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Aderinto N, Olatunji G, Afolabi S, Muili A, Olaniyi P, Edun M, Olakanmi D. Sleep patterns and quality among Nigerian medical students: A cross-sectional study. Medicine (Baltimore) 2024; 103:e37556. [PMID: 38518024 PMCID: PMC10956952 DOI: 10.1097/md.0000000000037556] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/13/2023] [Accepted: 02/19/2024] [Indexed: 03/24/2024] Open
Abstract
Adequate sleep is crucial for individuals' well-being and cognitive functioning. However, medical students face unique challenges that disrupt their sleep patterns, such as a rigorous curriculum, long study hours, and high-stress levels. Understanding the sleep patterns and quality among medical students in Nigeria is important to develop targeted interventions and support their overall well-being. This study involved 802 medical students from 3 medical schools in Southwest Nigeria. Participants completed an online questionnaire that collected data on their demographic characteristics, sleep patterns and self-reported sleep quality. Descriptive statistics and correlation analysis were used to analyze the data and identify patterns and associations. Most participants were female (56.9%), with the highest representation from the UNILORIN (65.5%). The average reported sleep duration was 5.74 hours per night, indicating insufficient sleep. Irregular bedtimes and wake-up times were commonly reported. A significant proportion of students consumed coffee late at night (27.1%) and used medication to induce sleep (24.3%). Sleep patterns and behaviors, such as snoring (36.1%) and nocturnal eating (57.6%), were reported. Overall, participants reported satisfactory (28.3%) or poor (29.7%) sleep quality. Correlation analysis revealed significant associations between sleep patterns, sleep quality, academic performance, and other sleep-related factors. The study identified insufficient sleep duration, irregular bedtimes, late-night coffee consumption, and poor sleep quality. These findings emphasize the need for interventions and strategies to promote healthy sleep habits among medical students, which can positively impact their overall health and academic performance.
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Affiliation(s)
- Nicholas Aderinto
- Department of Medicine and Surgery, Ladoke Akintola University of Technology, Ogbomoso, Nigeria
| | - Gbolahan Olatunji
- Department of Medicine and Surgery, University of Ilorin, Ilorin, Nigeria
| | - Samson Afolabi
- Department of Medicine and Surgery, Ladoke Akintola University of Technology, Ogbomoso, Nigeria
| | - Abdulbasit Muili
- Department of Medicine and Surgery, Ladoke Akintola University of Technology, Ogbomoso, Nigeria
| | - Peter Olaniyi
- Department of Medicine and Surgery, Ladoke Akintola University of Technology, Ogbomoso, Nigeria
| | - Mariam Edun
- Department of Medicine and Surgery, University of Ilorin, Ilorin, Nigeria
| | - Damilare Olakanmi
- Department of Medicine and Surgery, Ladoke Akintola University of Technology, Ogbomoso, Nigeria
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Zhang H. Psychological wellbeing in Chinese university students: insights into the influences of academic self-concept, teacher support, and student engagement. Front Psychol 2024; 14:1336682. [PMID: 38292520 PMCID: PMC10824945 DOI: 10.3389/fpsyg.2023.1336682] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2023] [Accepted: 12/27/2023] [Indexed: 02/01/2024] Open
Abstract
Objective This study investigates the complex interplay between academic self-concept, teacher support, student engagement, and psychological wellbeing among Chinese university students. We aimed to elucidate the mediating role of student engagement in these relationships. Methods A sample of 597 Chinese undergraduate students from diverse universities participated in the study. We employed structured questionnaires to assess academic self-concept, teacher support, student engagement, and psychological wellbeing. Confirmatory factor analyses and structural equation modeling were used to test our hypothesized model. Results Structural equation modeling indicated that the partial mediation model, which considered both direct and indirect effects, outperformed full mediation and direct effect models. Student engagement significantly mediated the relationships between academic self-concept, teacher support, and psychological wellbeing. Importantly, teacher support demonstrated a direct impact on psychological wellbeing, even when accounting for the mediating role of student engagement. Conclusion This study underscores the pivotal role of student engagement as a mediator in the relationship between academic self-concept, teacher support, and psychological wellbeing among Chinese university students. While student engagement plays a substantial mediating role, our findings also recognize the persistent direct influence of teacher support on psychological wellbeing. These insights have implications for educators and policymakers aiming to enhance the wellbeing of university students by fostering positive academic self-concept and teacher support while recognizing the importance of student engagement.
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Affiliation(s)
- Hua Zhang
- College of Educational Science, Nanyang Normal University, Nanyang, China
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Devassy SM, Scaria L, Metzger J, Thampi K, Jose J, Joseph B. Development of immersive learning framework (ILF) in achieving the goals of higher education: measuring the impact using a pre-post design. Sci Rep 2023; 13:17692. [PMID: 37848670 PMCID: PMC10582005 DOI: 10.1038/s41598-023-45035-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Accepted: 10/14/2023] [Indexed: 10/19/2023] Open
Abstract
Emerging technological tools like Artificial Intelligence-based Chatbots, digital educational alternatives and market-driven educational systems pose a challenge to the fundamental aim of the higher education system; comprehensive education for well-being. Therefore, this research aims to devise and evaluate strategies to impart new-age competencies to innovate socially and morally appropriate solutions in a modern competitive innovative society. The 8-month-long immersive learning framework (ILF), was designed based on the volatility, uncertainty, complexity, and ambiguity (VUCA) paradigm. The framework was evaluated with 133 newly joined postgraduate students doing their science or arts programmes from a higher education institution in Kerala, India. The outcome variables included well-being, depressive symptoms, personality patterns, and sub-domains of philosophy of human nature. The follow-up scores showed a significant improvement in well-being (Mean difference: 1.15, p = 0.005), trustworthiness (Mean difference: 14.74, p = 0.000), strength of will (Mean difference: 10.11, p = 0.000), altruism (Mean difference: 12.85, p = 0.000), and independence (Mean difference: 11.93, p = 0.000). Depression scores did not improve significantly. However, the intervention shielded them from the adjustment issues that often accompany any transition. The ILF framework can help students develop their personal and professional selves if it is implemented collaboratively in a reflective setting. It can also instil moral rectitude and a prosocial mindset.
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Affiliation(s)
- Saju Madavanakadu Devassy
- Department of Social Work, Rajagiri College of Social Sciences (Autonomous), Rajagiri P.O, Kalamassery, Kochi, Kerala, 683 104, India.
- Rajagiri International Centre for Consortium Research in Social Care, Rajagiri College of Social Sciences (Autonomous), Kochi, Kerala, India.
| | - Lorane Scaria
- Department of Social Work, Rajagiri College of Social Sciences (Autonomous), Rajagiri P.O, Kalamassery, Kochi, Kerala, 683 104, India
- Rajagiri International Centre for Consortium Research in Social Care, Rajagiri College of Social Sciences (Autonomous), Kochi, Kerala, India
| | - Jed Metzger
- Social Work Department, Nazareth College, 4245 East Avenue, Rochester, NY, 14618, USA
| | - Kiran Thampi
- Department of Social Work, Rajagiri College of Social Sciences (Autonomous), Rajagiri P.O, Kalamassery, Kochi, Kerala, 683 104, India
- Office of International Relations, Rajagiri College of Social Sciences (Autonomous), Kochi, India
| | - Jitto Jose
- Department of Statistics, Rajagiri College of Social Sciences (Autonomous), Kochi, India
| | - Binoy Joseph
- Department of Social Work, Rajagiri College of Social Sciences (Autonomous), Rajagiri P.O, Kalamassery, Kochi, Kerala, 683 104, India
- Rajagiri Business School, Rajagiri Valley, Kochi, Kerala, India
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