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Background: The coronavirus pandemic is an international public health emergency without precedence in modern history. It represents a challenge to the academic and psychological stability of students due to the changes it can cause in daily life. This study aimed to evaluate the prevalence and level of burnout in medical students caused by the academic and psychological instability that the pandemic represents. Methods: A cross-sectional prospective study was designed using the Maslach Burnout Inventory-Student Survey (MBI-SS). This evaluated the emotional exhaustion due to study demands, cynicism, and negative self-academic efficacy. This study was based in the school of medicine of the Universidad Autonoma de Nuevo Leon (UANL), in Monterrey, Mexico during the Spring semester 2020. Results: A total of 154 (93 women and 61 men) first-year medical students participated (response rate 36.4%). Burnout was identified in 14.9% (n=23), and high emotional exhaustion in 53.9% (n=83). Burnout was almost 4 times more likely to develop in men than in women (aOR = 4.8; 95% Confidence Interval=1.7-13.3) when considering age as a covariable in the multivariable model. Conclusion: Further epidemiological studies of burnout syndrome in medical students are needed, and schools should consider promoting mental health and making programs available for their students to help overcome the emotional and social challenges during the pandemic.

Introduction Emotional exhaustion, excessive depersonalization, and reduced personal achievement define the burnout syndrome. The academic workload on students can cause exhaustion, similar to that of a worker. The Maslach Burnout Inventory‐ Student Survey (MBI‐SS) was designed to reflect student burnout by evaluation of emotional exhaustion, cynicism, and academic efficacy. It has been reported that at least half of the students will suffer burnout at some point in their medical studies. Burnout evaluation has been focused on physicians or those working in hospitals attending coronavirus patients. The psychological burden and pressures on students due to the closure of facilities and schools around the world has not been thoroughly evaluated. The objective was to evaluate the prevalence of burnout in medical students during the COVID‐19 pandemic. Materials and Methods A cross‐sectional, prospective, and descriptive study was performed. The MBI‐SS was applied during the spring semester to all anatomy students of one of the largest medical schools in Mexico. The study was previously reviewed and approved by the Ethics and Research Committees to be answered anonymously and voluntarily. Results were classified as low, moderate, or high in emotional exhaustion, cynicism, and academic effectiveness. Results A total of 154 students participated in the survey, with a mean age of 18.9 years, 60.4% (n = 93) were women. Based on the MBI‐SS definition, 14.9% (n = 23) were identified with symptoms of burnout. There was also a high prevalence of emotional exhaustion (53.9% n = 83), cynicism (16.9% n = 26), and low academic effectiveness (34.4% n = 53). Men were statistically more prevalent towards lower academic effectiveness (p = 0.037) and increased cynicism (p = 0.003), as well as a higher incidence of burnout (26.6% vs 7.5%, p = 0.001). Conclusions Burnout prevalence among medical students has been reported as high as 46% during the pandemic, however different types of surveys have been used. A previous study using the same survey reported a prevalence of 5.2% for moderate burnout syndrome, in a similar population which could indicate the COVID‐19 pandemic as an influencing factor. Universities need to consider the psychological effects of the pandemic on students, and provide guidance of support alternatives to improve mental health, due to the impact this syndrome may cause on the quality of life.

Gender bias is a universal phenomenon that is strongly embedded in human society. Its omnipresence originates consequences that have a lasting structural impact. Despite social, scientific, and cultural changes, gender discrimination remains prevalent in the twenty-first century. In this paper, we describe a situation in which a medical student was discouraged by a professor when she expressed the professional path she intended to pursue in the future just because of her gender. In addition, we discuss possible solutions such as raising awareness, developing educational programs, increasing women representation, and addressing everyone’s needs. It is imperative that we, as a society, educate ourselves in identifying stereotypes and gender-biased situations to eliminate gender discrimination in science and in our systems.