ArticleBMC medical education2026
Abuse and empowerment in the academic field on the academic performance of medical students: a cross-sectional study.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAcademic abuse remains a concerning and under-recognized factor affecting medical students' well-being and academic achievement. Empowerment, on the other hand, may mitigate negative experiences and enhance performance. This study aimed to examine the relationship between academic abuse, empowerment, and academic performance among medical students in a Latin American setting.
methodsA cross-sectional study was conducted among 255 medical students at a private university in Lima, Peru. Participants were selected using stratified sampling by year of study. Academic performance was assessed using the RAU Scale, academic abuse through the Teacher Abuse Questionnaire, and empowerment using the Instrument of Perception of Empowerment (IPE). A Poisson regression model with robust variance was used to directly estimate prevalence ratios (PR) and their corresponding 95% confidence intervals (95% CI). The model included academic abuse and its dimensions as the main explanatory variables and was subsequently adjusted for sociodemographic and academic covariates (sex, age, nationality, and having failed a subject).
resultsOf the participants, 72.2% exhibited adequate academic performance, while 76.5% reported low levels of abuse and over 90% demonstrated high empowerment. Multivariate analysis after adjustment showed that high academic abuse (PR = 0.84; 95% CI: 0.74-0.96; p = 0.011) and female sex (PR = 0.81; 95% CI: 0.69-0.94; p = 0.005) were associated with a lower probability of adequate academic performance, whereas older age (PR = 1.02; 95% CI: 1.00-1.03; p = 0.013), Peruvian nationality (PR = 1.16; 95% CI: 1.02-1.33; p = 0.028), and having failed at least one subject (PR = 1.21; 95% CI: 1.05-1.39; p = 0.008), were associated with a higher probability of adequate academic performance. Academic empowerment did not show a statistically significant association with academic performance after adjustment for covariates.
conclusionsAcademic abuse negatively impacts student performance, while empowerment appears to be widespread yet insufficient to fully buffer these effects. Addressing academic mistreatment and fostering a supportive and empowering educational environment should be priorities in medical education reform.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.