Distal and proximal risk factors of problematic cannabis use associated with psychotic-like experiences

BACKGROUND

Problematic cannabis use is associated with endorsement of psychotic-like experiences (PLEs) in non-clinical samples. However, little is known in regard to predictors of this relationship, which may be relevant to prevention and intervention. In the present research, we investigate impulsivity and cannabis use motives as potential distal and proximal risk factors for PLEs using conditional process analysis.

METHODS

Using an online cross-sectional survey of N = 300 students, we assessed endorsement of PLEs using the Community Assessment of Psychic Experiences (CAPE), problematic cannabis use with the Cannabis Use Disorder Identification Test (CUDIT-R), motivations for using cannabis with the Substance Use Motives Measure, and impulsivity using the Urgency and Premeditation, Perseverance, Sensation Seeking, Positive Urgency Impulsive Behaviour Scale (UPPS-P).

RESULTS

All three subscales on the CAPE were associated with significantly higher scores on the CUDIT-R. Before and after covarying for sex, we found that higher CUDIT-R scores mediated the relations between lack of perseverance and negative urgency impulsivity with higher PLE symptoms. Furthermore, the indirect effect of cannabis use on the relationship between lack of perseverance and high negative PLE symptoms was only significant at high and moderate levels of depression-coping, but not at low depression-coping motives.

CONCLUSION

Impulsivity and depression-coping motives may be distal and proximal psychological risk factors for negative PLEs in the context of problematic cannabis use. Our findings are in line with the broader substance use and mental health literature and may be informative for cannabis use treatment targets.

Motivations of undergraduate student medical interpreters: Exposure and experience

BACKGROUND

When patients do not speak the same language as their doctors, they face poorer medical outcomes, decreased doctor-patient trust, and a diminished desire to seek medical care. It has been well established that interpretation is an essential part of an accessible healthcare system, but effective use of such language services relies on both the interpreters themselves and the healthcare teams working with them. This study presents an interdisciplinary examination of the motivations of undergraduate student medical interpreters, a group which serves as a bridge between these roles. While not full-time interpreters, they receive official training and spend time serving patients in local clinics. Further, for those who aspire to careers in medicine, interpreting provides invaluable exposure to the medical field and early professional know-how.

METHODS

Semi-structured individual interviews with undergraduate student interpreters were conducted to describe this multifaceted educational experience. A thematic analysis framework was employed to understand how and why they volunteer their time to interpret.

RESULTS

Motivations of student interpreters were found to fall under three general categories: (1) personal identity, or connection to family, language, and their career aspirations; (2) community engagement, or the opportunity to make a direct impact on patients at an early stage; and (3) pre-professional experience, both in general and specifically in healthcare. Each of these contributes to the view of a student medical interpreter as a unique contributor to language equity in medicine, as they provide language services in the short-term as well as set themselves up to be linguistically and culturally competent providers in the long-term.

CONCLUSIONS

A greater understanding of student motivations adds to knowledge about language mediation and validates the utility of students in this role, encouraging the development of more student interpreter programs. Particularly in communities with high proportions of non-English speakers, these students can contribute to making medical care as inclusive and accessible as possible.

The power of laughter: a study on humor and creativity in undergraduate nursing education in Egypt

BACKGROUND

Creativity in nursing education is crucial for developing practical problem-solving skills, and humor is a valuable tool for stress management and fostering a positive learning environment. This study explored the relationship between creativity and humor among nursing students.

METHODS

A cross-sectional survey was conducted with 265 convenient undergraduate nursing students aged 20 to 25. The Short Scale of Creative Self (SSCS) and the Multidimensional Sense of Humor Scale (MSHS) were used to measure creativity and various aspects of humor.

RESULTS

Showed a significant positive correlation between humor and creativity (r = 0.238, p < 0.001). Positive correlations were found between Humor Production, Coping or Adaptive Humor, and Appreciation of Humor with creativity (r = 0.254, 0.230, and 0.461, p < 0.001, respectively). In contrast, Attitudes Toward Humor and Humorous People were negatively correlated with creativity (r=-0.343, p < 0.05). Humor accounted for 16.2% of the variance in creativity.

CONCLUSION

The study concluded a strong link between humor and creativity, with positive correlations observed between creative self-efficacy and creative personal identity with different aspects of humor. The study recommends the incorporation of humor into nursing education and healthcare settings to encourage creative problem-solving and reduce burnout among students and staff.

Short sleep duration and smoking initiation in university students: a retrospective cohort study

PURPOSE

The aim of this study was to clarify an association between short sleep duration and smoking initiation.

METHODS

Participants eligible for this retrospective cohort study were university students who were admitted to a single national university in Japan between 2007 and 2015. Baseline sleep duration and smoking status were measured using general questionnaires at health checkups at admission. During a 6-year observation period, smoking initiation was assessed using general questionnaires at annual health checkups. Cox proportional hazards models adjusted for clinically relevant factors were used to assess the association between sleep duration and smoking initiation.

RESULTS

Of 17,493 men, including 540, 5,568, 8,458, 2,507, and 420 men with sleep duration of < 5, 5-6, 6-7, 7-8, and ≥ 8 h, respectively, smoking initiation was observed in 16.1%, 12.5%, 11.2%, 10.0%, and 11.7%, respectively, during a median observation period of 3.0 years. Men with shorter sleep duration were at a higher risk of smoking initiation (adjusted hazard ratio 1.49 [95% confidence interval 1.19-1.85], 1.11 [1.01-1.22], 1.00 [reference], 0.92 [0.80-1.06], and 1.00 [0.75-1.34], respectively). Of 8,880 women, including 267, 3,163, 4,220, and 1,230 women with sleep duration of < 5, 5-6, 6-7, and ≥ 7 h, respectively, smoking initiation was observed in 4.9%, 2.3%, 2.0%, and 2.2%, respectively, during a median observation period of 3.0 years. A similar dose dependent association was ascertained in women (2.50 [1.39-4.49], 1.18 [0.86-1.62], 1.00 [reference], and 1.22 [0.79-1.89], respectively).

CONCLUSION

This study clarified that university students with short sleep duration were vulnerable to smoking initiation.

Adaptation and validation study of the Indonesian version of the Global Psychotrauma Screen in an undergraduate student population

BACKGROUND

The high incidence of potentially traumatic events (PTEs) in Indonesia warrants early identification of those with probable trauma-related disorders in order to tailor prevention and intervention for trauma-related symptoms.

OBJECTIVES

This study aims to adapt and validate a novel brief transdiagnostic screener, the Global Psychotrauma Screen (GPS), in Indonesian undergraduate students.

METHODS

An online survey was administered among Indonesian undergraduate students (N = 322). Exploratory factor analysis, reliability analyses, clinical validity analyses, and correlational analyses were performed to evaluate the construct validity, reliability, clinical validity, and convergent-divergent validity of the Indonesian GPS. Hierarchical multiple regression was conducted to assess the relationship between risk factors and trauma-related symptoms. The relationship between four categories of trauma-related symptom severity and social/work functioning was measured using Analysis of Covariance.

RESULTS

Exploratory factor analysis yielded a single-factor solution. The Indonesian GPS demonstrated good internal consistency, test-retest correlation, and absolute agreement, indicating good reliability. The Indonesian GPS also had an acceptable area under the curve, sensitivity, and specificity for a probable diagnosis of Post-Traumatic Stress Disorder (PTSD), Complex-PTSD (CPTSD), depression, and generalized anxiety disorder (GAD). We also established evidence for the convergent and divergent validity of GPS. The GPS risk factors (low psychological resilience, other stressful events, history of mental illness, and low social support) contributed to predicting trauma-related symptoms after controlling for gender, age, employment status, and faculty background. Additionally, in comparison to participants from the mild and low categories of GPS symptoms scores, participants from the severe and moderate category reported impaired lowered social/work functioning.

CONCLUSION

The current findings indicate that the Indonesian GPS is a valid and reliable transdiagnostic trauma screener for Indonesian undergraduate students. This first comprehensive validation of the GPS in Indonesia calls for more research in Lower-middle Income Countries (LMICs) as a way towards prevention and early intervention for trauma-related symptoms.

Data on undergraduate students' self-regulation in online and blended learning environments during the COVID-19 pandemic in Indonesia

The COVID-19 outbreak led higher education institutions to shift to distance learning. This article describes data on the self-regulation of undergraduate students in online and blended learning environments during the pandemic situation. A total of 577 students including 144 males and 433 females in Jakarta were recruited using a combination of purposive and snowball techniques. In this non-experimental voluntary survey design, the questionnaire designed by Barnard et al. [1] was adapted to collect data. The online survey was utilized to gather data on personal demographic information (15 items), goal setting (5 items), time management (3 items), environment structuring (4 items), help-seeking (4 items), task strategies (4 items), and self-evaluation (4 items). It was carried out during May and June 2023. The data were analyzed using frequency distributions and correlation analysis. The raw data is available in Excel format. The collected data offer new insights regarding students' self-regulated online learning in terms of gender, academic year, age, daily internet usage, and more. The dataset will guide education policymakers on the role of self-regulatory skills for the success of technology-enhanced learning and educators to design educational programs to increase students' academic performance in online and blended learning contexts.

Prevalence and risk factors of obesity among undergraduate student population in Ghana: an evaluation study of body composition indices

BACKGROUND

Obesity is a classified risk factor for several of the world's leading causes of death. In this study, we combined information contained in body mass index (BMI), total percentage body fat (TPBF) and relative fat mass (RFM) to estimate obesity prevalence and examine the risk factors associated with obesity.

METHODS

The study recruited 1027 undergraduate students aged between 16 and 25 years using a cross-sectional study design and two-stage stratified random sampling between January and April 2019 from the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana. Demographic, lifestyle, and family history of chronic disease data, were collected using a structured questionnaire. Bioelectrical impedance, along with height, weight, age, and gender, were used to estimate BMI and TPBF. The RFM was calculated using a published equation. The TPBF and RFM ranges were evaluated based on standard BMI thresholds and an informative combined obesity prevalence estimated in a Bayesian framework. Multiple logistic regression analysis was used to evaluate potential risk factors of overweight/obesity.

RESULTS

Concordance between BMI, TPBF and RFM for obesity classification was 84% among female and 82.9% among male students. The Bayesian analysis revealed a combined prevalence means of obesity of 9.4% (95%CI: 6.9-12.2%) among female students and 6.7% (95%CI:4.3-9.5%) among male students. The odds of obesity were increased between 1.8 and 2.5 for females depending on the classification index. A significant increasing trend of obesity was observed with university-level. A family history of obesity was associated with a high estimate of general, central, and high TPBF.

CONCLUSION

Using multiple adiposity indicators conjointly in a Bayesian framework offers a greater power to examine obesity prevalence. We have applied this and reported high obesity prevalence, especially among female students. University level and family history of obesity were key determinants for obesity among the student population.

Insights of undergraduate health sciences students about a French interprofessional training initiative

BACKGROUND

Incorporating interprofessional collaboration within healthcare is critical to delivery of patient-centered care. Interprofessional Education (IPE) programs are key to promoting such collaboration. The 'Public Health Service' (PHS) in France is a mandatory IPE initiative that embodies this collaborative spirit, bringing together students from varied health undergraduate training programs-nursing, physiotherapy, pharmacy, midwifery, and medicine- in a common training program focused on primary prevention. The aim of the study was to assess the experience and attitudes of students in the five health training programs regarding the interest of IPEs in the PHS.

METHODS

A cross-sectional survey was administered to 823 students from the 2022-2023 cohort at a French university. The questionnaire was designed with 12 Likert-scale questions specifically created to evaluate the students' experiences, knowledge, and attitudes focused on IPE during the practical seminars, school interventions, and the overall PHS. Additionally, an open-ended question was utilized to gather qualitative data. Statistical analyses assessed satisfaction levels across undergraduate training programs, while thematic analysis was applied to the qualitative responses.

RESULTS

Within the surveyed cohort, 344 students responded to the survey. The findings showed that students were satisfied with the interprofessional collaboration, both in practical teaching sessions (75% satisfaction) and in primary prevention projects conducted in schools (70% satisfaction), despite their having faced challenges with coordination. Pharmacy students, in particular, highlighted the need for adjustments in program scheduling. The qualitative feedback underscored the positive value of IPE, notwithstanding the organizational difficulties stemming from different academic timetables.

CONCLUSION

The student feedback indicated a high level of satisfaction with the interprofessional work carried out in both the practical teaching and the primary prevention projects. To further enhance the educational impact and address the scheduling complexities, it is recommended that program refinements be made based on student feedback and pedagogical best practices.

Evaluation of the accuracy of fully guided implant placement by undergraduate students and postgraduate dentists: a comparative prospective clinical study

PURPOSE

This study aimed to assess the accuracy of implant placement through three-dimensional planning and fully guided insertion, comparing outcomes between undergraduate and postgraduate surgeons.

METHODS

Thirty-eight patients requiring 42 implants in posterior single-tooth gaps were enrolled from the University Clinic for Prosthodontics at the Martin Luther University Halle Wittenberg and the Department of Prosthodontics, Geriatric Dentistry, and Craniomandibular Disorders of Charité University Medicine, Berlin. Twenty-two implants were placed by undergraduate students (n = 18), while 20 implants were placed by trainee postgraduate dentists (n = 5). Pre-operative intraoral scans and cone beam computed tomography images were performed for implant planning and surgical template fabrication. Postoperative intraoral scans were superimposed onto the original scans to analyze implant accuracy in terms of apical, coronal, and angular deviations, as well as vertical discrepancies.

RESULTS

In the student group, two implant insertions were performed by the assistant dentist because of intraoperative complications and, thus, were excluded from further analysis. For the remaining implants, no statistically significant differences were observed between the dentist and student groups in terms of apical (p = 0.245), coronal (p = 0.745), or angular (p = 0.185) implant deviations, as well as vertical discrepancies (p = 0.433).

CONCLUSIONS

This study confirms the viability of fully guided implant placement by undergraduate students, with comparable accuracy to postgraduate dentists. Integration into dental education can prepare students for implant procedures, expanding access and potentially reducing costs in clinical practice. Collaboration is essential for safe implementation, and future research should explore long-term outcomes and patient perspectives, contributing to the advancement of dental education and practice.

TRIAL REGISTRATION

DRKS, DRKS00023024, Registered 8 September 2020-Retrospectively registered, https://drks.de/search/de/trial/DRKS00023024 .

Just in case: undergraduate students identifying and mitigating barriers to their sexual and reproductive health needs

BACKGROUND

Many U.S. colleges and universities offer access to a healthcare center that provides sexual and reproductive health (SRH) resources, services, and products. The importance of health centers in college and university settings in reducing sexual health disparities in student populations cannot be stressed enough. This article evaluates a student-led, mutual-aid, grassroots health promotion strategy for students with limited access to healthcare services, supplies, and tools via an anonymous and discrete distribution of SRH resources without charge.

METHODS

In partnership with faculty, undergraduate students worked to address their school's unmet SRH needs by increasing on-campus access to comprehensive, evidence-based, and sex-positive resources. Referred to as Just in Case, this student-led, grassroots health promotion program provided students with supply kits containing contraceptives, sexual health wellness products, basic hygiene supplies, and education materials. Students were surveyed in a pre- (n = 95) post- (n = 73) pilot study to identify contraception acquisition barriers, discern perceptions of on-campus SRH resources, and elucidate trends in this program's use and impact. Chi-square tests of independence were used to compare survey group responses, and association rule mining was employed in tandem to identify SRH items that students requested.

RESULTS

Students identified cost and privacy as significant barriers to acquiring sexual health products on campus. Of the 182 Just in Case supply kits requested by students during the 2022-2023 academic year, condoms were requested most frequently in 75% of fulfilled kits, while emergency contraception and pregnancy tests were asked most often in 61% of kits. 50% of students reported access to contraceptives on campus before this program's implementation, growing to 75% (p < 0.001) 1 year later post-implementation. Similar jumps were observed for reported access to sexual health education (30 to 73%, p < 0.001) and services (36 to 73%, p < 0.001).

CONCLUSION

A student-led SRH supply and resource delivery strategy may immediately reduce SRH inequities and decrease barriers to contraceptive use for students with limited access to on-site SRH product availability.

What characterizes the use of digital technology in bachelor-level practice placements in health programs?

AIM

The study aimed to investigate what characterizes the use of digital technology in bachelor-level practice placements in health programs.

BACKGROUND

Practice placement for health students in higher education is complex and suffers from a lack of personnel and scant resources. However, the requirements and expectations of the students in managing an evidence-based practice are increasing. This decade, digital transformation in society and higher education can potentially improve students learning in higher education and practice placement due to increased availability for closer communication and collaboration.

DESIGN

A systematic review of reviews was conducted based on Joanna Briggs Institute Framework.

METHODS

Bibliographical databases were searched for studies published between 2010-2022. Out of 4891 screened articles, 15 met eligibility criteria and were included in this review.

RESULTS

The analysis revealed three main topics that elucidate what characterises the use of digital technology in placements: Leveraging digital solutions for enhanced practical learning; Empowering student learning and confidence in practice placement; and The value of interactive collaboration.

CONCLUSIONS

The findings show that digital technology used in a structured pedagogical framework may support and enhance students learning in practice placement. However, further work needs to be done to keep up with the rapid development of digital technology in practice placement in health work environments.

The effectiveness of community-based interprofessional education for undergraduate medical and health promotion students

BACKGROUND

Community-based interprofessional education (CBIPE) has been proven effective in enhancing the interprofessional competencies of medical and health professional students. However, there is a lack of evaluation on the impact of experiential CBIPE among undergraduate medical and health promotion students in Thailand. Therefore, the objective of this study is to assess the influence of CBIPE learning on the collaborative competencies of these students.

METHODS

A one-group pre-posttest design in 193 (152 medical students and 41 health promotion) students were involved in the CBIPE program, later divided into 12 groups. Data was collected by direct observations of mentors using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS). The Wilcoxon matched-pairs signed-rank test was conducted to evaluate the effectiveness of the CBIPE program.

RESULTS

A total of 175 (90.67%) completed ICCAS and satisfaction questions before and after the CBIPE program. The mean age of respondents was 20.29 ± 1.63 years; 60.57% were women and 39.43% were men. The results showed a significant increase in collaborative competencies before and after the 2-week course. Gender-stratified analysis showed an improvement after CBIPE training for all subscales in women, while the communication, collaboration, conflict management, and functioning team skills segment score was significantly higher in the post-assessment among men.

CONCLUSION

The implementation of CBIPE learning was successful in enhancing collaborative competencies among both medical and health promotion students. These findings will provide valuable insights for the design and improvement of CBIPE learning programs in other universities.

Implementation of a coaching training for enhancing empathy and emotional intelligence skills in health science students: a prospective study

BACKGROUND

Empathy and emotional intelligence are core competencies in the educational curriculum of health science students, both play a significant role in teamwork relationships and in attention patient's cares; so innovative strategies to enhance these emotional skills are required. We prospectively tested an academic coaching program for improving empathy and emotional intelligence in students of health sciences degrees.

METHODS

A prospectively single arm intervention study was performed in undergraduate students of nursing, physiotherapy and occupational therapy of the Faculty of Health Sciences from the University of Granada (Spain). The three groups of students participated in nine sessions of coaching, which included a training program to manage patient's priorities and communication, adherence to treatment, motivation and satisfaction. Survey data included the Cognitive and Affective Empathy Test (TECA), the Trait Meta-Mood Scale (TMMS-24) and the Interpersonal Reactivity Index (IRI) which were assessed at baseline and post-intervention.

RESULTS

A total of 93 students of 259 (mean age of 21.6 ± 3.2 years) participated in the study and completed the sessions of coaching/surveys. After the intervention, we observed an improvement in the cognitive dimension of empathy among nursing students (p = 0.035) and in the affective dimension of empathy in physiotherapy students (p = 0.044). In addition, an increase on perceived emotional intelligence among students was achieved only in nursing/physiotherapy groups (p ≤ 0.048). Finally, slight improvements were founded in the dimensions "Perspective-Taking" and "Personal Distress" of the occupational therapy group (p ≤ 0.031). No significant differences were found for the rest of variables of TECA (p ≥ 0.052), TMMS-24 (p ≥ 0.06) and IRI (p ≥ 0.12).

CONCLUSIONS

This study shows that an academic coaching intervention with students from health sciences degrees improves their empathy skills and self-perceived emotional intelligence. The current findings can be used to determine more effective approaches to implementing academic coaching interventions based in better designs as clinical trial studies.

Endorsement of psychotic-like experiences and problematic cannabis use associated with worse executive functioning performance in undergraduates

BACKGROUND

Emerging adults who endorse more positive psychotic-like experiences (PLEs; bizarre experiences, delusional ideations) may experience greater cannabis-related impairments in executive function. Negative and depressive PLEs are also associated with cannabis use, however, less is known about their relation to executive functioning. Here, we hypothesize that high positive PLEs and cannabis use are associated with worse performance on computerized versions of the Iowa Gambling Task (IGT) and the Card Sorting Task (CST); exploratory analyses are conducted with negative and depressive PLEs.

METHODS

We recruited university students (N = 543) who completed an online study consisting of self-report measures of problematic cannabis use (Cannabis Use Disorder Identification Test; CUDIT-R) and PLEs (Community Assessment of Psychotic Experiences; CAPE). Of these, n=270 completed the CST and n=251 completed the IGT.

RESULTS

Problematic cannabis use and high endorsement of positive PLEs related to significantly worse performance on the IGT and greater perseverative errors on the CST. In addition, people who endorsed high levels of positive PLEs were also significantly more likely to complete the IGT with less money relative to those who endorsed fewer PLEs, regardless of cannabis use. Further analyses based on negative PLEs revealed a similar pattern for perseverative errors on the CST; depressive PLEs were not related to task performance.

CONCLUSION

Findings highlight that problematic cannabis use and more frequent and distressing positive PLEs are associated with poorer executive functioning. Thus, executive functioning may have implications for intervention among those high on both attributes, who are at high risk of onset of psychosis.

Association between COVID-19 and outstanding academic performance at a Spanish university

BACKGROUND

SARS-CoV-2 is the causative agent of COVID-19 identified in December 2019, an acute infectious respiratory disease that can cause persistent neurological and musculoskeletal symptoms such as headache, fatigue, myalgias difficulty concentrating, among others including acute cerebrovascular disease with a prevalence of 1-35%. The aim of this study is to evaluate the impact of COVID-19 in undergraduate students on their academic performance as an indicator of their intellectual ability and performance in a university that maintained 100% face-to-face teaching during the 2020-2021 academic year.

METHODS

A total of 7,039 undergraduate students were analyzed in a prospective cohort study at the University of Navarra. A questionnaire including sociodemographic and behavioral questions was sent. PCRs were performed throughout the academic year for the diagnosis of SARS-CoV-2 infection and students' academic results were provided by the academic center, adjusted descriptive and multivariate models were performed to assess the association.

RESULTS

A total of 658 (9.3%) participants were diagnosed with COVID-19, almost 4.0% of them achieved outstanding academic results, while uninfected students did so in 7.3%. SARS-CoV-2 infection was associated with a significant decrease in having outstanding academic results (OR = 0.57; 95% CI: 0.38-0.86).

CONCLUSION

Having COVID-19 disease, decreased academic performance in undergraduate students. Therefore, it is necessary to prevent infection even in the youngest sections of the population.

Facilitating undergraduate students' problem-solving and critical thinking competence via online escape room learning

AIMS

This study aimed to identify the efficiency of escape room activities in terms of enhancing nursing students' retention of maternity-related knowledge and their overall learning performance.

BACKGROUND

Novel teaching methods have been explored as alternatives to traditional approaches. One such strategy is the implementation of escape-room-based techniques, which have been used as an inventive educational approach in nursing. However, there is limited information available on specific applications, such as in maternity education.

DESIGN

The study conducted a quasi-experimental design during two semesters of an academic year (i.e., the 2021-2022 academic year). The study was conducted at a university, with participants enrolled in a maternity course.

METHODS

The experimental group engaged in an online game-based escape room learning activity during the pregnancy assessment session of their maternity course, while the control group learned with a traditional teaching approach. The Mann-Whitney U test was used to compare the performances of the two groups.

RESULTS

Findings from the experimental group suggested that incorporating an online game-based escape room approach into the learning process enhanced students' learning performance, problem-solving skills and critical thinking skills. Additionally, students expressed a consensus that learning through the online game-based escape room approach added enjoyment to the learning experience.

CONCLUSIONS

Maternity escape rooms" emerged as an online game-based approach that effectively stimulated nursing students and can serve as a practical resource for engaging in maternity care learning.

Structural equation modeling of university students' academic resilience academic well-being, personality and educational attainment in online classes with Tencent Meeting application in China: investigating the role of student engagement

BACKGROUND

Online learning presents unique challenges for students, such as reduced social support and increased distractions. Understanding the psychological factors that contribute to educational attainment in online classes is therefore important.

PURPOSE

This study aimed to investigate the structural relations among the psychological factors: academic resilience, personality, academic well-being, and educational attainment in online classes using the Tencent Meeting application in China. The study also explored the mediating role of student engagement in the relationship between the variables.

METHODOLOGY

This study used structural equation modeling (SEM) to investigate the relationships among the variables of the study. The participants were 384 undergraduate, graduate, and postgraduate students from Henan Polytechnic University in China. The participants completed self-report surveys of academic resilience, academic well-being, educational attainment, student engagement and personality types.

DATA ANALYSIS

The data were analyzed using structural equation modeling (SEM) to examine the relationships among variables. The goodness of fit of the SEM was assessed using several fit indices, including the chi-square test, the comparative fit index (CFI), the Tucker-Lewis index (TLI), and the root mean square error of approximation (RMSEA). The study also conducted mediation analyses to explore the potential mediating roles of learner enjoyment in the relationships between psychological factors and educational attainment.

FINDINGS

The results of the study showed that all variables of the study were positively related to educational attainment. The findings suggest that promoting academic resilience, academic well-being, and student engagement may be effective strategies for enhancing educational attainment in online classes using the Tencent Meeting application in China.

CONCLUSIONS

Using the Tencent Meeting application in China, this study provides insights into the complex interplay among several psychological factors and educational attainment in online classes. The findings highlight the importance of promoting academic resilience, personality, academic well-being, and student engagement to enhance educational attainment.

Medical students' perception of online intensive pediatric review: an experimental cross-sectional study

BACKGROUND

Despite regular pediatric education, pediatric instructors regularly provide an on-site intensive pediatric review course (IPR) as per medical students (MS)' request, to summarize pediatric knowledge for fifth-year MS in preparation for their externship. However, considering the coronavirus disease 2019 (COVID-19) pandemic restrictions (e.g., social distancing), an online intensive pediatric review (OIPR) is required instead. Unfortunately, the relationship between MS' perception and outcome of OIPR remains unclear.

METHODS

We developed the OIPR and an online mock pediatric examination (OMPE), aligning it with the essential pediatric components of the Medical Council curriculum. The OIPR comprised of two parts: self-paced online learning and in-class online discussions. The self-paced online learning materials were electronically distributed via Google Classroom to MS ten days priors to the one-day course, which included a pretest, in-class online discussions, posttest, and satisfactory survey. The constructed and validated satisfactory survey was categorized into two parts: demographic data and self-perceived satisfaction with OIPR. For data collection, an anonymous self-administered survey was used and was distributed to MS in April 2022. These data were then analyzed by Wilcoxon signed rank test.

RESULTS

Of the 80 eligible fifth-year MS, 45 agreed to participate (56.3%), of which 24 (53.3%) were females. The mean ± standard deviation (SD) of MS' age was 23 ± 0.6 years. All (100%) concurred that OIPR is beneficial and recommended it to junior students who were planning to take the examination. The mean ± SD of OMPE significantly increased, from 20.9 ± 3.8 to 22.9 ± 3.3 (p = 0.001).

CONCLUSION

During the peak of the COVID-19 pandemic, which required social distancing, OIPR has helped MS summarize and enhance their knowledge in preparation for externship and the examination.

Satisfaction and self-confidence among nursing students with simulation learning during COVID-19

AIM

This survey aimed to investigate nursing students' satisfaction and self-confidence in simulation in education during the COVID-19 pandemic. Along with comparing these levels based on selected students' characteristics.

DESIGN

A cross-sectional survey.

METHODS

The survey was conducted at the faculty of nursing of a private university in Jordan. Students' satisfaction and self-confidence levels in simulation learning were measured using the National League for Nursing (NLN) Student Satisfaction and Self-confidence in Learning Scales.

RESULTS

A total of 138 undergraduate nursing students participated in the survey. Students' satisfaction levels and self-confidence in simulation learning were lower (just above the scale's midpoint) than scores reported in similar surveys. The lowest student ratings were reported as "the variety of learning activities that can be done using simulation" and "the self-confidence to develop the needed skills and knowledge to be used in real clinical settings". The results also indicated that as students' progress in the bachelor's degree program, they develop higher levels of self-confidence in simulation-based learning.

CONCLUSIONS

Nursing students' experience of simulation learning was observed to be negatively affected by the COVID-19 pandemic. High-fidelity simulation, in particular, among other simulation modalities, can be more beneficial in similar situations. Education stakeholders are invited to invest in the resources of high-fidelity simulation to maximize its benefits and help in the recovery phase after the pandemic.

Evaluation of food insecurity and its association with food consumption and some variables among college students

BACKGROUND

Students are an important group threatened by food insecurity. Food insecurity among college students is one of the research topics that is attracting attention worldwide, and interest in this topic is growing by the day. Food insecurity has a negative impact on students' biological, mental and social health. This study aimed to determine the prevalence of food insecurity and correlate it with frequency of food consumption and some variables among undergraduate students.

METHODS

This descriptive-analytical study was conducted with 1149 university students at Akdeniz University, Antalya, Turkey. The demographic characteristics of the individuals (gender, age, living situation, income status, and health information), anthropometric measurements (body weight and height), nutritional habits, frequency of food consumption, and Household Food Insecurity Access Scale (HFIAS) were questioned. Statistical Package for the Social Sciences (SPSS) software was used for statistical analyses.

RESULTS

It was found that 13.1% of the students have mild, 13.0% moderate, and 9.4% severe food insecurity. The rate of individuals with and without food security differs according to gender, living situation, and income status (p < 0.05). There was a statistically significant correlations between the food insecurity score and age (p = 0.047), the number of main meals (p < 0.001) and snacks (0.007), and consumption frequency of certain foods (p < 0.05).

CONCLUSIONS

The prevalance of students facing food insecurity was high. Individuals with food insecurity have a lower frequency of healthy food consumption than individuals with food security. Steps should be taken to ensure nutritional security among undergraduate students, who are the young adult population.

Mixed Method Approach

INTRODUCTION

Breast cancer is the most common cause of cancer death amongst women, and the stage at presentation has been found to be an important prognostic index. The study aims to assess breast cancer awareness, including breast cancer education and knowledge of breast self-examination, among undergraduate students with the hope of improving their knowledge of breast cancer.

METHODS

The study used the mixed method approach, to evaluate during breast cancer awareness month. All consenting participants completed a pre-test questionnaire before a breast health seminar, after which the post-test questionnaire was filled out. Consenting participants also had clinical breast examinations performed on them. The data were analyzed using IBM SPSS version 24.

RESULTS

One hundred and thirteen participants filled out the pre-test questionnaire while 127 participants filled out the post-test. There was a significant change following the seminar. About 87.9% of respondents knew about breast cancer but had poor knowledge of the predisposing factors (11.3%). Most participants (94.3%) knew about self-breast examination (SBE), however, only 46% examined themselves in the past with only 21% aware of the correct timing for SBE. Clinical breast exams were conducted on 80 participants, six (7.5%) breast lumps were found and two had excision biopsies with histopathology diagnosis of fibroadenoma.

CONCLUSION

Breast education is important, as knowledge about breast cancer is still low, even among undergraduate students. Continuous breast education should be encouraged.

Serious game as oral histology learning strategy for undergraduate dental students; crossover randomized controlled trial

BACKGROUND

Oral histology is perceived by dental students as a challenging subject and often struggle to recognize the long-term relevance of understanding the cells and tissues at the microscopic level. Serious games have been reported to have a positive effect on student cognitive skills and learning motivation. However, there is still a limited amount of research supporting the effectiveness of serious games as a learning method in dentistry. The present study aimed to evaluate the impact of serious game of HistoRM as a complementary learning strategy for oral histology.

METHODS

The study design was a crossover randomized controlled trial. A total of 74 first year dental students of Universitas Indonesia participated in the study and divided into 2 groups. Study intervention included HistoRM game for 3 days followed by a combination of HistoRM and script-based handouts for another 4 days. The groups represented different intervention sequences. Evaluation was performed using pre-test, post-test on day 3 and 7 and a questionnaire.

RESULTS

The data showed significant improvement of student cognitive skills (p < 0.001) and it was influenced by the number of game missions completed. Students who completed the whole 15 missions have a higher day-7 post-tests scores (p = 0.03). Perception of dental students on HistoRM was positive in all domains tested, the learning content, games and learning experience domains. Immediate feedback given after each gameplay helped the students understand the subject matters.

CONCLUSION

Serious game of HistoRM effectively improved students' understanding of oral histology learning outcome and provided more interesting learning experiences. This innovative learning can be recommended as a complementary learning strategy of oral histology for dental students.

Attitudes toward e-learning of undergraduate students during COVID-19: Dataset from Indonesia

This article describes data on students' attitudes toward e-learning at an Indonesian higher education institution during the pandemic period. This cross-sectional study was conducted with a total of 342 full-time students who studied at Universitas Negeri Jakarta in the 2022-2023 academic year. All respondents were determined using the convenience non-probability sampling method. To gather the data, the Attitude Scale Toward E-Learning (ASTEL) developed by Haznedar and Baran [1] was employed. The online survey was distributed to acquire the desired data on individual demographic characteristics (6 items), avoidance of e-learning (10 items), and tendency to e-learning (10 items). It was conducted from February to March 2023 with the support of lecturers. The dataset is available in the form of Microsoft Excel. The collected data provide new insights concerning students' e-learning attitudes with regard to gender, age, grade level, daily duration of internet use, owner of a personal computer, and level of fear of contracting COVID-19. The dataset is made widely accessible to enable more critical and comprehensive investigations. The dataset will provide guidance to lecturers and policymakers in planning the effective use of e-learning and designing appropriate educational programs to enhance students' achievement in technology-supported learning contexts.

Health-promoting behavior among undergraduate students in the COVID-19 era: Its association with problematic use of social media, social isolation, and online health information-seeking behavior

OBJECTIVE

To examine the association between problematic use of social media, online health information-seeking, social isolation, and health-promoting behaviors among Korean undergraduate students.

METHODS

In total, 178 undergraduate students participated in this study. A multiple linear regression analysis was performed.

RESULTS

Predictors of health-promoting behaviors included overall time spent on social media, problematic social media use, social isolation, and online information-seeking, explaining 33.5 % of the variance in health-promoting behaviors.

CONCLUSION

Prolonged social media use and social isolation negatively affected undergraduate students' health-promoting behaviors, while online information-seeking positively affected them. Nurses should assist young adults in improving health-promoting behaviors by preventing problematic social media uses, reducing social isolation, and strengthening their online health information-seeking ability.

How did the COVID-19 pandemic influence students' career expectations in the hotel and tourism industry?

Career expectations contribute to job satisfaction and worker persistence. The tourism industry is characterized by high staff turnover. The industry was decimated by the COVID-19 pandemic causing widespread unemployment and transforming working conditions, while radically altering educational conditions for hospitality and tourism students. We assessed how the pandemic influenced students' expectations, comparing undergraduate opinions before and during the pandemic. While Pandemic-Students were more pessimistic about working conditions, they revealed an increased desire to provide personal interactive service and a greater tendency towards entrepreneurialism. These results contrast with previous research; highlighting students' resilience and suggesting a positive vision of pandemic-related opportunities.

Digital literacies, social media, and undergraduate learning: what do students think they need to know?

This research addresses an identified need to further understand digital literacies (DL) and whether undergraduate students view DL as being important in their lives and in their learning. Using a cross-sectional survey sent to a stratified random sample of 2500 undergraduates representative of the overall student population at a medium-sized Canadian undergraduate university (survey response rate of 19.8%, N = 496), we explored the relationships between social media and digital literacies, particularly in different disciplinary contexts. We also explored the ways in which students report using social media in their university learning, showing that students value social media for collaboration, discussion, information finding and sharing, and practise activities related to their learning. Additionally, we examined the importance students place on DL, and how they perceive and rate their own abilities with digital literacies across three domains: procedural and technical, cognitive, and sociocultural. Findings illustrate an observable gap between the high importance that students place on digital literacies (including DL for social media) in their learning and their lives and the lack of coverage students reported receiving about these topics in their undergraduate education. Based on the study's findings, we discuss the specific ways that those in the higher education community can address this gap by engaging with and fostering development of digital literacies within specific disciplinary and professional contexts, and in interdisciplinary or transdisciplinary learning settings across the curriculum.

Circadian rhythms and sleep quality among undergraduate students in China: The mediating role of health-promoting lifestyle behaviours

BACKGROUND

Poor sleep quality have become one of the most pressing public health problems for undergraduate students. The aim of this cross-sectional study was to investigate the relationship between circadian rhythms and sleep quality and the meditating role of health-promoting lifestyles in the relationship of Chinese undergraduate students.

METHODS

A total of 3423 students participated. The online survey consisted of the reduced Morningness-Evening Questionnaire (rMEQ), the Pittsburgh Sleep Quality Index (PSQI) and Health-Promoting Lifestyle Profile-II (HPLP-II). Logistic regression models were employed.

RESULTS

The prevalence of poor sleep quality is 43.03 %. The total mean scores of HPLP - II, PSQI, and rMEQ are 96.94 ± 17.26, 5.20 ± 2.70 and 14.83 ± 2.10, respectively. A significant negative correlation exists between the rMEQ and PSQI scores (r = -0.262, p < 0.001), but a positive correlation exists between the rMEQ and HPLP scores (r = 0.232, p < 0.001). The total and sub-domain scores of HPLP are also negatively correlated with the PSQI scores (r = -[0.166, 0.291], p < 0.001). Mediation analysis demonstrates the mediation of HPLP (indirect effect = -0.036, p < 0.001) on the effect of the rMEQ on PSQI scores that accounts for 13.30 % of the total effect.

LIMITATIONS

Cross-sectional design and recall bias in data collection.

CONCLUSIONS

The effect of circadian rhythm on sleep quality is partially mediated by the health-promoting lifestyle. In addition to maintaining a normal circadian rhythm, helping undergraduate students develop a healthy lifestyle is also an effective measure to improve sleep quality.

Mission to Psyche: Including Undergraduates and the Public on the Journey to a Metal World

The NASA Psyche mission's program to engage university undergraduates and the public in the mission is inspired by and built upon the extensive foundation of public engagement, educational outreach activities, and expertise of NASA and mission partner institutions. The program leverages the enthusiasm and contributions of undergraduates nationwide to the benefit of the mission, the students and their institutions and communities, and the broader public. Psyche Student Collaborations consists of four main programs, two (Psyche Capstone and Psyche Inspired) are available solely to undergraduates enrolled at universities or community colleges in the United States and its territories and two (Innovation Toolkit free online courses and Science Outreach Interns and Docents) invite broader participation by engaging the talents and creativity of undergraduate interns to help create content and events to reach the public and lifelong learners. Together, these offerings provide multiple entry points and a spectrum of intensity of experiences, numbers of participants, disciplinary diversity, and mode of delivery. Involving undergraduates in all phases of the program supports the development of the next generation of explorers, contributes to the nation's workforce preparation, and complements NASA's existing undergraduate offerings by providing long-term opportunities for students to participate with the mission through established postsecondary education structures like capstone courses.

Auditing the impact of artificial intelligence on the ability to have a good life: using well-being measures as a tool to investigate the views of undergraduate STEM students

AI/ML increasingly impacts the ability of humans to have a good life. Various sets of indicators exist to measure well-being/the ability to have a good life. Students play an important role in AI/ML discussions. The purpose of our study using an online survey was to learn about the perspectives of undergraduate STEM students on the impact of AI/ML on well-being/the ability to have a good life. Our study revealed that many of the abilities participants perceive to be needed for having a good life were part of the well-being/ability to have a good life indicator lists we gave to participants. Participants perceived AI/ML to have and continue to have the most positive impact on the ability to have a good life for disabled people, elderly people, and individuals with a high income and the least positive impact for people of low income and countries from the global south. Regarding indicators of well-being and the ability to have a good life given to participants, we found a significant techno-positive sentiment. 30% of respondents selected the purely positive box for 28 of the indicators and none did so for the purely negative box. For 52 indicators, the purely negative was below 10% (not counting the 0%) and for 10 indicators, none selected purely negative. Our findings suggest that our questions might be valuable tools to develop an inventory of STEM and other students' perspectives on the implications of AI/ML on the ability to have a good life.

How effective is business education in the workplace: structural equation model of soft and hard skill competencies

The literature knowledge gap addressed in the current study was to examine the extent that the skills taught in college degrees matched the job criteria employers needed. A survey was developed through a literature review and a focus group while the instrument was refined through a pilot project and the reliability was measured using Cronbach estimates. In the model, hard skills captured theories or methods taught in courses including organizational behavior, human resource management, statistics, financial math, economics, as well as technology in a group or individual projects. Soft skills identified interdisciplinary competencies taught throughout all courses such as teamwork, emotional intelligence, problem solving, and ethical decision making. Social desirability control was applied. Data were collected by surveying American undergraduate business students who were employed after the pandemic (N = 900). Descriptive statistics, correlation, and a structural equation model were used to test the hypotheses. A statistically significant multivariate model was developed with path effect sizes ranging from 46 to 96%. All exogenous soft skill indicators and most hard skill indicators had strong relationships to the endogenous dependent variables of learning effectiveness, job-skill match, and degree return on investment. Technology and quantitative skills, along with the dependent variable job-skill match, had the lowest means and medians, but the highest deviations.

Supplementary Information

The online version contains supplementary material available at 10.1007/s43546-022-00404-1.

Predictors of satisfaction with emergency remote teaching (ERT) during Covid 19 among undergraduate students of Nigeria's premier university

University of Ibadan, Nigeria's premier university commenced emergency remote teaching (ERT) in February 2021 in other to control the spread of Covid-19. After a full session of learning through this mode, this paper investigated determinants of undergraduate students' satisfaction with the institution's ERT. Proportional-to-size sampling was used in obtaining the sample size of 366, while respondents were selected using convenience sampling. Data collection was through a structured questionnaire and data were collected on the factors-attitude, affect, motivation; perceived behavioural control (accessibility, self-efficacy, ease of use); and cognitive engagement. Findings showed that all the variables except accessibility had significant relationships with students' satisfaction. However, only motivation to learn (β = 0.140, p = 0.019) and cognitive engagement (β = 0.154, p = 0.005) were significant predictors of students' satisfaction with the ERT. The study emphasized the need for the institution to take steps towards ensuring that online learning is interesting and motivating for students, such that when faced with such abrupt change in learning mode in the future, students are motivated to learn and are willing to invest their mental effort into understanding their academic work, which may ultimately improve their satisfaction with the learning process.

Differences in opinions and positions about psychiatric practice topics between undergraduate medical and psychology students

Introduction

Due to the prevalence of the model of interdisciplinary attention in mental health it is necessary to establish common views about therapeutic practices of the different disciplines that intervene in mental attention. Our objective was to determine if there are differences in opinions and positions with respect to psychiatric practice topics between undergraduate students of the last years of medicine and psychology.

Methods

An ad hoc survey with different statements about psychiatric hospitalization, electroconvulsive therapy and psychotropics was done. One hundred eighteen medical students and 122 psychology students answered the online survey on February 2022.

Results

One third of the opinions were statistically different between the students. Medical students had positions a little more positive towards electroconvulsive therapy and psychiatric hospitalization than psychology students. The prejudice towards psychiatric practices is important in both groups.

Discussion and conclusionss

There are no important differences on the opinions of medical and psychology students. The prejudice and stigma towards mental health should be addressed since the first years of both carreers.

Validation of the Indonesian resilience evaluation scale in an undergraduate student population

BACKGROUND

Psychological resilience is an important factor in coping with Potentially Traumatic Events (PTEs) and might mitigate the development of trauma-related disorders. Due to the high risk of natural disasters, criminal activity, and transportation accidents among the Indonesian population, it is critical to assess psychological resilience as a protective factor. This study aimed to validate the Resilience Evaluation Scale (RES) in Indonesian undergraduate students.

METHODS

We recruited 327 students (78% female, the mean age is 19.61 (SD = 1.24)) between March and June 2020 using convenience sampling, 256 (78.28%) of whom completed the RES twice with an interval of 2 weeks for test-retest reliability purposes. Parallel Analysis and Exploratory Factor Analysis were performed to examine the construct validity of the RES. The internal consistency and the test-retest reliability were assessed using Cronbach Alpha, Pearson Correlations, and Interclass Correlation Coefficients (ICC). Convergent and divergent validity were examined using Pearson Correlations.

RESULTS

EFA analysis yielded a two-factor structure for the final eight-item Indonesian version of RES, which reflected two underlying constructs of resilience: self-confidence and self-efficacy. The Indonesian version of RES demonstrated good internal consistency (α = 0.74-0.82) and test-retest reliability (r = 0.68-0.78; ICC = 0.67-0.78). The result showed that the RES total and subscale scores positively correlated with all criterion variables (resilience, self-efficacy, self-esteem, level of global functioning, and adaptive coping strategy; r = 0.27-0.73). RES total and subscale scores negatively correlated with opposite constructs (PTSD, depression, social/work impairment, and maladaptive coping strategy; r = - 0.27- -0.46).

CONCLUSIONS

The current study showed that the Indonesian RES is a valid and reliable measurement of psychological resilience in Indonesian undergraduate students. The final 8-item Indonesian RES, a freely available resilience instrument, is recommended for future studies and public mental health initiatives in the Indonesian population.

A manikin or human simulator-development of a tool for measuring students' perception

Background

Education with the use of medical simulation may involve the use of two modalities: manikins or standardized patients (SPs) to meet specific learning objectives. We have collected students' opinions about the two modalities which can be helpful in planning and evaluating the curriculum process. Although reviews or comparisons of student opinions appear in the literature, it is difficult to find a scale that would be based on a comparison of specific effects that can be obtained in the educational process. In order to fill this gap, an attempt was made to construct a questionnaire.

Methods

An experimental version of a questionnaire measuring the final-year students' (273) opinions about the effectiveness of both simulation techniques has been designed on the basis of semi-structured interviews. They were conducted with 14 final-year students excluded from the subsequently analyzed cohort. The scale has been completed, tested and validated.

Results

The authors developed a 33-statement questionnaire which contain two scales: teaching medicine with the manikins and with the SPs. Two factors were identified for each scale: Doctor-patient relationship and practical aspects. The scales can be used complementary or separately, as the article reports independent statistics for each scale. The Cronbach's alpha coefficient for the manikin scale is 0.721 and for the SP scale is 0.758.

Conclusions

The questionnaire may be applied to medical students to identify their opinions about using manikins and SPs in teaching. It may have an important impact for planning curriculum and implementing particular modalities in accordance with the intended learning objectives.

Advice for Constructing a Productive Supervisory Relationship in Education Research

Practical advice is offered for a positive and productive supervisory relationship. Tips to get started include suggestions to consider about possible reasons, assumptions, and expectations for engaging in education research. Once a relationship is established, we emphasise the importance of constructing appropriate research questions, understanding the use of theory, and developing time management strategies. We consider the practicalities of initiating a research project and the reflexivity required to maintain shared expectations. We address potential challenges which may disrupt the research process. Finally, we present a set of reflective prompts for supervisors and students to consider before starting a project together.

Mental health literacy questionnaire-short version for adults (MHLq-SVa): validation study in China, India, Indonesia, Portugal, Thailand, and the United States

BACKGROUND

Mental Health Literacy (MHL) has become a focus of research in recent decades, as a prerequisite for early identification and intervention for mental health problems. Although several instruments have been developed for assessing MHL, there is a need for brief and psychometrically sound measures to capture important aspects of MHL in large and diverse adult samples. The present study aimed to: (1) provide a revised and shorter version of a previously validated questionnaire for assessing MHL; and (2) examine the psychometric properties of the MHLq-SVa in student samples from six different countries (China, India, Indonesia, Portugal, Thailand, and United States).

METHODS

The study involved 2180 senior school and undergraduate students, aged between 17 and 25 years old, from China, India, Indonesia, Portugal, Thailand, and the United States. Participants responded to the Mental Health Literacy Questionnaire for young adults (MHLq-ya), in their native language, following its translation and adaptation for each culture. The MHLq-ya comprises 29 items, organized into four dimensions: Knowledge of mental health problems; Erroneous beliefs/stereotypes; First-aid skills and help-seeking behavior; Self-help strategies. Confirmatory factor analyses and internal consistency analyses were performed on the combined data.

RESULTS

Data from the different countries supported a shorter version of the questionnaire (MHLq-SVa), composed of 16 items that fit with previously defined dimensions. Internal consistency and between-factor correlations further supported the adequacy of the instrument's psychometric properties.

CONCLUSION

The study provided preliminary support for the construct validity and reliability of the MHLq-SVa as a measure for assessing MHL in young adults from six different countries and languages. Future studies are needed to further validate the measure and undertake multicultural comparisons of MHL in diverse samples from around the globe.

Gender differences in future time perspectives and risk of being not in employment, education, or training: the mediating role of achievement goal motivations

This study aimed to investigate the relationships between future time perspectives (FTP) and risk of being not in employment, education, or training (NEET) with the mediating role of achievement goal motivations among undergraduate students in Vietnam. It revealed that FTP was negatively related to NEET risk, indicating students who focused on their future seemed more likely to decrease the risk of being NEET. Among achievement goals, mastery-approach orientation and performance-avoidance orientation played mediating roles in the FTP and NEET risk relationship. Precisely, mastery-approach orientation played a complete mediating effect in the female sample while performance-avoidance orientation acted as a partial mediator in the male sample (explained by the social role theory). The findings enrich the understanding of NEET risk and its relevant factors, as well as contribute to the educational field regarding undergraduates' future planning and intervention to enhance motivation across genders. The implications and limitations of these findings were discussed.

Gender-based violence attitudes and dating violence experiences of students in nursing and other health sciences: A multicentre cross-sectional study

BACKGROUND

Gender-based violence is a major public health problem. Healthcare providers' ability to identify this type of violence and support victims may be influenced by their knowledge, attitudes, and beliefs, which requires solid education.

OBJECTIVES

To identify the gender-based violence attitudes and dating violence experiences of students in nursing and other health sciences.

DESIGN

A multicentre cross-sectional study was performed.

SETTINGS

This study was conducted in three faculties of the University of A Coruña, Spain.

PARTICIPANTS

Participants were undergraduate students of nursing, podiatry, occupational therapy, and physiotherapy.

METHODS

The Attitudes towards Gender and Violence Questionnaire and the Dating Violence Questionnaire were used from October 2019 to March 2020. Descriptive and inferential statistics were calculated to determine associated factors and identify differences in gender-based violence attitudes and dating violence experiences between sexes and degrees.

RESULTS

Data from 459 students were analysed, of whom 180 (39.2 %) studied nursing. The mean age was 20.9 (SD = 3.6) and 76.0 % were women. Statistically significant differences were obtained in attitudes towards gender-based violence according to sex where men displayed more sexist attitudes and violence justification. Results showed a significant difference in attitudes regarding the biological usefulness of sexism and violence between students of nursing and other health sciences. 61.9 % of students had experienced one or more abusive behaviours in relationships; no significant differences were detected according to the degree. However, male students experienced dating violence more often than females. It was observed that students who had suffered dating violence showed greater agreement with sexist attitudes that justify violence.

CONCLUSION

Students of health sciences, particularly males and nursing students, show sexist attitudes that justify gender-based violence. They also frequently experience dating violence, especially psychological violence. It is necessary to intensify or include education on these types of violence in the curricula of degrees in health sciences.

Digital adaptation of teaching disaster and deployment medicine under COVID-19 conditions: a comparative evaluation over 5 years

BACKGROUND

The COVID-19 pandemic has not only brought many aspects of disaster medicine into everyday awareness but also led to a massive change in medical teaching due to the necessity of contact restrictions. This study aimed to evaluate student acceptance of a curricular elective module on disaster and deployment medicine over a 5-year period and to present content adjustments due to COVID-19 restrictions.

METHODS

Since 2016, 8 semesters of the curricular elective module took place in face-to-face teaching (pre-COVID-19 group). From the summer semester of 2020 to the summer semester of 2021, 3 semesters took place as online and hybrid courses (mid-COVID-19 group). Student attitudes and knowledge gains were measured using pretests, posttests, and final evaluations. These data were statistically compared across years, and new forms of teaching under COVID-19 conditions were examined in more detail.

RESULTS

A total of 189 students participated in the module from the summer semester of 2016 through the summer semester of 2021 (pre-COVID-19: n = 138; mid-COVID-19: n = 51). There was a high level of satisfaction with the module across all semesters, with no significant differences between the groups. There was also no significant difference between the two cohorts in terms of knowledge gain, which was always significant (p < 0.05). COVID-19 adaptations included online seminars using Microsoft Teams or Zoom, the interactive live-streaming of practical training components, and digital simulation games.

CONCLUSION

The high level of satisfaction and knowledge gained during the module did not change even under a digital redesign of the content offered. The curricular elective module was consistently evaluated positively by the students, and the adaptation to online teaching was well accepted. Experiences with digital forms of teaching should also be used after the COVID-19 pandemic to create digitally supported blended learning concepts in the field of deployment and disaster medicine and thus further promote the expansion of teaching in this important medical field.

Level of knowledge on conservative management of adolescent idiopathic scoliosis among undergraduate students in healthcare: A scoping review

BACKGROUND

Adolescent Idiopathic Scoliosis (AIS) is a three-dimensional deformity of the spine associated with pain and aesthetic changes. Various health care professionals may be led to evaluate and/or manage adolescents presenting AIS. There is no compiling of the studies evaluating the level of knowledge on AIS conservative management among undergraduate students in healthcare.

OBJECTIVE

To identify and map the current studies evaluating the level of knowledge of health profession students on AIS conservative management.

DESIGN

Scoping review.

METHODS

The search strategy was conducted in Scopus database. Three concepts were included: "Adolescent idiopathic scoliosis", "Knowledge" and "Undergraduate students studying in a healthcare field". Studies identification included (1) duplicates removing, (2) title and abstract screening, and (3) full-text screening. The quality of the included studies was assessed. Studies' characteristics were extracted, and results were summarized.

RESULTS

Searches yielded the identification of 245 citations. After duplicates removal and abstract screening, three full-text articles were identified. Following full-text review, two full-text articles were finally included. Both studies evaluated students in physiotherapy, but using distinct questionnaires. Both studies reported an unsatisfactory level of knowledge.

CONCLUSION

Knowledge of future health professionals about the conservative management of AIS has been barely evaluated. Therefore, no conclusion can be drawn regarding the level of knowledge of undergraduate health professions' students on AIS conservative management. The development a standardized questionnaire to adequately assess this knowledge across institutions and professions is required.

Meaning of life questionnaire (MLQ) in peruvian undergraduate students: study of its psychometric properties from the perspective of classical test theory (CTT)

Background

The study of the meaning of life is essential since it plays a protective role in the mental health of university students. However, no studies have shown the adequate psychometric functioning of the MLQ in Latin American university students. For this reason, this research aims to evaluate the internal structure using CTT models, obtain evidence of validity based on the relationship with other variables, perform factorial invariance according to gender, and estimate the reliability of the MLQ.

Methods

A sample of 581 Peruvian undergraduate students of both sexes (29.5% men and 70.5% women) between the ages of 18 and 35 (M = 22.6; SD = 3.3) was collected. Along with the MLQ, other instruments were applied to measure satisfaction with life (SWLS), subjective well-being (WBI), and depression (PHQ-9).

Results

In the present study was evidenced that the model of two related factors of nine items presents better adjustment indices (RMSEA = .075; SRMR = .059; CFI = .97; TLI = .96) compared to other models. Also, it was shown that the factorial structure of the MLQ is strictly invariant for the group of men and women. It was also shown that the presence of meaning was positively related to satisfaction with life (.63) and well-being (.60) and negatively to depression (− .56). In contrast, the search for meaning was not significantly related to life satisfaction (− .05) and well-being (− .07); but yes, to depression (.19).

Conclusion

It is concluded that the MLQ from the perspective of CTT has shown adequate evidence of reliability and validity. Therefore, it could be used in future studies and evaluation and intervention processes. In addition, the study provides the first evidence of the psychometric functioning of the scale in university students from Latin America.

Social Exclusion and Depression among undergraduate students: the mediating roles of rejection sensitivity and social self-efficacy

Nowadays, depression has been a prominent mental health problem throughout the world. A common but negative social experience, social exclusion (also known as ostracism) is a great risk factor for individuals' health and adaptation. Undergraduate students are in a development period of challenges and transitions, so they are vulnerable to suffering from depression and negative social experiences. Against this background, the present study aimed to examine the association between social exclusion and undergraduate students' depression as well as the underlying mechanism - the mediating roles of rejection sensitivity and social self-efficacy. Seven hundred sixty-two undergraduate students were recruited to participate in this study, who were asked to complete a set of questionnaires measuring social exclusion, depression, rejection sensitivity, and social self-efficacy. After controlling for gender, social exclusion was positively associated with undergraduate students' depression. And rejection sensitivity and social self-efficacy could significantly mediate this relation through three mediating paths - the separate mediating effects of rejection sensitivity and social self-efficacy, as well as the serial mediating effect of rejection sensitivity and social self-efficacy. These results could not only deepen our understanding of this theme, but also have several practical implications for the intervention of depression, for example, relevant social skill training and cognitive therapy could be adopted to intervene the rejection sensitivity and social self-efficacy.

Knowledge and attitude toward emergency contraceptive pills among first-year undergraduate students in Southern Thailand

BACKGROUND

First-year undergraduates are at risk of unexpected pregnancy due to changes in their lives. Adequate knowledge and attitudes towards emergency contraceptive pills (ECPs) are essential to help prevent pregnancy. The objective of this study was therefore to investigate knowledge and attitudes towards ECPs among first-year undergraduate students in a university in Thailand.

METHODS

This cross-sectional survey study was performed using developed questionnaires that were validated by four experts. The questionnaires were distributed to all first-year students at the university via an online platform. The characteristic data were descriptively analysed, and the knowledge data were analysed using the chi-square test, Mann‒Whitney U test and one-way ANOVA.

RESULTS

Data from a total of 335 students who responded to the questionnaires and met the eligibility criteria for the study were analysed. The mean knowledge score of all respondents was 7.76 ± 0.15 out of 15. The most correctly answered questions were those relating to the efficacy and safety of ECPs in pregnant women (78.5% and 72.2% correctly answered, respectively). In contrast, the least correctly answered questions were about the ECP regimens and using ECPs instead of combined oral contraception (COC) (30.4% and 34.9%, respectively). In addition, the results indicated that experience in using ECPs and in ECP education were significant factors in high knowledge scores. Moreover, most respondents trusted and would like to receive information on ECPs from health professionals in hospitals, academic institutions, or pharmacies.

CONCLUSION

The average knowledge of ECPs of first-year students in a university in Thailand was at a moderate level. More information about the regimens of the drugs and the use of ECPs instead of COC should be provided to students, particularly at universities or pharmacies, and should be performed by health care staff.

Mental health conditions and academic burnout among medical and non-medical undergraduates during the mitigation of COVID-19 pandemic in China

The outbreak of the novel coronavirus disease 2019 (COVID-19) has posed a great impact on people's mental health, especially for undergraduate students. This study aimed to compare the mental health conditions and academic burnout between medical and non-medical undergraduates in China when the COVID-19 pandemic is mitigating. A cross-sectional online survey was conducted among 4,972 undergraduates between October 2020 and April 2021, when the pandemic was basically under control. The survey included basic demographics information and standardized scales to evaluate depression, anxiety, perceived stress, daytime sleepiness, alcohol abuse/dependence, quality of life, fatigue, and academic burnout. Compared with medical undergraduates, non-medical undergraduates had higher rates of moderate to severe depression symptoms (29.1% vs. 17.9%, P < 0.001), moderate to severe anxiety symptoms (19.7% vs. 8.9%, P < 0.001), alcohol abuse/dependence (16.3% vs.10.3%, P < 0.001), excessive daytime sleepiness (47.4% vs. 43.4%, P = 0.018), high perceived stress (34.7% vs. 22.2%, P < 0.001), high level of fatigue (51.8% vs. 42.2%, P < 0.001), low QOL (35.8% vs. 21.4%, P < 0.001), and higher academic burnout score (59.4 vs. 57.5, P < 0.001). Being non-medical undergraduates, depression, alcohol abuse/dependence, excessive daytime sleepiness, and high perceived stress were positively associated with academic burnout, while high QOL was negatively associated with the burnout (all P < 0.001). Excessive daytime sleepiness was the strongest predictor for academic burnout.

Innovative Surgical Workshops Targeting Undergraduate, Premedical, and Medical Students

Knowledge of anatomy and comprehensive body navigation is essential for operating specialties and the practice of medicine. Focused surgical anatomical training exposure at undergraduate and medical student levels aims to increase functional understanding of medical anatomy and draws an early exposure to surgical career fields while enhancing surgical confidence.

Effect of time-activity patterns and microenvironments on the personal exposure of undergraduate students to black carbon

In this study, the personal exposure to and potential dose of black carbon (BC) of undergraduate students (22-27 years old, nonsmokers) were determined. BC was continuously measured by a portable device (microAeth^® AE51) for four consecutive days in Istanbul between April and May 2019. The time-activity diaries filled out by each volunteer were assessed to define the activities and microenvironments (home, school, transportation and entertainment) that contributed to daily BC exposure. The overall mean concentration of BC was 2.0 μg/m³, and the mean concentrations on weekdays and weekends were 3.0 μg/m³ and 1.1 μg/m³, respectively. Transportation made the highest contribution to mean BC exposure (42%) and dose (45.8%) on weekdays, while the contributions of home-based activities to BC exposure (66.1%) and dose (63.2%) were higher on weekends. Students had the most intense exposure to (2.8% and 4.6%) and dose (3.1% and 5.8%) of BC in transportation both on weekdays and on weekends, respectively. Between transportation modes, the mean BC concentration was the highest for minibuses (14.8 μg/m³), while walking made the largest contribution to BC exposure (16.8%) on weekdays. Students spent 12.8% of their weekdays at school, and the contributions of the school environment to BC exposure and dose were 8.5% and 7%, respectively. Exposure to BC increased during cooking and eating activities in microenvironments such as the kitchen, cafe and dining hall.

Success of Maternal and Child Health Pipeline Training Programs: Alumni Survey Results

INTRODUCTION

The Maternal and Child Health (MCH) Pipeline Training Program, promotes development of a diverse health workforce by training undergraduate students from underrepresented minorities. We aimed to evaluate the success of this program based on three domains: (1) demographic characteristics, (2) academic and career development, and (3) attitudes towards the field of MCH and the training programs among graduates.

METHODS

Three domains of success were determined through a collaborative effort between current program directors and the funding agency project officers. The survey with questions related to the three domains was distributed via an online platform to graduates from seven sites (one former site and six current sites). Data were analyzed and presented utilizing descriptive statistics.

RESULTS

The survey was distributed to 550 graduates, 162 responded (37% response rate). Demographically, 78% were female, 54% were Black/African American, 22% were Latinx and 83% did not report any disability. Eighty percent of respondents applied to graduate/professional schools, 67% received admission. Graduates often continued to work in MCH fields (70%). Majority felt confident and knowledgeable in the field (89%) and agreed the faculty were supportive at their training sites (90%).

CONCLUSION

The study highlights successes in recruiting from underrepresented minorities, particularly Black/African Americans and first-time college goers in the family into the MCH Pipeline Training Programs. Programs were successful in furthering academic and career development for most trainees. Attitudes towards MCH and the training programs were overwhelmingly positive. Continued support of these programs is critical in addressing health disparities and achieving health equity.

Assessment of energy and nutrient intakes among undergraduate students attending a University in the North of England

Background: Unhealthy diets are typical of university students and are often thought to be unrepresentative of the general population. The main aim was to determine the energy and nutrient intakes of a large cohort of undergraduate university students; and to compare to gender-specific dietary reference values (DRVs) and nutrient data from the general population. Methodology: Data was collected from 639 university students aged 18-24 years who completed 4-day diet diaries. The energy and nutrient intake was determined and percentage energy values calculated and compared with dietary reference values (DRVs) and the National Diet and Nutrition Survey (NDNS) and Family Food Statistics. Logistic regression methods were used to identify micronutrients functioning as predictors of exceeding DRVs. Results: Energy intakes were lower than the DRV. The percentage total energy values for protein, fat, saturated fat and carbohydrate exceeded DRVs but the percentage energy from alcohol was below the maximum 5%. The DRVs were met for vitamin C, thiamin, and sodium/salt. Iron and calcium intakes were met in males but not in females. Intakes for fibre and vitamin A were below the DRV. Student data was comparable to the NDNS, with the exception of alcohol, fibre, vitamin A, calcium and sodium/salt, which were all lower than the NDNS. Conclusions: This study contradicts the stereotypical assumption that students are following a high energy, fat, saturated fat, total sugars, salt and alcohol diet compared with the general population.

Engineering Students' Perception of Online Learning During the Emergency Nationwide Lockdown in Nigeria

The global pandemic forced the closure of learning institutions and an abrupt switch from physical (face-to-face) learning to e-learning. The Academic Staff Union of University postulates that e-learning will not work during the period. This paper evaluates the attitude of engineering students in a Nigerian private university to e-learning during the period of national lockdown in Nigeria. A questionnaire was designed to collect students' attitudes about learning efficiency, quality, and associated cost. Ease or difficulty of the transition to e-learning, digital skills requirement, commitment to e-learning, digital skills improvement, and preferred test mode were studied. In addition, the relationship between gender and preferred test mode was examined. 73 students responded to the questionnaire. A significantly lower percentage (4%) of the engineering students prefer the e-learning method, while a more significant percentage (62%) of the respondents prefer blended learning. Gender has no significant relationship with the preferred learning mode of the students. Moreover, the students found the e-learning approach to be expensive. Finally, there is still much to be done by Nigerian educational stakeholders to improve the experience of e-learning in Nigeria.

What are the key elements of a positive learning environment? Perspectives from students and faculty

The learning environment comprises the psychological, social, cultural and physical setting in which learning occurs and has an influence on student motivation and success. The purpose of the present study was to explore qualitatively, from the perspectives of both students and faculty, the key elements of the learning environment that supported and hindered student learning. We recruited a total of 22 students and 9 faculty to participate in either a focus group or an individual interview session about their perceptions of the learning environment at their university. We analyzed the data using a directed content analysis and organized the themes around the three key dimensions of personal development, relationships, and institutional culture. Within each of these dimensions, we identified subthemes that facilitated or impeded student learning and faculty work. We also identified and discussed similarities in subthemes identified by students and faculty.