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Xu J, Wu A, Filip C, Patel Z, Bernstein SR, Tanveer R, Syed H, Kotroczo T. Active recall strategies associated with academic achievement in young adults: A systematic review. J Affect Disord 2024; 354:191-198. [PMID: 38461899 DOI: 10.1016/j.jad.2024.03.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/18/2023] [Revised: 02/27/2024] [Accepted: 03/04/2024] [Indexed: 03/12/2024]
Abstract
BACKGROUND Effective learning strategies are crucial to the development of academic skills and information retention, especially in post secondary education where increasingly complex subjects are explored. Active recall-based strategies have been identified as particularly effective for long-term learning. This systematic review investigates the effectiveness of various active recall-based learning strategies for improving academic performance and self-efficacy in higher education students. METHODS A systematic review of peer-reviewed articles was conducted with a priori criteria by searching PubMed, ScienceDirect, JSTOR, PsycInfo, and Web of Science databases. Search results were screened/extracted and reconciled by two independent authors with the use of a piloted screening tool. Included studies were assessed for quality and risk of bias using the GRADE Quality Assessment Tool for Quantitative Studies. Three overarching study strategies were extracted for further investigation including flashcards, practice testing or retrieval practice, and concept mapping. Within each category, three additional unique search strings were searched, screened, and extracted. A qualitative analysis of the studies was provided. RESULTS Among the appraised articles, flashcards were found to be popular and correlated with higher GPA and test scores. Self-testing, retrieval practice, and concept mapping were also effective but under-utilized. Concept mapping was found to boost student confidence. CONCLUSION Active recall strategies exhibit promise for effective learning and additional research in these developing field can support academic pursuits.
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Affiliation(s)
- Joy Xu
- David Geffen School of Medicine, Los Angeles, CA, United States.
| | - Alyssa Wu
- University of Western Ontario, London, ON, Canada
| | - Cosmina Filip
- David Geffen School of Medicine, Los Angeles, CA, United States
| | - Zinal Patel
- David Geffen School of Medicine, Los Angeles, CA, United States
| | | | | | - Hiba Syed
- University of Western Ontario, London, ON, Canada
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Younas A, Hamed AM, Monari EN. Promoting diversity through exploring and addressing "achievement/opportunity gap" in nursing education: A call to action. Nurse Education Today 2024; 137:106171. [PMID: 38508022 DOI: 10.1016/j.nedt.2024.106171] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2023] [Revised: 03/11/2024] [Accepted: 03/15/2024] [Indexed: 03/22/2024]
Abstract
Promoting diversity, equity, inclusion, and belonging in nursing education is a contemporary issue. The purpose of this paper is to iterate a call to action for exploring and addressing achievement/opportunity gap in nursing education and propose strategies to address this gap in order to advance diversity, equity, inclusion, and belonging in educational institutions. Achievement/opportunity gap is an academic performance difference among students based on their socioeconomic status, age, race, ethnicity, and other demographic and sociocultural variables, and can lead to lack of career readiness among students. Four strategies are offered to address the achievement/opportunity gap in nursing education which includes a) explicit exploration of the gap to gather baseline information, b) taking an intersectional approach to examine differences in learning styles, beliefs, values, and learning needs of underrepresented and minority student populations, c) offering extensive co-designed preparatory programs to students who may be more prone to encounter this gap, and d) creating support communities for students to foster their academic performance.
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Lajthia E, Law MG, Jorden J, Haynes B, Awuonda MK, Habib M, Karodeh YR, Wingate LT. The impact of critical thinking skills on student pharmacist GPA at a historically Black university. Curr Pharm Teach Learn 2024; 16:435-444. [PMID: 38594171 DOI: 10.1016/j.cptl.2024.04.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/15/2023] [Revised: 03/30/2024] [Accepted: 04/04/2024] [Indexed: 04/11/2024]
Abstract
INTRODUCTION Limited information is available regarding whether malleable factors such as critical thinking skills are associated with academic performance among underrepresented minority pharmacy students. This study assessed the relationship between critical thinking skills and grade point average (GPA) among pharmacy students attending a Historically Black College. METHODS A cross sectional study design was utilized to evaluate the association between student's GPA and critical thinking skills. Demographic data and GPA were abstracted from student records. The health sciences reasoning test with numeracy was administered to pharmacy students at Howard University during the 2017 to 2018 academic year. Critical thinking scores were classified as weak, moderate, or strong/superior. A one way analysis of variance was conducted to ascertain if the average GPA differed based on critical thinking skills category. A multiple linear regression analysis was conducted to determine whether student's critical thinking skill category was associated with the cumulative GPA after accounting for other factors. RESULTS Among 217 students, the mean GPA among students with a weak critical thinking skills score (3.22 ± 0.40) was lower compared to students with a strong/superior score (3.39 ± 0.33) with a p-value of 0.029. After adjusting for other factors, a strong/superior critical thinking skills score was associated with a higher GPA (p-value = 0.024) in comparison to weak critical thinking skills. CONCLUSION Stronger critical thinking skills scores are associated with better academic performance among underrepresented minority pharmacy students.
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Affiliation(s)
- Estela Lajthia
- Assistant Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Miranda G Law
- Associate Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Jamila Jorden
- Assistant Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Bryanna Haynes
- Professional Student, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Mary K Awuonda
- Associate Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Muhammad Habib
- Associate Dean of Academic Affairs and Professor, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Youness R Karodeh
- Assistant Dean of NTDP and External Programs and Associate Professor, Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, USA
| | - La'Marcus T Wingate
- Associate Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA.
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O HN, O NT, Figuim B, P DV. Evaluation of academic performance and social integration of children operated for hydrocephalus in Cameroon. Childs Nerv Syst 2024; 40:1777-1782. [PMID: 38530412 DOI: 10.1007/s00381-024-06360-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/16/2024] [Accepted: 03/07/2024] [Indexed: 03/28/2024]
Abstract
BACKGROUND Low intelligence quotient (IQ) and delayed psychomotor development (DPD) are formidable complications of hydrocephalus. The aim of this study was to evaluate the academic performance and social integration of children operated on for hydrocephalus in Cameroon. METHOD The authors present a cross-sectional study with retrospective data collection from January 2010 to May 2020. All children less than 10 years of age who had undergone surgery for a ventriculo-peritoneal shunt indicated for hydrocephalus with a post-operative evolution of 7 to 10 years and who were attending school were included. Academic performance was assessed using the Wechsler Intelligence Scale for Children IV (WISC IV), and social integration was assessed using the Vineland II score. RESULTS Of the 45 children aged 7 to 10 years who attended school and were followed-up, the sex ratio was 1.25 in favor of males. 77.8% of these children had a malformation with paralysis being the most common functional sequela (29%). 73.3% of our patients had good social integration. Fifty-three percent of patients had reduced academic performance, with non-verbal performance being the most frequent (62.2%). Long-term memory was the most impaired, with 73.3% having a very low speed of information processing. Non-verbal performance was the most affected (62.2%) particularly long-term memory. Forty percent had an IQ below 70. The statistically significant determinants of social integration were age, sex, malformative etiology, and good psychomotor development, and the statistically significant determinants of educational delay were age, malformative etiology, IQ below 70, and time to care. Academic performance was reduced in more than half of our patients, but most of them had good social integration. CONCLUSION Early diagnosis and management improve the chances of good psychomotor development and IQ.
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Affiliation(s)
- Haman N O
- Department of Surgery and Specialties, Faculty of Medicine and Biomedical Sciences, University of Yaounde 1, Yaoundé, Cameroon.
- Yaounde General Hospital, B.P. 5408, Yaoundé, Cameroon.
| | - Ndome Toto O
- Department of Surgery and Specialties, Faculty of Medicine and Pharmaceutical Sciences, University of Douala, Douala, Cameroon
- Douala General Hospital, Douala, Cameroon
| | - Bello Figuim
- Department of Surgery and Specialties, Faculty of Medicine and Biomedical Sciences, University of Yaounde 1, Yaoundé, Cameroon
- Garoua General Hospital, Garoua, Cameroon
| | - Djientcheu V P
- Department of Surgery and Specialties, Faculty of Medicine and Biomedical Sciences, University of Yaounde 1, Yaoundé, Cameroon
- Yaounde General Hospital, B.P. 5408, Yaoundé, Cameroon
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Sergi I, Ariemma L, Gallucci M, Gnisci A, Marcone R, Perugini M, Senese VP, Mottola F. How HEXACO personality traits are involved in school performance of middle school adolescents (10-14 years). Acta Psychol (Amst) 2024; 247:104319. [PMID: 38761755 DOI: 10.1016/j.actpsy.2024.104319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2024] [Revised: 05/07/2024] [Accepted: 05/10/2024] [Indexed: 05/20/2024] Open
Abstract
This paper aimed at investigating the relationship between HEXACO personality traits and academic performance in two samples of Italian 10-14 years old middle-school adolescents (N = 714 and N = 1093) using Multilevel Mixed Models. The main results show that: 1) Conscientiousness and Openness to Experience were the most important predictors of school performance, followed by Honesty-Humility; 2) a modest effect was present also for eXtraversion and Emotionality; 3) these influences occurred net of the influence of gender and class and could be generalized to male and female adolescents across 6th, 7th and 8th grade; 5) Perfectionism, Diligence and Prudence within Conscientiousness, Inquisitiveness within Openness, and Sincerity within Honesty-Humility were the facets more correlated with school performance; 6) results were replicated in two studies. Results are discussed and conclusions are drawn.
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Affiliation(s)
- Ida Sergi
- Department of Psychology, University of Campania "Luigi Vanvitelli", Viale Ellittico, 31, 81100 Caserta, Italy
| | - Lucia Ariemma
- Department of Psychology, University of Campania "Luigi Vanvitelli", Viale Ellittico, 31, 81100 Caserta, Italy
| | - Marcello Gallucci
- Department of Psychology, University of Milan-Bicocca, Piazza dell'Ateneo Nuovo, 1, 20126 Milan, Italy
| | - Augusto Gnisci
- Department of Psychology, University of Campania "Luigi Vanvitelli", Viale Ellittico, 31, 81100 Caserta, Italy.
| | - Roberto Marcone
- Department of Psychology, University of Campania "Luigi Vanvitelli", Viale Ellittico, 31, 81100 Caserta, Italy
| | - Marco Perugini
- Department of Psychology, University of Milan-Bicocca, Piazza dell'Ateneo Nuovo, 1, 20126 Milan, Italy
| | - Vincenzo Paolo Senese
- Department of Psychology, University of Campania "Luigi Vanvitelli", Viale Ellittico, 31, 81100 Caserta, Italy
| | - Francesca Mottola
- Department of Psychology, University of Campania "Luigi Vanvitelli", Viale Ellittico, 31, 81100 Caserta, Italy
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Lorijn SJ, Zwier D, Laninga-Wijnen L, Huisman M, Veenstra R. A New School, a Fresh Start? Change and Stability in Peer Relationships and Academic Performance in the Transition from Primary to Secondary School. J Youth Adolesc 2024:10.1007/s10964-024-01991-y. [PMID: 38704468 DOI: 10.1007/s10964-024-01991-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2024] [Accepted: 04/17/2024] [Indexed: 05/06/2024]
Abstract
Previous studies on peer relationships in school transitions neglected individual differences, or did not examine the relation with academic performance in secondary school. This study followed 649 students from their last year of primary school to their first year in secondary school (Mage at T1 = 11.6 (SD = 0.6); 53.6% girls). Results revealed that students became more attached to peers, less lonely, and were stable in victimization across the transition. Particularly students with more negative peer experiences in primary school enjoyed a "fresh start" in terms of peer experiences in secondary school. Students who had more co-transitioning peers experienced greater reductions in loneliness. Changes in peer experiences over the transition did not relate to academic performance in secondary school.
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Affiliation(s)
- Sofie J Lorijn
- Department of Sociology, University of Groningen, Groningen, the Netherlands.
| | - Dieuwke Zwier
- Department of Sociology, University of Amsterdam, Amsterdam, the Netherlands
| | - Lydia Laninga-Wijnen
- Department of Developmental Psychology, INVEST flagship, University of Turku, Turku, Finland
| | - Mark Huisman
- Department of Sociology, University of Groningen, Groningen, the Netherlands
| | - René Veenstra
- Department of Sociology, University of Groningen, Groningen, the Netherlands
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Lu AKM, Tsai SY, Lin CY, Hsieh JL. Discriminating factors of body composition characteristics for academic performance in nursing college students: a cross-sectional study. BMC Nurs 2024; 23:305. [PMID: 38702723 PMCID: PMC11069266 DOI: 10.1186/s12912-024-01969-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Accepted: 04/22/2024] [Indexed: 05/06/2024] Open
Abstract
BACKGROUND Poor body composition may affect health status, and better body composition is often associated with better academic performance. Nursing students face heavy academic and practical pressures, and the relationship between body composition and academic performance in this group is not fully understood. METHODS This cross-sectional observational study used de-identified student data from a university of technology in southern Taiwan to analyze the correlation between body composition characteristics and academic performance using regression models. RESULTS A total of 275 nursing college students were divided into four groups according to academic performance. The group with the lowest academic performance had a lower percentage of body fat (P < 0.05) but a higher percentage of muscle mass (P < 0.05) than the other three groups. Academic performance was positively correlated with percentage of body fat (R = 0.16, P < 0.01) and body age (R = 0.41, P < 0.01), but was negatively correlated with percentage of muscle mass (R = - 0.16, P < 0.01). Percentage of body fat, visceral fat area, and body age were significant discriminators of academic performance (P < 0.05). CONCLUSIONS The relationship between academic performance and body composition among nursing college students is not straightforward. Contrary to our initial hypothesis, students with higher academic performance tended to have a higher percentage of body fat and a lower percentage of muscle mass. Percentage of body fat, visceral fat area, and body age were significant discriminators of academic performance, indicating that body composition should be considered an important factor in nursing education and practice.
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Affiliation(s)
- Andrew Ke-Ming Lu
- Department of Nursing, College of Nursing, Chung Hwa University of Medical Technology, Tainan, Taiwan
- Healthcare Information Technology Education Center, College of Nursing, Chung Hwa University of Medical Technology, Tainan, Taiwan
| | - Shi-Yen Tsai
- Department of Nursing, Kuo General Hospital, Tainan, Taiwan
| | - Ching-Yi Lin
- Library and Information Office, Chung Hwa University of Medical Technology, Tainan, Taiwan
| | - Jeng-Long Hsieh
- Department of Nursing, College of Nursing, Chung Hwa University of Medical Technology, Tainan, Taiwan.
- Healthcare Information Technology Education Center, College of Nursing, Chung Hwa University of Medical Technology, Tainan, Taiwan.
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Eisner J, Harvey D, Dunn D, Jones J, Byars A, Fastenau P, Austin J, Hermann B, Oyegbile-Chidi T. Long-term characterization of cognitive phenotypes in children with seizures over 36 months. Epilepsy Behav 2024; 154:109742. [PMID: 38554647 DOI: 10.1016/j.yebeh.2024.109742] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/15/2023] [Revised: 01/19/2024] [Accepted: 03/10/2024] [Indexed: 04/02/2024]
Abstract
RATIONALE Children with new-onset epilepsies often exhibit co-morbidities including cognitive dysfunction, which adversely affects academic performance. Application of unsupervised machine learning techniques has demonstrated the presence of discrete cognitive phenotypes at or near the time of diagnosis, but there is limited knowledge of their longitudinal trajectories. Here we investigate longitudinally the presence and progression of cognitive phenotypes and academic status in youth with new-onset seizures as sibling controls. METHODS 282 subjects (6-16 years) were recruited within 6 weeks of their first recognized seizure along with 167 unaffected siblings. Each child underwent a comprehensive neuropsychological assessment at baseline, 18 and 36 months later. Factor analysis of the neuropsychological tests revealed four underlying domains - language, processing speed, executive function, and verbal memory. Latent trajectory analysis of the mean factor scores over 36 months identified clusters with prototypical cognitive trajectories. RESULTS Three unique phenotypic groups with distinct cognitive trajectories over the 36-month period were identified: Resilient, Average, and Impaired phenotypes. The Resilient phenotype exhibited the highest neuropsychological factor scores and academic performance that were all similar to controls; while the Impaired phenotype showed the polar opposite with the worst performances across all test metrics. These findings remained significant and stable over 36 months. Multivariate logistic regression indicated that age of onset, EEG, neurological examination, and sociodemographic disadvantage were associated with phenotype classification. CONCLUSIONS This study demonstrates the presence of diverse latent cognitive trajectory phenotypes over 36 months in youth with new-onset seizures that are associated with a stable neuropsychological and academic performance longitudinally.
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Affiliation(s)
- Jordan Eisner
- Department of Neurology, University of California Davis, Sacramento, CA 95817, USA
| | - Danielle Harvey
- Department of Public Health Sciences, University of California Davis, Davis, CA 95616, USA
| | - David Dunn
- Departments of Psychiatry and Neurology, Indiana University, Indianapolis, IN 46202, USA
| | - Jana Jones
- Department of Neurology, University of Wisconsin School of Medicine and Public Health, Madison, WI 53726, USA
| | - Anna Byars
- Department of Pediatrics, Cincinnati Children's Hospital at the University of Cincinnati, Cincinnati, OH 45229, USA
| | - Philip Fastenau
- Department of Neurology, University Hospitals Cleveland Medical Center and Case Western Reserve University School of Medicine, Cleveland, OH 44106, USA
| | - Joan Austin
- Distinguished Professor Emerita, School of Nursing, Indiana University, Indianapolis, IN 46202, USA
| | - Bruce Hermann
- Department of Neurology, University of Wisconsin School of Medicine and Public Health, Madison, WI 53726, USA
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Rostam-Abadi Y, Stefanovics EA, Zhai ZW, Potenza MN. An exploratory study of the prevalence and adverse associations of in-school traditional bullying and cyberbullying among adolescents in Connecticut. J Psychiatr Res 2024; 173:372-380. [PMID: 38593696 DOI: 10.1016/j.jpsychires.2024.03.033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/17/2023] [Revised: 10/25/2023] [Accepted: 03/22/2024] [Indexed: 04/11/2024]
Abstract
Bullying, traditional or cyber, among adolescents, is a public health concern. In this study, we explored frequencies and correlates of different forms of bullying among Connecticut high-school students. Youth Risk Behavior Survey data from 2019 from Connecticut adolescents (N = 1814) were used. χ2 tests and survey-weighted logistic regressions examined relationships between bullying subgroups (in-school traditional bullying (ISTB) only, cyberbullying only, and both) and mental concerns, risk behaviors, academic performance, physical health, and receipt of social support, with the logistic regressions adjusted for demographics. The past-12-month frequency of having experienced only cyberbullying was 5.6%, only ISTB was 9.1%, and both forms was 8.7%. Between-group differences were observed by bullying status in terms of sex and race/ethnicity. In adjusted models, bullying status was associated with suicide attempts, suicidal ideation, self-harm, depression/dysphoria, mental health, use of alcohol, marijuana, injection drugs, tobacco, and e-vapor, gambling, driving under influence of alcohol, high-risk sexual behavior, physical fights, weapon-carrying, injuries/threats at school, feeling unsafe at school, dating violence, obesity, poor general health, insecure housing, less perceived family support, and poor academic performance. People experiencing both types of bullying were typically more likely to report adverse measures. High-school students commonly report bullying. The findings that both forms (traditional and cyber) were more robustly linked to negative experiences highlight the need for examining further relationships between types and patterns of bullying and mental health and functioning. Better understanding may help improve preventive anti-bullying interventions.
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Affiliation(s)
- Yasna Rostam-Abadi
- Department of Population Health, NYU Grossman School of Medicine, New York, NY, USA
| | - Elina A Stefanovics
- Department of Psychiatry, Yale University School of Medicine, New Haven, CT, USA; U.S. Department of Veterans Affairs New England Mental Illness Research and Education Clinical Center (MIRECC), West Haven, CT, USA; National Center on Homelessness Among Veterans, U.S. Department of Veterans Affairs, Tampa, FL, USA
| | - Zu Wei Zhai
- Program in Neuroscience, Middlebury College, Middlebury, VT, 05753, USA
| | - Marc N Potenza
- Department of Psychiatry, Yale University School of Medicine, New Haven, CT, USA; Yale Child Study Center, Yale University School of Medicine, New Haven, CT, USA; Connecticut Mental Health Center, New Haven, CT, USA; Wu Tsai Institute, Yale University, New Haven, CT, USA; Connecticut Council on Problem Gambling, Wethersfield, CT, USA; Department of Neuroscience, Yale University, New Haven, CT, USA.
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Hakkarainen T, Salminen L, Alastalo M, Virtanen H. Online degree programmes in nurse education-Students' perceptions and academic performance: An integrative review. Nurse Educ Today 2024; 136:106148. [PMID: 38442641 DOI: 10.1016/j.nedt.2024.106148] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/07/2023] [Revised: 02/12/2024] [Accepted: 02/27/2024] [Indexed: 03/07/2024]
Abstract
OBJECTIVES The aim of this integrative review is to identify, describe, and synthesise evidence regarding students' perceptions of online degree programmes in nurse education, their academic performance, and the factors associated with their academic performance. DESIGN Integrative review. DATA SOURCES Four databases, CINAHL, ERIC (Ebsco), PubMed/MEDLINE, and Web of Science were searched. The reference lists of included studies were reviewed to identify other relevant studies. REVIEW METHODS Whittemore and Knafl's method was used as a guideline for the integrative review. Peer-reviewed studies describing students' perceptions of-or academic performance in-online degree programmes in nurse education were included in the review without time limitations. The quality of the selected article was assessed using the Mixed Method Appraisal Tool. RESULTS Nursing students' perceptions of online degree programmes were categorised into enabling career development, content delivered online, and community belonging. Factors related to student's academic performance were associated with individual students and the characteristics of online learning environments. Factors associated with students' academic performance were individual self-direction, formal communication skills, and working and educational backgrounds. Factors associated with academic performance in an online learning environment were categorised into regular feedback and methods for learning. CONCLUSIONS Online degree programmes in nurse education contribute to developing pedagogy through a satisfactory work-life balance, students' experiences of community and support, pleasant digital content, and various teaching methods by faculties. The study findings of this review have implications for educators to develop and adopt strategies for advancing digital environments with the pedagogy that supports community building to meet the needs of individual students.
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Affiliation(s)
- Tanja Hakkarainen
- Faculty of Medicine, Department of Nursing Science, University of Turku, Turku, Finland.
| | - Leena Salminen
- Faculty of Medicine, Department of Nursing Science, University of Turku, Turku University Hospital, Turku, Finland.
| | - Mika Alastalo
- Laurea University of Applied Sciences, Ratatie 22, 01300 Vantaa, Finland.
| | - Heli Virtanen
- Faculty of Medicine, Department of Nursing Science, University of Turku, Turku, Finland.
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Greene E, Austin G, Henneman A. Adverse childhood experiences among doctor of pharmacy students. Curr Pharm Teach Learn 2024; 16:327-334. [PMID: 38480066 DOI: 10.1016/j.cptl.2024.03.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2023] [Revised: 02/27/2024] [Accepted: 03/03/2024] [Indexed: 04/22/2024]
Abstract
OBJECTIVE Adverse Childhood Experiences (ACEs) have demonstrated negative impact on physical, emotional, and cognitive health outcomes. This study aimed to assess prevalence of ACEs among Doctor of Pharmacy (PharmD) students, and their associations with mental health, substance use, academic performance, and sleep patterns. METHODS A cross-sectional survey was conducted on PharmD students at a private University. ACE scores, mental health history, substance use, academic performance, and sleep habits were self-reported. Descriptive statistics and chi-square tests were used for analysis. RESULTS From 54 participants across all cohorts of students in the curriculum (response rate: 19%), 48% reported ≥4 ACEs. A majority of students reported having been diagnosed with or sought treatment for depression (56%) or anxiety (67%), while 42.9% reported a history of contemplating suicide. Participants with ACE scores of ≥4 were more likely to have sought treatment for depression, any mental health condition, contemplated suicide, or used alcohol for mental health purposes. No differences in academic performance based on ACE scores were found. CONCLUSION High numbers of ACEs were common and linked to mental illness, suicidality, and use of alcohol for mental health purposes. While no direct academic impact was found in this small sample size, adopting a trauma-informed approach is crucial to supporting student well-being. Further research in this area is needed to optimize interventions to support academic and professional success among students with ≥4 ACEs.
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Affiliation(s)
- Elisa Greene
- Belmont University College of Pharmacy and Health Sciences, 1900 Belmont Blvd, Nashville, TN 37212, United States of America.
| | - Gary Austin
- Belmont University College of Pharmacy and Health Sciences, 1900 Belmont Blvd, Nashville, TN 37212, United States of America.
| | - Amy Henneman
- Belmont University College of Pharmacy and Health Sciences, 1900 Belmont Blvd, Nashville, TN 37212, United States of America; Department of Integrated Medical Education, Belmont University Thomas F. Frist, Jr. College of Medicine, 1900 Belmont Blvd, Nashville, TN 37212, United States of America.
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Shahzad MF, Xu S, Lim WM, Yang X, Khan QR. Artificial intelligence and social media on academic performance and mental well-being: Student perceptions of positive impact in the age of smart learning. Heliyon 2024; 10:e29523. [PMID: 38665566 PMCID: PMC11043955 DOI: 10.1016/j.heliyon.2024.e29523] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Revised: 03/14/2024] [Accepted: 04/09/2024] [Indexed: 04/28/2024] Open
Abstract
The advancement of artificial intelligence (AI) and the ubiquity of social media have become transformative agents in contemporary educational ecosystems. The spotlight of this inquiry focuses on the nexus between AI and social media usage in relation to academic performance and mental well-being, and the role of smart learning in facilitating these relationships. Using partial least squares-structural equation modeling (PLS-SEM) on a sample of 401 Chinese university students. The study results reveal that both AI and social media have a positive impact on academic performance and mental well-being among university students. Furthermore, smart learning serves as a positive mediating variable, amplifying the beneficial effects of AI and social media on both academic performance and mental well-being. These revelations contribute to the discourse on technology-enhanced education, showing that embracing AI and social media can have a positive impact on student performance and well-being.
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Affiliation(s)
| | - Shuo Xu
- College of Economics and Management, Beijing University of Technology, Beijing, PR China
| | - Weng Marc Lim
- Sunway Business School, Sunway University, Sunway City, Selangor, Malaysia
- School of Business, Law and Entrepreneurship, Swinburne University of Technology, Hawthorn, Victoria, Australia
- Design and Arts, Swinburne University of Technology, Kuching, Sarawak, Malaysia
| | - Xingbing Yang
- Beijing Yuchehang Information Technology Co., Ltd, Beijing, 100089, PR China
| | - Qasim Raza Khan
- Department of Management Sciences, COMSATS University Islamabad, Lahore Campus, Pakistan
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Ubago-Jimenez JL, Zurita-Ortega F, Ortega-Martin JL, Melguizo-Ibañez E. Impact of emotional intelligence and academic self-concept on the academic performance of educational sciences undergraduates. Heliyon 2024; 10:e29476. [PMID: 38644847 PMCID: PMC11031757 DOI: 10.1016/j.heliyon.2024.e29476] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2023] [Revised: 04/02/2024] [Accepted: 04/08/2024] [Indexed: 04/23/2024] Open
Abstract
Over the last few years, the inclusion of psychosocial factors in the teaching and learning processes has become increasingly important due to their proven influence on students' academic performance, especially at the university stage. In this regard, the aim of this study is to analyse the impact of emotional intelligence and academic self-concept on the students' academic achievement. The results obtained revealed some differences according to gender in all the variables considered. Specifically, women presented higher levels of emotional attention, academic self-concept and performance, while men stood out in emotional clarity and emotional repair. The findings obtained show the importance of including psychosocial factors in university training plans.
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Affiliation(s)
- Jose Luis Ubago-Jimenez
- Department of Musical, Artistic and Corporal Expression, Faculty of Education, University of Granada. Campus de Cartuja, s/n, 18071, Granada, Spain
| | - Felix Zurita-Ortega
- Department of Musical, Artistic and Corporal Expression, Faculty of Education, University of Granada. Campus de Cartuja, s/n, 18071, Granada, Spain
| | - Jose Luis Ortega-Martin
- Department of Languages and Literature Teaching, Faculty of Education Sciences, University of Granada, Campus de Cartuja, s/n, 18071, Granada, Spain
| | - Eduardo Melguizo-Ibañez
- Department of Musical, Artistic and Corporal Expression, Faculty of Education, University of Granada. Campus de Cartuja, s/n, 18071, Granada, Spain
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Chen H, Xuan H, Cai J, Liu M, Shi L. The impact of empathy on medical students: an integrative review. BMC Med Educ 2024; 24:455. [PMID: 38664799 PMCID: PMC11047033 DOI: 10.1186/s12909-024-05448-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2023] [Accepted: 04/19/2024] [Indexed: 04/28/2024]
Abstract
INTRODUCTION Empathy is considered the ability to understand or feel others emotions or experiences. As an important part of medical education, empathy can affect medical students in many ways. It is still lacking a comprehensive evaluation of the existing articles on empathy's impact on medical students, despite the existence of many articles on the topic. OBJECTIVES To summarize the impact of empathy on medical students during medical education from four perspectives: mental health, academic performance, clinical competence, and specialty preference. METHODS The search terms used for retrieval were "empathy", "medical student", "mental health", "depression", "anxiety", "burnout", "examinations", "academic performance", "clinical competence", "specialty preference" on PubMed, EBSCO, and Web of Science before January 2024. The search was carried out by two reviewers. Titles and abstracts were screened independently and reviewed based on inclusion/exclusion criteria. A consensus was drawn on which articles were included. RESULTS Our results indicated that high empathy was a positive factor for mental health, However, students with high affective empathy were more likely to suffer from depression, anxiety, and burnout. Empathy was found to be unrelated to academic performance, but positively correlated with clinical competence, particularly in terms of communication skills. Medical students with high levels of empathy tended to prefer people-oriented majors. CONCLUSIONS Medical students who score higher on the self-reported empathy scales often have better mental health, better communication skills, and tend to choose people-oriented specialties. But empathy is not related to academic performance. Additionally, the different dimensions of empathy have different impacts on medical students. It is necessary to design targeted courses and training for medical students to enhance their empathy.
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Affiliation(s)
- Hao Chen
- Department of Neurosurgery, the Second Affiliated Hospital of Harbin Medical University, Harbin, 150086, China
| | - Hanwen Xuan
- Department of Neurosurgery, the Second Affiliated Hospital of Harbin Medical University, Harbin, 150086, China
| | - Jinquan Cai
- Department of Neurosurgery, the Second Affiliated Hospital of Harbin Medical University, Harbin, 150086, China.
| | - Meichen Liu
- Modern Educational Technology Center, Harbin Medical University, Harbin, 150086, China.
| | - Lei Shi
- School of Health Management, Guangzhou Medical University, Guangzhou, 511436, China.
- School of Health Management, Southern Medical University, Guangzhou, 510515, China.
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Algarni A. Biomedical students' self-efficacy and academic performance by gender in a flipped learning haematology course. BMC Med Educ 2024; 24:443. [PMID: 38658898 PMCID: PMC11040756 DOI: 10.1186/s12909-024-05421-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/10/2023] [Accepted: 04/12/2024] [Indexed: 04/26/2024]
Abstract
INTRODUCTION This study investigated the impact of flipped learning versus traditional instruction on medical students' academic performance and self-efficacy in a haematology course, and examined gender differences. Flipped learning is an instructional approach where students review pre-recorded lecture content at home, and active learning occurs in the classroom. Self-efficacy refers to students' beliefs in their ability to succeed and accomplish learning goals. METHODS A quasi-experimental study was conducted with 86 third-year Saudi medical students (46 males, 40 females) in a 10-week haematology course. Students were assigned to flipped learning group (n = 41) or traditional lecture group (n = 45). Both groups completed pre- and post-intervention academic tests and self-efficacy surveys. Data were analyzed using descriptive statistics and t-tests. RESULTS The flipped learning group showed an increase in academic scores (p <.05) and self-efficacy scores (p <.05) compared to the traditional group, but between group differences were not statistically significant. Female students in the flipped learning group showed the greatest increase in academic scores and self-efficacy. Most students perceived flipped learning positively for enhancing learning and preparation for class. CONCLUSION Flipped learning promoted self-efficacy compared to traditional lectures in medical students. Gender-specific benefits were observed, highlighting the need to design instruction to meet diverse student needs.
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Affiliation(s)
- Abdulrahman Algarni
- Department of Medical Laboratory Technology, Faculty of Applied Medical Sciences, Northern Border University, 91431, Arar, Kingdom of Saudi Arabia.
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Alfaro-González S, Garrido-Miguel M, Fernández-Rodríguez R, Mesas AE, Bravo-Esteban E, López-Muñoz P, Rodríguez-Gutiérrez E, Martínez-Vizcaíno V. Higher adherence to the Mediterranean Diet is associated with better academic achievement in Spanish university students: A multicenter cross-sectional study. Nutr Res 2024; 126:193-203. [PMID: 38759502 DOI: 10.1016/j.nutres.2024.04.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2023] [Revised: 04/21/2024] [Accepted: 04/21/2024] [Indexed: 05/19/2024]
Abstract
The objective was to assess the association of the overall score and different items of the Mediterranean Diet Adherence Screener (MEDAS) questionnaire with academic achievement in Spanish university students. We hypothesized that university students with greater adherence to the Mediterranean Diet (MedDiet) would have better academic achievement. A cross-sectional study was performed involving 266 first-year students from the University of Castilla-La Mancha, Spain, during the 2017-2018 academic year. Adherence to the Mediterranean diet was evaluated with the 14-item MEDAS questionnaire. As an indicator variable for academic achievement, the average marks of the examinations required for access to Spanish universities were used. A total of 63 participants (23.6%) adhered to MedDiet recommendations. Analysis of covariance models showed that participants with higher adherence to the MedDiet had significantly higher scores on academic achievement than their peers with low adherence (P < .001) after controlling for potential confounders. Additionally, the evaluation of each item of the MEDAS questionnaire showed that a diet rich in olive oil, vegetables, fruits, legumes, fish and shellfish, and a low consumption of sweets and carbonated beverages were positively associated with academic achievement; nevertheless, wine intake was inversely associated. This study showed that Spanish university students had a low prevalence of good adherence to the MedDiet. Additionally, our results suggested that higher adherence to the MedDiet is associated with better academic achievement in Spanish university students. From a public health perspective and because of low adherence, it is important to continue to focus on promoting adherence to the MedDiet as part of a healthy lifestyle pattern to improve the academic performance of young university students.
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Affiliation(s)
- Sofía Alfaro-González
- Health and Social Research Center, Universidad de Castilla-La Mancha, 16071, Cuenca, Spain
| | - Miriam Garrido-Miguel
- Health and Social Research Center, Universidad de Castilla-La Mancha, 16071, Cuenca, Spain; Faculty of Nursing, Castilla-La Mancha, 02006, Albacete, Spain; Network for Research on Chronicity, Primary Care, and Health Promotion (RICAPPS), Cuenca, Spain.
| | | | - Arthur Eumann Mesas
- Health and Social Research Center, Universidad de Castilla-La Mancha, 16071, Cuenca, Spain; Network for Research on Chronicity, Primary Care, and Health Promotion (RICAPPS), Cuenca, Spain; Postgraduate Program in Public Health, Universidad de Estadual de Londrina, 86057-970 Londrina, Brazil
| | - Elisabeth Bravo-Esteban
- Facultad de Fisioterapia y Enfermería, Universidad de Castilla La-Mancha, 45071 Toledo, Spain
| | | | - Eva Rodríguez-Gutiérrez
- Health and Social Research Center, Universidad de Castilla-La Mancha, 16071, Cuenca, Spain; Network for Research on Chronicity, Primary Care, and Health Promotion (RICAPPS), Cuenca, Spain
| | - Vicente Martínez-Vizcaíno
- Health and Social Research Center, Universidad de Castilla-La Mancha, 16071, Cuenca, Spain; Network for Research on Chronicity, Primary Care, and Health Promotion (RICAPPS), Cuenca, Spain; Facultad de Ciencias de la Salud, Universidad Autónoma de Chile, 3460000 Talca, Chile
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Zang W, Zhu J, Xiao N, Fang M, Li D, Li H, Yan J, Jing H, Wang S. Effects of aerobic exercise on children's executive function and academic performance: A systematic review and meta-analysis. Heliyon 2024; 10:e28633. [PMID: 38586404 PMCID: PMC10998207 DOI: 10.1016/j.heliyon.2024.e28633] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2023] [Revised: 03/21/2024] [Accepted: 03/21/2024] [Indexed: 04/09/2024] Open
Abstract
Objective To investigate the effects of exercise on executive function in children, providing an evidence-based foundation to inform future research in school physical education and health education. Methods We searched ten databases: Cochrane Library, Scopus, OVID, Web of Science, PubMed, EBSCOhost, SPORTDiscus, PsycINFO, CNKI, WANFANG DATA, VIP, and SinoMed, and eight articles were included. Applying the revised Cochrane Risk of Bias Tool for Randomized Trials (RoB2), funnel plots and Egger regression analysis were integrated with R meta-analysis to screen for publication bias. The quality of the evidence was appraised using the Grading system. Results The included literature contained 2655 participants, with 1308 in the experimental group and 1347 in the control group. The results indicated that the aerobic exercise group considerably improved inhibitory control in children compared to the control group [SMD = 0.29, 95% CI (0.05, 0.54), P = 0.018]; working memory [SMD = 0.25, 95% CI (0.07, 0.42), P = 0.005]; and cognitive flexibility [SMD = 0.36, 95% CI (0.17, 0.54), P < 0.001]. However, the findings indicated that only aerobic exercise interventions extending beyond 50 weeks positively influenced academic performance in children [SMD = 1.19, 95% CI (0.34, 2.04), P = 0.006]. The results of an Egger regression analysis revealed that the p-values for inhibitory control, working memory, cognitive flexibility, and academic performance were more significant than 0.1. The Grade system said that the quality of evidence was all low regarding the level of evidence. Conclusion Aerobic exercise enhanced executive function but only aerobic exercise interventions extending beyond 50 weeks demonstrated a significant effect on the academic performance of children. Due to the low quality of evidence presented in this study, additional high-quality randomized controlled trials are needed to confirm these findings.
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Affiliation(s)
- Wanli Zang
- Postgraduate School, University of Harbin Sport, Harbin, China
| | - Jinyi Zhu
- Affiliated Hospital of Weifang Medical University, School of Clinical Medicine, Weifang Medical University, Weifang, China
| | - Ningkun Xiao
- Department of Psychology, Ural Federal University, Yekaterinburg, Russia
| | - Mingqing Fang
- Xiangya Hospital, Central South University, Changsha, China
| | - Dong Li
- Department of International Culture Education, Cho dang University, Republic of Korea
| | - Haiming Li
- Institution of Physical Education, China University of Mining and Technology, 221116, Xuzhou, China
| | - Jin Yan
- School of Physical Education and Sports, Soochow University, Suzhou, China
| | - Hongying Jing
- Department of Sports Science, University of Harbin Sport, Harbin, China
| | - Su Wang
- Department of Sports Science, University of Harbin Sport, Harbin, China
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Montreuil J, Lacasse M, Audétat MC, Boileau É, Laferrière MC, Lafleur A, Lee S, Nendaz M, Steinert Y. Interventions for undergraduate and postgraduate medical learners with academic difficulties: A BEME systematic review update: BEME Guide No. 85. Med Teach 2024:1-19. [PMID: 38589011 DOI: 10.1080/0142159x.2024.2331041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2023] [Accepted: 03/12/2024] [Indexed: 04/10/2024]
Abstract
BACKGROUND Clinical teachers often struggle to record trainee underperformance due to lacking evidence-based remediation options. OBJECTIVES To provide updated evidence-based recommendations for addressing academic difficulties among undergraduate and postgraduate medical learners. METHODS A systematic review searched databases including MEDLINE, CINAHL, EMBASE, ERIC, Education Source, and PsycINFO (2016-2021), replicating the original Best Evidence Medical Education 56 review strategy. Original research/innovation reports describing intervention(s) for medical learners with academic difficulties were included. Data extraction used Michie's Behaviour Change Techniques (BCT) Taxonomy and program evaluation models from Stufflebeam and Kirkpatrick. Quality appraised used the Mixed Methods Appraisal Tool (MMAT). Authors synthesized extracted evidence by adapting GRADE approach to formulate recommendations. RESULTS Eighteen articles met the inclusion criteria, primarily addressing knowledge (66.7%), skills (66.7%), attitudinal problems (50%) and learner's personal challenges (27.8%). Feedback and monitoring was the most frequently employed BCT. Study quality varied (MMAT 0-100%). We identified nineteen interventions (UG: n = 9, PG: n = 12), introducing twelve new thematic content. Newly thematic content addressed contemporary learning challenges such as academic procrastination, and use of technology-enhanced learning resources. Combined with previous interventions, the review offers a total dataset of 121 interventions. CONCLUSION This review offers additional evidence-based interventions for learners with academic difficulties, supporting teaching, learning, faculty development, and research efforts.
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Affiliation(s)
- Julie Montreuil
- Department of Family Medicine and Emergency Medicine, Université Laval, Quebec, Canada
| | - Miriam Lacasse
- Department of Family Medicine and Emergency Medicine, Université Laval, Quebec, Canada
| | - Marie-Claude Audétat
- University Institute for primary care (IuMFE), University of Geneva, Geneva, Switzerland
- Unit of Development and Research (UDREM), University of Geneva, Geneva, Switzerland
| | - Élisabeth Boileau
- Department of Family and Emergency Medicine, Université de Sherbrooke, Sherbrooke, Canada
| | | | | | - Shirley Lee
- Department of Emergency Medicine, University of Ottawa, Ottawa, Canada
| | - Mathieu Nendaz
- Unit of Development and Research (UDREM), University of Geneva, Geneva, Switzerland
- Department of Medicine, University Hospitals, Geneva, Switzerland
| | - Yvonne Steinert
- Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Canada
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Mou Q, Zhuang J, Wu Q, Zhong Y, Dai Q, Cao X, Gao Y, Lu Q, Zhao M. Social media addiction and academic engagement as serial mediators between social anxiety and academic performance among college students. BMC Psychol 2024; 12:190. [PMID: 38582933 PMCID: PMC10998323 DOI: 10.1186/s40359-024-01635-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Accepted: 02/29/2024] [Indexed: 04/08/2024] Open
Abstract
BACKGROUND Social anxiety has been shown to affect college students' academic performance. However, the role of social media addiction and academic engagement in this association is unclear. METHODS A total 2661 college students completed a self-report questionnaire including Liebowitz Social Anxiety Scale, the Bergen Social Media Addiction Scale, the Utrecht Student Work Engagement Scale for Students, and the grade point average. Hayes' PROCESS macro for SPSS was employed to test the serial mediation effect. RESULTS Results indicated that social anxiety was negatively related to academic performance, only academic engagement played a single mediating role in the relationship between social anxiety and academic performance, meanwhile social media addiction and academic engagement acted as serial mediators between social anxiety on academic performance. CONCLUSIONS Social media addiction and academic engagement can explain the potential mechanisms of the association between social anxiety and academic performance, which have implications for devising intervention strategies to enhance the mental health and academic outcomes of college students.
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Affiliation(s)
- Qiaoxing Mou
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China
- School of Public Health, Chengdu University of Traditional Chinese Medicine, Chengdu, China
| | - Jie Zhuang
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China
| | - Qunhong Wu
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China
- Department of Group Health Care, Affiliated Maternity and Child Health Care Hospital of Nantong University, Nantong, Jiangsu, China
| | - Yaqin Zhong
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China
| | - Qianqian Dai
- Department of Group Health Care, Affiliated Maternity and Child Health Care Hospital of Nantong University, Nantong, Jiangsu, China
| | - Xin Cao
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China
| | - Yuexia Gao
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China.
| | - Qingyun Lu
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China.
| | - Miaomiao Zhao
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China.
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Korayem GB, Alghamdi AA, Aljuhani O, Ivy D, Alhubaishi AA, Alkofide H. Team-based learning versus traditional teaching effect on pharmacy Students' Performance: A systematic review and Meta-Analysis. Saudi Pharm J 2024; 32:102017. [PMID: 38463182 PMCID: PMC10920954 DOI: 10.1016/j.jsps.2024.102017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2024] [Accepted: 02/26/2024] [Indexed: 03/12/2024] Open
Abstract
Background Several pharmacy schools have implemented team-based learning (TBL) in their curriculum worldwide. Yet, TBL's effectiveness compared to traditional teaching in improving students' outcomes in pharmacy education is yet to be assessed collectively. Thus, the aim of this meta-analysis is to compare the performance of pharmacy students following the implementation of team-based learning (TBL) in the pharmacy curriculum as opposed to traditional learning methods. Methods This systematic review and meta-analysis included studies that assessed students' performance after TBL was implemented in a pharmacy curriculum. Adhering to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines, the review conducted searches in Embase, MEDLINE, and Google Scholar until July 26, 2023. Results A total of 11 studies comparing TBL against traditional teaching methods and assessing students' performance were included. The pooled analysis, involving 2,400 students from 10 studies, demonstrated a mean difference (MD) in favor of TBL (MD = 2.27, 95 % CI [-0.85, 5.40]). However, notable heterogeneity was observed with an I2 value of 82 %, and the observed difference did not reach statistical significance. Conclusion TBL exhibited enhanced student performance in pharmacy education compared to traditional teaching, although the difference was not statistically significant. The meta-analysis findings support the use of TBL in pharmacy education for various pharmacy courses (pharmaceutical and clinical sciences courses) and students at different levels. However, there is a need for more robust studies to comprehensively evaluate TBL, considering aspects such as students' performance and engagement, skills development, and satisfaction.
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Affiliation(s)
- Ghazwa B. Korayem
- Department of Pharmacy Practice, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia
| | - Albandari A. Alghamdi
- Pharmaceutical Care Division, King Faisal Specialist Hospital and Research Centre, Riyadh, Saudi Arabia
| | - Ohoud Aljuhani
- Department of Pharmacy Practice, Faculty of Pharmacy, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Delaney Ivy
- Irma Lerma Rangel School of Pharmacy, Texas A&M Health, Texas, United States
| | - Alaa A. Alhubaishi
- Department of Pharmacy Practice, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia
| | - Hadeel Alkofide
- Clinical Pharmacy Department, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia
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Whatnall M, Ashton L, Patterson A, Smith J, Duncan M, Burrows T, Kay-Lambkin F, Hutchesson M. Are health behaviors associated with academic performance among tertiary education students? A systematic review of cohort studies. J Am Coll Health 2024; 72:957-969. [PMID: 35549627 DOI: 10.1080/07448481.2022.2063024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Revised: 03/22/2022] [Accepted: 04/03/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVE To evaluate the association between health behaviors with academic performance among tertiary education students. METHODS Six databases were searched until July 2020 for prospective cohort studies evaluating the association between health behavior(s) (dietary intake, physical activity, sedentary behavior, alcohol intake, sleep, smoking or illicit drug use) and academic performance. RESULTS Thirty-four studies were included (18 assessed sleep, 16 alcohol intake, 12 illicit drug use, 10 physical activity, 8 diet, 4 smoking, 2 sedentary behavior). A consistent negative association with academic performance was demonstrated for sleep (12/18 studies), alcohol intake (13/16) and illicit drug use (9/12). Most (7/10) studies found no association between physical activity and academic performance. CONCLUSION Findings suggest interventions to mitigate the influence of poor sleep, high alcohol intake, and illicit drug use on academic performance may be needed. Further research of other health behaviors, along with their co-occurrence, with academic performance, is required.
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Affiliation(s)
- Megan Whatnall
- School of Health Sciences, College of Health, Medicine and Wellbeing, University of Newcastle, Callaghan, Australia
| | - Lee Ashton
- School of Health Sciences, College of Health, Medicine and Wellbeing, University of Newcastle, Callaghan, Australia
- School of Education, College of Human and Social Futures, University of Newcastle, Callaghan, Australia
| | - Amanda Patterson
- School of Health Sciences, College of Health, Medicine and Wellbeing, University of Newcastle, Callaghan, Australia
| | - Jordan Smith
- School of Education, College of Human and Social Futures, University of Newcastle, Callaghan, Australia
| | - Mitch Duncan
- School of Medicine and Public Health, College of Health, Medicine and Wellbeing, University of Newcastle, Callaghan, Australia
| | - Tracy Burrows
- School of Health Sciences, College of Health, Medicine and Wellbeing, University of Newcastle, Callaghan, Australia
| | - Frances Kay-Lambkin
- School of Medicine and Public Health, College of Health, Medicine and Wellbeing, University of Newcastle, Callaghan, Australia
| | - Melinda Hutchesson
- School of Health Sciences, College of Health, Medicine and Wellbeing, University of Newcastle, Callaghan, Australia
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Marmolejo C, Banta JE, Siapco G, Baba Djara M. Examining the association of student mental health and food security with college GPA. J Am Coll Health 2024; 72:819-825. [PMID: 35417289 DOI: 10.1080/07448481.2022.2058327] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2021] [Revised: 01/18/2022] [Accepted: 03/13/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Low food security and poor mental health are a persistent concern for college students. OBJECTIVE Examine how food security and mental health are associated with college student's grade point average (GPA). METHODS American College Health Association (ACHA)-National College Health Assessment III survey data Spring 2020 of students from 75 US universities (n = 48,103) were utilized to examine relationships among mental health, food security and academic performance (GPA). RESULTS The majority of the population self-reported high food security (58.3%) and moderate psychological distress (50.8%). Very low food security (B = -.523, OR = .59, p < .001) and moderate psychological distress (B = -0.19, OR = .83, p < .001) were inversely associated with high GPA. Reduced food security was associated with worse mental health measures. CONCLUSIONS Food security and mental health are negatively associated with GPA. To improve student success, universities must enhance services that address food insecurity and mental health.
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Affiliation(s)
- Connie Marmolejo
- School of Public Health, Loma Linda University, Loma Linda, California, USA
| | - Jim E Banta
- School of Public Health, Loma Linda University, Loma Linda, California, USA
| | - Gina Siapco
- School of Public Health, Loma Linda University, Loma Linda, California, USA
| | - Monita Baba Djara
- School of Public Health, Loma Linda University, Loma Linda, California, USA
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Bruno C, Cesta CE, Hjellvik V, Ulrichsen SP, Bjørk MH, Esen BÖ, Gillies MB, Gissler M, Havard A, Karlstad Ø, Leinonen MK, Nørgaard M, Pearson SA, Reutfors J, Furu K, Cohen JM, Zoega H. Antipsychotic use during pregnancy and risk of specific neurodevelopmental disorders and learning difficulties in children: a multinational cohort study. EClinicalMedicine 2024; 70:102531. [PMID: 38685931 PMCID: PMC11056394 DOI: 10.1016/j.eclinm.2024.102531] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Revised: 02/15/2024] [Accepted: 02/21/2024] [Indexed: 05/02/2024] Open
Abstract
Background Antipsychotics are commonly prescribed to treat a range of psychiatric conditions in women of reproductive age and during pregnancy, including schizophrenia, bipolar disorder, anxiety, depression, autism spectrum disorder, and insomnia. This study aimed to evaluate whether children exposed to antipsychotic medication prenatally are at increased risk of specific neurodevelopmental disorders and learning difficulties. Methods Our population-based cohort study used nationwide register data (1 January 2000-31 December 2020) on pregnant women diagnosed with a psychiatric disorder and their live-born singletons from Denmark, Finland, Iceland, Norway, and Sweden. Cox proportional hazard regression yielded propensity score-weighted hazard ratios (aHRs) and 95% confidence intervals (CIs) for risk of intellectual-, speech or language-, learning-developmental disorders, and a composite outcome of the listed disorders. We defined poor performance as scoring within the lowest quartile on national school tests in mathematics and language arts. We estimated propensity score-weighted risk ratios (aRRs) using Poisson regression. We analysed data from Denmark separately and pooled results using random effects meta-analysis. Findings Among 213,302 children (median follow-up: 6.7 years), 11 626 (5.5%) were exposed to antipsychotics prenatally. Adjusted risk estimates did not suggest an increased risk of neurodevelopmental disorders: aHR of 1.06 (95% CI 0.94-1.20) for the composite outcome, or for poor academic performance: aRR of 1.04 (95% CI 0.91-1.18) in mathematics, and of 1.00 (95% CI 0.87-1.15) in language arts. Results were generally consistent across individual medications, trimesters of exposure, sibling- and sensitivity analyses. Interpretation The findings of this large multinational cohort study suggest there is little to no increased risk of child neurodevelopmental disorders or learning difficulties after prenatal exposure to antipsychotics. Our findings can assist clinicians and women managing mental illness during pregnancy. Funding This study was funded by the NordForsk Nordic Program on Health and Welfare (Nordic Pregnancy Drug Safety Studies, project No. 83539), by the Research Council of Norway (International Pregnancy Drug Safety Studies, project No. 273366) and by the Research Council of Norway through its Centres of Excellence funding scheme (project No. 262700), and UNSW Scientia Programme Awards (PS46019, PS46019-A).
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Affiliation(s)
- Claudia Bruno
- School of Population Health, Faculty of Medicine and Health, University of New South Wales, Sydney, Australia
- Department of Chronic Diseases, Norwegian Institute of Public Health, Oslo, Norway
| | - Carolyn E. Cesta
- Centre for Pharmacoepidemiology, Department of Medicine Solna, Karolinska Institutet, Stockholm, Sweden
| | - Vidar Hjellvik
- Department of Chronic Diseases, Norwegian Institute of Public Health, Oslo, Norway
| | - Sinna Pilgaard Ulrichsen
- Department of Clinical Epidemiology, Department of Clinical Medicine, Aarhus University and Aarhus University Hospital, Aarhus, Denmark
| | - Marte-Helene Bjørk
- Department of Clinical Medicine, University of Bergen, Bergen, Norway
- Department of Neurology, Haukeland University Hospital, Bergen, Norway
| | - Buket Öztürk Esen
- Department of Clinical Epidemiology, Department of Clinical Medicine, Aarhus University and Aarhus University Hospital, Aarhus, Denmark
| | - Malcolm B. Gillies
- School of Population Health, Faculty of Medicine and Health, University of New South Wales, Sydney, Australia
| | - Mika Gissler
- Knowledge Brokers, Finnish Institute for Health and Welfare, Helsinki, Finland
- Department of Molecular Medicine and Surgery, Karolinska Institutet, Stockholm, Sweden
- Research Centre for Child Psychiatry, University of Turku, Turku, Finland
| | - Alys Havard
- School of Population Health, Faculty of Medicine and Health, University of New South Wales, Sydney, Australia
- National Drug and Alcohol Research Centre, Faculty of Medicine and Health, University of New South Wales, Sydney, Australia
| | - Øystein Karlstad
- Department of Chronic Diseases, Norwegian Institute of Public Health, Oslo, Norway
| | - Maarit K. Leinonen
- Knowledge Brokers, Finnish Institute for Health and Welfare, Helsinki, Finland
| | - Mette Nørgaard
- Department of Clinical Epidemiology, Department of Clinical Medicine, Aarhus University and Aarhus University Hospital, Aarhus, Denmark
| | - Sallie-Anne Pearson
- School of Population Health, Faculty of Medicine and Health, University of New South Wales, Sydney, Australia
| | - Johan Reutfors
- Centre for Pharmacoepidemiology, Department of Medicine Solna, Karolinska Institutet, Stockholm, Sweden
| | - Kari Furu
- Department of Chronic Diseases, Norwegian Institute of Public Health, Oslo, Norway
- Centre for Fertility and Health, Norwegian Institute of Public Health, Oslo, Norway
| | - Jacqueline M. Cohen
- Department of Chronic Diseases, Norwegian Institute of Public Health, Oslo, Norway
- Centre for Fertility and Health, Norwegian Institute of Public Health, Oslo, Norway
| | - Helga Zoega
- School of Population Health, Faculty of Medicine and Health, University of New South Wales, Sydney, Australia
- Centre of Public Health Sciences, Faculty of Medicine, University of Iceland, Reykjavik, Iceland
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Cifuentes-Faura J, Faura-Martínez U, Lafuente-Lechuga M. Evaluation of the concerns of Spanish university students in the face of current major challenges. Eval Program Plann 2024; 103:102408. [PMID: 38350207 DOI: 10.1016/j.evalprogplan.2024.102408] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2023] [Revised: 01/03/2024] [Accepted: 02/07/2024] [Indexed: 02/15/2024]
Abstract
The concerns of students and young people have been on the rise in recent years. Recent events such as the Covid-19 pandemic or the invasion of Ukraine have contributed to this. Mental health, the high cost of living, the need to re-evaluate the way we work or the fight against climate change are among the main concerns of young people. The aim of this work is to find out the level of concern of university students about these problems that can condition their current life and to analyze whether these concerns can affect their academic performance, also distinguishing according to gender and age. To this end, a nationwide survey was carried out among this group in Spain. This work is the first of its kind to be carried out in Spain. The results obtained may be of great use to both educational institutions and government agents, with a view to offering policies that will improve the educational level and welfare of university students.
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Mendoza-Mendoza A, Mendoza-Casseres D, De La Hoz-Domíngez E. Comparison of industrial engineering programs in Colombia based on standardized test results. Eval Program Plann 2024; 103:102415. [PMID: 38460323 DOI: 10.1016/j.evalprogplan.2024.102415] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Revised: 02/21/2024] [Accepted: 02/22/2024] [Indexed: 03/11/2024]
Abstract
This study aims to evaluate the performance of industrial engineering programs across various Higher Education Institutions (HEIs) in Colombia, focusing on the SaberPRO test outcomes from 2016 to 2018. The evaluation considers three primary dimensions: the type of funding (public vs. private HEIs), geographical region, and program accreditation status. The methodology involved gathering and analyzing Saber Pro test results from students enrolled in industrial engineering programs at 82 Colombian HEIs during the specified period. In Colombia, the SaberPRO Exam, administered by the Colombian Institute for the Evaluation of Education (ICFES), is a critical measure for assessing the quality of future industrial engineering graduates. This research employs an analytical framework that includes Analysis of Variance (ANOVA) and hypothesis testing for mean comparisons to scrutinize the performance of these programs. Findings reveal notable disparities in performance between public and private institutions and between accredited and non-accredited programs. Additionally, through Multiple Factor Analysis (MFA), the study identifies the competencies with the highest discriminative capacity, recognizing 15 exemplary programs out of the 82 evaluated.
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Affiliation(s)
- Adel Mendoza-Mendoza
- Program of Industrial Engineering, Universidad del Atlantico, Barranquilla, Colombia.
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Yuan L. EFL teacher-student interaction, teacher immediacy, and Students' academic engagement in the Chinese higher learning context. Acta Psychol (Amst) 2024; 244:104185. [PMID: 38364636 DOI: 10.1016/j.actpsy.2024.104185] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2023] [Revised: 02/02/2024] [Accepted: 02/08/2024] [Indexed: 02/18/2024] Open
Abstract
The present study was conducted with the aim of determining the role of mediators of teacher-student rapport in the relationship between the teachers' immediacy and academic engagement in EFL contexts. The participants of this correlational study were 285 students of Xinxiang which is an important central city in northern Henan province, China. They (195 females and 90 males) were selected as a convenient sampling. To collect the data, Teacher-Student Rapport Questionnaire (Wilson et al., 2010), Teachers' Immediacy Questionnaire (Gorham, 1988), and Learners' Academic Engagement (Kember & Leung, 2009) were employed. The collected data were analyzed using the Structural Equation Modeling (SEM) method. The results showed that the research model is confirmed in terms of significance and fit indicators, and the variable of teachers' immediacy indirectly affects academic engagement through teacher-student rapport (p < .05). The research findings presented robust evidence supporting a robust and positive correlation between teachers' verbal immediacy and students' engagement. This implies that when educators exhibit clear and expressive communication, it contributes significantly to fostering active involvement and participation among students. Expanding on this insight, the study suggests that the impact of teachers' nonverbal immediacy should not be overlooked. Indeed, nonverbal cues from educators can hold considerable influence in shaping the dynamics of the teacher-student relationship. Furthermore, it is proposed that nonverbal immediacy plays a pivotal role in influencing academic engagement. In essence, both verbal and nonverbal aspects of immediacy contribute synergistically to creating a conducive learning environment, enhancing the teacher-student connection, and ultimately promoting students' academic engagement.
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Affiliation(s)
- Lingjie Yuan
- School of Foreign Languages, Xinxiang Medical University, Henan 453003, China.
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Hernandez A, Busquets P, Jimenez R, Scanlan J. Mood states and academic performance in the objective structured clinical examination. The mediating effect of self-efficacy. Nurse Educ Today 2024; 135:106116. [PMID: 38364350 DOI: 10.1016/j.nedt.2024.106116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Revised: 01/01/2024] [Accepted: 01/26/2024] [Indexed: 02/18/2024]
Abstract
BACKGROUND The role of self-efficacy on academic outcomes in clinical simulation evaluations is well-known. However, no previous studies have reported the mediating effect of self-efficacy in the link between mood state and academic performance in the Objective Structured Clinical Examination (OSCE). OBJECTIVES This study explores the following aims: i) to determine the effects of mood states on academic performance; ii) to assess the effect of mood states on self-efficacy; and iii) to analyze whether self-efficacy mediates the relationship between mood state and academic performance in the OSCE. DESIGN This quantitative and cross-sectional study received Institutional Review Board approval. SETTINGS A private university in Santiago, Chile. PARTICIPANTS A convenience sample of 117 nursing students from fourth and sixth semester. METHODS Data were collected using two questionnaires (the short version of the Profile of Mood State, and the General Self-Efficacy Scale), and the objective structured clinical examination in adult medical-surgical nursing and pediatric nursing courses. RESULTS Mood state has a significant effect on self-efficacy β = -0.068 p = .001. There was, however, no significant relationship between mood and academic performance (= - 0.004 p = .114). Similarly, Sobel's test indicated a non-significant mediation effect for self-efficacy-0.000544; 95 %; CI (-0.00256, 0.00148) p = .597. CONCLUSIONS The results of this study improve the understanding of students' self-efficacy and academic performance. Further investigation regarding the use of the self-efficacy construct as a mediating variable in different high-stakes evaluations and in students with varying training levels is needed.
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Affiliation(s)
- Abdul Hernandez
- Nursing School, Finis Terrae University, Pedro de Valdivia Avenue, 1509, Providencia, Región Metropolitana, Chile.
| | - Pilar Busquets
- Nursing School, Finis Terrae University, Pedro de Valdivia Avenue, 1509, Providencia, Región Metropolitana, Chile.
| | - Rosa Jimenez
- Nursing School, Universidad Autonoma de Chile, Pedro de Valdivia Avenue, 425, Providencia, Región Metropolitana, Chile.
| | - Judith Scanlan
- College of Nursing, Faculty of Health Sciences, University of Manitoba, Curry Pl, Winnipeg, MB R3T 2M6, Canada.
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Eames D, Thomas S, Norman K, Simanton E, Weisman A. Sociodemographic disadvantage in the burden of stress and academic performance in medical school: implications for diversity in medicine. BMC Med Educ 2024; 24:348. [PMID: 38553726 PMCID: PMC10981295 DOI: 10.1186/s12909-024-05263-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2023] [Accepted: 03/05/2024] [Indexed: 04/01/2024]
Abstract
BACKGROUND Nontraditional students bring to medicine inherent characteristics and perspectives that enrich the learning environment and contribute to expanding diversity in medicine. However, research has shown that these students, by virtue of their sociodemographic backgrounds, face unique challenges in medical education, which ultimately place them at a disadvantage compared to their peers. The purpose of this study is to explore relationships between sociodemographic characteristics, stress, and academic performance, in the context of outcomes that may be undermining efforts to diversify the physician workforce. METHODS Using a retrospective observational cohort methodology, we examined institutional and USMLE exam performance data in conjunction with Perceived Stress Scale-4 survey results from six cohorts of students at Kirk Kerkorian School of Medicine at UNLV (n = 358). Using independent samples t-test, mean stress and academic performance were compared between four sociodemographic groups: first-generation college students, underrepresented in medicine (URM), socioeconomically disadvantaged, and age 30 + at matriculation. Results were considered significant where P ≤ .05. RESULTS First-generation college students had significantly higher stress at the end of third year clerkships (mean 7.8 vs. 6.8, P* = .03). URM students had significantly lower scores on preclinical exams (mean 81.37 vs. 83.07, P* = .02). The students who were age 30 + at matriculation had significantly lower exam scores on all academic performance measures. CONCLUSION Our results echo historic trends in academic performance for racial and ethnic minority students, and we present recent evidence of academic performance disparities based on age at matriculation. Residency program directors continue to use test scores as a primary metric to screen applicants and thus, poor academic performance has profound consequences on career trajectory. Finally, significantly higher stress in the first-generation students may be evidence of underlying psychological distress. Expanding the sociodemographic diversity among physicians, and by extension, medical students, has long been recognized as fundamental to addressing inequities in healthcare. However, results from our study suggest that aspects of medical education are unfavorable and disadvantageous for first-generation, URM, and older medical students. A deeper understanding of the interplay between sociodemographic characteristics and success in medical school is paramount as we pursue diversity in medicine.
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Affiliation(s)
- Danielle Eames
- Kirk Kerkorian School of Medicine at UNLV, 625 Shadow Lane, Las Vegas, NV, 89106, USA.
| | - Shelby Thomas
- Kirk Kerkorian School of Medicine at UNLV, 625 Shadow Lane, Las Vegas, NV, 89106, USA
| | - Kaden Norman
- Kirk Kerkorian School of Medicine at UNLV, 625 Shadow Lane, Las Vegas, NV, 89106, USA
| | - Edward Simanton
- Kirk Kerkorian School of Medicine at UNLV, 625 Shadow Lane, Las Vegas, NV, 89106, USA
| | - Anne Weisman
- Kirk Kerkorian School of Medicine at UNLV, 625 Shadow Lane, Las Vegas, NV, 89106, USA
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Barker S, Ford C, Flynn D, Tiplady S. A study of factors affecting pass rates of level 5 written assessments for undergraduate adult nursing students. Br J Nurs 2024; 33:292-298. [PMID: 38512784 DOI: 10.12968/bjon.2024.33.6.292] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/23/2024]
Abstract
Nursing programmes were flexible during the COVID-19 pandemic, offering simulation to replace clinical hours and adjusting supervision and assessment. However, second-year students in two modules had lower results despite no changes to the material, team or delivery. OBJECTIVES A retrospective cohort study was conducted, on second-year adult nursing students who submitted written assignments, to analyse recurring patterns that could explain the failure rate. METHOD Data were analysed from 265 university students to identify patterns of association in demographics, module results and student engagement indicators. RESULTS A positive correlation was found between age and assignment results, with older students achieving higher grades. Clustering identified three patterns of student engagement. Students demonstrating engagement with all aspects of the course (30.2%) performed significantly better than those in other clusters (P<0.001). Students with disabled student support recommendations performed notably worse than those without. All sizeable differences were resolved following the return to campus and the implementation of additional writing support. DISCUSSION Age, cross-medium engagement and preparation were all shown to have an impact on marks. These findings can influence how higher education institutions drive and monitor engagement, as this study suggests that all parts of a blended learning approach are equally important.
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Affiliation(s)
- Stuart Barker
- School of Nursing, Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University, Newcastle upon Tyne
| | - Claire Ford
- School of Nursing, Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University, Newcastle upon Tyne
| | - Deborah Flynn
- School of Nursing, Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University, Newcastle upon Tyne
| | - Sue Tiplady
- School of Nursing, Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University, Newcastle upon Tyne
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Tian YJ, Chen C, Zhang XH, Cao YJ, Yu YQ. An investigation into the correlation between visual performance in simulated complex environments and academic attainment among primary school students. Sci Rep 2024; 14:5879. [PMID: 38467774 PMCID: PMC10928190 DOI: 10.1038/s41598-024-56548-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2023] [Accepted: 03/07/2024] [Indexed: 03/13/2024] Open
Abstract
Traditional vision screenings in schools are limited to simple visual tasks, yet students in their daily learning face more complex visual environments. Binocular rivalry tasks can partially simulate the visual challenges of real visual environments and activate advanced visual processing mechanisms that simple visual tasks cannot. Therefore, by superimposing binocular rivalry-state tasks onto simple visual tasks, we have developed an innovative vision screening program to rapidly and extensively assess students' visual performance in complex environments. This is a cross-sectional study in which we investigated the performance of 1126 grade 1-6 students from a primary school in Wuxi, China, in rivalry-state stereoscopic vision tasks. The correlation between the screening results of 1044 students and their academic achievements was also statistically analyzed. The study results revealed pass rates of 53.5-60.5% across various visual tests. Specifically, for first-grade students, there was a statistically significant difference in standardized Chinese scores between the group that failed and the group that passed the rivalry-state stereoscopic vision test (- 0.49 ± 3.42 vs. 0.22 ± 0.58, t = - 2.081, P = 0.04). This result underscores the importance of focusing on the visual adaptability of first graders in complex environments.Trail registration: Ethics Committee of Affiliated Children's Hospital of Jiangnan University-Certificate number: WXCH2022-04-027.
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Affiliation(s)
- Yu-Jing Tian
- Department of Ophthalmology, Affiliated Children's Hospital of Jiangnan University, Wuxi, 214000, China
| | - Chen Chen
- Department of Ophthalmology, Affiliated Children's Hospital of Jiangnan University, Wuxi, 214000, China.
| | - Xiao-Han Zhang
- Department of Ophthalmology, Affiliated Children's Hospital of Jiangnan University, Wuxi, 214000, China
| | - Yu-Juan Cao
- Department of Ophthalmology, Jiangnan University Medical Center, Wuxi, 214000, China
| | - Ying-Qing Yu
- Department of Ophthalmology, Affiliated Children's Hospital of Jiangnan University, Wuxi, 214000, China
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Jeppesen LS, Damsgaard L, Stolpe MN, Melcher JNS, Wienecke J, Nielsen G, Smedegaard S, Henriksen AH, Hansen RA, Hillman CH, Tammelin TH, Resaland GK, Daly-Smith A, Bugge A. Study protocol for the ACTIVE SCHOOL study investigating two different strategies of physical activity to improve academic performance in Schoolchildren. BMC Pediatr 2024; 24:174. [PMID: 38461348 PMCID: PMC10924402 DOI: 10.1186/s12887-024-04647-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/03/2023] [Accepted: 02/14/2024] [Indexed: 03/11/2024] Open
Abstract
BACKGROUND Previous research has suggested that school-based physical activity (PA) interventions may have a positive impact on academic performance. However, existing literature on school-based interventions encompasses various forms of PA, spanning from vigorous intensity PA outside the academic classes to light intensity PA and movement integrated into academic learning tasks, and results on academic performance are inconclusive. ACTIVE SCHOOL will implement two different PA interventions for one school year and assess the effects on the pupils' academic performance, with math performance as the primary outcome. METHODS/DESIGN The ACTIVE SCHOOL project consists of two phases: 1) Development phase and 2) Randomized Controlled Trial (RCT). In phase one, two interventions were developed in collaboration with school staff. The two interventions were tested in an 8-weeks feasibility study. In phase two, a RCT-study with three arms will be conducted in 9-10-year-old children for one school year. The RCT-study will be carried out in two intervention rounds during the school years 2023/2024 and 2024/2025. Schools will be randomized to one of two interventions or control;1) Run, Jump & Fun intervention (4 × 30 min/week of moderate-to-vigorous physical activity; 2) Move & Learn intervention (4 × 30 min/week focusing on embodied learning in math and Danish lessons); or 3) a control condition, consisting of normal teaching practices. Outcome measures include academic performance, PA level, cognitive functions, cardiorespiratory fitness, anthropometry, well-being and school motivation (collected before, during and after the intervention period). A process evaluation will be conducted to assess implementation. DISCUSSION The ACTIVE SCHOOL study will expand knowledge regarding the impact of PA on academic performance. The study will have the potential to significantly contribute to future research, as well as the scientific and educational debate on the best way to implement PA to support education and learning. TRIAL REGISTRATION The study was registered on the 25th of October 2022 in ClinicalTrials.gov, NCT05602948.
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Affiliation(s)
- Lise Sohl Jeppesen
- Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, University College Copenhagen, Physiotherapy, Copenhagen, Denmark.
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark.
| | - Linn Damsgaard
- Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, University College Copenhagen, Physiotherapy, Copenhagen, Denmark
| | - Malene Norup Stolpe
- Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, University College Copenhagen, Physiotherapy, Copenhagen, Denmark
| | | | - Jacob Wienecke
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | - Glen Nielsen
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | - Søren Smedegaard
- Faculty of Teacher Education, UCL University College, Odense, Denmark
| | - Anne Husted Henriksen
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | - Rasmus Ahmt Hansen
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | - Charles H Hillman
- Center for Cognitive & Brain Health, Department of Psychology, Department of Physical Therapy, Movement and Rehabilitation Sciences, Northeastern University, Boston, MA, USA
| | - Tuija H Tammelin
- Likes, School of Health and Social Studies, Jamk University of Applied Sciences, Jyväskylä, Finland
| | - Geir K Resaland
- Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway
| | - Andrew Daly-Smith
- Wolfson Centre for Applied Health Research, Faculty of Health Studies, University of Bradford, Richmond Road, Bradford, BD7 IDP, UK
| | - Anna Bugge
- Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, University College Copenhagen, Physiotherapy, Copenhagen, Denmark
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Ghandour R, Hammoudeh W, Stigum H, Giacaman R, Fjeld H, Holmboe-Ottesen G. The hidden burden of dysmenorrhea among adolescent girls in Palestine refugee camps: a focus on well-being and academic performance. BMC Public Health 2024; 24:726. [PMID: 38448826 PMCID: PMC10918951 DOI: 10.1186/s12889-024-18219-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2023] [Accepted: 02/26/2024] [Indexed: 03/08/2024] Open
Abstract
BACKGROUND Dysmenorrhea (painful menstruation) is a condition that may have a profound effect on adolescent girls' health status and well-being. It can impede their engagement in daily activities and hamper their regular school attendance. This study aims to explore the relationship between dysmenorrhea, well-being, and academic performance among adolescent girls living in Palestine refugee camps in the West Bank and Jordan. METHODS We conducted a household survey between June and September 2019, with a total sample of 2737 adolescent girls 15 to 18 years old. Dysmenorrhea severity was assessed using the Working Ability, Location, Intensity, Duration of pain Dysmenorrhea scale (WaLIDD). The WHO-5 scale was used to evaluate the girls' overall well-being. Menstrual academic disruption (MAD) was measured using a self-reported scale. Multiple linear regression models were employed to evaluate the association between dysmenorrhea, well-being, and academic performance. Directed Acyclic Graphs (DAGs) were employed to identify variables for control in regression models. RESULTS The mean dysmenorrhea score was 6.6 ± 2.6, with 37.9% and 41.2% expressing moderate and severe symptoms, respectively. The mean WHO-5 score was 58.7 ± 25.1, and 34.9% reported a low well-being status. The mean MAD score was 3.1 ± 3.3. 26% reported missing school due to dysmenorrhea, 36% said dysmenorrhea impacted their ability to concentrate, and 39% were unable to study for tests, and complete homework. The first regression analysis showed a reduction of 1.45 units in WHO-5 score for each unit increase in dysmenorrhea. The second regression analysis showed a non-linear increase in MAD score for increasing dysmenorrhea. For each dysmenorrhea score less than 4 (mild) there was a modest increase in MAD scores (coefficient 0.08, p-value = 0.006), and for each dysmenorrhea score above 4 there was a stronger increase in MAD scores (coefficient 0.95, p < 0.001). CONCLUSION Dysmenorrhea poses significant challenges to the well-being and academic performance of adolescent girls living in Palestine refugee camps. Collaborative efforts and multifaceted approaches are crucial to address dysmenorrhea effectively. This involves research, targeted interventions, culturally sensitive strategies, and fostering a supportive environment that empowers girls to thrive academically and beyond.
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Affiliation(s)
- Rula Ghandour
- Institute of Community and Public Health, Birzeit University, Occupied Palestinian territory (oPt) Said Khoury Building for Development Studies, Birzeit, P.O. Box 14, Palestine.
- Department of Community Medicine and Global Health, University of Oslo, Postboks 1130 Blindern, 0318, Oslo, Norway.
| | - Weeam Hammoudeh
- Institute of Community and Public Health, Birzeit University, Occupied Palestinian territory (oPt) Said Khoury Building for Development Studies, Birzeit, P.O. Box 14, Palestine
| | - Hein Stigum
- Department of Community Medicine and Global Health, University of Oslo, Postboks 1130 Blindern, 0318, Oslo, Norway
| | - Rita Giacaman
- Institute of Community and Public Health, Birzeit University, Occupied Palestinian territory (oPt) Said Khoury Building for Development Studies, Birzeit, P.O. Box 14, Palestine
| | - Heidi Fjeld
- Department of Community Medicine and Global Health, University of Oslo, Postboks 1130 Blindern, 0318, Oslo, Norway
| | - Gerd Holmboe-Ottesen
- Department of Community Medicine and Global Health, University of Oslo, Postboks 1130 Blindern, 0318, Oslo, Norway
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Lim YH, Bilsteen JF, Mortensen LH, Lanzky LRM, Zhang J, Tuffier S, Brandt J, Ketzel M, Flensborg-Madsen T, Wimmelmann CL, Okholm GT, Hegelund ER, Napolitano GM, Andersen ZJ, Loft S. Lifetime exposure to air pollution and academic achievement: A nationwide cohort study in Denmark. Environ Int 2024; 185:108500. [PMID: 38430583 DOI: 10.1016/j.envint.2024.108500] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Revised: 01/31/2024] [Accepted: 02/12/2024] [Indexed: 03/04/2024]
Abstract
Recent research suggests a link between air pollution and cognitive development in children, and studies on air pollution and academic achievement are emerging. We conducted a nationwide cohort study in Denmark to explore the associations between lifetime exposure to air pollution and academic performance in 9th grade. The study encompassed 785,312 children born in Denmark between 1989 and 2005, all of whom completed 9th-grade exit examinations. Using linear mixed models with a random intercept for each school, we assessed the relationship between 16 years of exposure to PM2.5, PM10, and gaseous pollutants and Grade Point Averages (GPA) in exit examinations, covering subjects such as Danish literature, Danish writing, English, mathematics, and natural sciences. The study revealed that a 5 µg/m3 increase in PM2.5 and PM10 was associated with a decrease of 0.99 (95 % Confidence Intervals: -1.05, -0.92) and 0.46 (-0.50, -0.41) in GPA, respectively. Notably, these negative associations were more pronounced in mathematics and natural sciences compared to language-related subjects. Additionally, girls and children with non-Danish mothers were found to be particularly susceptible to the adverse effects of air pollution exposure. These results underscore the potential long-term consequences of air pollution on academic achievement, emphasizing the significance of interventions that foster healthier environments for children's cognitive development.
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Affiliation(s)
- Youn-Hee Lim
- Section of Environmental Health, Department of Public Health, University of Copenhagen, Copenhagen, Denmark.
| | - Josephine Funck Bilsteen
- Ministry of Children and Education, National Agency for Education and Quality, Copenhagen, Denmark
| | | | | | - Jiawei Zhang
- Section of Environmental Health, Department of Public Health, University of Copenhagen, Copenhagen, Denmark
| | - Stéphane Tuffier
- Section of Environmental Health, Department of Public Health, University of Copenhagen, Copenhagen, Denmark
| | - Jørgen Brandt
- Department of Environmental Science, Faculty of Technical Sciences, Aarhus University, Roskilde, Denmark
| | - Matthias Ketzel
- Department of Environmental Science, Faculty of Technical Sciences, Aarhus University, Roskilde, Denmark; Global Centre for Clean Air Research (GCARE), University of Surrey, Guildford, United Kingdom
| | - Trine Flensborg-Madsen
- National Institute of Public Health, University of Southern Denmark, Copenhagen, Denmark
| | | | - Gunhild Tidemann Okholm
- Center for Clinical Research and Prevention, Copenhagen University Hospital - Bispebjerg and Frederiksberg, Frederiksberg, Denmark
| | | | - George Maria Napolitano
- Section of Environmental Health, Department of Public Health, University of Copenhagen, Copenhagen, Denmark
| | - Zorana Jovanovic Andersen
- Section of Environmental Health, Department of Public Health, University of Copenhagen, Copenhagen, Denmark
| | - Steffen Loft
- Section of Environmental Health, Department of Public Health, University of Copenhagen, Copenhagen, Denmark
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Al-Yateem N, Slewa-Younan S, Halimi A, Saeed SA, Tliti D, Mohammad M, Ridwan M, Zeidan R, Hammash MH, Ahmed FR, Dias JM, Rahman SA, Subu MA, Hijazi H, Yeganeh F, Momani A, Zandi M, Mottershead R. Prevalence of Undiagnosed Attention Deficit Hyperactivity Disorder (ADHD) Symptoms in the Young Adult Population of the United Arab Emirates: A National Cross-Sectional Study. J Epidemiol Glob Health 2024; 14:45-53. [PMID: 38079098 PMCID: PMC11043292 DOI: 10.1007/s44197-023-00167-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2023] [Accepted: 11/09/2023] [Indexed: 04/25/2024] Open
Abstract
BACKGROUND Attention deficit hyperactivity disorder (ADHD), a globally prevalent behavioural disorder, remains underdiagnosed, particularly among adults. This issue is exacerbated in the Arab region due to stigma and insufficient healthcare facilities and professionals. Despite the United Arab Emirates (UAE) efforts to improve mental healthcare, shortcomings persist. No studies in the UAE currently assesses the appropriateness of the screening system for ADHD and other behavioural issues. Furthermore, prevalence rates of ADHD, particularly within the young adult population, are absent. AIM To estimate the prevalence of ADHD amongst young adults attending university in UAE and examine its relationship with gender and academic outcomes. METHODS A cross-sectional, correlational design was used. Young adults in their first year at university were recruited from different academic institutions across the UAE. The study utilized the Adult ADHD Self-Report Scale (ASRS) for data collection. RESULTS A sample of 406 young adults, aged between 18 and 20 years of age were recruited. Approximately, 34.7% (n = 141) reported symptoms suggestive of probable ADHD. Significantly lower grade point average marks were observed in participants with ADHD symptoms (M = 3.15) compared to those without (M = 3.35). Females reported symptoms of probable ADHD at higher rates than males, indicating possibly a potential screening deficiency and a potential stigma consequence. CONCLUSIONS The study demonstrates a high prevalence of probable ADHD in young adults, particularly among females attending university in the United Arab Emirates. Implications for early screening, service provision, and greater professional health training on this disorder are required.
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Affiliation(s)
- Nabeel Al-Yateem
- Department of Nursing, College of Health Sciences, University of Sharjah, P.O.B 27272, Sharjah, United Arab Emirates.
- Faculty of Science and Health, School of Nursing, Paramedicine and Healthcare Sciences, Charles Sturt University, Orange, NSW, Australia.
| | | | - Aram Halimi
- Department of Epidemiology, School of Public Health and Safety, Shahid Beheshti University of Medical Sciences, Tehran, Iran
- Research Center for Social Determinants of Health, Research Institute for Endocrine Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Sara Aideed Saeed
- Department of Nursing, College of Health Sciences, University of Sharjah, P.O.B 27272, Sharjah, United Arab Emirates
| | - Daniah Tliti
- Department of Nursing, College of Health Sciences, University of Sharjah, P.O.B 27272, Sharjah, United Arab Emirates
| | - Muna Mohammad
- Department of Nursing, College of Health Sciences, University of Sharjah, P.O.B 27272, Sharjah, United Arab Emirates
| | - Mada Ridwan
- Department of Nursing, College of Health Sciences, University of Sharjah, P.O.B 27272, Sharjah, United Arab Emirates
| | - Razan Zeidan
- Department of Nursing, College of Health Sciences, University of Sharjah, P.O.B 27272, Sharjah, United Arab Emirates
| | - Muna Hasan Hammash
- Department of Nursing, College of Health Sciences, University of Sharjah, P.O.B 27272, Sharjah, United Arab Emirates
| | - Fatma Refaat Ahmed
- Department of Nursing, College of Health Sciences, University of Sharjah, P.O.B 27272, Sharjah, United Arab Emirates
- Critical Care and Emergency Nursing Department, Faculty of Nursing, Alexandria University, Alexandria, Egypt
| | - Jacqueline Maria Dias
- Department of Nursing, College of Health Sciences, University of Sharjah, P.O.B 27272, Sharjah, United Arab Emirates
| | - Syed Azizur Rahman
- Department of Health Care Management, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Muhammad Arsyad Subu
- Department of Nursing, College of Health Sciences, University of Sharjah, P.O.B 27272, Sharjah, United Arab Emirates
| | - Heba Hijazi
- Department of Health Care Management, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
- Department of Health Management and Policy, Faculty of Medicine, Jordan University of Science and Technology, Irbid, Jordan
| | - Fatemeh Yeganeh
- Daphne Cockwell School of Nursing, G, Raymond Chang School of Continuing Education, Toronto Metropolitan University, Toronto, Canada
| | - Aaliyah Momani
- Maternal and Children Nursing Health Department, Faculty of Nursing, Applied Science Private University, 21 Al Arab St, Amman, Jordan
| | - Mitra Zandi
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Richard Mottershead
- Department of Nursing, College of Health Sciences, University of Sharjah, P.O.B 27272, Sharjah, United Arab Emirates
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Valero-Esteban JM, Alcover CM, Pastor Y, Moreno-Díaz A, Verde A. Emotions and music through an innovative project during compulsory secondary education. Heliyon 2024; 10:e25765. [PMID: 38390118 PMCID: PMC10881527 DOI: 10.1016/j.heliyon.2024.e25765] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Revised: 12/11/2023] [Accepted: 02/01/2024] [Indexed: 02/24/2024] Open
Abstract
This article presents the results and main conclusions of a quasi-experimental study after the implementation of an innovative project extended as a multi-year programme, called 'MusMotion', applied in compulsory secondary education, which is based on the relationship between music and emotions, as well as its effects on the academic performance of adolescents. The research analysed and tested an educational innovation project that improves students' academic performance, as well as the classroom climate between teachers and students (N = 444). A key strand of this research concerns the use of music to support students' emotional development and awareness. As we will explain, the results of this research have shown positive outcomes that have direct implications for pedagogy and classroom practice. The results confirm that there is a relationship between emotions and students' academic performance, and the innovative educational programme MusMotion can help to improve students' academic performance and the classroom climate by improving their state of mind. Educational systems, through the management of emotions via music, could help many children who today may have difficulty with their emotions.
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Affiliation(s)
| | | | - Yolanda Pastor
- Faculty of Health Sciences, Rey Juan Carlos University, Madrid, Spain
| | - Arminda Moreno-Díaz
- Departamento de Inteligencia Artificial, Universidad Politécnica de Madrid, Madrid, Spain
| | - Ana Verde
- Faculty of Education and Sport Sciences and Interdisciplinary Studies, Rey Juan Carlos University, Madrid, Spain
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Cao W, Gnana Sanga Mithra S, B R A. Unraveling the factors shaping academic success: A structural equation modeling approach for college students. Heliyon 2024; 10:e25775. [PMID: 38375277 PMCID: PMC10875422 DOI: 10.1016/j.heliyon.2024.e25775] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2023] [Revised: 12/01/2023] [Accepted: 02/01/2024] [Indexed: 02/21/2024] Open
Abstract
Academic success is a multifaceted achievement that depends on a myriad of factors, spanning personal, environmental, and institutional dimensions. The intricate interaction of numerous factors, such as how effective and interested a student is in their own academic performance, shapes their potential for academic achievement. This study's goal is to examine the effects that diversity, colour, and immigration status have on the academic accomplishment of 109 college students in Chinese province of Fujian. The main objective of the study to infer on how self-efficiency, self-interest, and stress affect academic achievement in particular. The researcher devised a survey tool in order to determine the degree of academic self-efficiency, academic self-interest, and stress connected to academic activities. The method of data collection that was used was called purposive sampling, and the participants were students in their primary year of university. The findings suggest that the scales that were used in the research have a high degree of reliability and exhibit very little inverse connection. "A Structural Equation Model (SEM) was created in order to examine the relative effects of stress and self-efficiency in predicting three aspects of academic performance: fresher man grade point average, credits earned, and persistence in studies beyond the first year (Considine and Zappala, 2002) [16]". According to the data, self-efficiency is a stronger and more reliable predictor than the pressure connected with academic achievement. In conclusion, this study's originality lies in its holistic approach to understanding academic success, and its research implications extend to policy development, intervention strategies, equity and inclusion efforts, future research directions, and teacher training, all aimed at improving the academic success of diverse student populations.
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Affiliation(s)
- Wenwen Cao
- Department of Public Foreign Language Teaching, Qufu Normal University, No.80 Yantai Road, Rizhao City, Shandong Province, 276826, China
| | - S Gnana Sanga Mithra
- Vinayaka Mission's Law School, Vinayaka Mission's Research Foundation (DU), Tamil Nadu, India
| | - Aravind B R
- Kalasalingam Academy of Research & Education, Krishnankoil, Tamil Nadu, India
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Okyere CY, Otchere F, Darko JK, Osei CK. COVID-19 and child education outcomes in Southern Ghana. Heliyon 2024; 10:e26238. [PMID: 38434089 PMCID: PMC10906151 DOI: 10.1016/j.heliyon.2024.e26238] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Revised: 02/07/2024] [Accepted: 02/08/2024] [Indexed: 03/05/2024] Open
Abstract
This study analyses the effects of the COVID-19 pandemic on child education outcomes by providing evidence on the gendered dimension, determinants and coping measures of informal households in Southern Ghana. We rely on a face-to-face interview undertaken in January 2022 (i.e., approximately 2 years after the beginning of the pandemic) involving 761 students across basic and secondary schools from 10 metropolitan, municipality and district assemblies (MMDAs) in the Greater Accra region of Ghana. We document several disruptions to child education outcomes such as learning practices, school attendance, class participation and academic performance. The results also showed that per child education expenditure incurred due to the COVID-19 pandemic by the informal households was GHS305 (US$ 49). Additionally, we assess the correlates of the negative effects on academic performance and COVID-19 related education expenditure as a result of coping measures. Our results from Ordinary Least Squares (OLS) show strong association between participation in online classes, age of students, ownership of television and district of residence on COVID-19 related education expenditure. Results from Logit models show that self-reported negative effects of COVID-19 pandemic on academic performance are affected by gender and age of student, distance to market and location of residence. Interestingly, we also found considerable gendered heterogeneity for the predictors of the COVID-19 pandemic on child education outcomes. We conclude that the COVID-19 pandemic and the associated countermeasures had negative effects on child education outcomes, and that informal households incurred considerable costs in attempting to address the associated education challenges in Southern Ghana. The findings have implications on the design and implementation of educational policies and programs to address the long-term effects of the COVID-19 pandemic on child education outcomes in developing countries.
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Affiliation(s)
- Charles Yaw Okyere
- Department of Agricultural Economics and Agribusiness, College of Basic and Applied Sciences, University of Ghana, P. O. Box LG68, Legon-Accra, Ghana
| | - Frank Otchere
- Institute of Statistical, Social and Economic Research (ISSER), College of Humanities, University of Ghana, P. O. Box LG 74, Legon-Accra, Ghana
| | - Joseph Kujo Darko
- Department of Biological, Environmental and Occupation Health Sciences, College of Health Sciences, University of Ghana, P. O. Box LG 13, Legon-Accra, Ghana
| | - Christian Kwaku Osei
- Institute of Statistical, Social and Economic Research (ISSER), College of Humanities, University of Ghana, P. O. Box LG 74, Legon-Accra, Ghana
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Teuber M, Leyhr D, Sudeck G. Physical activity improves stress load, recovery, and academic performance-related parameters among university students: a longitudinal study on daily level. BMC Public Health 2024; 24:598. [PMID: 38402396 PMCID: PMC10893600 DOI: 10.1186/s12889-024-18082-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Accepted: 02/12/2024] [Indexed: 02/26/2024] Open
Abstract
BACKGROUND Physical activity has been proven to be beneficial for physical and psychological health as well as for academic achievement. However, especially university students are insufficiently physically active because of difficulties in time management regarding study, work, and social demands. As they are at a crucial life stage, it is of interest how physical activity affects university students' stress load and recovery as well as their academic performance. METHODS Student´s behavior during home studying in times of COVID-19 was examined longitudinally on a daily basis during a ten-day study period (N = 57, aged M = 23.5 years, SD = 2.8, studying between the 1st to 13th semester (M = 5.8, SD = 4.1)). Two-level regression models were conducted to predict daily variations in stress load, recovery and perceived academic performance depending on leisure-time physical activity and short physical activity breaks during studying periods. Parameters of the individual home studying behavior were also taken into account as covariates. RESULTS While physical activity breaks only positively affect stress load (functional stress b = 0.032, p < 0.01) and perceived academic performance (b = 0.121, p < 0.001), leisure-time physical activity affects parameters of stress load (functional stress: b = 0.003, p < 0.001, dysfunctional stress: b = -0.002, p < 0.01), recovery experience (b = -0.003, p < 0.001) and perceived academic performance (b = 0.012, p < 0.001). Home study behavior regarding the number of breaks and longest stretch of time also shows associations with recovery experience and perceived academic performance. CONCLUSIONS Study results confirm the importance of different physical activities for university students` stress load, recovery experience and perceived academic performance in home studying periods. Universities should promote physical activity to keep their students healthy and capable of performing well in academic study: On the one hand, they can offer opportunities to be physically active in leisure time. On the other hand, they can support physical activity breaks during the learning process and in the immediate location of study.
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Affiliation(s)
- Monika Teuber
- Institute of Sports Science, Faculty of Economics and Social Sciences, University of Tübingen, Tübingen, Germany.
| | - Daniel Leyhr
- Institute of Sports Science, Faculty of Economics and Social Sciences, University of Tübingen, Tübingen, Germany
- Methods Center, Faculty of Economics and Social Sciences, University of Tübingen, Tübingen, Germany
| | - Gorden Sudeck
- Institute of Sports Science, Faculty of Economics and Social Sciences, University of Tübingen, Tübingen, Germany
- Interfaculty Research Institute for Sports and Physical Activity, University of Tübingen, Tübingen, Germany
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Guo L, Yan D, Yan J, Jiao R. Correlation of academic emotion and hardiness personality of undergraduate nursing students. BMC Nurs 2024; 23:134. [PMID: 38383410 PMCID: PMC10880306 DOI: 10.1186/s12912-024-01796-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2023] [Accepted: 02/11/2024] [Indexed: 02/23/2024] Open
Abstract
BACKGROUND Academic emotion is a fundamental emotional concept closely linked to academic achievement. Understanding the connection between academic emotion and the personality trait of hardiness is pivotal in maintaining a stable career orientation throughout one's educational career. Therefore, in pursuit of fostering the robust growth of nursing careers, it is imperative to delve into the academic emotions experienced by undergraduate nursing students. This study endeavors to mitigate the impact of gender differences among nursing students while investigating the intricate relationship between academic emotions and the trait of hardiness in their personalities. METHODS This study employed a cross-sectional research design. We gathered data from a convenient sample of 292 nursing students enrolled at Shanxi University of Chinese Medicine. Each student provided demographic information and responded to a general academic mood questionnaire, as well as a Hardiness Personality Rating Scale. Subsequently, we used canonical correlation analysis to evaluate the correlation between academic emotion and tenacity personality in 292 undergraduate nursing students. RESULTS We discovered that academic emotions among nursing students are predominantly characterized by feelings of disappointment and boredom. Furthermore, personality hardiness is primarily influenced by the dimensions of engagement and control. It is important to note that a heightened level of negative, low-arousal academic emotions can diminish the level of engagement. The first typical correlation coefficient corresponding to academic emotion and hardiness were 0.660. The linear combination of standardized variables of the first typical variable corresponding to academic emotion (X1) = -0.444*negative hyperarousal -0.443 * positive hyperarousal + 0.694 * negative hypoarousal -0.260 * positive hypoarousal. The standardized variable equation of the first typical variable corresponding to hardiness personality (η1) = 0.235* hardiness -0.433* control -0.530* investment -0.303* challenge. CONCLUSIONS Nursing students generally believe that their input is out of proportion to the return, and this unbalanced emotional experience will seriously affect their academic emotions in China. It is suggested that paying attention to cultivating their tenacious personality traits in the teaching process may help to enhance their academic emotions and enhance the sense of belonging and identity of nursing students engaged in the nursing profession.
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Affiliation(s)
- Lili Guo
- School of Nursing, Shanxi University of Chinese Medicine, No. 121 Daxue St., Yuci District, Jinzhong City, 030619, Shanxi, China.
| | - Danfeng Yan
- Department of Psychiatry, Shanxi Mental Health Center, Taiyuan Psychiatric Hospital, School of Mental Health, Shanxi Medical University, Mental Health Hospital of Shanxi Medical University, No. 55 Nanshifang St., Yingze District, Taiyuan City, 030045, Shanxi, China
| | - Junping Yan
- Shanxi Provincial Integrated Traditional Chinese and Western Medical Hospital, Affiliated Hospital of Integrated Traditional Chinese and Western Medicine, Shanxi University of Chinese Medicine, No. 13 Fudong St. Xinhualing District, Taiyuan City, 030013, Shanxi, China
| | - Rui Jiao
- School of Nursing, Shanxi University of Chinese Medicine, No. 121 Daxue St., Yuci District, Jinzhong City, 030619, Shanxi, China
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Adjei ES, Osei E, Edusei AK, Nakua EK. A systematic review of academic performance of Children with Disabilities (CWDs) in inclusive education schools in Low and Middle-Income Countries (LMICs). Heliyon 2024; 10:e25216. [PMID: 38322967 PMCID: PMC10844053 DOI: 10.1016/j.heliyon.2024.e25216] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Revised: 01/17/2024] [Accepted: 01/23/2024] [Indexed: 02/08/2024] Open
Abstract
Globally it is estimated that about 150 million children are living with disabilities. Inclusive education inspires the participation of all students in the learning process in the same classroom. However, it is really difficult to find thorough, credible accounts of disabled children's access to education, enrolment, attendance, and results. This review evaluated academic performance, including access to school, enrolment, attendance, and results of Children with disabilities (CWD) in LMICs. In reporting this systematic review, the researchers followed the recommended Reporting Items for Systematic Review and Meta-Analysis (PRISMA) reporting standards. The authors conducted searches using Science Direct, PubMed, Scopus, and Google Scholar electronic databases. The study's major findings indicate that CWDs in inclusive schools perform poorly academically compared to their non-disabled peers. Consequently, the researchers recommend more primary research to evaluate the academic performance of CWDs and the progress of inclusive education in LMICs.
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Affiliation(s)
- Evelyn Serwaa Adjei
- Department of Health Promotion and Disability Studies, School of Public Health, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| | - Ernest Osei
- Department of Public Health, School of Public Health and Allied Sciences, Catholic University of Ghana, Sunyani, Ghana
| | - Anthony K. Edusei
- Department of Health Promotion and Disability Studies, School of Public Health, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| | - Emmanuel K. Nakua
- Department of Health Promotion and Disability Studies, School of Public Health, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
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Zhang Z, Ye B. Can home labor education boost teenagers' academic performance? A Comparative analysis. Heliyon 2024; 10:e25770. [PMID: 38371969 PMCID: PMC10873743 DOI: 10.1016/j.heliyon.2024.e25770] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2023] [Revised: 12/05/2023] [Accepted: 02/01/2024] [Indexed: 02/20/2024] Open
Abstract
Labor education is an important part of the overall development of teenagers in terms of morality, intelligence, physical fitness and aesthetics. Family labor education should play a fundamental role in labor education. Previous empirical studies on the influence of family labor education on teenagers' academic performance are not comprehensive enough. In particular, there is still much room for improvement in terms of the authority of the data, the appropriateness of the methodology and the precision of the analyses. This study analyzes the relationship between housework and teenagers' academic performance through the data of the China Education Panel Survey (CEPS), based on the theory of "Embodied Cognition", using OLS regression, propensity score matching (PSM), quantile regression and probit regression. The results show that housework is effective in improving teenagers' academic performance; participation in housework had the strongest impact on teenagers with middle and lower academic performance; however, the effect of housework on the academic performance of academic excellence students was not as strong; and addiction to online games was the main factor that prevented teenagers from participating in housework.
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Affiliation(s)
- Zhe Zhang
- Student Affairs Office, Nanjing Audit University, Nanjing 211185, Jiangsu, China
| | - Bangyin Ye
- School of Social Audit, Nanjing Audit University, Nanjing 21185, Jiangsu, China
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Pan DJ, Meng X, Lee JR, Ng MCY, McBride C. The cognitive-linguistic profiles and academic performances of Chinese children with dyslexia across cultures: Beijing, Hong Kong, and Taipei. Ann Dyslexia 2024:10.1007/s11881-024-00301-2. [PMID: 38319481 DOI: 10.1007/s11881-024-00301-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/06/2023] [Accepted: 01/21/2024] [Indexed: 02/07/2024]
Abstract
This study examined the cognitive-linguistic and literacy-related correlates of dyslexia in three Chinese cities and the English word reading and mathematics performances of Chinese children with dyslexia. Chinese children with/without dyslexia were measured with an equivalent test battery of literacy and mathematics in Beijing, Hong Kong, and Taipei. Univariate analysis results suggested that phonological sensitivity distinguished those with and without dyslexia across all three cities in group comparisons. In Taipei and Hong Kong, morphological awareness, delayed copying, and spelling also distinguished the groups. Logistic regression analyses demonstrated that Chinese character reading, as directly compared to Chinese word reading, also distinguished the groups particularly well. In addition, in Beijing and Hong Kong, children with dyslexia performed significantly less well in English word reading than those without dyslexia. In Hong Kong and Taipei, children with dyslexia also had difficulties in mathematics performance. Findings highlight the fundamental importance of some cognitive-linguistic skills for explaining Chinese dyslexia across cultures, the utility of recognizing the individual Chinese character as a foundational unit of analysis in Chinese across cultures, and the generalizability of the comorbidity of both English as a second language (L2) and mathematics with dyslexia in Chinese children in both Beijing and Hong Kong.
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Affiliation(s)
- Dora Jue Pan
- School of Humanities and Social Science, The Chinese University of Hong Kong (Shenzhen), Shenzhen, China
| | - Xiangzhi Meng
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China.
| | - Jun Ren Lee
- Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei, Taiwan
- Chinese Language and Technology Center, National Taiwan Normal University, Taipei, Taiwan
| | - Melody Chi Yi Ng
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China
| | - Catherine McBride
- Department of Human Development and Family Science, Purdue University, West Lafayette, USA.
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Barakat M, Salim NA, Malaeb D, Dabbous M, Sakr F, Hallit S, Fekih-Romdhame F, Obeid S. Mediating effect of psychological distress and mindful eating behaviors between orthorexia nervosa and academic self-efficacy among Lebanese university female students. BMC Public Health 2024; 24:352. [PMID: 38308268 PMCID: PMC10836016 DOI: 10.1186/s12889-024-17812-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2023] [Accepted: 01/18/2024] [Indexed: 02/04/2024] Open
Abstract
OBJECTIVES This study examined the mediating effect of psychological distress and mindful eating behaviors between orthorexia nervosa and academic self-efficacy among Lebanese university female students. METHODS A total of 769 female participants enrolled in this cross-sectional study (mean age 21.58 ± 3.20 years). A self-administered questionnaire was distributed among university female students. The questionnaire consisted of Mindful Eating Behaviors Scale, ORTO-R, Depression Anxiety Stress Scale, and Arabic version of Academic Self-Efficacy Scale. RESULTS The results showed that psychological distress fully mediated the association between orthorexia nervosa and academic self-efficacy; higher orthorexia nervosa was significantly associated with less psychological distress (β= -0.31, p =.05), with more psychological distress significantly associated with lower academic self-efficacy (β= -0.32, p =.09). Focused eating fully mediated the association between orthorexia nervosa and academic self-efficacy; higher orthorexia nervosa was significantly associated with less focused eating (β=-0.09, p =.04), with more focused eating significantly associated with better academic self-efficacy (β = 1.40, p =.10). Orthorexia nervosa was not directly associated with academic self-efficacy in both models. CONCLUSION This study shed light on important connections between orthorexia nervosa, psychological distress, mindful eating behaviors, and academic self-efficacy within the Lebanese context. The findings will have practical implications for both educational institutions and healthcare providers striving to support young female adults' overall well-being and academic success.
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Affiliation(s)
- Muna Barakat
- Department of Clinical Pharmacy and Therapeutics, Faculty of Pharmacy, Applied Science Private University, Amman, Jordan
- Middle East University Research Unit, Middle East University, Amman, Jordan
| | - Nesreen A Salim
- Prosthodontic Department, School of Dentistry, The University of Jordan, Amman, Jordan
- Prosthodontic Department, Jordan University Hospital, Amman, Jordan
| | - Diana Malaeb
- College of Pharmacy, Gulf Medical University, Ajman, United Arab Emirates
| | - Mariam Dabbous
- School of Pharmacy, Lebanese International University, Beirut, Lebanon
| | - Fouad Sakr
- School of Pharmacy, Lebanese International University, Beirut, Lebanon
| | - Souheil Hallit
- School of Medicine and Medical Sciences, Holy Spirit University of Kaslik, Jounieh, P.O. Box 446, Lebanon.
| | - Feten Fekih-Romdhame
- The Tunisian Center of Early Intervention in Psychosis, Department of Psychiatry "Ibn Omrane", Razi hospital, 2010, Manouba, Tunisia
- Faculty of Medicine of Tunis, Tunis El Manar University, Tunis, Tunisia
| | - Sahar Obeid
- School of Arts and Sciences, Social and Education Sciences Department, Lebanese American University, Jbeil, Lebanon.
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Maiya S, Dotterer AM, Serang S, Whiteman SD. COVID-19 Pandemic-Related Financial Hardships and Adolescents' Adjustment: A Longitudinal Family Stress Approach. J Youth Adolesc 2024; 53:432-445. [PMID: 37794286 DOI: 10.1007/s10964-023-01875-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2023] [Accepted: 09/19/2023] [Indexed: 10/06/2023]
Abstract
Restrictions associated with the onset of the COVID-19 pandemic created a host of short- and long-term economic challenges for families. Despite their ubiquity during the early pandemic, knowledge on the developmental impacts of pandemic-related financial hardships on adolescents' adjustment is lacking. Guided by family stress and life course perspectives, this study investigated direct and indirect relations between pandemic-related financial hardships and adolescents' later depressive symptoms, delinquency, and academic performance via parents' depressive symptoms and acceptance. Data were drawn from three waves of a longitudinal study; participants completed online surveys at Wave 1, COVID-19 Wave (seven months later) and Wave 2 (five months later). Participants were two adolescent-aged siblings (n = 1364; 50% female; Mage = 14.45, SD = 1.55 years) and one parent (n = 682; 85% female; Mage = 45.15, SD = 5.37 years) from 682 families (N = 2048). Structural equation modeling results indicated that pandemic-related financial hardships were indirectly linked to greater adolescent delinquency and lower academic performance by adversely shaping parents' mental health and parent-adolescent relationship quality. The findings highlight financial hardships as critical family stressors for adolescent adjustment during the COVID-19 pandemic.
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Affiliation(s)
- Sahitya Maiya
- University of New Hampshire, 309 Pettee Hall, 55 College Road, Durham, NH, 03824, USA.
| | - Aryn M Dotterer
- Utah State University, 2905 Old Main Hill, Logan, UT, 84322, USA
| | - Sarfaraz Serang
- University of South Carolina, 1512 Pendleton Street, Columbia, SC, 29208, USA
| | - Shawn D Whiteman
- Utah State University, 2905 Old Main Hill, Logan, UT, 84322, USA
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Burenkova OV, Naumova OY, Church JA, Juranek J, Fletcher JM, Grigorenko EL. Associations between telomere length, glucocorticoid receptor gene DNA methylation, volume of stress-related brain structures, and academic performance in middle-school-age children. Compr Psychoneuroendocrinol 2024; 17:100223. [PMID: 38223236 PMCID: PMC10787263 DOI: 10.1016/j.cpnec.2023.100223] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2023] [Accepted: 12/23/2023] [Indexed: 01/16/2024] Open
Abstract
Background The biological embedding theory posits that early life experiences can lead to enduring physiological and molecular changes impacting various life outcomes, notably academic performance. Studying previously revealed and objective biomarkers of early life stress exposure, such as telomere length (TL), glucocorticoid receptor gene DNA methylation (DNAme), and the volume of brain structures involved in the regulation of HPA axis functioning (the hippocampus, the amygdala, and the medial prefrontal cortex), in relation to academic performance is crucial. This approach provides an objective measure that surpasses the limitations of self-reported early life adversity and reveals potential molecular and neurological targets for interventions to enhance academic outcomes. Methods The participants were 52 children of Mexican or Central American origin aged 11.6-15.6 years. DNA methylation levels and TL were analyzed in three cell sources: saliva, whole blood, and T cells derived from whole blood. Results Overall, the concordance across three systems of stress-related biomarkers (TL, DNAme, and the brain) was observed to some extent, although it was less pronounced than we expected; no consistency in different cell sources was revealed. Each of the academic domains that we studied was characterized by a unique and distinct complex of associations with biomarkers, both in terms of the type of biomarker, the directionality of the observed effects, and the cell source of biomarkers. Furthermore, there were biomarker-by-sex interaction effects in predicting academic performance measures. Conclusions Assessed in an understudied youth sample, these preliminary data present new essential evidence for a deepened understanding of the biological mechanisms behind associations between exposure to early life stress and academic performance.
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Affiliation(s)
- Olga V. Burenkova
- Department of Psychology, University of Houston, Houston, TX, United States
- Texas Institute for Measurement, Evaluation, and Statistics (TIMES), The University of Houston, Texas, United States
| | - Oksana Yu. Naumova
- Department of Psychology, University of Houston, Houston, TX, United States
- Texas Institute for Measurement, Evaluation, and Statistics (TIMES), The University of Houston, Texas, United States
- Human Genetics Laboratory, Vavilov Institute of General Genetics RAS, Moscow, Russian Federation
| | - Jessica A. Church
- Department of Psychology, The University of Texas at Austin, Texas, United States
| | - Jenifer Juranek
- Department of Pediatric Surgery at McGovern Medical School, The University of Texas Health Science Center at Houston, Texas, United States
| | - Jack M. Fletcher
- Department of Psychology, University of Houston, Houston, TX, United States
| | - Elena L. Grigorenko
- Department of Psychology, University of Houston, Houston, TX, United States
- Texas Institute for Measurement, Evaluation, and Statistics (TIMES), The University of Houston, Texas, United States
- Center for Cognitive Sciences, Sirius University of Science and Technology, Sirius, Russian Federation
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46
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Yu B, Kelly S. Untangling the relationship between BMI and academic achievement in the elementary years. Br J Nutr 2024; 131:351-358. [PMID: 37559412 DOI: 10.1017/s0007114523001757] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/11/2023]
Abstract
Although the negative relationship between BMI and academic achievement (AA) is well documented, no prior studies have investigated the potential bi-directional relationship between BMI and AA in childhood. We investigated the longitudinal relationships between child BMI and AA across different school subjects (reading, math and science) and sexes. To do so, we employed the Early Childhood Longitudinal Study kindergarten cohort (2011), which is a nationally representative sample of American children who entered kindergarten in 2010-2011. We utilised the kindergarten-fifth grade longitudinal sample (n 17 480) and applied cross-lagged panel models with fixed effects to address unobserved heterogeneity. Our results showed significant but small reciprocal relationships between BMI and math/science achievement for girls (n 8540) (year-to-year effect sizes ranged from -0·01 to -0·04), but not for reading. In contrast, we did not find any evidence of reciprocal relationships between BMI and AA for boys (n 8940). Our results reveal that early weight status and academic performance may be jointly responsible for a vicious cycle of poor AA and unhealthy weight. Breaking the cycle from AA may complement existing obesity prevention strategies, particularly for girls in the science, technology, engineering and mathematics field.
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Affiliation(s)
- Baeksan Yu
- Gwangju National University of Education, Department of Education, Gwangju, South Korea
| | - Sean Kelly
- Department of Educational Foundations, Organizations, and Policy, University of Pittsburgh, PA, USA
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Ibrahim D, Ahmed RM, Mohammad AZ, Ibrahim B, Mohammed T, Mohamed ME, Abdelgadir T, Mohammed B, Ibrahim M, Shaaban KMA. Prevalence and correlates of generalized anxiety disorder and perceived stress among Sudanese medical students. BMC Psychiatry 2024; 24:68. [PMID: 38263070 PMCID: PMC10807220 DOI: 10.1186/s12888-024-05510-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/30/2023] [Accepted: 01/09/2024] [Indexed: 01/25/2024] Open
Abstract
BACKGROUND Generalized Anxiety Disorder (GAD) causes significant disturbance in an individual's well-being and activity. Whereby, interfering with the dynamic progress in life. Also, anxiety is a product of stress and a major predictor of academic performance. This study aimed to assess the prevalence of Generalized Anxiety Disorder (GAD), measure levels of anxiety and perceived stress, evaluate the academic profile, identify lifestyle characteristics, and explore the relationship between these factors. METHODS In this cross-sectional study, 340 Sudanese medical students filled out online questionnaires, composed of the sociodemographic and lifestyle characteristics, academic profile, Generalized Anxiety Disorder-2 scale (GAD-2), and Perceived Stress Scale-10 (PSS-10). Descriptive and inferential statistics were applied using Statistical Package for Social Science (SPSS) Version 20.0 for data analysis. RESULTS Of 340 medical students, 3.8% of them were diagnosed with GAD, while 29.1% scored ≥ 3 in GAD-2, indicating a possible diagnosis. The study found that 9.7% of the participants used addictive substances, with 42% of them having high GAD-2 scores. Moreover, high anxiety levels were associated with high-stress scores (p-value = 0.000). Also, high GAD-2 scores were significantly associated with students who spent less than 10,000 SDG (18 USD) weekly, spent more time on entertainment using smart devices (p-value = 0.004), and had an unhealthy diet (p-value = 0.004). Low anxiety levels were associated with better sleep quality (p-value = 0.00), satisfaction with religious practices (p-value = 0.00), and increased leisure/hobby time (p-value = 0.018). High-stress levels were observed in females (p-value = 0.035), those with lower academic performance satisfaction levels, and increased hours of smart device usage for entertainment (p-value = 0.001). Reduced stress levels were associated with being ≥ 23 years old, increased leisure/hobby time (p-value = 0.002), satisfaction with religious practices [F(3, 166.6) = 10.8, p-value = 0.00)], and having a healthy diet (p-value = 0.006). CONCLUSION The low prevalence of GAD corresponded with previous literature, but 29.1% of medical students had a high probability of having GAD. The study emphasizes on providing accessible mental health services for medical students and interventions addressing modifiable risk factors.
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Affiliation(s)
- Danya Ibrahim
- Faculty of Medicine, University of Khartoum, 11115, Khartoum, P. O Box: 321, Sudan.
| | - Reem Mohamed Ahmed
- Faculty of Medicine, University of Khartoum, 11115, Khartoum, P. O Box: 321, Sudan
| | - Ayman Zuhair Mohammad
- Department of Psychiatry, Faculty of Medicine, University of Khartoum, Khartoum, Sudan
| | - Basil Ibrahim
- Department of Surgery, Faculty of Medicine, University of Khartoum, Khartoum, Sudan
| | - Tibyan Mohammed
- Faculty of Medicine, University of Khartoum, 11115, Khartoum, P. O Box: 321, Sudan
| | - Mona Elfadl Mohamed
- Faculty of Medicine, University of Khartoum, 11115, Khartoum, P. O Box: 321, Sudan
| | - Tibyan Abdelgadir
- Faculty of Medicine, University of Khartoum, 11115, Khartoum, P. O Box: 321, Sudan
| | - Baraah Mohammed
- Faculty of Medicine, University of Khartoum, 11115, Khartoum, P. O Box: 321, Sudan
| | - Moneib Ibrahim
- Faculty of Medicine, University of Khartoum, 11115, Khartoum, P. O Box: 321, Sudan
| | - Kamil M A Shaaban
- Department of Psychiatry, Faculty of Medicine, University of Khartoum, Khartoum, Sudan
- Department of Community Medicine, Faculty of Medicine, University of Khartoum, Khartoum, Sudan
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Khatony A, Azizi SM, Janatolmakan M, Jafari F, Mohammadi MM. Explanation of the internet addiction model based on academic performance, academic experience, and clinical self-efficacy in nursing students: A path analysis. J Educ Health Promot 2024; 12:459. [PMID: 38464625 PMCID: PMC10920815 DOI: 10.4103/jehp.jehp_297_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/02/2023] [Accepted: 06/24/2023] [Indexed: 03/12/2024]
Abstract
BACKGROUND Internet addiction is a common disorder in nursing students, and this calls for a deeper investigation into this phenomenon and its dimensions. The aim of this study was to explain the internet addiction model based on academic performance, academic experience, and clinical self-efficacy in nursing students. MATERIALS AND METHODS This study is a correlational and path analysis study that was conducted on 340 nursing students. Data collection tools included Yang's internet addiction questionnaire and self-efficacy in clinical performance scale. In this study, the academic grade point average was the measure of academic performance and the academic term was the measure of academic performance. Data were analyzed using SPSS-16 and AMOS-22 software, descriptive and analytical statistics, and structural equations. RESULTS There was a significant negative correlation between clinical self-efficacy (r = -0.950, P ≤ 0.01), academic experience (r = -0.872, P ≤ 0.01), and academic performance (r = -0.654, P ≤ 0.01) with internet addiction. A negative and significant relationship was found between the internet addiction and variables of clinical self-efficacy (total effect = -0.743, P < 0.001). Model fit indices were good and acceptable. CONCLUSIONS There was a negative and significant relationship between the variables of clinical self-efficacy, academic experience and academic performance, and the internet addiction. Meanwhile, the academic experience had a negative and significant effect on the internet addiction. This finding highlights the need to implement advisory and psychological interventions to reduce internet addiction, especially in students with less academic experiences.
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Affiliation(s)
- Alireza Khatony
- Clinical Research Development Center, Imam Reza Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran
- Health Institute, Social Development and Health Promotion Research Centre, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Seyyed Mohsen Azizi
- Clinical Research Development Center, Imam Reza Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Maryam Janatolmakan
- MSc in Medical Surgical Nursing, Clinical Research Development Center, Imam Reza Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Faranak Jafari
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Mohammad Mehdi Mohammadi
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Kermanshah University of Medical Sciences, Kermanshah, Iran
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Goudarzi H, Onozawa M, Takahashi M. Impact of the Covid-19 pandemic and ensuing online teaching on pre-clinical medical education. BMC Med Educ 2024; 24:66. [PMID: 38233801 PMCID: PMC10792807 DOI: 10.1186/s12909-023-04967-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Accepted: 12/12/2023] [Indexed: 01/19/2024]
Abstract
BACKGROUND Major disruptions and changes in education have occurred worldwide as a result of the coronavirus disease (COVID-19) pandemic and the ensuing shift from in-person to online education. However, the effect of such changes on medical education, its magnitude, and the learning domains impacted by such rapid changes have not been adequately addressed, particularly with regard to objective assessment approaches. METHODS Second-year medical students enrolled in our Medical English Course between 2019 and 2021 were recruited from Hokkaido University, Japan (N = 321) to participate in this study. We evaluated the potential impact of teaching styles on the academic performance of students before (2019; face-to-face) and during (2020; online; 2021; in-person and online) the pandemic. We examined the potential effect of three teaching styles--in-person (2019), online (2020), and a combination of these (2021) on the academic performance of medical students using: (i) subjective assessment of self-reported general English skills, including reading, writing, listening, and speaking; and (ii) objective assessment of medical terminology scores, evidence-based medicine (EBM) skills, and final written exam scores. RESULTS In-person education significantly improved listening and speaking skills in 2019 (p < 0.001). This trend was observed for writing skills in an online course in 2020 (p = 0.001). With the combined teaching method, students reported significant improvements in all four English skills. In our objective assessments, medical terminology improved significantly post-test versus pre-test for all three teaching styles, and we found that the online course did not adversely affect the gain in medical terminology knowledge during the course. Additionally, we did not find any significant differences across the three applied teaching styles regarding EBM skill levels. It is noteworthy that the students taking online courses had a significantly higher final exam score (mean ± SD; 82.8 ± 8.2) than in in-person (78.6 ± 8.8) and combined (79.7 ± 12.1) teaching styles. CONCLUSIONS In our study, the online/combined courses showed better academic outcomes compared to the face-to-face course in the preclinical clerkship. Although the current results need to be replicated on a larger scale, online/combined courses can continue and evolve in the post-pandemic education of medical students. Medical schools and institutions should consider incorporating such courses, especially combined courses, into their curricula in the future to improve the effectiveness, accessibility, and flexibility of medical education.
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Affiliation(s)
- Houman Goudarzi
- Center for Medical Education and International Relations, Faculty of Medicine, Graduate School of Medicine, Hokkaido University, Sapporo, Japan
| | - Masahiro Onozawa
- Clinical Training Center, Hokkaido University Hospital, Sapporo, Japan
| | - Makoto Takahashi
- Center for Medical Education and International Relations, Faculty of Medicine, Graduate School of Medicine, Hokkaido University, Sapporo, Japan.
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Almalki SA, AlJameel AH, Alghomlas Z, Alothman T, Alhajri F. Assessing the predictive validity of pre-admission criteria on dental students' academic performance: a cross-sectional study. BMC Oral Health 2024; 24:90. [PMID: 38229137 DOI: 10.1186/s12903-023-03839-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2023] [Accepted: 12/27/2023] [Indexed: 01/18/2024] Open
Abstract
BACKGROUND This study examines the multifaceted factors influencing academic performance among dental students in Saudi Arabia, exploring the complex relationships between demographic, educational, and psychological variables and students' Grade Point Averages (GPAs) to enhance global dental education admission strategies. METHODS Data on demographics, academic performance indicators (including GPA, high school grades, test scores), accommodation type, parental education, suspension history, and English proficiency were collected through an English-language electronic questionnaire from 900 dental students across multiple institutions in Riyadh. The study employed Pearson's correlation analysis to examine relationships between GPA and various academic and demographic factors. A detailed regression analysis, using a stepwise selection based on Akaike's information criteria (AIC), identified significant GPA predictors and evaluated the average marginal effects of pre-admission variables on GPA, alongside rigorous diagnostic checks to validate the model's robustness. RESULTS The study revealed a complex interplay of factors impacting GPA among dental students. High school grades, achievement, and aptitude test scores showed moderate positive correlations with GPA, while negative correlations were observed with age and number of times suspended. Regression analysis highlighted age, marital status, high school grades, and test scores as key predictors, with complex interaction effects demonstrating the layered influences of these factors. For instance, the negative impact of age on GPA was moderated by high school grade and aptitude test score. The analysis also highlighted the significant marginal effects of various pre-admission variables on GPA, such as the negative average impact of age and the positive impact of high school grades. CONCLUSIONS This study provides valuable insights into the multifaceted determinants of academic success in dental education. Our findings underscore the significant roles of high school grades, achievement, and aptitude test scores, as well as the nuanced influence of age and marital status on GPA. These results advocate for a holistic approach in evaluating candidates for dental programs and have broader implications for global dental education, emphasizing the need for comprehensive admission strategies.
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Affiliation(s)
- Sultan A Almalki
- Department of Preventive Dental Sciences, College of Dentistry, Prince Sattam Bin AbdulAziz University, 11942, Al-Kharj, Saudi Arabia.
| | - AlBandary H AlJameel
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, 11545, Riyadh, Saudi Arabia
| | - Ziyad Alghomlas
- College of Dentistry, Prince Sattam Bin AbdulAziz University, 11942, Al-Kharj, Saudi Arabia
| | - Tameem Alothman
- College of Dentistry, Prince Sattam Bin AbdulAziz University, 11942, Al-Kharj, Saudi Arabia
| | - Fawaz Alhajri
- College of Dentistry, Prince Sattam Bin AbdulAziz University, 11942, Al-Kharj, Saudi Arabia
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