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

Increased digital media use is associated with sleep problems among university students: A study during the COVID-19 pandemic in Japan

This retrospective cohort study investigates the association between the incidence of sleep problems and changes in digital media use among university students during the COVID-19 pandemic. It used data from annual health check-ups performed at a Japanese university in 2019 and 2020. Students undergoing these check-ups were identified to respond to questions about sleep problems, digital media use, breakfast and exercise habits, and stress. In total, 3,869 students were included in the analysis. The association between the incidence of sleep problems in 2020 and the changes in digital media use between 2019 and 2020 was assessed using logistic regression models. The rate of long digital media use (≥ 2 hours) in 2019 was 42.6%, while in 2020 it was 53.6%. Incidence of sleep problems was observed in 244 students (6.3%) in 2020. There were 786 students (20.3%) who used digital media for ≤ 2 h in 2019 and ≥ 2 h in 2020. From the sample, 66 students (8.4%) reported incidence of sleep problems in 2020. Additionally, those respondents who specifically reported increased digital media use between 2019 and 2020 (increased use) where at greater risk (OR: 1.76; 95% CI: 1.21, 2.55) of reporting sleep problems in 2020, even after controlling for other study variables. Thus, this study provides evidence that the incidence of sleep problems has had a significant association with an increase in digital media use among university students throughout the COVID-19 pandemic. These findings highlight the importance of ensuring appropriate digital media use among students for improved quality of sleep.

Knowledge, Attitudes, and Practices Toward Coronavirus and Associated Anxiety Symptoms Among University Students: A Cross-Sectional Study During the Early Stages of the COVID-19 Pandemic in Bangladesh

BACKGROUND

University students' knowledge, attitude, and practice (KAP) toward COVID-19 are vital to prevent the spread of the virus, especially in the context of developing countries. Consequently, the present study aimed to determine the KAP levels of university students and associated anxiety during the earlier stage of the pandemic in Bangladesh.

METHODS

A cross-sectional, online study with 544 university students was conducted during April 17-May 1, 2020. The questionnaire incorporated several KAP-related test items aligned with the World Health Organization (WHO) guidelines. Anxiety was measured with the 2-item Generalized Anxiety Disorder scale (GAD-2). Multivariable logistic regression analysis was performed to determine the association between KAP levels and anxiety adjusting for sociodemographic variables. Subgroup analyses included rerunning models stratified by gender and quarantine status.

RESULTS

Approximately 50% of students showed high levels of knowledge about COVID-19 guidelines, 59% reported behavioral practices that aligned with COVID-19 guidelines, and 39% had negative attitudes toward COVID-19 guidelines. Attitudes differed by anxiety (χ² = 23.55, p < 0.001); specifically, negative attitudes were associated with higher anxiety (OR: 2.40, 95% CI = 1.66-3.46, p < 0.001). Associations were significant for male (OR = 2.36; 95% CI = 1.45-3.84, p < 0.001) and female (OR = 2.45; 95% CI = 1.3-4.34; p < 0.001) students. Stratified analyses found non-quarantined students with negative attitudes had three times the chance of experiencing anxiety (OR = 3.14, 95% CI: 1.98-4.98, p < 0.001). Non-quarantined students with low levels of knowledge had half the chance of developing anxiety (OR = 0.49, 95% CI: 0.31-0.78, p < 0.01).

CONCLUSION

Based on these findings, it is recommended that university authorities continue to prioritize proactive and effective measures to develop higher levels of knowledge, more positive attitudes and better behavioral practices regarding COVID-19 for the mental health of their students.

Motherhood in Academia during the COVID-19 Pandemic: An International Online Photovoice Study Addressing Issues of Equity and Inclusion in Higher Education

Combining motherhood and academic work in higher education has been discussed for decades with the pandemic further exposing the inequalities. This crisis has significantly impacted the daily life of mothers in academia as they devote more time to keep their careers on track, produce papers, and take on other parenting and schooling responsibilities. This paper employs photovoice as an online methodology to document the real-life experiences of 68 women from nine countries who work and parent children in the sudden transition to remote working and learning environments. By explaining the photographs from their perspective, the participants in this study were able to capture their lived experiences, discuss working from home while guiding children in online learning, and create suggestions for ways academic institutions can alleviate gender inequality. The article explores the critical issues of academic work and childrearing drawing international attention to address issues of equity and inclusion in higher education among researchers, policymakers, and institutions.

Understanding the psychological impact of the COVID-19 pandemic on university students

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Teaching during a pandemic: do university teachers prefer online teaching?

Universities worldwide have been conducting e-learning during the COVID-19 pandemic to continue education irrespective of faculties are familiar with e-education or not. This study assessed perception and preference for e-teaching amongst 438 faculty members. Results revealed that around half of teachers were conducting e-classes without any training, and they also had conducted examinations using online platforms. Teachers perceived e-teaching as effective during the pandemic, time-efficient, easy to share materials, unsuitable for monitoring or conducting practical classes and less effective for evaluation. More than three-fourths of the teachers preferred online teaching during the pandemic, and most preferred both physical and mixed teaching in the post-pandemic era. Their preferences were influenced by their age, teaching experience, academic discipline, current residency, training on online teaching, hours of online classes taught per week, internet connection used, types of classes and whether they had given online examinations. The major challenges in online teaching during COVID-19 were difficulty in practical work, difficulty in monitoring students and insufficient feedback. This study suggests online teaching during the pandemic and mixed teaching after the pandemic. Training faculty members on online teaching, designing e-platforms suitable for examinations and ensuring stable internet connections are also recommended for effective and smooth e-education.

Adoption of online education channel during the COVID-19 pandemic and associated economic lockdown: an empirical study from push–pull-mooring framework

The purpose of the research was to study how the onset of COVID-19 pandemic fuelled shift towards digitalization in the education ecosystem. The study consisted of responses from 316 engineering students collected during the COVID-19 pandemic physical lockdown in India from March to May 2020. The collected data was analysed using structural equation modelling to develop a model for online education in the study context based upon the push–pull-mooring framework. Hayes’ model was used to analyze the effect of the multiple mediators to understand the relationship between the antecedents (Platform knowledge scope, alternative media attractiveness and normative environmental pressure) and switching behaviour for performance. This research contributed to the push–pull-mooring framework theory in the context of a crisis event.

Impact of the Texas-Wide Premedical Mentoring Program during the COVID-19 pandemic

The COVID-19 pandemic disrupted the usual processes and support systems related to applying to medical school in the United States. The Texas-Wide Premedical Mentoring Program (TPMP) was established to pair medical student mentors in Texas with medical school applicants attending Texas colleges and universities. Our objective was to demonstrate the effect of the TPMP on application preparedness and self-reported mental health outcomes of program participants. A survey was developed to understand the program's impact on both mentees and mentors. Participants were sent a survey link 3 months after the TPMP launch. In total, 313 participants, comprising 62% premedical student mentees and 38% medical student mentors, completed the survey. Mentees reported a significantly positive effect of the program on anxiety, uncertainty of acceptance, connection to medicine, and making the road to medical school seem less impossible. After participation, mentees felt less alone and reported a positive impact on their perception of the application process. The TPMP positively impacted the mental wellness of both mentees and mentors, and about 80% of mentors felt more fulfilled despite not participating in clinical duties in light of suspensions. In conclusion, program participation was associated with decreasing application knowledge gaps, easing anxiety, and providing alliance for mentees. The TPMP had a similarly positive influence on the mental wellness of mentees and mentors as well as contributed to medical student mentors' sense of fulfillment.

Evaluation of the online learning of veterinary anatomy education during the Covid-19 pandemic lockdown in Egypt: Students' perceptions

The sudden shift of veterinary anatomy teaching from traditional to online mode during the coronavirus disease 2019 (Covid-19) pandemic lockdown was a major challenge used for the first time in Egyptian veterinary medical schools. This study aimed to evaluate the students' perspectives regarding the shift of veterinary anatomy teaching to online mode during the lockdown in Egypt. A total of 502 students from all veterinary medical schools in Egypt (n = 17) answered the questionnaire. The results revealed that nearly two-thirds of students felt enthusiastic about studying anatomy online during the pandemic. Moreover, approximately 63% of students were satisfied with the provided learning materials, 66% were able to understand anatomy using the online learning system during the lockdown period, 67% were comfortable with technological skills during their online study, and 47% believed that online learning of anatomy could replace face-to-face teaching. Therefore, despite the problems associated with the emergency switch to remote teaching, it appears to be a suitable alternative in teaching veterinary anatomy in Egyptian universities during this pandemic crisis in Egyptian universities. Moreover, the study provided several measurements to overcome the common problems associated with this challenging method for future application, such as providing three-dimensional virtual tools and electronic devices with either free or low-priced Internet packages, and measuring students' understanding before and after each lecture. This is the first study to solicit the early students' feedback regarding the emergency shift to online veterinary anatomy teaching which might help decision-makers in Egypt for future implementation of online learning of veterinary anatomy.

The relationship between mental distress and perception of COVID-19 stress in healthcare students

Introduction/Aim: Healthcare students are among the groups affected by the COVID-19 pandemic in various ways. This study aimed to investigate the relationship between mental distress and perceptions of COVID-19 stress in healthcare students. Methods: The present analytical cross-sectional study included all students of Saveh University of Medical Sciences in 2021 as the statistical population. Through convenience sampling, 419 students were included in the study. A 12-item general health questionnaire (GHQ-12) and a 19-item the COVID-19 related healthcare students stress scale were used to collect data. Data analysis was performed using SPSS and descriptive and analytical statistical methods methods (Pearson correlation coefficient, paired t-test and analysis of variance). Results: The mean score of students' mental health status was 12.91, and 41.05% (N = 172) of them had some degree of mental distress. There was a significant relationship between mental distress score with the perception of COVID-19 stress, gender and field of study (P < 0.05). Conclusion: A significant number of students had some degree of mental distress, which had a direct and significant correlation with the perception of COVID-19 stress. Therefore, planning to identify and reduce the stressors associated with COVID-19 is one of the most beneficial actions for the students in restoring their mental health.

The impact of COVID-19 on tertiary educational institutions and students in Bangladesh

The COVID-19 forced to transform face-to-face mode of teaching to virtual in educational institutions around the globe that not only impact institutional stakeholders, but also posed as a threat to entire humanity because, all parties related to education had to change their activities. The intentions of this study therefore firstly, to determine the content analysis by interviewing tertiary students and secondly, to determine the frequency distribution by questionnaire developed from results of the content analysis. To better understand the consequences of this outbreak, we took an interview from forty respondents, including undergraduate and postgraduate students across Bangladesh. Results of Content analysis revealed that stakeholders of tertiary education are encountering severe problems in mental health, financial, technical, and study. A questionnaire was designed based on results were obtained through content analysis and distributed using email, WhatsApp, LinkedIn, Telegram, Facebook, and Instagram from May 20 to May 30, 2021. A total number of 505 valid questionnaires were received from respondents. Frequency distribution analysis disclosed that 60% respondents have no separate reading rooms. Laptops and desktops are commonly used for online classes, but unfortunately, 21% respondents have no personal electronic gadgets. Moreover, 55% reported spending less time to study during the coronavirus outbreak. Furthermore, 88% respondents reported experiencing mental health-related stress, anxiety, and depression problems. The proportion that suffered financial crisis, family disruptions, internet and technology related problems were 79%, 83% and 72% respectively. Since coronavirus pandemic is a totally new phenomenon in the world, not much empirical literature exist. So we fill the gap, investigating the issue empirically using content and frequency distribution analysis. Policy implications and recommendations are discussed accordingly.

Application of digital education in undergraduate nursing and medical interns during the COVID-19 pandemic: A systematic review

BACKGROUND

Due to the rapid spread of coronavirus disease 2019 (COVID-19) around the world, the World Health Organization (WHO) declared it a global pandemic on March 11, 2020. This declaration had an unprecedented impact on health profession education, especially the clinical clerkship of nursing and medical students. The teaching hospitals had to suspend traditional bedside clinical teaching and switch to digital education.

OBJECTIVE

To systematically synthesize the available literature on the application of digital education in undergraduate nursing and medical interns during the COVID-19 pandemic.

DESIGN

A systematic review informed by PRISMA guidelines.

DATA SOURCES

Five electronic databases were systematically searched: PubMed, Embase, MEDLINE (OVID), CINAHL and the Cochrane Library.

REVIEW METHODS

The retrieved articles were screened at the title, abstract, and full text stages. The Mixed-Methods Appraisal Tool (MMAT) was used to assess the quality of quantitative and mixed-method studies. Then, two reviewers extracted the quantitative data of the included studies.

RESULTS

A total of 4596 studies were identified following a comprehensive search, and 16 studies were included after removing duplicates and screening, which focused on undergraduate nursing students (3 studies) and medical students (13 studies). We found that the standalone digital education modalities were as effective as conventional learning for knowledge and practice. Different educational technologies have different effects on the knowledge and practice of interns.

CONCLUSION

Digital education plays a significant role in distance training for nursing and medical interns both now and in the future. The overall risk of bias was high, and the quality of evidence was found to be variable. There is a need for further research designing more quasi-experimental studies to assess the effectiveness of standalone digital education interventions for the remote training of nursing or medical interns to be fully prepared for emergencies.

Nursing education in the pandemic: A cross-sectional international study

BACKGROUND

The COVID-19 pandemic has raised the need for distance learning in nursing education. The necessary precautions have been taken in nursing schools involving the application of various restrictions, including the suspension of face-to-face classes and the closure of educational institutions, and this has had a profound effect on nursing educators and nursing students alike.

OBJECTIVES

The study seeks to answer the following questions: DESIGN: descriptive, cross-sectional, multicentered and international study.

SETTINGS

An online survey was completed by 30 nursing educators working in establishments listed among the top 60 highest-ranked nursing schools in the world.

PARTICIPANTS

nursing educators in undergraduate nursing programs.

METHOD

An internet-based survey comprising open-ended and multiple choices questions was disseminated to 60 nursing schools on the 2020 QS World University Ranking list.

RESULTS

Survey responses were received from 30 nursing schools in 30 countries. Since the announcement of the pandemic, the structure of distance education in nursing has taken different forms from one country to another, and nursing educators and students alike have encountered a diversity of problems during this process. The findings of the present study reveal that 65% of the nursing educators thought that they had been caught unprepared for the COVID-19 outbreak, 44% thought that the nursing program outcomes had been achieved through distance education, and 48% encountered Internet-related problems.

CONCLUSION

We believe that the present study will (i) aid in the decisions of nursing educators considering a transition to distance education, provide suggestions to those that have already made such a transition or inspire those seeking to improve the effectiveness of practice in obligatory cases, (ii) serve as a guide for educational institutions, and (iii) contribute to the taking of precautions to counter potential problems.

Impact of COVID-19 on Students' Generic Skills - A Case Study in a University from a Developing Country

The education sector was considerably affected by the COVID-19 pandemic, risking the learning process and forcing governments to pull out contingency actions to ensure the students' development of generic and specific skills and guarantee education quality. These actions include the shift to online and hybrid (i.e., online and in-person) classes. This work assesses the pandemic effect on the generic skills of undergraduate students in a Colombian university. The study aims to determine the effect of COVID- 19 on the development of generic skills quantitatively. Two datasets were retrieved: i) A dataset with the scores obtained by the students in an institutional Generic Skills test and in the midterm tests; ii) A dataset with the students' scores in the Colombian standardized test for undergraduate students, called the Saber Pro test. Three analysis stages were performed: i) Univariate exploratory analysis; ii) Differential analysis to compare the No COVID vs. COVID scenarios; iii) A correlation analysis. Results showed that the scores of the Generic Skills and the Midterm tests increased significantly when comparing the two scenarios, except for the Written Communication. As for the Saber Pro test, only the scores for Written Comprehension, Quantitative Reasoning, and the global scores increased significantly. On the other hand, the correlation analysis showed a strong correlation only between the scores obtained at the Generic Skills and the Saber Pro tests for the English Proficiency skill. In addition, the analysis elucidated a weak correlation between the Generic Skills test's average and the Saber Pro's global score. Finally, the results prove that online education is a feasible alternative that offers students more flexibility to ensure the development of generic and specific skills.

Physical Distancing and Mental Well-Being in Youth Population of Portugal and Brazil during the COVID-19 Pandemic

<b><i>Background:</i></b> The COVID-19 pandemic may affect youth’s physical and mental well-being, partially because of the countries’ rules to contain the virus from spreading. However, there is still uncertainty about the impact of physical distancing on youth’s mental health. We aimed to estimate the prevalence of feeling agitated, anxious, down, sad, or low mood (FNF) due to physical distance measures and verify which factors are associated with young Portuguese and Brazilian people. <b><i>Methods:</i></b> We used cross-sectional data from the instrument “COVID-19 Barometer: Social Opinion” in Portugal (March 2020 and September 2021) and from “COVID-19 Social Thermometer” in Brazil (August 2020 to April 2021); these surveys included data regarding the health and socioeconomic impact on the population. The health and sociodemographic variables of the two countries were summarized as absolute and relative frequencies. A multivariable logistic regression model was fit by country to estimate the relation between FNF and selected variables of interest. <b><i>Results:</i></b> Approximately 36% of the sample studied reported anxiety, agitation, sadness, or low mood almost every day in Portugal and 52% in Brazil due to physical distancing. In Portugal, having more than two comorbidities represented a greater chance of experiencing FNF every day or almost every day (odds ratio [OR] = 1.51 [CI: 1.22–1.87]) than those without comorbidities. In contrast, having a university education level represented a protector factor (OR = 0.76 [CI: 0.67–0.88]). In Brazil, being unemployed increased the chance of FNF compared to students (OR = 11.2). <b><i>Conclusions:</i></b> Physical distancing measures have impacted the mental well-being of the young population in Portugal and Brazil. The countries must make a quick effort to attend to and protect young people’s well-being and mental health in the changing context of the current pandemic.

Factors associated with psychosocial problems in Korean nursing and non-nursing students during the COVID-19 pandemic

Background

The coronavirus disease 2019 (COVID-19) pandemic has changed our lives in many ways, including school closures and social distancing practices. These abrupt life changes may have led to psychosocial problems in college students. This study aimed to identify the factors associated with psychosocial problems in South Korean nursing and non-nursing students.

Methods

This descriptive cross-sectional survey was conducted with 139 nursing and 147 non-nursing students (N = 286) between August 6 and October 30, 2020. We investigated participants' general characteristics (that is, sociodemographic and health-promoting behaviors), sensitivity to COVID-19 infection, COVID-19 pandemic response indicators, and psychosocial problems. The factors associated with psychosocial problems were determined using multiple regression analysis.

Results

Among the COVID-19 pandemic response indicators, perceived health status during the COVID-19 pandemic was verified as a factor associated with psychosocial problems in nursing (β =  - 5.831, p < .001) and non-nursing students (β =  - 8.513, p < .001). Perceived stress (β = 1.263, p = .045), trust in policy (β = .892, p < .001), and religion (β =  - 1.424, p = .004) were verified as correlates of psychosocial problems in non-nursing students.

Conclusion

As the COVID-19 pandemic continues, the stakeholders can use our study results to identify students experiencing psychosocial problems and subsequently as a theoretical background for developing intervention programs for those at a high risk of psychosocial problems. Additionally, it can be used as primary data for future research and practice regarding COVID-19 guidelines among students.

Mental Health and Psychological Impact during COVID-19 Pandemic: An Online Survey of Portuguese Higher Education Students

The COVID-19 pandemic has had significant psychological impact on vulnerable groups, particularly students. The present study aims to investigate the mental and psychological impact of the COVID-19 pandemic and associated factors in a sample of Portuguese higher education students. An online cross-sectional study was conducted among 1522 higher education students selected by convenience sampling. The survey assessed mental health symptoms as well as sociodemographic variables, health-related perceptions, and psychological factors. Results were fitted to binary and multivariable logistic regression models. The overall prevalences of stress, anxiety, and depression were 35.7%, 36.2%, and 28.5%, respectively. Poor mental health outcomes were related with being female, having no children, living with someone with chronic disease, facing hopelessness, and lacking resilient coping. Future studies focusing on better ways to promote mental health and wellbeing among students are warranted. It is necessary to gather more evidence on the post-pandemic mental health using robust study designs and standardized assessment tools.

Prevalence of Anxiety in University Students during the COVID-19 Pandemic: A Systematic Review

There is a dearth of evidence synthesis on the prevalence of anxiety among university students even though the risk of psychological disorders among this population is quite high. We conducted a quantitative systematic review to estimate the global prevalence of anxiety among university students during the COVID-19 pandemic. A systematic search for cross-sectional studies on PubMed, Scopus, and PsycINFO, using PRISMA guidelines, was conducted from September 2020 to February 2021. A total of 36 studies were included, using a random-effects model to calculate the pooled proportion of anxiety. A meta-analysis of the prevalence estimate of anxiety yielded a summary prevalence of 41% (95% CI = 0.34–0.49), with statistically significant evidence of between-study heterogeneity (Q = 80801.97, I² = 100%, p ≤ 0.0001). A subgroup analysis reported anxiety prevalence in Asia as 33% (95% CI:0.25–0.43), the prevalence of anxiety in Europe as 51% (95% CI: 0.44–0.59), and the highest prevalence of anxiety in the USA as 56% (95% CI: 0.44–0.67). A subgroup gender-based analysis reported the prevalence of anxiety in females as 43% (95% CI:0.29–0.58) compared to males with an anxiety prevalence of 39% (95% CI:0.29–0.50). University students seem to have a high prevalence of anxiety, indicating an increased mental health burden during this pandemic.

Confinement by COVID-19 and Degree of Mental Health of a Sample of Students of Health Sciences

BACKGROUND

In response to the global COVID-19 pandemic, most countries have taken important measures to control the spread of the virus, such as population confinement and the closure of universities.

OBJECTIVE

The main objective of this study is to evaluate how the situation resulting from COVID-19 has affected the mental health of a group of health sciences students.

MATERIAL AND METHODS

This is a cross-sectional, descriptive, observational study with a sample of 160 people, conducted through an online survey of final-year students of dentistry, nursing and medicine at the Faculty of Medicine and Health Sciences of the University of Barcelona.

RESULTS

A total of 82.4% of students reported having suffered stress, anxiety and distress due to the pandemic situation, and 83.10% of participants are worried about not knowing when the academic year will restart.

CONCLUSIONS

Confinement has negatively affected the mental health of students.

Prior COVID-19 Infection, Mental Health, Food and Financial Insecurity, and Association With COVID-19 Vaccination Coverage and Intent Among College-Aged Young Adults, US, 2021

INTRODUCTION

More than 700,000 COVID-19 cases have been linked to American colleges and universities since the beginning of the pandemic. However, studies are limited on the effects of the pandemic on college-aged young adults and its association with their COVID-19 vaccination status and intent.

METHODS

Using the Census Bureau's Household Pulse Survey (HPS), a large, nationally representative survey fielded from April 14 through May 24, 2021, we assessed the effects of the pandemic (COVID-19 infection, mental health, food and financial security) on COVID-19 vaccination coverage (≥1 dose) and intentions toward vaccination among college-aged young adults in the United States (N = 6,758). We examined factors associated with vaccination coverage and intent, and reasons for not getting vaccinated.

RESULTS

Approximately one-fifth (19.6%) of college-aged young adults had a previous diagnosis of COVID-19, 43.5% and 39.1% reported having anxiety or depression, respectively, 10.9% reported that they sometimes or often did not have enough food to eat, and 22.6% and 12.3% found it somewhat or very difficult, respectively, to pay for household expenses. Of college-aged young adults, 63.1% had received at least 1 dose of the COVID-19 vaccine, 15.4% probably would be vaccinated or were unsure about getting the vaccine, and 14.0% probably will not or definitely will not get vaccinated. Adults who were non-Hispanic Black (vs non-Hispanic White) or had food or financial insecurities (vs did not) were less likely to be vaccinated or intend to be vaccinated. Among adults who probably will not or definitely will not be vaccinated, more than one-third said that they did not believe a vaccine was needed.

CONCLUSION

Ensuring high and equitable vaccination coverage among college-aged young adults is critical for safely reopening in-person learning and resuming prepandemic activities.

Challenges and Innovations Brought about by the COVID-19 Pandemic Regarding Medical and Pharmacy Education Especially in Africa and Implications for the Future

BACKGROUND

Multiple measures introduced early to restrict COVID-19 have dramatically impacted the teaching of medical and pharmacy students, exacerbated by the lack of infrastructure and experience with e-learning at the start of the pandemic. In addition, the costs and reliability of the Internet across Africa pose challenges alongside undertaking clinical teaching and practical programmes. Consequently, there is a need to understand the many challenges and how these were addressed, given increasingly complex patients, to provide future direction.

METHOD

An exploratory study was conducted among senior-level medical and pharmacy educators across Africa, addressing four key questions, including the challenges resulting from the pandemic and how these were dealt with.

RESULTS

Staff and student members faced multiple challenges initially, including adapting to online learning. In addition, concerns with the lack of equipment (especially among disadvantaged students), the costs of Internet bundles, and how to conduct practicals and clinical teaching. Multiple activities were undertaken to address these challenges. These included training sessions, developing innovative approaches to teaching, and seeking ways to reduce Internet costs. Robust approaches to practicals, clinical teaching, and assessments have been developed.

CONCLUSIONS

Appreciable difficulties to teaching arising from the pandemic are being addressed across Africa. Research is ongoing to improve education and assessments.

Impacts of the Covid-19 Pandemic on Life of Higher Education Students: Global Survey Dataset from the First Wave

The Covid-19 pandemic caused by the novel coronavirus SARS-CoV-2 has completely reshaped the lives of people around the world, including higher education students. Beyond serious health consequences for a proportion of those directly affected by the virus, the pandemic holds important implications for the life and work of higher education students, considerably affecting their physical and mental well-being. To capture how students perceived the first wave of the pandemic's impact, one of the most comprehensive and large-scale online surveys across the world was conducted. Carried out between 5 May 2020 and 15 June 2020, the survey came at a time when most countries were experiencing the arduous lockdown restrictions. The online questionnaire was prepared in seven different languages (English, Italian, North Macedonian, Portuguese, Romanian, Spanish, Turkish) and covered various aspects of higher education students’ life, including socio-demographic and academic characteristics, academic life, infrastructure and skills for studying from home, social life, emotional life and life circumstances. Using the convenience sampling method, the online questionnaire was distributed to higher education students aged 18 and over and enrolled in a higher education institution. The final dataset consisted of 31,212 responses from 133 countries and 6 continents. The relationships between selected socio-demographic characteristics and elements of student life were tested by using a chi-squared test. The data may prove useful for researchers studying the pandemic's impacts on various aspects of student life. Policymakers can utilize the data to determine the best solutions as they formulate policy recommendations and strategies to support students during this and any future pandemic.

Depression, anxiety, and stress among Ugandan university students during the COVID-19 lockdown: an online survey

Background

COVID19 pandemic forced most countries to lockdown, leading to the prolonged closure of many learning institutions. This dramatic shift led to increase of mental illness symptoms among university students.

Objective

To determine the prevalence and factors associated with symptoms of depression, anxiety, and stress among Uganda's university students during the COVID-19 lockdown.

Methods

We conducted a one-month online survey using the Depression Anxiety and Stress Scale (DASS-21).

Results

Participants n=321 were enrolled with mean age, 24.8(SD=5.1) years and 198(61.7%) were males. The prevalence of mental health symptoms among participants was 80.7%, 98.4%, and 77.9% for depression, high levels of anxiety, and stress, respectively. Statistically significant association between mental health symptoms on multi-logistic regression was found with Males (depression=2.97[1.61–5.48] and stress=1.90[1.07–3.35]), engagement in leisure activity (depression= 1.87[1.01–3.49] and stress=1.98[1.10–3.56]), and being finalist (stress=0.55[0.31- 0.97]). Use of addictive substances seem to potentially alleviate symptoms of depression, anxiety and stress in the short term.

Conclusions

The findings of this study suggest a high prevalence of symptoms of depression, anxiety and stress among university students during the COVID-19 lockdown. Students' mental health should be monitored by all stakeholders, especially as the pandemic progresses.

Impacts of the Covid-19 Pandemic on Life of Higher Education Students: Global Survey Dataset from the First Wave

The Covid-19 pandemic caused by the novel coronavirus SARS-CoV-2 has completely reshaped the lives of people around the world, including higher education students. Beyond serious health consequences for a proportion of those directly affected by the virus, the pandemic holds important implications for the life and work of higher education students, considerably affecting their physical and mental well-being. To capture how students perceived the first wave of the pandemic's impact, one of the most comprehensive and large-scale online surveys across the world was conducted. Carried out between 5 May 2020 and 15 June 2020, the survey came at a time when most countries were experiencing the arduous lockdown restrictions. The online questionnaire was prepared in seven different languages (English, Italian, North Macedonian, Portuguese, Romanian, Spanish, Turkish) and covered various aspects of higher education students' life, including socio-demographic and academic characteristics, academic life, infrastructure and skills for studying from home, social life, emotional life and life circumstances. Using the convenience sampling method, the online questionnaire was distributed to higher education students aged 18 and over and enrolled in a higher education institution. The final dataset consisted of 31,212 responses from 133 countries and 6 continents. The relationships between selected socio-demographic characteristics and elements of student life were tested by using a chi-squared test. The data may prove useful for researchers studying the pandemic's impacts on various aspects of student life. Policymakers can utilize the data to determine the best solutions as they formulate policy recommendations and strategies to support students during this and any future pandemic.

Coping with Anxiety During the COVID-19 Pandemic: A Case Study of Academics in the Muslim World

The COVID-19 pandemic has been a global phenomenon defined by uncertainty, fear and grief which has resulted in record high levels of stress and anxiety in the first half of 2020. It also led to an increased interest in the study of the role of belief, religion, and spirituality as responses to coping with and responding to the pandemic throughout different societal domains. This study explores the impact of anxiety and stress caused by the pandemic on Muslim academics' subjective well-being. It also explores correlations between coping and spirituality by assessing Muslim academics' coping strategies in overcoming stress and anxiety. To this end, this study sampled 480 Muslim academics ages 25-60 years residing in Muslim countries. The findings show a negative yet significant correlation between anxiety and well-being while also showing a positive and significant correlation between coping strategies and subjective well-being. The research also points to the role of coping strategies in reducing anxiety and stress, the resulting improvements in well-being for Muslim academics, and the mediating effect of coping strategies between anxiety, stress, and well-being for Muslim academics.

Digital Entry-Level Education in Physiotherapy: a Commentary to Inform Post-COVID-19 Future Directions

Currently, the coronavirus disease 2019 (COVID-19) severely influences physiotherapy education which is based mostly on face-to-face teaching. Thus, educators have been compelled to adapt their pedagogical approaches moving to digital education. In this commentary, we debate on digital education highlighting its effectiveness, the users' perspectives, and its weakness in the context of physiotherapy teaching aimed at informing post-COVID-19 future directions in this educational field. Existing evidence on digital education produced before COVID-19 supports its implementation into entry-level physiotherapy education. However, some challenges (e.g. social inequality and evaluation of students) threaten its applicability in post-COVID-19 era, calling educators to take appropriate actions.

Factors associated with preventive practices of COVID-19 among health care workers in Dilla University Hospital, Southern Ethiopia

Implementation of prevention measures is essential for decreasing COVID-19 morbidity and mortality. In health care settings, wearing face masks, avoiding handshakes and spitting, and thoroughly washing hands with soap and water or using an alcohol-based hand rub have been recommended as preventive measures to reduce the risk of COVID-19 transmission. Therefore, this study aimed to assess factors associated with COVID-19 prevention practices among health care workers at Dilla university hospital in Southern Ethiopia. An institutional-based cross-sectional study was conducted among 238 health care workers in Dilla university hospital from June 13, 2021- July 12, 2021. A stratified random sampling techniques were used to select study participants. Data were collected by using pre-tested structured self-administered questionnaires. A binary logistic regression analysis was used to identify factors related to COVID-19 prevention practice among health care professionals. For statistical significance factors with p-value less than 0.05, an Adjusted Odds Ratio (AOR) with a 95% Confidence Interval (CI) was calculated and interpreted. One hundred thirty-four participants [56.3%, 95% CI: 50 - 60.3%] had good COVID-19 prevention practices. Being a frontline worker [AOR=12.6, 95% CI: 3.9-41.6], being female [AOR= 0.7, 95% CI: 0.35-0.84], being a nurse [AOR= 8, 95% CI: 2.4-27], and implementation of Infection Prevention and Control (IPC) guideline [AOR = 4.0, 95% CI: 1.56-10.08] were all factors associated with good COVID-19 prevention practice. COVID-19 prevention practices were low among healthcare professionals in the study settings. Being frontline worker, being a nurse, being female, and implementation of IPC guidelines were all associated with COVID-19 preventive measures practices among health care workers. Health care workers may need to improve the way and habit of practicing prevention methods towards COVID-19.

Gender, work-family conflict and depressive symptoms during the COVID-19 pandemic among Quebec graduate students

The increasing mental health inequalities between women and men following the COVID-19 crisis represent a major public health concern. Public health measures to mitigate the pandemic could severely impact populations with high prevalence of mental health problems such as graduate students. We aimed to document the gendered experience of the lockdown and its association with depressive symptoms among graduate students in Quebec. We contrast two hypotheses: whether inequalities in depressive symptoms between women and men could be linked to their differential exposure or vulnerability to work, family and study conditions, with the mediating role of work-to-family interference (WIF) and family-to-work interference (FIW). This observational study used path analysis to test our hypotheses using a cross-sectional data collected from 1,790 graduate students from three universities in Quebec. The exposure hypothesis received more support. Women reported more stress regarding new teaching methods, which was associated directly with more depressive symptoms, and indirectly through WIF. Women were more worried about COVID-19, which was associated with more depressive symptoms, and indirectly through WIF and FIW. However, women reported less FIW and more emotional support, both respectively associated with less depressive symptoms. The policy measures taken after the COVID-19 were not gender-neutral. This study demonstrates the importance of taking the potentially gendered effects of policies into consideration, and points to mitigating actions that can forestall the exacerbation of gendered inequalities in mental health.

Perceived Stress among School Students in Distance Learning During the COVID-19 Pandemic in the Gaza Strip, Palestine

The rapid outbreak of COVID-19 is a global health problem that has a significant effect on the educational systems. Therefore, students shifted to distance learning through the digital platform. Since COVID-19 has consequences on mental health, the present study examined the perceived stress level in school students in distance learning during the COVID-19 period. A cross-sectional study of a sample consisting of 385 school students evaluated the Perceived Stress Scale (PSS) and their concerns and emotions during the COVID-19 pandemic. The results showed that the mean value of the total PSS scores was 19.50 ± 9.28. About 48.6% of students had moderate stress, 28.8% had low stress, and 22.6% had high stress. Significant associations were found between the level of stress and demographic variables: age, gender, educational level, and place of residence. Female students were significantly higher than the male students in the mean score of perceived stress level (20.14 versus 18.13; p-value = 0.018). Females were more likely (53.4%) to have moderate stress than males (38.2%) (p = 0.019). The students aged 15–18 years were significantly higher than those aged 11–14 years in the mean score of perceived stress level (22.64 versus 17.24, respectively; p-value < 0.001). The students aged 15–18 years were also more likely (n = 536, 96.4%) to had high levels of stress than the younger students (p < 0.001). The results showed that secondary school students were significantly higher than primary school students in the mean score of perceived stress level (23.75 versus 16.76, respectively; p < 0.001). Secondary students were also more likely (43.0%) to have high stress than primary students (9.4%) (p < 0.001). Students who live in the Rafah governorate had a significantly lowest mean score of perceived stress level when compared to other counterparts (p-value = 0.005). Gender (β = − 0.282, P < 0.001), age (β = − 0.379, P = 0.004), place of residence (β = − 0.096, P = 0.034), and educational level (β = 0.845, P < 0.001) were predictors of perceived stress. The results revealed moderate to high levels of stress in school students in the Gaza Strip during schools closure due to the COVID-19 pandemic. The prevalence of psychological distress attributed to suddenly shifted from traditional learning to distance learning. The incorporation of stress management programs and online counselling will minimize stress and enhance the mental health of school students during distance learning.

Interaction Identified as both a Challenge and a Benefit in a Rapid Switch to Online Teaching during the COVID-19 Pandemic

The recent emergence and subsequent global spread of COVID-19 has forced a rapid shift to online and remote learning at veterinary schools. Students in a Bachelor of Veterinary Medicine program were taught using a real-time online platform for one semester, with recorded synchronous lectures and tutorials, virtual laboratories, and clinical skills classes where possible. Students in all years of the program were surveyed twice, 8 weeks apart to assess their perceptions of online teaching and to identify challenges they experienced. Using a 10-point Likert scale, students agreed that they could achieve their learning outcomes using online learning with no more difficulty than with face-to-face teaching, allocating average scores of 7.6 and 8.2 at each time point. Students were overwhelmingly positive about the impact of online teaching on time-management of their learning due to the loss of travel time. They enjoyed aspects of teaching such as recorded lectures, online polls quizzes, and chat boxes that allowed more student-focused learning. However, there were concerns about the reduction in face-to-face interactions including loss of classroom atmosphere and reduced interaction with peers. Students experienced technical problems in a median of 20% of lectures (range 10%-50%) at the first survey and 10% at the second (range 10%-50%). Increased use of strategies to optimize peer interactions is recommended to facilitate student learning using online platforms. Moving forward beyond the pandemic, allowing flexible time management and a shift toward student-centered learning using strategies such as flipped classrooms may be beneficial.

Prevalence of depression, anxiety and stress during the COVID-19 pandemic: a cross-sectional study among Palestinian students (10-18 years)

BACKGROUND

The COVID-19 pandemic considers a threat to students' well-being and mental health. The current descriptive cross-sectional study aims to identify psychological distress among school students during the lockdown period.

METHODS

This study was carried out in a sample of 420 primary and secondary school students from June 10 to July 13, 2020, in the Gaza Strip in Palestine. Data was collected using an online questionnaire that included informed consent, socio-demographic questions, and a psychometric scale (DASS-21).

RESULTS

The results revealed that most students experienced moderate to severe levels of anxiety (89.1%) and depression (72.1%), whereas less than half of them (35.7%) experienced moderate to severe stress. Stress, anxiety and depression scores were significantly different across gender, age groups, family size, and family's economic status. The results showed that gender (β = -0.174, p < 0.001), age (β = -0.155, p = 0.001) and economic level of family (β = -0.147, p = 0.002) were negative predictors correlated with stress. Family size (β = 0.156, p = 0.001) played a positive role in stress. It was found that gender (β = -0.105, p = 0.031), age (β = -0.135, p = 0.006) and economic level of family (β = -0.136, p = 0.005) were negative predictors correlated with anxiety, whereas family size (β = 0.139, p = 0.004) played a positive role in anxiety. For depression, gender (β = -0.162, p = 0.001), age (β = -0.160, p = 0.001) and economic level of family (β = -0.131, p = 0.007) were negative predictors correlated with depression, whereas family size (β = -0.133, p = 0.006) was found to be a positive predictor. Concerns about the influence of COVID-19 on economic, education, and daily life were positively correlated to the levels of depression, anxiety and stress, whereas the availability of social support was negatively correlated.

CONCLUSION

The development of a health protocol for influenced students is urgently needed to maintain them remain resilient during dangerous times.

University Students' Basic Psychological Needs, Motivation, and Vitality Before and During COVID-19: A Self-Determination Theory Approach

Self-determination theory assumes that the basic psychological needs for autonomy, competence, and relatedness are associated with motivational regulation. As these basic psychological needs may have been affected by the shift to distance learning, students' motivational regulation and vitality may have suffered as well. The purpose of this study was to examine the motivational regulation, satisfaction, or frustration of the basic psychological needs and vitality of university students before and after the transition to forced distance learning during the COVID-19 pandemic: Two student samples from Austria and Germany were studied: One was surveyed before the conversion to distance learning (N=1,139) and the other at the beginning of forced distance learning (N=1,835). The instruments used were the Scales for the Measurement of Motivational Regulation for Learning in University Students (SMR-L), the German version of the Basic Psychological Needs Satisfaction and Frustration Scale, a scale developed by the authors to differentiate the assessment of social relatedness, and the German version of the Subjective Vitality Scale. The results show that the satisfaction of basic psychological needs was significantly lower and the frustration thereof substantially higher during the distance learning period than before the pandemic. Intrinsic motivation and identified regulation were significantly lower during the forced distance learning period, and more controlled forms of motivation were higher than before the pandemic. Structural equation models showed that 42% of the students' vitality can be explained by motivational regulation and the satisfaction and frustration of their basic needs. Motivational regulation styles functioned (differentiated according to the degree of autonomy) as mediating variables between basic needs and vitality. In terms of theoretical implications, the distinction between approach and avoidance components of introjected regulation was shown to be adequate and necessary, as they explain the outcome vitality differently. The support and avoidance of frustration of basic psychological needs should be considered in distance learning to promote the quality of motivation and students' vitality.

Determination of anxiety levels of Turkish University students and affecting factors in COVID-19 pandemic: sample of a private university

Introduction: The Coronavirus disease 2019 (COVID-19) pandemic and its consequences have created anxiety in various segments of society. In particular, the transition to online education brought by this process has made the education process of university students difficult. Therefore, in the COVID-19 pandemic, it is important to examine the anxiety levels of university students and their relationship with somatic symptoms. Objective: To examine the level of generalised anxiety disorder and to reveal the relationship between somatic symptoms and the generalised anxiety disorder level of Turkish university students. Methods: Empirical research. Participants in the research constituted a total of 605 students studying at a private university in İstanbul. The Generalised Anxiety Disorder Scale (GAD-7) was used to collect data. Data were analysed using the chi-square test and Pearson correlation analysis. Results: It was found that, among the participants, 193 (31.90%) of the students had mild anxiety, 149 (24.63%) had moderate anxiety and 121 (20.00%) had severe anxiety. The study revealed that there is a significant positive relationship between the number of somatic symptoms and generalised anxiety disorder scores of university students. Conclusion: Most of the university students are affected by anxiety during the COVID-19 pandemic and this effect is correlated with the frequency of somatic symptoms. In this context, it would be beneficial for universities to plan for acute and long-term psychological services and to cooperate with the government to provide timely crisis-oriented psychological services.

Engendering a Sense of Belonging to Support Student Well-Being during COVID-19: A Focus on Sustainable Development Goals 3 and 4

The COVID-19 pandemic has exposed a plethora of inequalities in South Africa. These inequalities have had a direct impact on the 2030 Agenda for Sustainable Development Goals (SDGs). SDG 3 (good health and well-being) and SDG 4 (quality education) were the focus of this article. This article investigated how students enrolled at a South African residential university perceived the impact of the COVID-19 pandemic on their well-being, their success in completing their studies and their future career prospects. A quantitative survey research design was followed. Data were collected by means of a questionnaire from 537 students in a South African university. Statistical Package for Social Sciences software version 27 was used to analyze the data. The results indicated direct influences on student well-being from concerns that arose from COVID-19 about future job concerns, degree completion, social support and belonging. The relationship between concerns about degree completion was moderated by a sense of belonging (social identification) but not by social support. The study has significant implications for how higher education institution governors and academics might consider reconceptualizing notions of student support, beyond the narrow, technical and basic curriculum support for degree completion, towards the affective and social as it relates to creating conditions for students to identify with and experience a profound sense of belonging.

Meta-Analysis of Prevalence of Depression in Dental Students during COVID-19 Pandemic

Background and Objectives: The COVID-19 pandemic has a negative impact on the mental health of the population in general, and in college students in particular. Dental students have seen their teaching altered and their clinical practice reduced. This study was aimed at conducting a systematic review and meta-analysis of studies reporting levels of depression among dental students during the COVID-19 and estimating the pooled prevalence of depression. Materials and Methods: Medline via PubMed and other databases were searched for studies on the prevalence of depression in dental undergraduates, published from 1 December 2019 to 1 September 2021. The pooled proportions of depression were calculated with random effects models. Results: We identified 13 studies from 9 countries. The pooled prevalence of depression in dental students was 37% (95% CI: 26-49%) with no variation due to gender, response rate or methodological quality. We only found a significantly higher prevalence of depression in studies from Asia compared to Europe and America. Conclusions: Our results suggest that dental students are suffering from higher levels of depression compared with the general population or other college students during the COVID-19 pandemic, with differences across regions. Measures to improve mental health and wellbeing of dental students during the pandemic are needed.

Computational Intelligence Enabled Student Performance Estimation in the Age of COVID-19

The sudden advent of COVID-19 pandemic left educational institutions in a difficult situation for the semester evaluation of students; especially where the online participation was difficult for the students. Such a situation may also happen during a similar disaster in the future. Through this work, we want to study the question: can the deep learning methods be leveraged to predict student grades based on the available performance of students. To this end, this paper presents an in-depth analysis of deep learning and machine learning approaches for the formulation of an automated students’ performance estimation system that works on partially available students’ academic records. Our main contributions are: (a) a large dataset with 15 courses (shared publicly for academic research); (b) statistical analysis and ablations on the estimation problem for this dataset; (c) predictive analysis through deep learning approaches and comparison with other arts and machine learning algorithms. Unlike previous approaches that rely on feature engineering or logical function deduction, our approach is fully data-driven and thus highly generic with better performance across different prediction tasks. The main takeaways from this study are: (a) for better prediction rates, it is desirable to have multiple low weightage tests than few very high weightage exams; (b) the latent space models are better estimators than sequential models; (c) deep learning models have the potential to very accurately estimate the student performance and their accuracy only improves as the training data are increased.

The perceived impact of the Covid-19 pandemic on medical student education and training - an international survey

BACKGROUND

The Covid-19 pandemic led to significant changes and disruptions to medical education worldwide. We evaluated medical student perceived views on training, their experiences and changes to teaching methods during the pandemic.

METHODS

An online survey of medical students was conducted in the Autumn of 2020. An international network of collaborators facilitated participant recruitment. Students were surveyed on their perceived overall impact of Covid-19 on their training and several exposure variables. Univariate analyses and adjusted multivariable analysis were performed to determine strengths in associations.

RESULTS

A total of 1604 eligible participants from 45 countries took part in this survey and 56.3% (n = 860) of these were female. The median age was 21 (Inter Quartile Range:21-23). Nearly half (49.6%, n = 796) of medical students were in their clinical years. The majority (n = 1356, 84.5%) were residents of a low or middle income country. A total of 1305 (81.4%) participants reported that the Covid-19 pandemic had an overall negative impact on their training. On adjusted analysis, being 21 or younger, females, those reporting a decline in conventional lectures and ward based teaching were more likely to report an overall negative impact on their training (p ≤ 0.001). However, an increase in clinical responsibilities was associated with lower odds of participants reporting a negative impact on training (p < 0.001). The participant's resident nation economy and stage of training were associated with some of the participant training experiences surveyed (p < 0.05).

CONCLUSION

An international cohort of medical students reported an overall significant negative impact of the Covid-19 pandemic on their undergraduate training. The efficacy of novel virtual methods of teaching to supplement traditional teaching methods warrants further research.

Development and testing of an explorative BPM acceptance model: Insights from the COVID-19 pandemic

When emerging technologies transform an organization’s way of working, explorative business process management (BPM) becomes a new challenge. Although digital innovations can boost process efficacy and business productivity, employees do not necessarily accept the implied work changes. We therefore looked at the increased digitalization efforts during the COVID-19 lockdowns, during which employees were forced to drastically rethink work by heavily depending on technology for communication and almost all business tasks. This global setting allowed us to scrutinize disruptive work changes and how employees can cope with disruptive work adaptations. We also looked into the explorative skillset needed to adapt to these changes. To theorize about an explorative BPM acceptance model, eleven hypotheses were supported based on a solid theoretical foundation. We followed a quantitative research design using partial least squares for structural equation modeling (PLS-SEM) at the university administration settings in two regions, including purposive sampling. Data analysis covered both a measurement model assessment and structural model assessment. Our findings reveal that employees’ perceived work modalities, feeling creative and feeling flexible are more promising features than perceived influence and attitude related to explorative work and skill development. We also offer novel insights into explorative business process management (BPM) skills, and which skills are more productive in uncertain or dynamic working conditions. This research is a learning path for managers struggling with flexible or competitive business environments, and more specifically to facilitate employee willingness.

Educating students during a pandemic in the light of research

The topic of this article is the research that was carried out at the Opole University of Management and Administration during the pandemic. The aim of the research was to answer the question whether and to what extent the COVID-19 pandemic affected the completion of studies by students of the Opole University of Management and Administration. The analysis included the assessment of students from the last semester in the academic year 2018/2019 (before the COVID-19 pandemic) and 2019/2020 (during the COVID-19 pandemic), as well as the results from the diploma examination, the coefficient of similarity of the works to others in the uniform anti-plagiarism system and the planned date of taking the final examination. The research was conducted using the data analysis method. The results showed that the students who were supposed to graduate in the time when the pandemic started, much more often than their predecessors did not take the final examination and were not able to finish writing their diploma papers. Additionally, they had lower grades in their practical subjects.

Psychological problems among the university students in Saudi Arabia during the COVID-19 pandemic

BACKGROUND

The 2019 coronavirus disease (COVID-19) pandemic is a public health emergency that represents a challenge to psychological health. This study aimed to assess the psychological conditions among university students in Saudi Arabia during the COVID-19 pandemic.

METHODS

During the period between the 4th and 18th of June 2020, the students of Umm AlQura University in Saudi Arabia were invited to complete an online survey. The survey assessed their sociodemographic characteristics, educational disciplines, and manifestations of psychological health problems including depression, anxiety, and stress as determined by the Arabic version of the Depression Anxiety Stress Scale-21 (DASS-21).

RESULTS

The study included 936 university students (56.4% women and 43.6% men). Of them, 41.1% had depressive symptoms (31.7% mild to moderate and 9.4% severe to very severe), 26.9% had anxiety symptoms (15.8% mild to moderate and 11.1% severe to very severe), and 22.4% had stress symptoms (15.2% mild to moderate and 7.2% severe to very severe). Students who reported having a friend or relative infected with or died of COVID-19, watching or reading news about the pandemic ≥2 hours/day, and not getting emotional support from family, university, and society were more likely to show psychological problems.

CONCLUSION

Symptoms of depression, anxiety, and stress were common among Saudi university students during the COVID-19 pandemic. Psychological counselling and support should be provided to university students in Saudi Arabia.

A gameful blended-learning experience in nursing: A qualitative focus group study

BACKGROUND

The COVID-19 pandemic has posed significant challenges around the world, affecting over 1.5 billion students in 191 countries. This situation has forced faculties and health-related degrees in particular to be innovative, flexible, and agile when transitioning to online or blended learning.

OBJECTIVE

The aim of this study was to explore nursing students' experiences and perceptions of the use of game elements in two full-nursing subjects using a blended-learning teaching strategy.

DESIGN

A qualitative study was conducted through sixteen focus group interviews between November 2020 and January 2021.

SETTING

This study took place at the Jaume I University with students enrolled in Adult and Elderly Health Programmes and Chronic Processes in their second and third year, respectively.

PARTICIPANTS

One hundred forty-nine second- and third-year undergraduate nursing students took part in the focus group interviews.

METHODS

A blended-learning teaching approach with game elements was developed for two full-undergraduate nursing subjects. Focus groups using a semi-structured interview protocol were conducted after delivering the teaching content. A content analysis was used to analyse the focus group interview data.

RESULTS

The qualitative analysis revealed four major themes: (i) teaching transition in the COVID-19 pandemic scenario, (ii) game elements to retain student attention and learning, (iii) gameful designs for competency-based team training, and (iv) blended learning vs face-to-face learning including gamification.

CONCLUSIONS

This study yields, for the first time, findings about the use of game elements in blended learning. This strategy was shown to be useful for teaching other key clinical or teamwork-related skills such as creativity, innovation, team-based communication, and responsibility, in addition to supporting the use of this innovative teaching strategy to reduce online fatigue and stress and increase student engagement in online classes.

High Seroprevalence Against SARS-CoV-2 Among Faculty of Medicine and Health Sciences Personnel and Students of the University of Alcalá, Spain: Contributing Factors

Purpose

Seroprevalence against SARS-CoV-2 within university systems is poorly studied, making evidence-based discussions of educational system reopening difficult. Moreover, few studies evaluate how antibodies against SARS-CoV-2 are maintained over time. We assessed serological response against the SARS-CoV-2 virus among our university students and staff.

Patients and Methods

In this prospective cohort study, seroprevalence was determined in 705 randomly selected volunteers, members of the Faculty of Medicine and Health Sciences of the University of Alcalá, using a chemiluminescent Siemens' SARS-CoV-2 immunoassay for total antibodies. Positive samples were tested for IgG and IgM/IgA using VIRCLIA^® MONOTEST (Vircell). A first analysis took place during June 2020, and in those testing positive, a determination of secondary outcomes was performed in November 2020.

Results

A total of 130 subjects showed anti-SARS-CoV-2 antibodies (18.5%, 95% CI, 15.8-21.5%). Of these, IgM/IgA was positive in 27 and indeterminate in 19; IgG was positive in 118, indeterminate in 1. After 23 weeks, among 102 volunteers remeasured, IgG became undetectable in 6. Presence of antibodies was associated, in multivariable logistic regression, with exposure to infected patients (31.3%) [OR 1.84, 95% CI, 1.14-2.96; P = 0.012], presence of COVID-19 symptoms (52.4%) [OR 6.88, 95% CI, 4.28-11.06; P < 0.001], and confirmed earlier infection (82.9%) [OR 11.87, 95% CI, 4.26-33.07; P < 0.001].

Conclusions

The faculty of medicine and health sciences personnel and students of our university showed a high infection rate for SARS-CoV-2 during 2020 associated with providing clinical care to infected patients. This emphasizes the importance of the performance of continuous surveillance methods of the most exposed health personnel, including health science students.

Online Learning Satisfaction During COVID-19 Pandemic Among Chinese University Students: The Serial Mediation Model

The aim of this study was to investigate the relationship between interaction and online learning satisfaction, whether this relationship is mediated by academic self-efficacy and student engagement among Chinese university students during the COVID-19 pandemic. A serial mediation model was developed to examine the proposed relationship. This study employed a cross-sectional, questionnaire-based research design. A sample of 1,504 Chinese university students (M_age=19.89years, SD_age=1.93) from five provinces in China completed an online survey questionnaire from December 2020 to January 2021 to respond to questions on demographic characteristics and items to measure the variables in the research model. The partial least squares structural equation modeling was used to assess the measurement model and proposed serial mediation model. Data were analyzed using SmartPLS software version 3.3.2. The results of the measurement model showed good reliability and validity for all constructs. The results of the structural model and hypothesis testing showed that all hypotheses were supported in this study. Particularly, there was a significant positive relationship between interaction and online learning satisfaction (Q1), interaction and academic self-efficacy (Q2), academic self-efficacy and student engagement (Q3), and the student engagement and online learning satisfaction (Q4). In addition, the results showed that academic self-efficacy and student engagement serial mediated the relationship between interaction and online learning satisfaction (Q5). The serial mediation model explained 34.6% of the variance of online learning satisfaction. The findings shed light on the underlying mechanisms that explain students’ online learning satisfaction during the COVID-19 pandemic. Universities and policymakers need to make better decisions that ultimately could lead to students’ academic outcomes and achievement.

What students want? Experiences, challenges, and engagement during Emergency Remote Learning amidst COVID-19 crisis

COVID-19 pandemic has affected the entire world in many ways. It has sparked a prominent pedagogical shift for university level students, as it has changed the way students learn, attend classes, or communicate with teachers. Globally, every student is forced to adopt Emergency Remote Learning (ERL) as a result of immediate transformation of physical classes into remote education. This two-fold study investigated the differences between traditional distance, online, and virtual learning solutions and the new Emergency Remote Learning (ERL) method for the university level education. Furthermore, a pragmatic mix-method study is conducted in the form of surveys, semi-structured interviews, and diary study spanning across 10 months of pandemic, to examine self-reported insights on ERL challenges, experiences, and learning engagement of the students from Finland and India. Cumulative findings suggest that scheduling, distractions, pessimistic emotions, longer durations, and concentration were the highest challenges faced by the students which impacted their learning experiences and engagement. The study also found that the ERL specific factors like low-interactivity, technical limitations, non-structured, and non-standardized methods had a prominent impact on the effectiveness of remote education. Furthermore, the study has suggested guidelines for improving remote learning experience as a futuristic solution beyond COVID-19 pandemic.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s10639-021-10747-1.

The Effect of Fear of the COVID-19 on Depression Among Chinese Outbound Students Studying Online in China Amid the COVID-19 Pandemic Period: The Role of Resilience and Social Support

Objective: The present study focused on examining fear of the coronavirus disease 2019 (COVID-19) is correlated with depression and explored the potential role of resilience and social support on the association between fear of the COVID-19 (FoC) and depression among Chinese outbound students studying online in China amid the COVID-19 pandemic period. Methods: A total of 476 Chinese outbound students from different universities worldwide, currently studying via online mode in China, completed an online survey including measures on FoC, resilience, social support, and depression. Results: (1) Fear of the COVID-19 was positively correlated with depression and negatively correlated with resilience and social support. Both resilience and social support were negatively correlated with depression. Social support showed a positive correlation with resilience. (2) The effect of FoC on depression mainly occurred through two paths: the mediating effect of resilience and the moderating effect of resilience. However, the moderating effect of social support on the association between FoC and depression was not sustained in this study. Conclusion: This study indicated the mediating and moderating effects of resilience on the association between FoC and depression among Chinese outbound students studying online in China during the COVID-19 pandemic period. The current findings confirmed that resilience has significant implications in preventing negative mental states under the COVID-19 context among this particular group.

Depression, anxiety and stress symptoms in Brazilian university students during the COVID-19 pandemic: Predictors and association with life satisfaction, psychological well-being and coping strategies

Background

The COVID-19 pandemic raises concerns about the mental health of the world population. Protection measures to prevention the disease impacted education and undergraduate students were exposed to additional stressors.

Objectives

Analyze depression, anxiety and stress symptoms in undergraduates, their respective predictors and the association with satisfaction with life, psychological well-being and coping strategies.

Methods

An online cross-sectional study was conducted from September 14 to October 19, 2020, involving undergraduate students enrolled in 33 courses from 5 public university campuses in the state of Parana, Brazil, using: questionnaire with sociodemographic, academic, health and pandemic effects variables; Depression, Anxiety and Stress Scale-21 (DASS-21); Satisfaction with Life Scale (SWLS); Psychological Well-Being (PWB); BriefCOPE. The convenience sample was composed of 1,224 participants, with 18 years old or older, that completed all research instruments. Spearman correlation and logistic analysis (univariate and multivariate) were applied to the collected data.

Results

Most of the undergraduates presented symptoms of depression (60.5%), anxiety (52.5%) and stress (57.5%). Depression, anxiety and stress presented significant correlations in common: negative with satisfaction with life, all dimensions of psychological well-being, and 3 adaptive copings (active coping, planning, positive reframing); positive with 5 maladaptive copings (behavioral disengagement, denial, self-blame, self-distraction, substance use). In addition, there were 7 common predictors for symptoms of depression, anxiety and stress: female; age 18–24 years old; having a chronic disease; lower scores in 2 dimensions of psychological well-being (positive relations with others, self-acceptance); higher scores in 2 maladaptive copings (self-blame, substance use).

Conclusions

The data indicate a high prevalence of symptoms of depression, anxiety and stress, and suggest that higher scores of satisfaction with life, psychological well-being dimensions and adaptive copings may present protective effects in undergraduates during a pandemic crisis.

Operations Management teaching practices and information technologies adoption in emerging economies during COVID-19 outbreak

The objective of this article is three-fold. First, it aims at identifying the main teaching practices and information and communication technologies (ICTs) used to teach Operations Management (OM) in emerging economies during COVID-19 outbreak. Second, it investigates the effect of contextual characteristics on the adoption level of those teaching practices and ICTs. Third, this study examines the relationship between the adoption of ICTs and OM teaching practices during COVID-19 outbreak. Expectedly, schools around the world have pivoted to online learning and digital classrooms. Thus, OM lecturers and professors located in emerging economies that have been teaching during COVID-19 outbreak were surveyed. The collected data was analyzed through multivariate techniques. Findings indicate that lecturers and professors have been remarkably adopting specific teaching practices and ICTs to teach OM. Nevertheless, when considering the contextual characteristics of the universities, departments, and lecturers/professors, the adoption level of those practices and ICTs may significantly vary, especially depending on subject type and teaching experience. Moreover, we empirically verified that ICTs positively relate with OM teaching practices in emerging economies, although in a much less extent than expected. This research provides OM instructors guidelines to better plan their courses and subjects in face of extreme disruptive moments, such as the one caused by the COVID-19. Understanding how the concurrent utilization of ICTs and teaching practices helps OM programs to continue developing their activities is particularly important for universities located in emerging economies, since they are more likely to struggle with resources scarcity and more financially humble students.

Alcohol use, cannabis use, and psychopathology symptoms among college students before and after COVID-19

College students have experienced significant disruptions related to COVID-19, and limited international data suggest they may be at elevated risk for mental health symptom increases related to COVID. Given their potentially elevated risk, our aim was to evaluate differences from pre-college closures to post-closure in mental health symptoms, alcohol, and cannabis use. Participants (N = 4749) were from seven U.S. public universities/colleges. They were 70.1 % female and 48.5 % white, non-Hispanic/Latino, with 48.1 % in their first college/university year. 30-day retrospective assessments of alcohol and cannabis use, and past 2-week retrospective assessments of anxiety, depression, anger, and insomnia were captured at the time of the survey. We examined differences between those providing data pre- and post-university closure via linear and negative binomial regressions. Alcohol and cannabis use days were 13 % and 24 % higher, respectively, from pre-to post-university closure; also, prevalence of any 30-day alcohol use and alcohol use consequences were both higher in the post-closure sample (odds ratios = 1.34 and 1.31, respectively). In contrast, days of binge alcohol use were 4 % lower in the post-closing sample. Depressive symptoms and anger were both modestly higher in post-closing participants (d < 0.1), with no differences in anxiety symptoms or insomnia. The modest differences in substance use and mental health from pre-closure through two months post-college closure suggest unexpected resilience in a large and diverse sample of students. College health providers will need to identify those students experiencing the greatest increases in mental health symptoms and substance use, using innovative outreach and treatment.

Students' attitudes toward digital learning during the COVID-19 pandemic: a survey conducted following an online course in gynecology and obstetrics

PURPOSE

The purpose of this survey was to assess medical students' opinions about online learning programs and their preferences for specific teaching formats during COVID 19 pandemic.

METHODS

Between May and July 2020, medical students who took an online gynecology and obstetrics course were asked to fill in a questionnaire anonymously. The questionnaire solicited their opinions about the course, the teaching formats used (online lectures, video tutorials featuring real patient scenarios, and online practical skills training), and digital learning in general.

RESULTS

Of 103 students, 98 (95%) submitted questionnaires that were included in the analysis. 84 (86%) students had no problem with the online course and 70 (72%) desired more online teaching in the future. 37 (38%) respondents preferred online to traditional lectures. 72 (74%) students missed learning with real patients. All digital teaching formats received good and excellent ratings from > 80% of the students.

CONCLUSION

The survey results show medical students' broad acceptance of the online course during COVID 19 pandemic and indicates that digital learning options can partially replace conventional face-to-face teaching. For content taught by lecture, online teaching might be an alternative or complement to traditional education. However, bedside-teaching remains a key pillar of medical education.

Virtual Summer Undergraduate Mentorship Program for Students Underrepresented in Medicine Yields Significant Increases in Self-Efficacy Measurements During COVID-19 Pandemic: A Mixed Methods Evaluation

Purpose: The barriers that Black and Hispanic/Latinx students underrepresented in medicine (URiM) face while seeking biomedical careers have been identified, including lack of career preparation and social support. Yet it is unclear how the COVID-19 pandemic has impacted their decisions and progress toward their occupational goals. Methods: Adapting to the precautions necessitated by the COVID-19 pandemic, the authors conducted a mixed-methods evaluation of our 2020 virtual summer URiM biomedical mentoring program, using both quantitative and qualitative pre- and post-program questionnaires to measure the students' perceptions of their preparation and self-efficacy for applying to health professional schools. Results: Themes were extracted from qualitative data through thematic analysis. When students were asked how the COVID-19 pandemic affected them, two themes and subthemes emerged: (1) loss of supportive environment, (1.1) challenging learning environment, (2) derailed or uncertain future, and (2.2) COVID-19 hitting home. When students were surveyed about their online experience at the end of the program, the themes (3) supportive community and (4) inspired and reinforced goals appeared. In addition, quantitative data examined through statistical analysis revealed that the students' career self-efficacy improved significantly after program participation. Conclusion: Our results indicate that the COVID-19 pandemic has further challenged URiM students with pre-existing career obstacles. The outcomes also demonstrate that it is possible to virtually provide URiM students with socioemotional support and increase their career self-efficacy. Overall, frequent evaluations are encouraged to better understand the dynamic challenges of URiM students, improve the design of health career "pipeline" programs, and diversify the physician workforce to address racial health inequities.

Anxiety and Its Determinants among Undergraduate Students during E-learning in Bangladesh Amid Covid-19

Background

The universities of Bangladesh are closed for more than seventeen months due to the covid-19 pandemic. This prolonged detachment has psychological consequences among the students. This study assessed the anxiety level and its determinants among the undergraduate students of Bangladesh, along with constraints faced by them during e-learning.

Methods

A web-based cross-sectional survey among 206 undergraduate students was conducted using a well-structured questionnaire. Their anxiety level was estimated using Zung's self-rating anxiety scale (SAS) and determinates were identified by employing a Tobit model. The problem confrontation index (PCI) was used to rank the constraints.

Results

About 82.5% of the undergraduate students in Bangladesh are experiencing mild to extreme anxiety, while 14.08% are experiencing extreme anxiety. Students' gender, father's year of schooling, family size, residential area, academic year, current accommodation, and access to high-speed internet affect their level of anxiety. Learning alone at home, lacking access to learning resources and inaccessibility to other e-learning platforms are the top three constraints students faced during e-learning.

Limitations

Self-reported data, socio-demographic variables and online survey.

Conclusion

Covid-19 has been causing anxiety among the students. This study recommends providing better internet services for facilitating e-learning along with access to different e-learning platforms.