INTRODUCTION: MEDICAL EDUCATION HAS UNDERGONE A REMARKABLE TRANSFORMATION DRIVEN BY TECHNOLOGICAL ADVANCES IN RECENT DECADES. THE PROGRESSIVE INTEGRATION OF DIGITAL TOOLS AND INNOVATIVE TECHNOLOGIES HAS SIGNIFICANTLY ENRICHED ACCESS TO EDUCATIONAL RESOURCES AND IMPROVED CLINICAL PRACTICE. OBJECTIVE: THIS ANALYSIS AIMS TO EVALUATE THE IMPACT OF VARIOUS EMERGING TECHNOLOGIES IN MEDICAL EDUCATION AND THEIR INFLUENCE ON CLINICAL PRACTICE, HIGHLIGHTING IMPROVEMENTS IN SKILLS AND DIAGNOSTIC ACCURACY, AS WELL AS THE PERSONALIZATION OF LEARNING. METHODS: A COMPREHENSIVE ANALYSIS OF PILOT STUDIES AND SYSTEMATIC REVIEWS WAS CONDUCTED THAT EVALUATED THE IMPACT OF VARIOUS TECHNOLOGIES ON MEDICAL EDUCATION. DATA COLLECTED FROM LEADING INSTITUTIONS WERE EXAMINED AND STATISTICAL TECHNIQUES WERE USED TO EVALUATE THE EFFECTIVENESS OF THESE TECHNOLOGICAL INTERVENTIONS. RESULTS: PILOT STUDIES DEMONSTRATED ...

Introduction: medical education has undergone a remarkable transformation driven by technological advances in recent decades. The progressive integration of digital tools and innovative technologies has significantly enriched access to educational resources and improved clinical practice. Objective: this analysis aims to evaluate the impact of various emerging technologies in medical education and their influence on clinical practice, highlighting improvements in skills and diagnostic accuracy, as well as the personalization of learning. Methods: a comprehensive analysis of pilot studies and systematic reviews was conducted that evaluated the impact of various technologies on medical education. Data collected from leading institutions were examined and statistical techniques were used to evaluate the effectiveness of these technological interventions. Results: pilot studies demonstrated ...

ACADEMIC STRESS IS A COMMON PROBLEM AMONG NURSING STUDENTS, ESPECIALLY DURING EXAM PERIODS. THIS STUDY AIMS TO ANALYZE THE RELATIONSHIP BETWEEN PHYSICAL ACTIVITY LEVELS AND PERCEIVED ACADEMIC STRESS IN NURSING STUDENTS DURING FINAL EXAMS. A DESCRIPTIVE CROSS-SECTIONAL STUDY WAS CONDUCTED WITH 43 STUDENTS. PHYSICAL ACTIVITY WAS MEASURED USING ACTIGRAPH WGT3X ACCELEROMETERS, AND ACADEMIC STRESS WAS ASSESSED WITH THE SISCO INVENTORY. DESCRIPTIVE STATISTICS AND NONPARAMETRIC TESTS (MANN-WHITNEY AND KRUSKAL-WALLIS) WERE USED TO ANALYZE THE DATA. RESULTS SHOWED THAT WOMEN REPORTED SIGNIFICANTLY HIGHER LEVELS OF ACADEMIC STRESS (P=.0049) AND THAT STUDENTS WITH HIGHER ACADEMIC WORKLOADS PERFORMED LESS MODERATE TO VIGOROUS PHYSICAL ACTIVITY (P<.05). SEDENTARY BEHAVIOR WAS HIGHER IN THOSE WITH LOWER STRESS LEVELS (P=.0492). THESE FINDINGS SUGGEST THAT ACADEMIC STRESS MAY NEGATIVELY INFLUENCE PHYSI...