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Background: To tackle future health threats, the study aimed to assess healthcare workers’ (HCWs) adherence to infection prevention and control (IPC) measures and to evaluate whether knowledge and concerns related to COVID-19 could be its potential predictors. A secondary aim was to explore how and how much healthcare facilities support HCWs to implement IPC practices. Methods: This cross-sectional study was conducted between June and September 2021 in Southern Italy using a self-administered questionnaire. Socio-demographic and professional characteristics, COVID-19 preparedness and response plan in the facilities, knowledge about COVID-19’s transmission and non-pharmaceutical interventions (NPIs), concerns about the possibility of transmitting COVID-19 to family members and patients, adherence to IPC practices, and sources of information were investigated. Results: Among the 492 enrolled HCWs, the overall knowledge median score was 6 out of a maximum score of 8 and predictors of good knowledge were practicing in a facility that organized training courses about IPC measures and having more years in practice. HCWs were more concerned about the possibility of transmitting the infection to their family members (64.4%) than to negative patients (38.9%). A sizable proportion claimed to take off the face mask by touching only the straps or ties (76.3%) and to replace the face mask when it was wet (70.7%). Only 26.2% never/rarely touched the face mask while wearing it. Good adherence to preventative practices was more likely in HCWs other than physicians and practicing in a facility that organized training courses about IPC measures and in regional hospitals compared with those practicing in district hospitals. Conclusions: The study findings produce information about what worked well and where gaps were identified during COVID-19 pandemic, along with data useful for hospitals and health systems in general to better prepare and put in place appropriate interventions in case of similar future events.

Resumen: En la actualidad, la medicina incorpora diferentes recursos y estrategias para mejorar la educación que brinda a los estudiantes, entre ellas las actividades de aprendizaje por simulación. La simulación trae consigo varios beneficios, pero para ello es necesario saber implementarla y contar con los recursos necesarios, y además, tener claros los objetivos de aprendizaje que se plantearán en esta y valorar qué tan útil resulta para el participante.Retomando lo anterior, se realizó un estudio descriptivo en el que participaron estudiantes de primer año de la licenciatura de médico cirujano de la Facultad de Medicina de la UNAM, quienes, a través de la simulación, tuvieron un acercamiento introductorio a la importancia de la relación médico-paciente y aprendieron la técnica de exploración ginecológica en una actividad dividida en 3 fases, utilizando pacientes estandarizados y simuladores de baja fidelidad. Al término de la actividad, esta fue evaluada por los participantes mediante una lista de cotejo clasificada en 4 rubros para conocer su perspectiva, que ayudará a mejorar la calidad de la simulación planteada y a saber si el estudiante considera que ha adquirido habilidades propias del médico. Abstract: Medicine currently incorporates different resources and strategies to improve the education it provides to students, including simulation-based activities. Simulation brings several benefits, but for this it is necessary to know how to implement it and have the necessary resources, as well as having clear learning objectives that will be raised in it and assess how useful it is for the participant.With this objective, a descriptive study was conducted in which first year medical students of the UNAM's Faculty of Medicine participated. Using the simulation, they had an introductory approach to the importance of the doctor-patient relationship, and learned the technique of gynaecological examination in an activity that was divided into 3 phases, using standardised patients and low fidelity simulation models. At the end, this was evaluated by the participants through a checklist classified into 4 areas in order to determine their perspective. This would help improve the quality of the simulation and to determine if the students consider that they have acquired their doctor skills.