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ISSN 2007-932X (Electronic)
Órgano Oficial de Difusión de la Comisión Nacional de Arbitraje Médico

2017, Number 1

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Rev CONAMED 2017; 22 (1)

Effect of extra time on cognitive skills in students of medical specialties and undergraduate interns

Hernández PF, Castillo ATA, Mendoza MK

Language: Spanish
References: 20
Page: 17-22
PDF size: 228.41 Kb.


ABSTRACT

Introduction: During their stay in the medical units, resident and internal undergraduate are subjected to stress, modifying his level of alert for the execution of the tasks, and putting their safety and the patient's risk at risk.
Objective: To determine the effect of sleep suppression on the cognitive skills of resident and internal physicians of the undergraduate course.
Method and materials. It is an observational study of cases and controls, with a convenience sample of 58 physicians, made up of 32 residents and 26 undergraduate interns. Two attention tests and three reading understanding tests were applied, comparing those who slept two hours or less and after extra time (guard) against those who have slept 2 hours or more. In both cases, it was considered as an effect of sleep deprivation if there was significant difference between groups. Student t test was used to compare means and to compare averages, the χ2. p ≤ 0.05 was considered statistically significant.
Results. Tests to 58 volunteers, 26 undergraduate medical interns and 32 residents were applied. When comparing the A group (who slept two hours or less and the B group (who slept more than two hours) it was found that there was a significant difference in tests of attention, both with proof of Toulouse as the psycho Test (p = 0.031 and 0.001 respectively), as well as reading comprehension test No. 3 (p = 0.010), however, for reading tests 1 and 2 no significant difference (p = 0.219 and 0.314 respectively)
Conclusions. It was found that undergraduate interns and resident physicians who slept two or fewer hours were affected in their mental functions such as the attention, although assessments of reading comprehension results were mixed.


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