IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v14y2022i19p12604-d933020.html
   My bibliography  Save this article

Challenges and Difficulties Related to the Professional Performance and Training of Peruvian Medical Residents during a Pandemic

Author

Listed:
  • Aldo Bazán-Ramírez

    (Escuela de Medicina, Universidad César Vallejo, Piura 20001, Peru)

  • Miguel Tresierra-Ayala

    (Escuela de Medicina, Universidad César Vallejo, Piura 20001, Peru)

  • Walter Capa-Luque

    (Facultad de Psicología, Universidad Nacional Federico Villarreal, Lima 15082, Peru)

  • Marina Cossío-Reynaga

    (Dirección de Servicios de Salud, Dirección de Salud Apurímac II, Andahuaylas 03701, Peru)

  • Juan Quijano-Pacheco

    (Facultad de Ciencias de la Salud, Universidad César Vallejo, Trujillo 13001, Peru)

Abstract

Physicians that pursue postgraduate studies must simultaneously manage activities related to their academic training and their duties as specialized in a hospital. The aim of this study was to determine the challenges that affect the professional development and growth of 142 first-year medical residents from a private university in Peru, during the COVID-19 pandemic. The residents responded to an online questionnaire with eight open-ended questions soliciting the identification of two difficulties or challenges per question. Descriptive analysis of the challenges that were detected was carried out and two binomial logistic regression models were tested to evaluate the effect of academic and personal factors on professional development. A structural regression model with three predicting factors (Academic training, Mentorship and use of ICT, and Health conditions) was also tested to predict professional development. Over 80% of the residents expressed having problems with their professional performance, activities, and attention span during the residency. The adjusted logistic regression model explained 42% of the effect of factors that make the emergence of challenges for medical residents more probable in the performance of professional activities. Likewise, the structural regression model indicated a good fit, where all three factors significantly explained medical residents’ professional performance; however, the Mentorship and use of ICTs factor was the best predictor of professional performance during the residency program.

Suggested Citation

  • Aldo Bazán-Ramírez & Miguel Tresierra-Ayala & Walter Capa-Luque & Marina Cossío-Reynaga & Juan Quijano-Pacheco, 2022. "Challenges and Difficulties Related to the Professional Performance and Training of Peruvian Medical Residents during a Pandemic," Sustainability, MDPI, vol. 14(19), pages 1-16, October.
  • Handle: RePEc:gam:jsusta:v:14:y:2022:i:19:p:12604-:d:933020
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/14/19/12604/pdf
    Download Restriction: no

    File URL: https://www.mdpi.com/2071-1050/14/19/12604/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Basim Alsaywid & Abdulrahman Housawi & Miltiadis Lytras & Huda Halabi & Maha Abuzenada & Sami A. Alhaidar & Wesam Abuznadah, 2020. "Residents’ Training in COVID-19 Pandemic Times: An Integrated Survey of Educational Process, Institutional Support, Anxiety and Depression by the Saudi Commission for Health Specialties (SCFHS)," Sustainability, MDPI, vol. 12(24), pages 1-31, December.
    2. César Torres Martín & Christian Acal & Mohammed El Homrani & Ángel Custodio Mingorance Estrada, 2021. "Impact on the Virtual Learning Environment Due to COVID-19," Sustainability, MDPI, vol. 13(2), pages 1-16, January.
    3. Emilie Schmits & Sarah Dekeyser & Olivier Klein & Olivier Luminet & Vincent Yzerbyt & Fabienne Glowacz, 2021. "Psychological Distress among Students in Higher Education: One Year after the Beginning of the COVID-19 Pandemic," IJERPH, MDPI, vol. 18(14), pages 1-10, July.
    4. Ádám Tibor Schlégl & Zsolt Balázs Pintér & Anna Kovács & Eszter Kopjár & Péter Varga & Dániel Kardos & Krisztina Berner-Juhos & Péter Maróti & Zsuzsanna Füzesi, 2022. "Distance Education for Basic Surgical Skills Using Homemade Tools—DIY Methods for Emergency Situations," Sustainability, MDPI, vol. 14(14), pages 1-14, July.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Pilhyoun Yoon & Junghoon Leem, 2021. "The Influence of Social Presence in Online Classes Using Virtual Conferencing: Relationships between Group Cohesion, Group Efficacy, and Academic Performance," Sustainability, MDPI, vol. 13(4), pages 1-19, February.
    2. Mario J. Valladares-Garrido & Luis Eduardo Zapata-Castro & Cinthia Karina Picón-Reategui & Ana Paula Mesta-Pintado & Ronald Alberto Picón-Reategui & Mariana Huaman-Garcia & César Johan Pereira-Victori, 2022. "Association between Working Time and Burnout Syndrome in Peruvian Military during the Second Epidemic Wave of COVID-19," IJERPH, MDPI, vol. 19(20), pages 1-14, October.
    3. Adriana Malureanu & Georgeta Panisoara & Iulia Lazar, 2021. "The Relationship between Self-Confidence, Self-Efficacy, Grit, Usefulness, and Ease of Use of eLearning Platforms in Corporate Training during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(12), pages 1-20, June.
    4. Fernando Lara-Lara & María Jesús Santos-Villalba & Blanca Berral-Ortiz & José Antonio Martínez-Domingo, 2023. "Inclusive Active Methodologies in Spanish Higher Education during the Pandemic," Societies, MDPI, vol. 13(2), pages 1-14, January.
    5. Fabienne Glowacz & Amandine Dziewa & Emilie Schmits, 2022. "Intimate Partner Violence and Mental Health during Lockdown of the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(5), pages 1-16, February.
    6. Seema Mihrshahi & Putu Novi Arfirsta Dharmayani & Janaki Amin & Alexandra Bhatti & Josephine Y. Chau & Rimante Ronto & Diana Turnip & Melanie Taylor, 2022. "Higher Prevalence of Food Insecurity and Psychological Distress among International University Students during the COVID-19 Pandemic: An Australian Perspective," IJERPH, MDPI, vol. 19(21), pages 1-14, October.
    7. Elena Jiménez Sánchez & Estrella Montes-López & María Jesús Santos Sánchez, 2022. "Impact of the COVID-19 Confinement on the Physics and Chemistry Didactic in High Schools," Sustainability, MDPI, vol. 14(11), pages 1-18, May.
    8. Eduard Edelhauser & Lucian Lupu-Dima, 2021. "One Year of Online Education in COVID-19 Age, a Challenge for the Romanian Education System," IJERPH, MDPI, vol. 18(15), pages 1-32, July.
    9. Azza Abouhashem & Rana Magdy Abdou & Jolly Bhadra & Malavika Santhosh & Zubair Ahmad & Noora Jabor Al-Thani, 2021. "A Distinctive Method of Online Interactive Learning in STEM Education," Sustainability, MDPI, vol. 13(24), pages 1-17, December.
    10. Fabienne Glowacz & Emilie Schmits & Annabelle Kinard, 2022. "The Impact of the COVID-19 Crisis on the Practices and Mental Health of Psychologists in Belgium: Between Exhaustion and Resilience," IJERPH, MDPI, vol. 19(21), pages 1-19, November.
    11. Johanna Andrea Navarro-Espinosa & Manuel Vaquero-Abellán & Alberto-Jesús Perea-Moreno & Gerardo Pedrós-Pérez & Pilar Aparicio-Martínez & Mª Pilar Martínez-Jiménez, 2021. "The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case," Sustainability, MDPI, vol. 13(11), pages 1-22, June.
    12. Azza Abouhashem & Rana Magdy Abdou & Jolly Bhadra & Nitha Siby & Zubair Ahmad & Noora Jabor Al-Thani, 2021. "COVID-19 Inspired a STEM-Based Virtual Learning Model for Middle Schools—A Case Study of Qatar," Sustainability, MDPI, vol. 13(5), pages 1-24, March.
    13. Hala Dalbani & Safaa Eissa & Sharifah Fatimah Syed-Ahmad & Norah Almusharraf, 2022. "Transitioning to Flipped Classrooms: Instructors’ Perspectives," Sustainability, MDPI, vol. 14(20), pages 1-26, October.
    14. Yu Sun & Tzu-Hua Wang & Li-Fen Wang, 2021. "Implementation of Web-Based Dynamic Assessments as Sustainable Educational Technique for Enhancing Reading Strategies in English Class during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(11), pages 1-13, May.
    15. Joshua Collado-Valero & Gemma Rodríguez-Infante & Marta Romero-González & Sara Gamboa-Ternero & Ignasi Navarro-Soria & Rocío Lavigne-Cerván, 2021. "Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19," Sustainability, MDPI, vol. 13(10), pages 1-19, May.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:14:y:2022:i:19:p:12604-:d:933020. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.