<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712025000300210</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v49.3-2024.0295</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Fatores protetores e de risco à saúde mental de estudantes de Medicina na perspectiva deles]]></article-title>
<article-title xml:lang="en"><![CDATA[Protective and risk factors for the mental health of medical students from their perspective]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Custódio]]></surname>
<given-names><![CDATA[Clarissa Garcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabo]]></surname>
<given-names><![CDATA[Júlia Santos do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fasanella]]></surname>
<given-names><![CDATA[Nicoli Abrão]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Fernando Antonio de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pavan]]></surname>
<given-names><![CDATA[Maria Valéria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo Programa de Pós-Graduação em Educação nas Profissões da Saúde ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>49</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712025000300210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712025000300210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712025000300210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdução:  Muitos estudos têm evidenciado a alta prevalência de transtornos mentais entre os estudantes de medicina. Diversos fatores conhecidos contribuem para pôr em risco e para proteger os estudantes dos transtornos mentais.  Objetivo:  Este estudo teve como objetivos analisar, do ponto de vista dos estudantes, os fatores que influenciam a saúde mental deles, em particular fatores associados à estrutura do curso de Medicina, e coletar sugestões para intervenções que possam contribuir para reduzir o sofrimento e promover a saúde mental dos alunos.  Método: Trata-se de um estudo transversal, observacional, qualitativo e analítico realizado em um curso particular de Medicina do interior do estado de São Paulo (Brasil), no ano de 2019. Desde 2006 o curso é estruturado em metodologias ativas, com três anos de internato. Os participantes responderam ao questionário online formulado pelos autores.  Resultado: Participaram do estudo 263 estudantes (41,7% do total), com distribuição proporcional entre os seis anos do curso. A idade média foi de 22,9 anos (de 18 a 31 anos). A maioria dos participantes (66,5%) era do gênero feminino, e 25,5% (18,4 - 30,4%; IC 95%) reportaram possuir algum transtorno mental, diagnosticado por psiquiatras em 85,5% dos casos: transtornos de ansiedade (11,4%); transtornos depressivos (11,0%); transtorno de déficit de atenção/hiperatividade (1,9%) e outros. Eis os sintomas mais mencionados pelos estudantes: desânimo (45,3%), irritabilidade (42,6%), angústia (38,4%) e tristeza (32,3%). Os fatores protetores da saúde mental mais lembrados foram: amigos e relações familiares (24%); estrutura do curso (22,6%); professores e funcionários (6,9%); prática de atividade física (6,9%). Eis os fatores agressores mais mencionados: complexidade, pressão do curso e cobrança (23,7%); questões relacionadas ao trabalho em grupos (20%); processo de avaliação do estudante (9,7%); hierarquia opressora e trote (8,1%); e insegurança profissional (6,2%). Estas foram as intervenções sugeridas: discussões sobre o tema ao longo de todo o curso em atividades curriculares (47,8%) e extracurriculares (29,7%); ações terapêuticas em grupo e individuais (21,7%); práticas integrativas (12,8%); e capacitação docente (6,1%).  Conclusão:  Embora existam fatores universalmente observados que favorecem a saúde mental dos discentes de Medicina e outros que a prejudicam, cada instituição de ensino deve identificar seus principais fatores de risco e protetores, corrigindo as fragilidades e tornando mais robustas as atitudes protetoras aos estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction: Many studies have shown the high prevalence of mental disorders among medical students. Several known factors contribute to putting students at risk and protecting them from mental disorders.  Objective: To analyse, from the student&#8217;s perspective, the factors that influence their mental health, particularly factors associated with the structure of the medical course, and to collect suggestions for interventions that can contribute to reducing suffering and promoting students&#8217; mental health.  Methods: A cross-sectional, observational, qualitative, and analytical study was conducted at a private medical school in the interior of São Paulo state (Brazil) in 2019. Since 2006, the course has been structured in active methodologies, with a three-years clerkship program. Participants answered the online questionnaire formulated by the authors.  Results:  A total of 263 students participated in the study (41.7% of the total), with a proportional distribution across the six years of the course. Average age 22.9 years (18 to 31 years). Most the participants (66.5%) were female, 25.5% (18.4 - 30.4%; 95% CI) reported having some mental disorder, diagnosed by psychiatrists in 85.5% of cases: anxiety disorders (11.4%); depressive disorders (11.0%); attention deficit hyperactivity disorder (1.9%) and others. The symptoms most mentioned by students were: lack of energy (45.3%); irritability (42.6%); distress (38.4%), and sadness (32.3%). The most mentioned protective factors for mental health were: friends and family relationships (24%); course structure (22.6%); teachers and staff (6.9%); physical activity (6.9%). The most mentioned aggressor factors were: complexity, course pressure and demands (23.7%); issues related to group work (20%); student assessment process (9.7%); oppressive hierarchy and hazing (8.1%), and professional insecurity (6.2%). They suggest interventions: discussions on the topic throughout the course in curricular (47.8%) and extracurricular activities (29.7%); group and individual therapeutic actions (21.7%); integrative practices (12.8%), and teacher training (6.1%).  Conclusions:  Although universally observed factors favour the mental health of medical students and others harm it, each educational institution must identify its primary risk and protective factors, correcting weaknesses and strengthening protective attitudes towards students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Saúde Mental]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de Medicina]]></kwd>
<kwd lng="pt"><![CDATA[Ansiedade]]></kwd>
<kwd lng="pt"><![CDATA[Depressão]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Saúde]]></kwd>
<kwd lng="en"><![CDATA[Mental Health]]></kwd>
<kwd lng="en"><![CDATA[Medical Students]]></kwd>
<kwd lng="en"><![CDATA[Anxiety]]></kwd>
<kwd lng="en"><![CDATA[Depression]]></kwd>
<kwd lng="en"><![CDATA[Health Education]]></kwd>
</kwd-group>
</article-meta>
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