Objetivo: Describir las características sociodemográficas y determinar los factores asociados a manifestaciones psicológicas de depresión, ansiedad y estrés en trabajadores sanitarios en el contexto de la pandemia por COVID-19 en los establecimientos de salud del Perú durante mayo de 2020. Métodos: Se realizó un estudio transversal en trabajadores sanitarios de establecimientos hospitalarios del Perú. Se elaboró un cuestionario estructurado que incluía las características sociodemográficas, la profesión, área y lugar de trabajo, y cuestionarios validados para trastorno de ansiedad generalizada (GAD-7), Salud del paciente (PHQ-9) y la Escala de impacto del estresor revisada (IES-R). Para el análisis se utilizó modelos lineales generalizados de Poisson, función de enlace logarítmico y varianzas robustas. Se calculó el rango intercuartílico (RIC) y la razón de prevalencia ajustada (RPa) y su intervalo de confianza del 95% (IC95%). Resultados: De un total de 258 encuestados, 254 (98%) completaron al cuestionario, siendo el 61,8% mujeres y el área de trabajo más común emergencia u hospitalización (62,2%). La puntuación mediana del PHQ-9 fue 4 (RIC:2-7), del GAD-7 fue 6 (RIC:4-8) y para el IES-R fue 16 (RIC:8-24). El análisis multivariado mostró que ser médico se asocia con una menor prevalencia de ansiedad (RPa: 0,77; IC 95%: 0,62-0,94), mientras que vivir solo se asoció con una mayor prevalencia de depresión (RPa: 1,46; IC 95%: 1,11-1,92). Conclusión: El personal sanitario manifestó alteraciones psicológicas, asociado principalmente al personal no médico y vivir solo.

Introduction: Development of drug prescription skills poses critical challenges in medical education. This study determined the effects of simulated interviews on the improvement of drug prescription skills among medical students in 2020. Methodology: This was a quantitative, cross-sectional, analytical, quasi-experimental study of simulated interviews for improving rational drug prescription skills in medical students. Baseline, pre-, and post-intervention assessments of prescription skills were performed using an expert-validated instrument constructed from the WHO Good Prescribing Guide. Three simulated interviews with different simulated patients were conducted in two groups: in-person in the first batch and remotely in the second batch due to mandatory social distancing during the Covid-19 pandemics. Friedman, Dunn-Bonferroni, and Wilcoxon tests were used, considering a significance of level p<.05 and standardized mean difference (Hedges g); data were analyzed using Excel 2016 and SPSS 28. Results: Fifty-four students completed the required assessments; in-person 28 and remotely 26. The total score for pharmacological prescription skills increased significantly from pre- to post-intervention measurements, from 12.72 +/- 2.94 to 15.44 +/- 2.50, respectively (p<.0001) (g: 0.996), and the increase from baseline to post-intervention scores for drug prescription knowledge was 5.39 +/- 3.67, 11.28 +/- 3.50, respectively (p <.01). Discussion: Our results suggest that the implementation of pre-briefing and debriefing strategies in remote and in-person clinical interviews with simulated patients significantly improved drug prescription skills and pharmacological knowledge among medical students. The logical sequence of the WHO Guide for Good Prescribing may have facilitated debriefing, knowledge acquisition, and transfer to various clinical contexts.

Objective: To describe the learning achievement after training in pharmacogenetics based on PBL and ICT and its persistence four years later in human medicine students of a public university in Peru.Materials and Methods: The knowledge of 160 students who received training on the pharmacogenetics of warfarin applying PBL and ICT was evaluated. The instrument was based on a clinical problem applied after training and 4 years later.Results: Results of the first evaluation indicated a good analytical resolution of the problem with argumentation in the genetic conditions of the patient. The four-year evaluation showed that 89% of the students continued at higher levels of learning.Conclusion: It was shown that the use of a meaningful learning methodology with PBL and ICT can make knowledge last and serve in the future for decision-making in the selection of medication.