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Academic learning and professional internship are the paramount pillars of medical students’ edu-cation. Modern healthcare organizational settings have become increasingly aware of the importance of nontechnical individual differences (e.g., personality dispositions and personal resources) in shaping optimal job profiles that may satisfy high-level clinical standards. In this vein, one of the most important challenges for medical academic institutions is the development of emotional and cognitive aspects of empathy that may support and sustain future professionals in achieving the goals of their clinical practice. Capitalizing on a large sample of Italian first-year undergraduate students, the present study sought to disentangle the independent contribution of Big-Five personality traits and Self-Efficacy beliefs in multiple academic and life spheres in explaining cognitive and emotional compo-nents of empathy. Results showed that both sets of variables play a significant role in shaping empathy, albeit with relevant differences on specific dimensions of empathy. Implications for academic learning and clinical practice are discussed.

Psychiatric disorders are common in obese patients and they are often considered contraindications for bariatric surgery. In this patients Axis I profile has been widely investigated, while only few studies on Axis II profile are reported. Aim of the study was to examine the prevalence of Axis II psychopathology, to describe the typical body image and to evaluate the prevalence of childhood abuse in bariatric surgery candidates.A total of 102 consecutive obese patients (77 females) were evaluated by the Structured Clinical Interview for DSM IV which assessed Axis I Disorders. After the exclusion of Axis I Disorders, 50 patients (36 females, BMI: 44.68 ± 9.48 Kg/m2, age: 44.5 ± 11.7 years) were enrolled. All 50 patients received a psychiatric assessment including the Structured Clinical Interview for DSM-IV Axis II Disorders (SCID-II); the Body Uneasiness Test, part a (BUT-A), which assesses body image disorders; the Childhood Trauma Questionnaire (CTQ) as a screening test of childhood maltreatment histories.Nineteen patients (38%) were affected by Axis II disorders. Cluster C disorders, including avoidant, dependent and obsessive-compulsive personality disorders, represented the most common diagnosis (24%). Moreover, 34 patients (68%) showed body image disorders (BID), with a GSI score ≥1.2 and 24 (48%) referred an abuse during childhood. Patients with Axis II disorder or a body image uneasiness or a history of maltreatment during childhood, showed higher BMI in adulthood.Psychiatric comorbidities in obese patients were not only represented by depression or anxiety (Axis I disorders), but also by personality disorders (Axis II), body image disorders and childhood abuse. The identification of these conditions could improve outcomes of bariatric surgery and represent an indication for a most important psychiatric support before, during and after surgery.

In Italia, le attuali procedure per l’ingresso nei corsi di studio di medicina valutano solo le abilità cognitive dei candidati. Non vi sono studi che indaghino l’importanza delle abilità non cognitive e l’impatto della vita accademica (corso, formazione, esami e simili) sul benessere degli studenti. Per colmare questa lacuna, la Conferenza Italiana dei Presidenti di CLM in Medicina e Chirurgia ha promosso una ricerca longitudinale finalizzata a indagare il benessere degli studenti nei 6 anni di corso di studio. La ricerca è longitudinale e coinvolge 6 Università equamente distribuite nelle diverse zone geografiche d’Italia. Un questionario che misura i tratti di personalità e l’auto-efficacia; il benessere psicologico; i fattori motivazionali e vocazionali; le variabili socio-demografiche è stato somministrato all’inizio del primo anno e del terzo anno. Un totale di 834 studenti sono stati interessati nel primo tempo: i rimanenti al secondo tempo erano 478 (circa il 53%). I risultati preliminari ottenuti dall’analisi del questionario mostrano che i profili di personalità degli studenti sono relativamente stabili, specialmente la stabilità dell’ordine di rango nei tratti della personalità (i cosiddetti “Big Five”), l’autoefficacia e l’empatia. Tuttavia, è emersa una moderata, anche se significativa, diminuzione dell’efficacia accademica e della soddisfazione della vita, e l’aumento del disagio personale nel tempo. Sebbene gli studenti di medicina mostrino alti livelli di capacità di autoregolamentazione, così come i profili individuali che dimostrano un sostanziale benessere, i 3 anni di corso di Medicina mostrano un impatto significativo (anche se moderato) sulla percezione da parte degli studenti di se stessi. In particolare, le attività accademiche hanno probabilmente prodotto un’autovalutazione più realistica delle proprie capacità accademiche. Gli impegni del corso di studi hanno un probabile impatto nell’au-mentare il senso di disagio personale degli studenti. In Italy, current undergraduate medical-school (UMS) assessment procedures test applicants’ cognitive skills only. There are not studies investigating the importance of non-cognitive skills as well as the impact of academic life (course, training, exams, and the like) on students well-being. In order to fill this gap the Italian Conference of UMS Directors promoted a longitudinal research aimed at investigating students’ well-being across the 6-years of course of study. The research was longitudinal in design and involved 6 Universities equally distributed in the different geographic zones of Italy. A questionnaire measuring personality and self-efficacy; psychological well-being; motivational and vocational factors; socio-demographic variables was administered at the beginning of the first year and of the third year. A total of 834 students were enrolled in the first wave: the remainers at the second wave were 478 (about 53%). Preliminary results obtained from the analysis of the questionnaire show that students personality profiles are relatively stable especially as are as rank order stability in personality traits (the so called “Big Five”), self-efficacy and empathy. However, moderate al-though significant decrease in academic self-efficacy and life satisfaction, and increase in personal disease across time emerged. Although medicine students show high levels of self-regulation capability, as well individual profiles evidencing a substantial well being, the 3 years of course of Medicine show a significant (albeit moderate) impact on students perceptions of themselves. In particular, academic activities likely produced a more realistic self-evaluation of own academic capabilities. The commitments of the course of studies have a likely impact in increase a sense of personal disease of stu-dents.