Background In self-regulated learning, learning is defined as metacognitively guided, intrinsically motivated and strategic. In the context of medical education, the development of self-regulated learning can be associated with better academic and clinical performance. Hence, this report focuses on demonstrating the association between metacognitive awareness and motivation to learn among medical students in the clinical sciences portion of their education (3rd and 4th years of the medical programme) and characterizing medical students’ motivational factors. Methods We performed a cross-sectional study with a qualitative and quantitative approach involving medical students from the University of Sao Paulo (USP) in Brazil. We have selected validated self-report questionnaires for the evaluation of metacognition (the Schraw and Dennison Metacognitive Awareness Inventory - MAI) and motivation to learn (the Baranik, Barron and Finney Achievement Goals for a Work Domain - AGWD). MAI has two domains: knowledge about cognition and regulation of cognition. AGWD divides achievement goals into mastery approach, mastery avoidance, performance approach and performance avoidance goal orientations. We also performed a qualitative analysis based on an open-ended question: “What motivates me the most in medical training?” Results One hundred eighty-five students completed the questionnaires: 103 (55.67%) were men, 110 (59.45%) were in their fourth year of the medical programme, and 152 (82.16%) were up to 24 years old. Only the knowledge about cognition domain of MAI was significantly associated with motivation to learn. We found that higher scores on the knowledge about cognition domain of MAI was associated with the mastery approach goal orientation (p = 0.003, median 0.71, IQR 0.23) and that lower scores on this same domain was associated with a mastery avoidance goal orientation (p = 0.034, median 0.65, IQR 0.14). The open-ended question showed that altruism, personal satisfaction, financial feedback, personal and supportive networks and graduating were motivational factors. Conclusions Metacognitive awareness and motivation to learn are closely related. This association may represent a potential target for the educational process, as deans and faculty can adopt strategies focused on promoting self-regulated learning concerning students’ motivational factors. This could enhance academic outcomes and promote more enjoyable learning.

In December 2019, a new disease caused by the virus SARS-CoV-2, popularly called coronavirus disease 2019 (COVID-19), was identified in Wuhan, China. This disease has high infectivity and transmissibility rates, with a reproductive number greater than one. 1 Since then, as stated by the World Health Organization (WHO),

A general consensus has been reached in health care organizations that the disclosure of medical errors can be a very powerful way to improve patients and physicians well-being and serves as a core component to high quality health care. This practice strongly encourages transparent communication with patients after medical errors or unanticipated outcomes. However, many countries, such as Brazil, do not have a culture of disclosing harmful errors to patients or standards emphasizing the importance of disclosing, taking responsibility, apologizing, and discussing the prevention of recurrences. Medical error is not discussed or approached during medical school. The stigma of error has a strong connection with value judgments, and emotional support for physicians does not exist. This paper suggests that open communication with the patient is essential. Guidance about error disclosure from health care organizations would be helpful for quality and patient safety and for health care professionals in countries like Brazil.

Medical malpractice refers to the circumstance of harming a person as the result of medical performance based on a reckless, negligent or inexpert approach. In Brazil, while the number of such cases is increasing, discussion of the subject is almost absent. The present study sought to elucidate some of the challenges found in the situations of the victims of medical malpractice. The experience of the victims was accessed through a semi-structured interview. The confusion of individuals when they discovered they had become victims was noted, as well as a difficulty in accepting the status of victim. The effects of the malpractice led to transformations both in behavior and in attitudes, such as a lack of confidence in medical professionals. It is therefore necessary to create strategies to help and care for the mental health of victims of medical malpractice. Keywords: Medical errors. Stress, psychological. Narration. ResumoNuances e desafios do erro médico no Brasil: as vítimas e seus olhares O erro médico refere-se a uma circunstância que atinge a pessoa em decorrência de atuação médica baseada em atitude imprudente, negligente ou imperita. No Brasil tem crescido o número de casos, mas a discussão a respeito da vítima é quase inexistente. Este trabalho buscou elucidar alguns dos desafios presentes na situação das vítimas de erro médico. Utilizando uma entrevista semiestruturada, foi possível conhecer as experiências das vítimas e perceber de que maneira enfrentaram os desafios impostos. Observou-se a perplexidade ao descobrir-se vítima, e a dificuldade em aceitar-se como tal. As mudanças impostas pelo erro acarretaram transformações comportamentais e de atitudes, como a falta de confiança nos profissionais médicos. Sofrimento e sentimentos negativos passam a fazer parte da vivência dessas pessoas. Dessa maneira, é necessário criar estratégias que permitam auxílio e cuidado da saúde mental das pessoas envolvidas com o erro médico. Palavras-chave: Erros médicos. Estresse psicológico. Narrativa. Resumen Matices y desafíos del error médico en Brasil: las víctimas y sus miradasEl error médico se refiere a una circunstancia que afecta a una persona como resultado de una operación médica basada en actitudes imprudentes, negligentes o de impericia. En Brasil se ha incrementado el número de casos, pero la discusión en relación a la víctima es casi inexistente. Este estudio tuvo como objetivo dilucidar algunos de los desafíos presentes en la situación de las víctimas de errores médicos. A partir del empleo de una entrevista semi-estructurada, fue posible el acceso a las experiencias de las víctimas y se logró una aproximación a los modos en que enfrentaron los desafíos impuestos. Se observó la perplejidad de estas personas al percibirse como víctimas y la dificultad en aceptarse en tanto tales. Las transformaciones impuestas por el error dieron lugar a cambios en los comportamientos y las actitudes, por ejemplo, la falta de confianza en los profesionales de la medicina. El sufrimiento y los sentimientos negativos...

This study aims to assess the symptoms of burnout, depression, and anxiety in Brazilian medical residents during the COVID-19 pandemic and to compare residents' beliefs and clinical practices related to COVID-19 patients among all six years of medical residency training in Brazil. METHODS: A quantitative study was conducted in April 2020 with a convenience sample of medical resident volunteers from an anonymous online survey. This investigation collected sociodemographic information and used the Oldenburg Burnout Inventory (OLBI) to measure burnout, the Patient Health Questionnaire (PHQ-9) to measure depression, and the General Anxiety Disorders (GAD-7) to measure generalized anxiety disorder. This study also developed a COVID-19 Impact Questionnaire (CIQ-19) to assess the residents' beliefs and clinical practices related to COVID-19 patients. RESULTS: Our sample comprised 3071 respondents. Depressive symptoms were the most common among second-year residents (70.5%), followed by anxiety symptoms (56.0%) and burnout (55.2%) among fourth-year residents. We also observed burnout symptoms (55.1%) among second-year residents. CONCLUSION: The COVID-19 pandemic increased the risk of mental illnesses in some years of residency. Our study could not conclude the reasons why the incidence varies among levels of physician training. Final year medical residents have avoided seeing COVID-19 patients.