaluate the changes in anxious and depressive symptomatology, self‐esteem and social adaptation in college students who attended group psychotherapy for 6 months. Method A quasi‐experimental, one‐group pretest–post‐test design was utilised. The effect of group psychotherapy on the symptoms of anxiety, depression, self‐esteem and social adjustment was evaluated in 41 college students, with depressive‐anxious disorders as principal diagnoses. For six months, they were treated with interactional‐type psychotherapy and with pharmacological treatment if necessary. Results Significant improvements were found in depressive symptoms (p = .0001), state anxiety (p = .001), self‐esteem evaluated with the Coopersmith Self‐Esteem Inventory (p = .039) and with the Rosenberg Self‐Esteem Scale (p = .024) and social adaptation (p = .013). No effect was observed by gender or by adding pharmacological treatment. Conclusions Group psychotherapy may be useful in reducing depressive and anxious symptoms, and improving self‐esteem and social adaptation.

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