Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on Education and Mental Health of Students and Academic Staff

Mental Stress in Medical Students during the Pandemic and Their Relation to Digital and Hybrid Semester-Cross-Sectional Data from Three Recruitment Waves in Germany

BACKGROUND

Because of the COVID-19 pandemic, students had to interrupt their regular studies, and universities changed their teaching formats. The aim of this study was to analyze medical students' stress perception, wellbeing, life and work satisfaction, and cool down reactions, and to compare the survey data of online and hybrid semesters with pre-pandemic education formats in-person.

METHODS

Cross-sectional surveys at three time points enrolling 1061 medical students (58% women; 24.4 ± 3.4 years); 30.8% from pre-pandemic formats in-person, 22.8% from pandemic online semesters, and 46.1% from pandemic hybrid semesters.

RESULTS

Both students' stress perception and psychological wellbeing decreased during the pandemic semesters. Their satisfaction with the university support was at its lowest during the hybrid semesters. Regression analyses indicated that students' stress perception can be explained only to some extent by their general dissatisfaction with their medical studies or teaching formats.

CONCLUSIONS

The lockdowns affected students in more ways than simply their teaching formats. Students require individual support to adjust to difficult situations, and particularly medical students in their preclinical phase compared to students in their clinical phases. These are challenges for the medical education system, which must find ways to be prepared for future times of crisis and insecurity.

Professional motivations and perceptions of senior dental students in the distance education period during the first year of the Covid-19 pandemic

Purpose

Dental students are particularly prone to be affected by the global emergency of Coronavirus-19 (Covid-19) pandemic. The aim of this study was to evaluate the professional motivations and perceptions of senior dental students during the distance education period due to pandemic.

Materials and methods

The data was collected via an online questionnaire, including questions related to students' professional motivation and perceptions, and views about preventive dentistry. For identifying the distress levels, Turkish version of Depression Anxiety Stress Scale (DASS)-21 was used. Descriptive statistics and marginal homogeneity test were used for statistical analysis.

Results

A total of 114 (83 female, 31 male) students, with the mean age of 23.7±1.03 participated the study. Statistically significant changes were observed on the students' career plans (p<0.001); fear about getting and transmitting infectious diseases (p<0.001); and satisfaction about their profession (p<0.001) during the Covid-19 pandemic. Motivation loss was determined on the participants.

Conclusion

There is an urgent need for revision on dental education in order to ensure the students be competent to provide oral health service that can meet the latest needs and achieve professional self-confidence without deterioration on their professional motivation and perceptions. Crisis-oriented psychological support programs should be provided for students. Some improvements should be structured in terms of preventive dentistry issues, both for dental education and dental health service aspects.

A scoping review and evaluation of instruments used to measure resilience among post-secondary students

As mental health problems continue to increase among post-secondary populations, the need to develop effective initiatives designed to bolster students’ resilience has increasingly been identified as a priority. Therefore, access to valid tools with which to measure the efficacy of these interventions is imperative. To date, a comprehensive assessment of existing instruments used to evaluate the construct of resilience among post-secondary student populations has not been conducted. The purpose of this study was to fill this gap by conducting a scoping review of literature detailing the use of resilience instruments and evaluating their quality based on suitability for use in the post-secondary setting and associated psychometric evidence. We identified a total of 78 records published between 2010 and 2022, extracting a total of 12 instruments. Using detailed criteria frameworks, each instrument was assessed in terms of suitability and quality of associated psychometric evidence for validity and reliability. The results of our study suggest that many of the instruments currently being used to assess resilience among post-secondary students may not be appropriate. The majority of the instruments included in our review were developed for use among general adult populations and not specifically designed for use in the post-secondary setting. Most instruments did not assess resilience in a comprehensive, holistic matter that addressed the ability to bounce back from adversity by drawing upon psychological, social, cultural, and environmental resources, as defined by recent research. Further, no instruments included in our review had published evidence in support of a complete psychometric analysis. The results of our evaluation suggest that the Connor-Davidson Resilience Scale (CD-RISC) is the most suitable instrument for measuring resilience among post-secondary populations due to its suitability, comprehensive assessment of the construct of resilience, and demonstrably strong psychometric properties for both the 25- and 10-item versions of the tool.

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There is a need for access to valid and appropriate tools with which to measure post-secondary students’ resilience.

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We identified a total of 12 instruments evaluating resilience among post-secondary student populations.

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The majority of the instruments were not designed for use in the post-secondary setting and were not comprehensive· We recommend the CD-RISC as the most suitable.

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We recommend the CD-RISC as the most suitable instrument for measuring resilience among post-secondary students.

The hidden minority: Discrimination and mental health among international students in the US during the COVID-19 pandemic

International students in the US occupy a precarious position at the intersection of immigration policy and global education mobility, one made more challenging by the disparate impact of COVID-19 on college students' mental health. Few studies, however, have explored the pandemic's effects on mental well-being among the international student population in the US. Our study aims to provide initial empirical evidence on the mental health status of these students, with a specific focus on discrimination, loneliness, anxiety, and depression. We propose a mediation framework and estimate the mediating effects of loneliness and anxiety in the relationships between discrimination and depression in a sample of US-based international students (N = 103). We collected cross-sectional data from July to August 2020, using a 50-item online survey instrument with three open-ended questions. Mediation analyses using PROCESS Macro were used to analyse quantitative data and thematic analysis was used to analyse qualitative data. Findings showed that higher levels of discrimination were significantly associated with higher levels of loneliness. Higher levels of loneliness were significantly associated with higher levels of anxiety, which in turn led to high levels of depressive symptoms. Our study contributes to understanding the needs and capacities of international students in the wake of COVID-19 and simultaneously provides pragmatic program and policy implications for inclusive higher education environments and the overall health and well-being of this crucial US student population.

Responding to the COVID-19 public health emergency: The usefulness of an online brief psychological intervention with Italian university students

The COVID-19 pandemic has brought about new stressors on university students, with a negative impact on their mental health and well-being. The purpose of this study was to examine the usefulness of a brief psychodynamically oriented intervention on general functioning by investigating changes in symptoms of depression, anxiety, hopelessness, and burnout. The sample was comprised of 67 university students (22.4% males), with a mean age of 23.27 (standard deviation (SD) = 3.27), who asked for psychological help at a psychological university service. Pre- and posttreatment data showed a significant improvement in general functioning and symptom reduction due to the psychological intervention. The mean change was very high for depression (d = 1.11) and high for general functioning (d = 0.70) and anxiety (d = 0.69). Our findings showed the importance of considering university students a vulnerable population that requires specific services within the university context and underlined the fact that mental-health-promotion policies should be extensively implemented.

The psychological impact of social distancing related to the covid-19 pandemic on undergraduate and graduate students in Brazil

Aim: To evaluate the psychological impact of COVID-19 on undergraduate and graduate students of the Dental School of Ribeirão Preto, University of São Paulo. Methods: Three questionnaires were used: sociodemographic, WHO Abbreviated Quality of Life Inventory, and General Anxiety Disorder-7. Data were analyzed using Graph Pad Prism 7a (α = 5%). Mann-Whitney or Kruskal-Wallis and Dunn post-tests were used for statistical comparisons. The Spearman test was used as the correlation test. Results: 257 students responded to the online form that assessed their quality of life and anxiety level. On a scale from 1 to 100, with 100 being the best quality of life, the average obtained was 64.71 (± 13.36). In addition, 87.6% of the students rated their quality of life as good or very good. 74.7% reported good or very good health. The anxiety analysis resulted in an average of 10.04 (± 4.5), indicating moderate anxiety levels. There was an inversely proportional correlation between age and degree of anxiety (p = 0.008, r = -0.1628) and self-perceived learning and student commitment (r = 0.69). Conclusion: Despite the good quality of life and the students’ good self-perception of health, they showed a moderate degree of anxiety during the social distancing caused by COVID-19, also demonstrating a decrease in interest and commitment during distance education.

Study satisfaction among university students during the COVID-19 pandemic: Longitudinal development and personal-contextual predictors

The COVID-19 pandemic challenges the well-being and academic success of many students. Yet, little is known about students' study satisfaction during the COVID-19 pandemic, a multilayered construct which accounts for students' subjective cognitive well-being and academic success. Besides, previous studies on study satisfaction are mostly cross-sectional and hardly consider the distinct subdimensions of this construct. Therefore, our main goal in this study was to shed light on the understudied development of the subdimensions of study satisfaction (i.e., satisfaction with study content, conditions of studying, and coping with study-related stress) in two semesters amid the COVID-19 pandemic. Additionally, we examined how particular personal (i.e., gender, age, GPA, intrinsic motivation, motivational cost, and academic procrastination) and contextual (i.e., loneliness) factors are related to these subdimensions. We conducted two panel studies with convenience and purposeful samples of university students in Germany (N study1 = 837; N study2 = 719). Participants responded online to questions on each of the subdimensions of study satisfaction at the beginning, middle, and end of each semester but responded to measures of personal and contextual factors only at the beginning of each semester. In both studies, manifest growth curve models indicated a decrease in all subdimensions of study satisfaction as the semester progressed. Generally, gender (male) and intrinsic motivation were positive predictors but age (younger students), motivational cost, and loneliness were negative predictors of different subdimensions of study satisfaction - particularly satisfaction with study content. Overall, motivational costs and loneliness were the most consistent predictors of all subdimensions of study satisfaction across both studies. Our findings provide support for the understanding that study satisfaction could diminish in the face of challenging situations such as in this pandemic. The present study also highlights certain personal and contextual factors that relate to study satisfaction and calls for intensive research into the multidimensional construct of study satisfaction.

Promoting University Students' Mental Health through an Online Multicomponent Intervention during the COVID-19 Pandemic

The mental health of university students is a serious public health issue. The alarming trend of high levels of untreated psychological distress observed during the COVID-19 pandemic highlights the need for prevention programs. Digital tools are a promising means of delivering such programs. Web-based programs are acceptable and effective at improving mental health problems and general mental well-being. However, the usefulness of such digital prevention approaches to address the multiple issues raised by the COVID-19 pandemic needs to be tested. The current study assessed the effectiveness of an 8-week online intervention, integrating a variety of evidence-based strategies for improving French university students' mental health. Students were assigned to: (1) the online self-help program ETUCARE (n = 53), or (2) the control condition (n = 50). All the participants completed pre- and post-intervention questionnaires that assessed mental health problems and psychological well-being. The findings revealed that, compared to the control group, participation in the online program was associated with higher levels of psychological well-being post-test and fewer clinical symptoms of psychological distress, anxiety, and alcohol consumption. These preliminary findings suggest that the ETUCARE program is a promising multicomponent intervention to buffer the mental health consequences of the COVID-19 pandemic in French university students.

Adjustment and acceptance beliefs in achievement settings: Implications for student wellbeing

Research suggests that when dealing with personal setbacks, secondary control (SC) adjustment and acceptance beliefs can foster psychological wellbeing. However, little research has examined these beliefs, in combination, and how they impact students in their academic development. We conducted secondary analysis using an eight-month longitudinal study design over a two-semester introductory course on a sample of university students (n = 237; 64% female; M_age = 19 years old). Multiple regression analyses assessed whether the students’ Semester 1 adjustment and acceptance SC beliefs influenced Semester 2 learning-related emotions, perceived stress, and perceived course success, and whether Adjustment x Acceptance interactions emerged involving these outcomes. Adjustment beliefs promoted learning-related positive emotions (hope, pride), perceived course success, and reduced perceived stress; acceptance predicted higher shame and perceived stress. Students’ adjustment predicted lower helplessness for students with high acceptance beliefs. These findings are discussed in light of the role that SC beliefs might play in curbing psychological distress reported by students on postsecondary campuses.

Evaluating the immediate and delayed effects of psychological need thwarting of online teaching on Chinese primary and middle school teachers’ psychological well-being

Recent studies on the effects of mandatory online teaching, resulting from the COVID-19 pandemic, have widely reported low levels of satisfaction, unwillingness to continue online teaching, and negative impacts on the psychological well-being of teachers. Emerging research has highlighted the potential role of psychological need thwarting (PNT), in terms of autonomy, competence, and relatedness thwarting, resulting from online teaching. The aim of this study was to evaluate the immediate and delayed (longitudinal) effects of PNT of online teaching on teachers’ well-being (including distress and burnout), intention to continue online teaching, and job satisfaction. Moreover, data collected from both cross-sectional and longitudinal surveys allowed for a systematic validation of an important instrument in the field of teacher psychology, the Psychological Need Thwarting Scale of Online Teaching (PNTSOT), in terms of longitudinal reliability and validity. The data reveal the usefulness of the construct of PNT in terms predicting and explaining teachers’ willingness to continue using online teaching as well as the degree of burnout after a period of 2 months, such that PNT is positively associated with burnout and negatively associated with willingness to continue online teaching. As such, the PNTSOT is recommended for future research evaluating the long-term psychological, affective, and intentional outcomes stemming from teachers’ PNT. Moreover, based on our findings that the impact from PNT of online teaching is persistent and long-term, we suggest that school leaders provide flexible and sustained professional development, model respectful and adaptive leadership, and create opportunities for mastery for the development of community of practice that can mitigate the thwarting of teachers’ autonomy, competence, and relatedness during times of uncertainty. Additionally, in terms of the psychometric properties of the PNTSOT instrument, our empirical findings demonstrate internal reliability, test–retest reliability, measurement invariance, and criterion validity (concurrent and predictive) based on cross-sectional and longitudinal data.

Pharmacy Students' Mental Health and Resilience in COVID-19: An Assessment after One Year of Online Education

COVID-19 has impacted mental health and affected education due to the shift to remote learning. The purpose of the current study was to assess the mental health of pharmacy students one year following the onset of the pandemic. A descriptive cross-sectional questionnaire was distributed to pharmacy students. The severity of depression, anxiety, and stress was assessed by the Depression Anxiety Stress Scale (DASS-21), and resilience was assessed by the Brief Resilience Scale (BRS). COVID-19-related economic, educational, and health stressors, and students’ vaccine attitudes were surveyed. Descriptive, bivariate, and multivariable analysis were used, and a p-value of <0.05 was considered significant. A total of 561 students participated; 37% had mild-to-moderate depression, 37% had severe-to-extremely-severe anxiety, and 52% demonstrated normal stress levels. Severe depression, anxiety, and stress were associated with smoking and feeling isolated due to COVID-19. Around 40% of students had low resilience, associated with smoking, being in the third or fourth year of pharmacy study, and the consumption of caffeinated beverages. The mean score of satisfaction with online learning was 60.3 ± 21.3%. Only 5% of participants were vaccinated, of which 87% trusted the benefits of vaccines and their role in controlling the pandemic. One year after the onset of COVID-19, depression, anxiety, stress, and low resilience were observed among pharmacy students; the investigation of the long-term mental effects of the pandemic on university students is warranted.

From proximity concerns to constant snacking: Narratives of food access and consumption patterns before and during the COVID-19 pandemic

Objective: The goal of this research was to uncover narratives around food access and consumption among Black women who attend HBCUs before and during the COVID-19 pandemic. Participants: Black women, ages 18-25. Methods: Focus groups were used to understand how participants defined healthy foods as well as barriers and facilitators of consumption. During the pandemic follow-up focus groups uncovered how COVID-19 impacted their access and consumption patterns. Results: Findings revealed that HCBU women faced similar and distinct concerns around food access prior to and during the pandemic. Students were limited by price, budgets, proximity to healthy foods, kitchen access, and cooking tools. However, proximity or transportation both before and during the COVID-19 pandemic encouraged students to access healthy foods. Conclusion: For students who are already at a societal disadvantage and attend a university located in a food desert, access to nutritious foods can be an exacerbated plight.

“Seeing and Being Seen” or Just “Seeing” in a Smart Classroom Context When Videoconferencing: A User Experience-Based Qualitative Research on the Use of Cameras

This research examines the form in which undergraduates use video cameras during videoconferencing class sessions in a Smart Classroom context and, more specifically, the reasons why a considerable number of students opt to turn off their cameras when videoconferencing during the sessions while others keep them on. The study was carried out in an institution that had previously switched from face-to-face teaching to an Emergency Remote Teaching solution, initially adopted in 2019–2020 to cope with the COVID-19 pandemic restrictions. Findings suggest that using cameras when videoconferencing is associated with increasing and enhancing the interaction between the student and the rest of the class, although not all students agreed with this conclusion. In addition, having the video cameras switched fomented socialization and improved the overall online learning experience for students. However, the surveyed students pointed out diverse negative elements, such as why they had to turn on their personal cameras, privacy concerns, and limitations derived from the available technology infrastructure, in addition to other factors such as distractions, anxiety, and cognitive load. This work discusses how these elements can influence the well-being and the user experience of the students, both positively and negatively.

Sustainable Distance Online Educational Process for Dental Students during COVID-19 Pandemic

In this study, we evaluated the perception of distance online learning in undergraduate dental students in two different European countries during the second lockdown of the COVID-19 pandemic to explore sustainable undergraduate educational and examination e-learning forms. Dental students from Dental school of Athens, National and Kapodistrian university of Athens (N1_3rd preclinical year = 131, N2_4th clinical year = 119) and Dental school of Copenhagen (3rd preclinical year N3 = 85) completed the mixed-designed Dental e-Learning process Questionnaire (DeLQ) distributed in a google form. Responses to closed-ended questions were collected on a five-point Likert scale. Descriptive statistics were applied, and non-parametric Kruskal–Wallis tests were used to examine student groups. N1 (90% strongly agree) students reported that “e-learning is a suitable education method for theory in dentistry” at a significant level and more often than N2 (43% strongly disagree). N1 and N2 students strongly agreed that they preferred face-to-face teaching rather than distance e-learning. A relatively low number of N1 (31%) students believed that e-learning prepares them sufficiently for their practical training while none of the (0%) N2 cohort agreed. A low percentage of students in both years (N1 = 31%, N2 = 23%) believed that e-learning prepared them for their exams. Additionally, N1 = 60% and N2 = 66% preferred hybrid learning. Only 26% (N1) and 19.5% (N2) desired e-learning to continue after the COVID-19 pandemic. Nearly half of the participants believed the online exam model to be unreliable (N1 = 49%, N2 = 43%). Overall, students considered distance e-learning as an educational method applicable only to theoretical lessons. However, the lack of physical communication and interaction in distance learning led students to prefer a blended method. Students of the two faculties seemed to agree on many points, but there were also specific differences attributable to the differences in the programs and educational culture of the two countries.

The COVID-19 pandemic: The importance of physical activity among faculty members

The novel coronavirus (SARS-CoV-2) disease 2019 (COVID-19) pandemic has posed serious challenge to societies worldwide. To prevent person-to-person transmission of the coronavirus and avoid associated morbidity and mortality, several public health measures have been introduced by various health organizations and authorities, such as social distancing policies and quarantine. While necessary, these public health measures are likely to have implications for people's physical activity behaviors. This viewpoint is intended for faculty members and focus on the importance of physical activity for health. Suggestions on how to stay physically active during the COVID-19 pandemic are also provided.

Technostress, Coping, and Anxious and Depressive Symptomatology in University Students During the COVID-19 Pandemic

The COVID-19 pandemic raised many challenges for university staff and students, including the need to work from home, which resulted in a greater reliance on technology. We collected questionnaire data from university students (N = 894) in three European countries: Greece, Italy, and the United Kingdom. Data were collected between 7th April 2020 and 19th June 2020, representing a period covering the first lockdown and university closures in these countries and across Europe generally. We tested the hypotheses that technology-related stressors (techno-overload, work-home conflict, techno-ease, techno-reliability, techno-sociality, and pace of change) would be associated with anxiety and depressive symptoms, and that coping styles (problem-focused, emotion-focused, and avoidance) would mediate these relationships. Results showed significant positive associations between techno-overload, work-home conflict and anxiety and depressive symptoms, and significant negative associations between techno-reliability, techno-ease and anxiety and depressive symptoms. A significant negative association was found between techno-sociality and depressive symptoms but not anxiety symptoms. No evidence was found for an association between pace of change and anxiety or depressive symptoms. Multiple mediation analyses revealed significant direct effects of techno-overload, work-home conflict and techno-ease on anxiety symptoms, and of work-home conflict and techno-ease on depressive symptoms. Work-home conflict had significant indirect effects on anxiety and depressive symptoms through avoidance coping. Techno-overload and techno-ease both had significant indirect effects on anxiety symptoms through problem- and emotion-focused coping. Techno-ease also had a significant indirect effect on depressive symptoms through problem-focused coping. The findings add to the body of evidence on technostress amongst university students and provide knowledge on how technostress translates through coping strategies into anxious and depressive symptoms during the disruption caused by the outbreak of a pandemic disease.

Improving health across sectors: Best practices for the implementation of health in all policies approaches

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Use strategic communications when engaging partners in Health in All Policies.

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Systematically integrate flexibility and communications into Health in All Policies.

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Context is critical when planning and implementing Health in All Policies.

Health is influenced by a broad range of factors beyond the typical remit of public health. It is therefore increasingly recognized that multiple sectors need to be engaged to improve population health. Health in All Policies (HiAP) is an approach to systematically consider health across policies and programs. This study assessed best practices and gaps in HiAP operationalization to inform practitioners aiming to incorporate HiAP in their work. We used Delaware as a model state to examine operationalization factors in a jurisdiction planning to implement HiAP.

Methods included document review, key informant interviews, focus groups, and a questionnaire conducted in Delaware and virtually. Thematic analysis was used to analyze qualitative data to provide information on best practices and gaps in existing HiAP programs and context in Delaware. Descriptive statistics were used to examine collaboration in Delaware and to support or refute qualitative findings.

We identified two gaps that can hinder HiAP implementation: 1) HiAP practitioners do not adequately use strategic communications to increase buy-in across sectors; 2) practitioners do not fully recognize the importance of being adaptable throughout HiAP implementation, which hinders sustainability. Qualitative findings from Delaware offer insight to these gaps and opportunities to address them.

Refining the essential elements of HiAP to add: 1) strategic communications across sectors and 2) flexibility throughout HiAP implementation may point the way to more successful adoption of HiAP approaches across jurisdictions. This research demonstrated the importance of examining local perspectives on HiAP before implementation based on a jurisdiction’s context.

Impact of Confinement on Coping Strategies and Psychosocial Factors among University Students

The pandemic has had psychological effects on the university population. Factors such as emotional intelligence, coping strategies and levels of anxiety, depression and stress have been affected by the situation generated by COVID-19. This study aims to analyze how EI, coping strategies and levels of anxiety, depression and stress have been affected by the situation generated by the pandemic in a population of 567 students from the University of Jaén (Spain). For this purpose, we administered three instruments: the Wong and Law emotional intelligence scale (WLEIS), the Spanish version of the coping strategies inventory (CSI) and the depression anxiety stress scales (DASS-21). At the same time, we asked students to describe their personal circumstances during confinement and their tendency to follow the measures and recommendations promoted by the Ministry of Health. The results obtained showed a positive relationship between EI and coping strategies and a negative relationship with levels of depression, anxiety and stress. A positive relationship was also found between coping and levels of anxiety, depression and stress. It was also found that the circumstances in which students experienced the period of confinement also modulated their levels of EI, coping strategies and their levels of depression, anxiety and stress.

University Students’ Mental Health and Well-Being during the COVID-19 Pandemic: Findings from the UniCoVac Qualitative Study

The worldwide spread of the coronavirus disease 2019 (COVID-19) pandemic in early 2020 affected all major sectors, including higher education. The measures to contain the spread of this deadly disease led to the closure of colleges and universities across the globe, disrupting the lives of millions of students and subjecting them to a new world of online learning. These sudden disturbances coupled with the demands of a new learning system and the experiences of living through a pandemic have placed additional strains on the mental health of university students. Research on university students’ mental health, conducted during the pandemic, have found high levels of stress, anxiety and depression among students. In this qualitative study, we aimed to understand how pandemic experiences have affected student well-being by conducting in-depth interviews with 34 undergraduate students enrolled in a UK university. All interviews were conducted through Microsoft Teams and recorded with prior permission. Transcripts of recorded interviews were thematically analysed which identified two broad themes: (i) University students’ mental health and well-being experiences during the pandemic; (ii) factors that influenced students’ mental health and well-being. These factors were further distributed across six sub-themes: (a) isolation; (b) health and well-being; (c) bereavement; (d) academic concerns; (e) financial worries and; (f) support, coping, and resilience. Our study identifies the importance of mental health support to university students during pandemics and calls for measures to improve access to support services through these crisis points by universities. Findings can also inform students’ mental health and risk assessments in the aftermath of the pandemic.

Evaluation of e-learning in a department of Community Medicine as a response to COVID-19 pandemic

BACKGROUND

COVID-19 pandemic pushed all educational institutions to rely exclusively on technology-based learning. As this was done for the first time, it is ideal to evaluate the e-learning program to refine and consolidate the learned experience. Hence, the current study was undertaken to evaluate the online learning and teaching experiences of students and teachers.

MATERIALS AND METHODS

This program evaluation on e-learning was carried out in the department of Community Medicine (DCM) in a private medical college using context/input/process/product framework among IV, VI, and VII semester undergraduate students and faculties in DCM who were exposed to e-learning for the period of 2 months since April 2020. Google Forms was used to design a survey questionnaire that was conceptualized as per the needs of the evaluation framework. Ethics Committee approval was obtained. Descriptive analysis was done for quantitative variables and manual content analysis using Lewin's force field framework was performed for the qualitative data.

RESULTS

Out of 301 undergraduates contacted, 196 (65.1%) responded to online survey. Their mean age was 19.9 years and 128 (65.3%) were females. Mobile phone was used by 93.4% to access e-learning. Combined modality of learning was preferred by 58.2% of them in future. Six "for" and "against" factors on e-learning emerged out of content analysis pertaining to three main stakeholders, namely administrator, faculty, and student.

CONCLUSION

Our evaluation conveys that for effective e-learning in any subject, the students, educators, and institutional factors that were identified need to be considered throughout all phases of program development with careful assumptions about its acceptance by the millennial.

Practicing COVID-19 Public Health Measures Is Associated With Anxiety and Depression in Undergraduate University Students

Background

COVID-19 has affected mental health globally, increasing depression and anxiety. This study examined relationships between practicing COVID-19-related public health measures and depression and anxiety in young adult students.

Methods

A sample of 755 undergraduate students 18–25 years of age at a large public university completed a cross-sectional survey in fall 2020 during the pandemic (response rate = 18.9%). The survey included demographic questions, anxiety and depression screeners (GAD-7 and PHQ-9), and questions on practicing public health measures (stay-at-home orders, quarantining, social distancing, etc.) since March 2020. Multivariate logistic regression was utilized to calculated adjusted odds between practicing public health measures and anxiety and depression.

Results

The majority of respondents reported practicing public health measures; however, 53% experienced anxiety (GAD-7 score >10) and 57% experienced depression (PHQ-9 score >10) in the 2 weeks prior to completing the survey. Participants who quarantined had significantly higher odds of anxiety (AOR = 1.44; 95% CL 1.07, 1.96) and depression (AOR = 1.77; 95% CL 1.30, 2.41) than those who did not. Participants who self-isolated also had significantly higher odds of anxiety (AOR = 1.53; 95% CL 1.13, 2.08) and depression (AOR = 1.87; 95% CL 1.37, 2.56) compared to those who did not. Moving/changing living situations in response to the pandemic also increased odds of depression (AOR = 1.86; 95% CL 1.33, 2.60).

Conclusion

Young adult undergraduate students experienced a high prevalence of anxiety and depression. Quarantining, self-isolating, and moving/changing living situations increased odds of anxiety and/or depression. The public health measures necessary for COVID-19 control and prevention may adversely affect mental health.

How to make students satisfied with digital teaching? Investigative results from teaching evaluations in Gynecology and Obstetrics

Purpose

The aim of this study was to investigate whether students’ attitude towards online learning in Gynecology and Obstetrics changed during the COVID-19 pandemic. We further examined which variables impacted students’ satisfaction with digital learning.

Methods

A specifically developed questionnaire was used from June 2020–July 2021 for N = 234 medical students participating in the course “Gynecology and Obstetrics” at University of Heidelberg. Thirty-five items were repeatedly applied in different cohorts to assess structure- and content-related quality of teaching. In addition, their influence on overall satisfaction with digital teaching was analyzed by applying investigative analyses like multiple regression and extreme group comparisons.

Results

Especially items associated with content-related quality of teaching (β = 0.24), organization of teaching (β = 0.25) and subjective learning success (β = 0.27) seemed to be relevant predictors for overall satisfaction with courses. Fears and changes due to the pandemic situation also played a role for a subgroup of students. Aspects linked to technical quality of teaching, interactions with teachers and students or advantages of web-based learning appeared to play a subordinate role for overall satisfaction with digital teaching. Comparisons of ratings over time revealed that teaching evaluations almost remained the same.

Conclusion

Our results give several hints regarding how digital teaching should be designed and how it can be improved. Further studies are needed to validate our results and to develop methods to improve digital teaching in medicine.

Virtual Learning During the COVID-19 Pandemic: A Bibliometric Review and Future Research Agenda

Virtual learning has emerged as a powerful platform for students and academicians in the "new normal" owing to the availability of advanced technological tools and platforms. Recently, considerable literature has grown up around the role of digital and remote technologies in learning and teaching during the ongoing COVID-19 pandemic. However, the research evidence on this topic is still fragmented, requiring a synthesis of this rapidly growing literature. This study aims to assess the key research trends in virtual learning during the COVID-19 pandemic through a bibliometric analysis of 1595 studies from 589 journals during 2020-21. Our study highlights the influential aspects, such as the most contributing countries, journals, authors, and keywords in this research field. We identified the following four main research trends: 1) challenges in online learning and blended learning strategies; 2) student-centered, collaborative learning, and curriculum design; 3) home-based laboratory learning; and 4) teachers' professional competence and interdisciplinary learning. We conclude this research by discussing the implications for regulators and educational institutions, and directions for future research.

COVID-19 Pandemic Impact on Undergraduate Nursing Students: A Cross-Sectional Study

COVID-19 is a challenge for education systems around the world. This study aimed to evaluate the perceived impact of the COVID-19 pandemic on nursing students, by assessing their emotions, the level of concern in contracting the virus and their perceived stress. We conducted an observational cross-sectional study. A total of 709 nursing students completed an anonymous questionnaire. The levels of anxiety and stress were assessed using the generalized anxiety disorder scale and the COVID-19 student stress questionnaire, respectively. In total, 56.8% of the sample often or always found it difficult to attend distance-learning activities. The main difficulty referred to was connection problems (75.7%). The mean generalized anxiety disorder score was 9.46 (SD = 5.4) and appeared almost homogeneous among students across the three years of study; most of the students showed mild (35%) to moderate (27%) levels of anxiety; 19% had severe anxiety. The overall COVID-19 stressor mean scores were 11.40 (SD = 6.50); the majority of the students (47.1%) showed scores indicative of moderate stress, 25% showed low stress levels, and 28% showed high-stress levels. Improvements and investments are needed to ensure high-quality distance learning, adequate connectivity, technical support for students, as well as strategies to promote mental health.

The Impact of COVID-19 on Education: A Meta-Narrative Review

The rapid and unexpected onset of the COVID-19 global pandemic has generated a great degree of uncertainty about the future of education and has required teachers and students alike to adapt to a new normal to survive in the new educational ecology. Through this experience of the new educational ecology, educators have learned many lessons, including how to navigate through uncertainty by recognizing their strengths and vulnerabilities. In this context, the aim of this study is to conduct a bibliometric analysis of the publications covering COVID-19 and education to analyze the impact of the pandemic by applying the data mining and analytics techniques of social network analysis and text-mining. From the abstract, title, and keyword analysis of a total of 1150 publications, seven themes were identified: (1) the great reset, (2) shifting educational landscape and emerging educational roles (3) digital pedagogy, (4) emergency remote education, (5) pedagogy of care, (6) social equity, equality, and injustice, and (7) future of education. Moreover, from the citation analysis, two thematic clusters emerged: (1) educational response, emergency remote education affordances, and continuity of education, and (2) psychological impact of COVID-19. The overlap between themes and thematic clusters revealed researchers' emphasis on guaranteeing continuity of education and supporting the socio-emotional needs of learners. From the results of the study, it is clear that there is a heightened need to develop effective strategies to ensure the continuity of education in the future, and that it is critical to proactively respond to such crises through resilience and flexibility.

Role of academic libraries in the achievement of quality education as a sustainable development goal

Purpose

This study explored the role of academic libraries in the achievement of quality education as a Sustainable Development Goal.

Design/methodology/approach

The study adopted a qualitative research approach and descriptive case study design. This study focuses on academic libraries from four universities in Ghana. From each university, the researchers purposely selected four respondents, comprising the heads of the libraries, deputies, and two assistant librarians or library assistants. Primary data were collected through semi-structured interviews, observations and document reviews. The results were analyzed and presented in descriptive and interpretive forms.

Findings

The study established that the majority of the library staff were aware of the sustainable development goal, SDG 4. The libraries provided relevant materials to support students’ learning, organize training on information literacy and engage library patrons in periodic information literacy programs to create awareness of the SDG 4. Since the libraries do not have their own internally developed policies on the SDG 4, they depend on the general United Nations (UN) document on the SDG and SDG 4 as a guide in information delivery; and the general policies on information delivery, teaching and quality assurance of the universities in general and the libraries in particular. The study concluded with a framework to guide the successful accomplishment of the SDG 4 in libraries.

Research limitations/implications

The study focused on academic libraries in Ghana and adopted the purposive sampling technique which makes it assume a weak power of generalization.

Practical implications

The study has implications for academic libraries and librarians in Ghana in achieving the SDG 4. It will guide librarians and academic libraries in formulating policies to guide them in their activities. The framework developed as a result of the findings will equally guide the librarians in their quest to provide information to achieve the SDG 4.

Originality/value

This study's originality lies in its articulation of academic libraries' initiatives in the actualization of the SDG 4 in Ghana with a developed framework to guide librarians and academic libraries. Academic libraries and librarians who are eager to contribute their quota to the achievement of the SDG 4 will find this study useful.

Remote Working and Home Learning: How the Italian Academic Population Dealt with Changes Due to the COVID-19 Pandemic Lockdown

The COVID-19 pandemic introduced changes in people’s lives that affected their mental health. Our study aimed to explore the level of psychological distress in the academic population during the lockdown period and investigate its association with the new working or studying conditions. The study sample included 9364 students and 2159 employees from five Italian universities from the study IO CONTO 2020. We applied linear regression models to investigate the association between home learning or remote working conditions and psychological distress, separately for students and employees. Psychological distress was assessed using the Hospital Anxiety and Depression Scale (HADS). In both students and employees, higher levels of distress were significantly associated with study/work–family conflicts, concerns about their future careers, and inadequacy of equipment; in employees, higher levels of distress were significantly associated with a lack of clarity on work objectives. Our results are in line with previous research on the impact of spaces and equipment in remote working/studying from home. Moreover, the study contributes to deepening the association between well-being and telework–family conflict, which in the literature is still equivocal. Practical implications require academic governance to promote sustainable environments both in remote and hybrid work conditions, by referring to a specific management by objectives approach.

The era of E-learning from the perspectives of Jordanian medical students: A cross-sectional study

Introduction

Online learning is becoming a crucial part of the educational process worldwide, especially after the recent COVID-19 pandemic. This study was designed to assess medical students’ perception toward online learning and their perceived preparedness and barriers during the COVID-19 pandemic.

Methods

An electronic-based, cross-sectional survey was used to recruit eligible students in Pharmacy, Doctor of Pharmacy, Medicine, Nursing, Dentistry, and Veterinary Medicine programs at various Jordanian universities (public and private). Descriptive and linear regression analysis were conducted using S.P.S.S. software. The perception score was calculated based on a 5-point Likert scale.

Results

A total of 939 students agreed to participate in this study. The prominent category was females (n = 691, 73.6%), the median age of students was 22.0 years (IQR = 2.0), and around 56% of the students study in private universities (n = 520, 55.6%). More than half of the students reported that their experiences were unsatisfactory or very unsatisfactory (n = 510, 54.3%). The majority of students preferred face-to-face communication with their professors and colleagues and considered it more effective (n = 682, 72.6%). The median of the mean perception score was 2.4 (IQR = 1.1). Regarding challenges and barriers, more than 70% reported weak internet connection, E-learning boredom, and lack of motivation (n = 723, 77.0%).

Conclusion

This study reported inadequate satisfaction and perception towards the current experience in E-learning during the COVID-19 pandemic. It also discussed the barriers and challenges hindering this transition, such as weak internet connection and the lack of motivation, indicating a need for implementing new pedagogies to enhance students’ experiences regarding online education.

Coping strategies and mental health: A web-based survey among the Italian population dealing with COVID-19

Coronavirus disease (COVID-19) continues to be a highly stressful event with a major impact on psychological mental health worldwide. The use of different coping strategies may change the perception of psychological well-being during the pandemic. The present study aims to explore psychological mental health in relation to sociodemographic variables and to analyze the coping strategies of the Italian population in dealing with COVID-19. Implications for clinical interventions are reported. A total of 537 individuals (>18) participated in the survey completing measures of sociodemographic data, general psychological well-being, and coping strategies. Results found that females, students, and unmarried people reported the lowest levels of well-being. Specifically, the coping strategy called positive attitude was positively correlated with psychological well-being, whereas avoidance and social support strategies negatively influenced well-being. Understanding beneficial coping strategies is central to optimally manage the long-lasting of the current COVID-19 situation and may be useful for mental health professionals in treating patients suffering psychologically from the pandemic.

University students' mental well-being during COVID-19 pandemic: The mediating role of resilience between meaning in life and mental well-being

The current study aims to examine (a) the mental well-being of university students, who were taking online classes, and (b) and test whether resilience would mediate the relationship between meaning in life and mental well-being. The sample of 302 university students (M_age = 20.25 years; 36.1% men, 63.9% women) was taken from the universities of Punjab, Pakistan. The participants were recruited online and they completed a cross-sectional survey comprising the scales of meaning in life, resilience, and mental well-being during COVID-19. Findings from the study indicated that participants had a normal to a satisfactory level of overall mental wellbeing during COVID-19. Resilience acted as a mediator for both the presence of meaning in life, the search for meaning in life, and mental well-being. Demographic variables including family size were significantly and positively related to resilience while the availability of personal room showed a significant positive relationship with mental well-being. These findings suggest that meaning in life and resilience supports mental well-being during the COVID-19 pandemic and that effective steps should be taken to make the lives of university students more meaningful and resilient.

Impact of Personality Traits and Information Privacy Concern on E-Learning Environment Adoption during COVID-19 Pandemic: An Empirical Investigation

In response to the COVID-19 pandemic, teaching and learning processes have experienced significant changes. Higher education institutions in Taiwan employed crisis intervention measures to instantly implement unified learning methods such as online teaching and learning. However, students had no time to prepare. Thus, the study explored the relationship between personality traits and the belief in conspiracy theory as antecedents of students’ concern for information privacy (CFIP) and the subsequent relationship between students’ CFIP and behavioral intention to report their personal information to e-learning service providers concerning the adoption of the e-learning environment. This cross-sectional study employed a questionnaire to accumulate data from university students in Taiwan. A total of 285 valid responses were used for the final analysis. The research framework was evaluated by structural equation modeling (SEM). The results suggest the proposed model explains about 66.4% of the variance of behavioral intention (R2 = 0.664). The findings support that four personality traits—agreeableness, openness to experiences, conscientiousness, and neuroticism—and belief in conspiracy theory significantly influenced students’ CFIP. However, concerning extraversion, an insignificant path coefficient was reported. CFIP mediates the relationship between belief in conspiracy theory and behavioral intention. E-learning service providers should consider these determinants in improving and endorsing principles concerning e-learning environment adoption.

Depression, anxiety, and academic performance in COVID-19: a cross-sectional study

Depression and anxiety are common after months of social isolation, and they can have a negative impact on anyone's quality of life if they are not treated promptly and appropriately. The aim of this study was to determine if the change to online modality courses and the presence of depression or anxiety symptoms during the COVID-19 pandemic was associated with a difference in the college student's academic achievement. This study was a cross-sectional survey in which we used the Patient Health Questionnaire-9 (PHQ-9) and the General Anxiety Disorder-7 (GAD-7). Also, we examined the students' perceptions of their academic performance using the Academic Self-Concept Scale (ASCS). A total of 610 students responded to the survey. The average score on the Academic Self-Concept Scale was 2.76 ± 0.35, the students presented a risk of 61.5% for possible depressive disorder and 52.1% for possible generalized anxiety disorder. The intensity of depression and anxiety symptoms had a significant effect on Academic Self-Concept Scale scores (p < 0.001 and p < 0.05, respectively). The findings indicate that the COVID-19 pandemic has had a direct effect on students' mental health and academic performance.

Impact of online education due to the pandemic among college students: Knowledge, Attitude and Practices analysis with structural equation modeling

Pandemic 2019 is observed in all sectors of the world which had caused a huge disruption in the education system in India as well as worldwide adding challenges to student's life. We aimed to provide an outline on E-Learning and the difficulties experienced by students of various colleges in the southern parts of India and to conduct knowledge, attitude and practices (KAP) analysis based on student's perception regarding E-learning by collecting an online survey, 346 valid questionnaires were retrieved. In order to evaluate the association between the variables of KAP, structural equation modeling was used for data analysis. The influencing factors of KAP were observed to know the effect of the pandemic on E-learning from the model. The result finding moderately fit the collected data and reveals a good fit of the model in the means of satisfying the threshold values.

Multidisciplinary Student Groups Support Digital Education as a Public Health Precautional Action to Prevent Spread of COVID-19 Infection: A Mixed Methods Study

Background

Health personnel had greater odds of contracting COVID-19 during its first wave in Norway, compared with all working-age individuals. Students in health care, but also in social care and teacher education programs may be exposed to the risk of being infected themselves and to infect others through their mandatory practical training. Online education may reduce their risk of becoming patients and spreaders both in their private lives and during their mandatory training.

Aim

To explore the extent to which unvaccinated professional students fear transmission of SARS-CoV-2 from fellow students and from public transportation during the third wave.

Materials and Methods

In this cross-sectional study, 3148 students in health care, social care, and teacher education programs and 32 supervisors completed online questionnaires consisting of open and closed questions (mixed methods) after participating in digital interprofessional learning (IPL) small-group seminars (49.6% and 65% response rates, respectively). On a 6-point Likert scale (0–5), all means concerning fear were around 3, with overlapping confidence intervals. Fear of infecting high-risk individuals seemed higher than fear of contracting the virus themselves. High levels of loyalty to and trust in state and health authorities were expressed. Medical-related terminology was frequently used, such as the one-meter distance rule, infection tracking, national guidelines, and hand sanitizer, which implies high levels of health literacy. They expressed strong support for online course delivery (mean 4.5) ahead of practical training as a precautionary public health action.

Conclusion

These students did not have high levels of fear of contracting the virus from other students or public transport. They expressed a higher fear of infecting others than being infected themselves. The major implication for the public and the educational system is that students, even in a country with low death rates, support digital education as a public health precautional action to prevent the spread of infection.

Adapting teaching and learning in times of COVID-19: a comparative assessment among higher education institutions in a global health network in 2020

BACKGROUND

This research examines the ways in which higher education institutions (HEIs) across the tropEd Network for Education in International Health (tropEd) began to adapt their teaching and learning approaches in response to the COVID-19 pandemic in 2020. Already during this early phase of the pandemic HEIs' responses demonstrate global health approaches emphasising cooperation and communication, rather than national health driven strategies that emphasise quarantine and control. Key lessons learnt for multiple dimensions of teaching and learning in global health are thus identified, and challenges and opportunities discussed.

METHODS

Data collection includes a cross-sectional online survey among tropEd member institutions (n = 19) in mid-2020, and a complementary set of open-ended questions generating free-text responses (n = 9). Quantitative data were analysed using descriptive statistics, textual data were analysed using a Framework Analysis approach.

RESULTS

While early on in the pandemic the focus was on a quick emergency switch to online teaching formats to ensure short-term continuity, and developing the administrative and didactic competence and confidence in digital teaching, there is already recognition among HEIs of the necessity for more fundamental quality and longer-term reforms in higher education in global health. Alongside practical concerns about the limitations of digital teaching, and declines in student numbers, there is a growing awareness of opportunities in terms of inclusivity, the necessity of cross-border cooperation, and a global health approach. The extent to which the lack of physical mobility impacts HEI programmes in global health is debated.

CONCLUSION

The COVID-19 pandemic has brought about preventive measures that have had a considerable impact on various dimensions of academic teaching in global health. Going forward, international HEIs' experiences and response strategies can help generate important lessons for academic institutions across different settings worldwide.

Anxiety and psychological needs of high school students: COVID-19 period

The study aims to examine the relationship between anxiety and psychological needs of high school students during the COVID-19 pandemic period. The fact that the COVID-19 virus poses a threat to mental health as well as physical health, the effects of the pandemic period on the psychological needs and anxiety level of adolescents, especially in a critical developmental stage, and the scarcity of studies concerning adolescent mental health in this period, constituted the purpose of the current study. The quantitative (N = 502) and qualitative data (N = 29) of the study, in which triangulation design was used, were collected from high school students studying in the Southeast of Turkey. In the quantitative part of the research Multiple Linear Regression was implemented and content analysis was used in the qualitative part. The results indicate that love, belonging and power, which are subdimensions of basic psychological needs, are significant predictors of anxiety level. Additionally, it is seen that the need for freedom subdimension is the least predictive variable for the anxiety level. It is concluded that there are moderate negative and significant relationships between the general and subdimensions of basic psychological needs and the level of state anxiety. In this sense, it has been found that the level of anxiety tends to decrease as the level of the satisfaction of basic psychological needs increases. The results in the qualitative analysis part largely overlap with the results in the quantitative part. Suggestions based on the findings of the study are made to researchers.

Measuring student satisfaction of Microsoft teams as an online learning platform in Jordan: An application of UTAUT2 model

BACKGROUND: As a result of the Covid-19 pandemic, educational institutions have shifted to electronic education at the global level, after face-to-face education was common in most countries of the world. From this aspect, assessing students’ satisfaction with the platforms used in e-learning is very important. In this study, students’ satisfaction with Microsoft Teams was measured, as it is one of the most important programs used in the educational process in various educational institutions. OBJECTIVE: This study uses five variables from the UTAUT2 model namely; performance expectancy, effort expectancy, facilitating conditions, social influence, price value, as well as two new variables which include student satisfaction, and flexibility to study the learning satisfaction with Microsoft Teams. METHODS: 520 questionnaires were distributed to Yarmouk and Ajloun National Universities students to collect the required data, and the data was analyzed using Smart PLS. RESULTS: The results showed that performance expectancy, effort expectancy, social influence, price value, facilitating conditions, student confidence, and flexibility are important indicators of satisfaction with Microsoft Teams. CONCLUSIONS: This study adds to the body of knowledge by building a conceptual model capable of effectively predicting student satisfaction with the Microsoft Teams platform. It concluded that the expected benefit from using Microsoft Teams will increase student satisfaction.

Investigating Students' Perceptions of Online Learning Use as a Digital Tool for Educational Sustainability During the COVID-19 Pandemic

Previous research on e-learning in underdeveloped countries has seldom taken a comprehensive approach. A literature review of recent published research in the field of e-learning use during the COVID-19 epidemic is also included in this study. Therefore, the aim of this study is to look at the technology acceptance model (TAM) and information systems (IS) performance models to see how system quality (SYQ), service quality (SEQ), and quality of life (QoL) are related, as well as the mediating impact of perceived ease of use (PEU) and perceived usefulness (PU), affect students' behavioral intention to use (BIU), and actual use of an e-learning system (AUE) as sustainability for education during the COVID-19 pandemic. Path analysis and structural equation modeling (SEM) were used to evaluate the research model, using the data from e-learning users obtained through a survey. Participants were e-learning users from two Saudi Arabian public universities. The findings revealed that PU and ease of use were positively correlated and influenced by SYQ, SEQ, and QoL in education, and that PEU and PU were positively influenced by students' BIU and AUE system. In the sense of e-learning in developing countries, previous studies rarely looked at an integrated model. This paper also attempts to provide a recently published study in the area of the use of an e-learning system as sustainability for education during the COVID-19 pandemic. There is a lot of ongoing research.

Analysis of the Impact of the COVID-19 Pandemic on the Value of CO2 Emissions from Electricity Generation

The study analyzed the impact of the COVID-19 pandemic on the carbon dioxide emissions from electricity generation. Additionally, monthly seasonality was taken into account. It was assumed (research hypothesis) that both the COVID-19 pandemic (expressed in individual waves of infection cases) and the month have a significant impact on CO2 emissions. Analysis of variance (ANOVA) and non-parametric Kruskal–Wallis tests were used to evaluate the significance of the influence of individual explanatory variables on the CO2 emission. The identification of the studied series (CO2 emission) was first made by means of a linear regression model with binary variables and then by the ARMAX model. The analysis shows that in the consecutive months and periods of the COVID-19 pandemic, CO2 emissions differ significantly. The highest increase in emissions was recorded for the second wave of the pandemic, as well as in January and February. This is due to the overlapping of both the increase in infections (favoring stays at home) and the winter season. It can be concluded that working plants, schools and factories had the same demand for electricity, but sources of increased consumption were people staying at home and in hospitals as a result of deteriorated health, isolation or quarantine.

The impact of online teaching on stress and burnout of academics during the transition to remote teaching from home

BACKGROUND

The higher education institutions worldwide have been transformed unexpectedly to online teaching. This sudden movement from blended learning or traditional face-to-face teaching has severely disrupted university activities and posed many challenges for teaching staff, who were asked to develop online versions of their courses overnight. This study explores the effect of the current changes in education style and working from home on the stress and burnout levels of teaching staff.

METHODS

This study utilized a cross-sectional design, whereby 278 participants (faculty and course instructors) from 17 campuses of one of the largest colleges in United Arab Emirates completed a web-based survey. Numerous instruments were utilized to obtain the following data: participants demographics; their perceived stress during online teaching; their perception of the impact of teaching from home on their family's daily life, physical health, mental health and ability to cope with stress; burnout level; and their satisfaction with online teaching.

RESULTS

Around 60% of participants reported moderate stress level during online teaching (moderate stress = 5 to 8) under COVID-19 (M 6.21 ± 2.26). An independent sample t-test and ANOVA tests revealed that participants with 7-10 years of online teaching experience reported more stress than participants who have 4-6 years online teaching experience (M 7.29, ±1.11 Vs. 5.30, ±2.69; P = 0.04). Moreover, multiple regression analysis showed that higher stress levels and lower satisfaction with the online teaching experience were associated with more significant personal and working burnout. Married participants with school-age children were at greater risk of personal burnout.

CONCLUSION

The transition to remote education imposed mental burdens and stress on faculty members. Supportive professional development strategies to enrich faculty with online teaching skills are urgently required.

Student and Educator Perspectives of Adapting to Remote Health Professions Education: A Mixed-Methods Study

During the COVID-19 pandemic, universities across the world transitioned rapidly to remote education. Engaging with a curriculum that has been transitioned from in-person to remote education mode is likely to impact how students and educators adapt to the changes and uncertainties caused by the pandemic. There is limited knowledge about individual differences in students' and educators' adaptability to remote education in response to the pandemic. This paper explored healthcare students' and educators' adaptability experiences to remote education. Drawing on pragmatism, a convergent mixed-methods design was adopted. Data were collected between May and August in 2020 using an online survey, followed by interviews with students and educators of five large health courses at an Australian research-intensive University. Data included 476 surveys and seven focus group interviews with 26 students, and 95 surveys and 17 individual interviews with educators. Results were interpreted through an integration of quantitative and qualitative elements from student and educator experiences. Findings indicated that students were less adaptable than educators. Whilst remote learning was less appealing than in-person learning, some students adapted well to the new learning environment. Limited social learning, transmissive pedagogy, and lack of technical and non-technical skills were identified as factors that impacted upon the experience of students and educators. Navigating the challenges associated with remote education provided students and educators with a unique opportunity to improve adaptability—an attribute critical for future uncertainties in healthcare practice.

Subjective Wellbeing and Its Associated Factors among University Community during the COVID-19 Pandemic in Northern Malaysia

Lockdown implementation during COVID-19 pandemic has caused many negative impacts in various aspect of life, including in the academic world. Routine disruption to teaching and learning environment has raised concerns to the wellbeing of university staff and students. This study aimed to examine the subjective wellbeing of the university community in Northern Malaysia during lockdown due to COVID-19 pandemic and the factors affecting it. An online cross-sectional survey involving 1148 university staff and students was conducted between March and April 2020. The research tools include the Personal Wellbeing Index (PWI) to assess subjective wellbeing and the Depression, Anxiety and Stress 21 (DASS-21) scale for psychological distress. While we found the subjective wellbeing score in our study population was stable at 7.67 (1.38), there was high prevalence of anxiety, depression, and stress with 27.4%, 18.4%, and 11.5%, respectively. The students reported higher levels of psychological distress compared to staff. The PWI score was seen to be inversely affected by the depression and stress score with a reduction in the PWI score by 0.022 (95% CI −0.037 to −0.007) and 0.046 (95% CI −0.062 to −0.030) with every one-unit increment for each subscale, respectively. Those who perceived to have more difficulty due to the lockdown also reported low subjective wellbeing. Thus, it is crucial to ensure policies and preventative measures are in place to provide conducive teaching and learning environment. Additionally, the detrimental psychological effects especially among students should be addressed proactively.

Mental Health Status of University Students and Working Professionals during the Early Stage of COVID-19 in Bangladesh

A novel coronavirus disease known as COVID-19 has spread globally and brought a public health emergency to all nations. To respond to the pandemic, the Bangladesh Government imposed a nationwide lockdown that may have degraded mental health among residents, in particular, university students and working professionals. We examined clinically significant anxiety levels with the Generalized Anxiety Disorder (GAD-7) scale and perceived stress levels with the Perceived Stress Scale (PSS-4) in an online cross-sectional study with 744 adults. Approximately 70% of respondents were afflicted with clinically significant anxiety levels, and more than 43.82% were afflicted with moderate or high perceived stress levels. Multivariate logistic regression models showed that postgraduates (OR = 2.78, 95% confidence interval [CI] = 1.03−8.75, p < 0.05) were more likely to experience anxiety than their student counterparts. No such differences emerged for working professionals, however. Living with family members compared to living alone was a risk factor for perceived stress among working professionals (OR = 4.05, 95% CI = 1.45−11.32, p < 0.05). COVID-19 stressors such as financial hardship (OR = 1.84, 95% CI = 1.11−3.05, p < 0.05) and worries of family members’ health (OR = 1.84, 95% CI = 1.12−2.99) were risk factors for anxiety among students. Questionable social media news exposure (OR = 2.99, 95% CI = 1.13−7.92, p < 0.05) contributed to the development of mental stress among working professionals. These findings confirm that effective initiatives and proactive efforts from concerned authorities are necessary to cope with the mental health correlates of the COVID-19 pandemic, including in developing contexts such as Bangladesh.

A US National Study of Barriers to Science Training Experienced by Undergraduate Students during COVID-19

Undergraduate research is a high-impact practice on college campuses. How the COVID-19 pandemic has affected undergraduate researchers' progress is poorly understood. We examine how demographics, academic characteristics, research disruptions and faculty mentorship are associated with four barriers to research progress. Data are drawn from a survey of over 1000 undergraduate student researchers across the US. We examine students who actively continued to conduct faculty-mentored research during mid-March/April 2020 (n = 485). Using generalized estimating equations that control clustering by institution, we found economic hardship, discomfort teleconferencing, lower quality mentors, sexual minority status and higher grade point averages were associated with motivation problems. Economic hardship, serious illness, Internet connection issues, a lack of face-to-face meetings and lower a frequency of mentor-mentee communication were associated with a time crunch with regard to conducting research. Discomfort teleconferencing, Internet connection issues, a lack of face-to-face meetings and decrease in research workload were associated with task uncertainty. Economic hardship, serious illness and being an engineering major were associated with lacking needed tools for the research. In sum, economic hardship was an important correlate of research barriers, as were communication challenges and sexual minority status. Results can inform practical actions by research program directors and faculty undergraduate research mentors.

Role of COVID-19 pandemic in the academic life and well-being of private sector university students: an exploratory qualitative study

OBJECTIVE

The advent of the COVID-19 pandemic has caused a drastic impact on students' life, causing physical and emotional sufferings. Considering the relevance of unprecedented conditions, we explored perceptions and attitudes of students towards their academic life and well-being amid the COVID-19 pandemic.

SETTING

We conducted an exploratory qualitative study using a purposive sampling approach conducted at a single-centre private nursing institution in Karachi, Pakistan.

PARTICIPANTS

The current study used in-depth interviews with female university students. Study data were analysed manually using the thematic analysis approach.

PRIMARY OUTCOME

The primary outcome is to explore perception of students on academic life and well-being amidst the COVID-19 pandemic.

RESULTS

A total of 10 in-depth interviews were conducted between August and September 2020. Four overarching themes were identified: (1) impact of COVID-19 on students' well-being; (2) effect of COVID-19 on students' academic life; (3) current coping mechanisms adopted by students and (4) recommendations to address students' concerns. The pandemic-related stressors served as a major impediment on students' motivation, concentration span and socioeconomic conditions which negatively influenced their well-being and academic life. However, students have adopted diverse coping mechanisms to combat unstable circumstances that include connecting with family and relatives, indulging in diverse activities, and getting academic support from faculty, senior students, and university administration. Students also recommended the need for arranging online mental health services, integrating e-learning mediums in existing academia, and constant efforts by the government to address electricity and internet connectivity issues to promote virtual learning.

CONCLUSION

University students have been struck hard due to rapid pandemic-related transitions in their life. The study finding served as the potential guide for educational institutions and government officials to employ appropriate psychological interventions and provide infrastructure and technical facilities to provide support with their academic journey and overcoming the ongoing pandemic repercussions.

Positive Orientation and Fatigue Experienced by Polish Nursing Students during the COVID-19 Pandemic: The Mediatory Role of Emotional Control

This study aimed to investigate the mediatory role of emotional control with respect to the control of anger, depression, and anxiety in the relationship between positive orientation and tiredness/fatigue occurring in a group of Polish nursing students during the COVID-19 pandemic. The study included 894 nursing students from six universities in Poland. A diagnostic survey was applied as the research method, and the data were collected using the Fatigue Severity Scale (FSS), the Courtauld Emotional Control Scale (CECS) and the Positive Orientation Scale (SOP). The mean participant age was 20.73 years (SD = 1.81). More than half of the students in the study showed a low level of positive orientation. Correlational analyses revealed a significant negative correlation between positive orientation and tiredness/fatigue experienced by the students participating in the study (r = −0.336; p < 0.001), and correlation between positive orientation and the overall emotional control index (r = −0.317; p < 0.001), and the indices of control of anger (r = −0.154; p < 0.01), depression (r = −0.376; p < 0.001), and anxiety (r = −0.236; p < 0.01). Analysis of the results also revealed the occurrence of significant, positive links between the controlled emotions and their components and the tiredness/fatigue experienced by nursing students. It is important to take action associated with the prevention of tiredness/fatigue among students and to reinforce a positive orientation and the capacity to control emotions to effectively minimize the effects of the COVID-19 pandemic on nursing students.

Future Orientation and Symptoms of Anxiety and Depression in Italian University Students during the COVID-19 Pandemic: The Role of Resilience and the Perceived Threat of COVID-19

Several studies have already examined the psychological impact of COVID-19 on psychological well-being in samples of the general population. However, given the importance of future orientation for university students’ mental well-being, it is important to explore whether and how COVID-19 affected this vulnerable population. Therefore, the current study aims to investigate the protective role of future orientation and the mediating effect of resilience on negative emotional symptoms (anxiety and depression). An online questionnaire was administered to a sample of 244 non-infected Italian university students. The mediation analysis results indicated that resilience fully mediated the relationship between anxiety and depression. Finally, the perceived threat of death from COVID-19 moderated the association between resilience and anxiety. This study shows that university students with higher levels of future orientation exhibit higher resilience levels and, consequently, fewer symptoms of negative emotions.

The Impact of the Coronavirus Pandemic on the Learning Process among Students: A Comparison between Jordan and Turkey

COVID-19 was declared by the WHO as a pandemic affecting several aspects of human lives. Follow-up investigations showed that the pandemic affected tertiary education. This study was designed to assess the online learning process among students living in Turkey and Jordan during the COVID-19 pandemic. This descriptive cross-sectional study was conducted via an online survey. The survey was followed by a focus group. Data were analyzed using the Statistical Package for Social Science (SPSS). A total number of 214 students participated in this study. Most of the participants were female, single, and undergraduates. Regarding the theory courses, the percentage of Turkish and Jordanian students who evaluated the online learning as ‘excellent’ or ‘very good’ or ‘good’ was greater than that for the practical courses. With regards to the practical training, more than half of the Turkish students (57.5%) ranked their experience in practical training as ‘excellent’ or ‘very good’ or ‘good’, while a lower proportion was reported by Jordanian students (47.7%). During the focus group, the cons of online learning were more numerous than the pros. The tertiary education in Turkey and Jordan was affected during the pandemic.

Administrators and Students on E-Learning: The Benefits and Impacts of Proper Implementation in Nigeria

The quest for better education and knowledge acquisition has triggered the introduction, acceptance and incorporation of e-learning into Nigerian learning. The introduction of the concept of e-learning to Nigerian learning can be dated back to the 1980s, when reputable Nigerians enrolled in several universities in London. In addition, the introduction of e-learning to a premier university in Nigeria, rooted in the college of Ibadan, led to greater interest, causing locals to seek extramural work and other studies at Oxford University. This study examines the impacts that proper educational administration, policy making and implementation, as well as the adoption of e-learning, can have to fix the dilapidated Nigerian educational structure. A quantitative method of data collection was used, through well-structured questionnaires for both administrators and students issued to the four universities sampled in this study. A total of 240 questionnaires were issued to respondents, with 60 each to the different universities and with 30 each for both students and administrators. A total of 180 were retrieved, and descriptive analysis was carried out with SPSS (23). Internal consistency was determined with Cronbach’s alpha, having an internal consistency of 0.78. The findings show that all the administrators were graduates with a minimum of a Bachelor’s degree. It was revealed that 32 (17.8%) of the students possessed smartphones as gadgets for e-learning and that administrators contributed to the enhancement of student performance, hence creating impacts in their examination grades, with a mean of 2.66, being rated ‘Good’ for their performance. Unfavorable government policies and unprofessionalism of administrators in e-learning implementations were the major constraints, with a mean of 4.6. The cost of the procurement of the needed resources (data) for e-learning also impacts e-learning. Internet resources used by the students contributed to huge success in e-learning for 28 (24.6%) and 24 (21.9%) students. Although the constraints limit the effectiveness of e-learning in Nigeria, it also impacts student advancement compared with the face-to-face learning process. The government’s proactive measures will improve e-learning.