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Background: Poor sleep quality is a global health concern and is fast becoming one of the silent epidemics. Sleep quality among medical students is of particular interest as they are considered high risk groups for developing sleep related issues because of their demanding schedules. This study aims to estimate the magnitude of poor sleep and its correlates among undergraduate medical students of a medical school in Belgaum, India. Methods: An institutional based descriptive cross-sectional study was conducted among 293 undergraduate medical students using a self-administered questionnaire. Sleep quality was assessed using Pittsburgh sleep quality index (PSQI). The potential determinants of quality of sleep were identified using logistic regression. A p<0.05 was considered statistically significant and adjusted odds ratio with 95%CI was used to present the strength of association. Results: The prevalence of poor sleep quality among medical students was 69.3%. Factors like gender, female students (AOR=2.381, 95%CI=1.359-4.172), being overweight or obese (AOR=2.499, 95%CI=1.297-4.817) were associated with poor sleep quality. Students with good sleep hygiene (AOR=0.415, 95%CI=0.231-0.745) and who did not use technology during bedtime (AOR=0.38, 95%CI=0.168-0.878) were less likely of having poor sleep quality at p<0.05. Conclusions: Prevalence of poor sleep quality among substantial proportion of medical students in the current study is alarming. The already existing personal and professional development programme committee can conduct routine screening to assess sleep quality among students and focus on programmes to improve their sleep hygiene.
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Resumen Objetivo: Construir un modelo de relacionamiento entre variables de estrés, afrontamiento académico y ansiedad con el rendimiento académico y el posible impacto de variables de control sociodemográficas en estudiantes universitarios de la Universidad Tecnológica del Chocó "Diego Luis Córdoba". Metodología: La investigación fue de naturaleza cuantitativa, de corte analítico-transversal, que mediante un modelo de estructura de covarianza se evalúa un modelo causal sobre la influencia del estrés en el rendimiento académico. La muestra se seleccionó mediante muestreo por conveniencia, estuvo conformada por 292 estudiantes (57 % mujeres, 42,8 % hombres), con edades entre 16 a 48 años, matriculados en programas de pregrado en la Universidad Tecnológica del Chocó Diego Luis Córdoba. Resultados: Los resultados obtenidos demuestran que las variables de control, edad, semestre cursado y estrato tienen influencia en el rendimiento académico. En cuanto al neuroticismo y el psicoticismo se afirma que influyen negativamente en el rendimiento académico de los estudiantes a un nivel de confianza del 99,9 % y son negativos por su coeficiente negativo (-0,217). Conclusiones: De acuerdo con los análisis realizados sobre la evaluación del estrés académico y sus efectos sobre el rendimiento en estudiantes universitarios, se evidenció que los estudiantes que dependen económicamente de sus padres presentan mejor rendimiento académico en comparación con los que subsisten con rentas propias. Por su parte, el análisis entre el sexo y el promedio académico, evidenció que estas variables se encuentran correlacionadas, por ello las mujeres de este estudio presentan mejores promedios académicos que los hombres con unas desviaciones estándar (0,44, 0,46) mostrando poca dispersión de los datos entre los promedios.
Abstract Objective: To construct a model of relationship between stress, academic coping and anxiety variables with academic performance and the possible impact of sociodemographic control variables in university students of the Universidad Tecnológica del Chocó "Diego Luis Córdoba". Methodology: The research was of a quantitative nature, analytical-transversal cut, which by means of a covariance structure model evaluates a causal model on the influence of stress on academic performance. The sample was selected by convenience sampling and consisted of 292 students (57 % female, 42,8 % male), aged between 16 and 48 years, enrolled in undergraduate programs at the Universidad Tecnológica del Chocó Diego Luis Córdoba. Results: The results obtained show that the variables of control, age, semester studied and stratum have an influence on academic performance. Regarding neuroticism and Psychoticism it is stated that they have a negative influence on the academic performance of students at a confidence level of 99,9 % and are negative because of their negative coefficient (-0,217). Conclusions: According to the analyses carried out on the evaluation of academic stress and its effects on performance in university students, it was evident that students who depend economically on their parents present better academic performance compared to those who subsist on their own income. On the other hand, the analysis between sex and academic average showed that these variables are correlated; therefore, the women in this study presented better academic averages than the men with standard deviations (0,44, 0,46) showing little dispersion of the data between the averages.
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Experimentar ansiedad frente a exámenes desencadena una respuesta emocional acompañada de cambios fisiológicos que el estudiante siente ante una situación percibida como amenazante, específicamente ante una evaluación, examen escrito u oral; actualmente, se la cataloga dentro de las fobias específicas. El individuo que busca evitar o eludir dicho escenario cae en la conducta de procrastinación. Esto afecta su rendimiento académico y acarrea consecuencias graves de salud mental, el estudiante comienza a percibirse afectado en su autovalia, autoestima y en su ambiente social, que muchas veces lo lleva a contraer trastorno depresivo e ideación suicida. El presente artículo es un estudio de revisión bibliográfica y su objetivo fue describir la experiencia de la. ansiedad frente a exámenes como fobia específica situacional, las consecuencias de dicho padecimiento, su comorbilidad con otros trastornos psicológicos y los tratamientos disponibles. Fueron analizados y comparados unos 26 artículos científicos, basados en ensayos controlados de manera aleatoria, otros son estudios controlados de caso único, publicados en importantes revistas electrónicas de impacto. La búsqueda se realizó utilizando las palabras clave. Como conclusión, se destacó la importancia del conocimiento de esta patología, a fin de realizar un diagnóstico precoz y prevención en psicoterapia, evitando así un mayor deterioro en la salud mental de los estudiantes. No obstante, es necesaria la realización de más investigación controlada al respecto.
Experiencing test anxiety triggers an emotional response accompanied by physiological changes that the student feels in a situation perceived as threatening, specifically in the face of an evaluation, written or oral exam; Currently, it is classified as a specific phobia. The individual who seeks to avoid or avoid this scenario falls into procrastination behavior. This affects their academic performance and has serious mental health consequences. The student begins to feel affected in his or her self-worth, self-esteem, and social environment, which often leads him or her to contract a depressive disorder and suicidal ideation. This article is a bibliographic review study regarding experiencing test anxiety as a situational specific phobia, the consequences of said condition, its comorbidity with other psychological disorders and the available treatments. Some 26 scientific articles were analyzed and compared, based on randomized controlled trials, others are controlled single case studies, published in important impact electronic journals. The search was carried out using keywords. In conclusion, the importance of knowledge of this pathology was highlighted, in order to make an early diagnosis and prevention in psychotherapy, thus avoiding further deterioration in the mental health of students. However, more controlled research is needed in this regard.
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Test Anxiety/psychology , StudentsABSTRACT
Background: Sleep disturbance, particularly insomnia, is increasingly prevalent among university students, and is associated with risk of cardiovascular disease in general population. The study investigated predictors of insomnia and its impact on cardiovascular responsiveness among undergraduates at the University of Lagos, Nigeria. Methods: A cross-sectional survey was conducted on 514 students categorized into normal or insomnia groups based on their insomnia severity index (ISI) scores. The association between insomnia and various factors related to poor sleep was assessed. Systolic blood pressure (SBP), diastolic blood pressure (DBP), and heart rate (HR) responses to a handgrip test at 30% maximum voluntary contraction (MVC) were compared between the two groups (n=57) using t-tests. Results: Predictors of insomnia among students included environmental discomfort, engagement in digital activities, emotional and health challenges, use of sleep suppressants, and academic stress, all significantly associated with insomnia (p<0.001). Other factors associated with insomnia included low mood, attention deficit, memory loss, and poor academic performance (p<0.01). Average SBP and DBP were significantly higher (p<0.05) in control group compared with insomnia group. Conclusions: Low mood, attention deficit, memory loss and poor academic performance are hallmarks of insomnia among medical students, with no potential cardiovascular risk.
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Background: Numerous studies have assessed the prevalence of vitamin D insufficiency among Saudi individuals and correlated depression and anxiety with vitamin D deficiency. However, studies have not looked at these factors in Saudi Arabia's Jazan medical students. The current study aimed to clarify the relationship between low vitamin D levels, depression, anxiety, and academic performance. Methods: A cross-sectional study was conducted among medical students at Jazan university. The dependent variables were depression and anxiety, and their association with covariates, including sex, marital status, GPA, BMI, vitamin D level, and physical exercise, was evaluated. The 21-item depression, anxiety, and stress scale, which has been validated, was utilized. Results: Of 252 students, the prevalence of vitamin D deficiency was 54.4%; anxiety, 62.3%; and depression 68.7%. Comparatively, more female students than male students were vitamin D deficient. Stress was found to be substantially related to vitamin D deficiency (p<0.001). Anxiety was also significantly related to vitamin D deficiency (p<0.001), wherein the students with anxiety had a considerably higher prevalence of vitamin D deficiency than those without anxiety (84% vs. 32.5%). Similarly, depression was significantly associated with vitamin D deficiency (p<0.001), wherein students with depression were much more likely to get vitamin D deficiency than students without depression (86.7% vs. 27.5%)-no significant association otherwise with other variables. Conclusions: Stress, depression, and anxiety are associated with vitamin D deficiency. This finding highlights the importance of mental health promotion among medical students owing to its link to quality of life and academic performance.
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Science and technology evaluation plays an important role in improving the hospital's science and technology innovation capabilities and academic discipline construction.The global Cardiovascular Academic Performance Evaluation(CAPE)system focuses on the development of cardiovascular specialties in hospitals,emphasizing the evaluation of international academic performance of cardiovascular specialties,and delving into the sub-specialty of cardiovascular diseases.CAPE system contributes to pioneering preliminary explorations in literature searching strategies,data standardization,disciplinary definitions and other aspects.
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Objectives:To establish a comprehensive system of Cardiovascular Academic Performance Evaluation(CAPE)and rank global TOP100 medical institutions in the fields of cardiovascular diseases(CVD). Methods:CVD-related terms were extracted from Medical Subject Headings(MeSH),Embase thesaurus(EMtrees)and International Classification of Diseases(ICD)by CVD-related professionals,as well as by librarians and information professionals.Terminology databases(named as Fuwai Subject Headings)were established,and nine sub-disciplines were proposed,including ischemic heart diseases,hypertension,vascular diseases,arrhythmia,pulmonary vascular diseases,heart failure,congenital heart diseases,cardiomyopathy,and valvular heart diseases.The mapping patterns of sub-discipline,cardiovascular terminology and entry terms were pre-defined.The CVD-related research literature published from January 1,2016 to December 31,2022 were retrieved from Web of Science,PubMed and Scopus.Based on this,metadata were fused and duplicates were excluded.Fuwai Subject Headings were searched and matched into four respects for each literature,including subject words,titles,keywords,and abstracts,which was used to generate an information table of"Position—CVD terminology—Frequency",and to calculate CVD correlation scores and sub-discipline scores.We standardized the names of medical institutions and scholars,and make a ranking system for CAPE based on original articles with strong cardiovascular correlation(correlation score≥4).When evaluating the science and technological performance for Chinese hospitals in cardiovascular diseases,National Natural Science Foundation Projects,authorized invention patents,prize achievements,research platforms,and registered data of drug clinical trials in Center for Drug Evaluation(CDE)were considered besides research papers. Results:During 2016 and 2022,1 545 103 CVD research literatures were found worldwide.After excluding meeting abstracts,books,biographies,news,videos,audio texts,retracted publications,and corrections,1 178 019 CVD research literatures were further evaluated.518 058 literatures were indexed as"strongly correlated to CVD"using Fuwai Subject Headings.Besides papers,other data sources were also collected,including 11 143 CVD-related Natural Science Foundation Projects,19 382 CVD-related effective authorized invention patents,103 CVD-related national prize achievements,24 CVD-related national research platforms,and 2 084 CDE registered data of CVD-related drug clinical trials.Research teams from nine sub-disciplines reviewed and validated research literature in respective fields,and classification rules of corresponding sub-disciplines were created and improved based on their opinions.Finally,eleven individual indexes were chosen to construct CAPE system for ranking global TOP100 medical institutions in overall CVD field and TOP30 in nine sub-disciplines.From 2016 to 2022,the number of cardiovascular disease research papers published by Chinese institutes has increased by 123.5%,with a total of approximately 76.8 thousands papers published(about 30 papers per day on average),ranked the second under the United States(approximately 114.1 thousands papers).However,the proportion of papers published by the Chinese Journal Citation Reports(JCR)and the Chinese Academy of Sciences only ranked eighth in the world.In the comprehensive academic performance of original cardiovascular research papers in global hospitals from 2020 to 2022,only two Chinese medical institutions ranked in the TOP20 as evaluated by CAPE system. Conclusions:Based on multi-source data from 2016 to 2022,CAPE initiated to establish a cardiovascular academic performance evaluation system.
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SUMMARY OBJECTIVE: In this study, we aimed to evaluate the relationships between Internet addiction, smartphone addiction, sleep quality, and academic success. METHODS: In this cross-sectional study, high-school students were surveyed to evaluate sleep quality, Internet addiction, and smartphone addiction. Students were queried about their demographics, and grade averages from the previous term were taken as an indicator of academic success. RESULTS: A total of 1,959 students were enrolled in this study, with 1,034 (52.8%) girls and 925 (47.2%) boys, and the median age of the participants was 16 (13-21) years. Multivariate analyses found that poor sleep quality in students who did not have breakfast before going to school was 1.58 times higher than those who did (p<0.001). Students who stayed in a dormitory had 1.79 times more poor sleep quality than those who stayed with their family, and a one-unit increase in the total score of the Young's Internet Addiction Test short form resulted in a 1.08-fold increase (both, p<0.001). CONCLUSION: Our study has shown that students' sleep quality was predicted to be lower if they stayed in a dormitory and skipped breakfast. In addition, Internet and smartphone addictions have a negative effect on sleep quality and academic performance.
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ABSTRACT Purpose: to verify the relationship between motivation to learn and the quality of life and academic performance of middle-school adolescents. Methods: the review will be based on international guidelines. The PEO (Population, Exposure, Outcome) strategy was used to develop the research question, and eligibility criteria were established. The MEDLINE (via PubMed), Scopus, and Web of Science databases will be consulted with the respective search equations. Evaluators will independently follow some steps to select the studies. Data will be extracted with a specific instrument. Protocols according to the study type will be used to assess the methodological quality or risk of bias of the studies. The results will be analyzed and presented both qualitatively and quantitatively. Final Considerations: this study will analyze the pieces of research on the topics in question, identifying existing gaps and enabling closer observation of the available evidence to guide educational practices and action planning aimed at promoting health for adolescent students.
RESUMO Objetivo: verificar a relação da motivação para aprender com a qualidade de vida e com o desempenho escolar de adolescentes do ensino fundamental. Métodos: a revisão será embasada em diretrizes internacionais. A estratégia PEO (População, Exposição, Desfecho) foi utilizada para elaborar a pergunta norteadora e foram estabelecidos critérios de elegibilidade. As bases de dados Medline, via PubMed, Scopus e Web of Science serão consultadas por meio das respectivas equações de busca. Para seleção dos estudos, algumas etapas serão cumpridas por avaliadoras de forma independente. A extração dos dados será realizada por meio de instrumento próprio. Para a avaliação da qualidade metodológica ou risco de viés dos estudos serão utilizados protocolos segundo o tipo de estudo. A análise e a apresentação dos resultados serão feitas de forma qualitativa e quantitativa. Considerações Finais: o desenvolvimento deste trabalho possibilitará uma análise das pesquisas realizadas sobre as temáticas envolvidas, identificando lacunas existentes, além de possibilitar a observação mais detida das evidências disponíveis para nortear a prática educativa e o planejamento de ações que visem à promoção da saúde para estudantes adolescentes.
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Objetivos: A presente pesquisa teve oobjetivo de verificar se a participação esportiva nos jogos do Instituto Federal de Mato Grosso (IFMT) interfere no desempenho acadêmico de estudantes do ensino médio. Metodologia: Os estudantes do estudo foram divididos em dois grupos, conforme a participação nos JIFMT. A amostra foi composta por 74 estudantes não participantes (16,80 ± 1,22 anos de idade) e 74 estudantes participantes (17,10 ± 1,25 anos de idade), de ambos os sexos,dos Jogos do Instituto Federal de Mato Grosso (JIFMT). A coleta de dados ocorreu no ano de 2018 em dois momentos distintos: durante os JIFMT para os estudantes participantes; após o período dos JIFMT via online para os estudantes não participantes dos JIFMT. Ambos os grupos responderam a um questionário sociodemográfico, e o desempenho acadêmico foi obtido a partir do histórico acadêmico disponibilizado pela própria instituição. Nosso estudo tem caráter descritivo e transversal. Foram utilizadas as análises estatísticas, seguidas de análises inferenciais não paramétricas e teste de comparação. Resultados e discussão: o grupo de participantes dos JIFMT apresentou desempenho acadêmico similar ao grupo dos não participantes no conceito acadêmico. Logo, não houve prejuízo nem melhora. Os participantes da competição (54,1%) consideram-se fisicamente mais ativos do que os não participantes (25,7%), além de ter mais engajamento/pretensão em praticar atividade física. Conclusões: a participação nos jogos não afetou o desempenho acadêmico de estudantes, consequentemente, os JIFMT não impediram que os estudantes alcançassem um similar desempenho acadêmico ao grupo de não participantes.
Objective: The present research aimed to verify if the sports participation in the games of the Federal Institute of Mato Grosso (IFMT) interferes in the academic performance of high school students. Methodology: The study students were divided into two groups according to their participation in the JIFMT. The sample consisted of 74 non-participating students (16.80 ± 1.22 years old) and 74 participating students (17.10 ± 1.25 years old) in the Jogos do Instituto Federal de Mato Grosso (JIFMT) from both the sexes. Data collection took place in 2018 at two different times: during the JIFMT for the participating students; after the JIFMT period via online for non-participating. Both groups answered a sociodemographic questionnaire and academic performance was obtained from the academic record provided by the institution itself. Our study is descriptive and cross-sectional. Statistical analyzes were used, followed by non-parametric inferential analyzes and comparison test. Results and discussion: The group of JIFMT participants showed similar academic performance to non-participan ts in the academic concept, so there was no loss or improvement. Participants in the competition (54.1%) consider themselves to be more physically active than non-participants (25.7%), in addition to having more engagement/pretentiousness in practicing physical activity. Conclusions: Participation in the games did not affect the academic performance of students, consequently, the JIFMT did not prevent students from achieving a similar academic performance to the group of non-participants.
Objetivos: La presente investigación tuvo como objetivo verificar si la participación deportiva en los juegos del Instituto Federal de Mato Grosso (IFMT) interfiere en el rendimiento académico de los estudiantes de escuela secundaria. Metodología: Los estudiantes del estudio fueron divididos en dos grupos según su participación en el JIFMT. La muestra estuvo compuesta por 74 alumnos no participantes (16,80 ± 1,22 años) y 74 alumnos participantes (17,10 ± 1,25 años) en los Juegos del Instituto Federal de Mato Grosso (JIFMT) de ambos sexos. La recolección de datos se llevó a cabo en 2018 en dos momentos diferentes: durante el JIFMT para los estudiantes participantes; después del período JIFMT a través de Internet para estudiantes no participante del JIFMT. Ambos grupos respondieron un cuestionario sociodemográfico y el rendimiento académico se obtuvo del expediente académico proporcionado por la propia institución. Nuestro estudio es descriptivo y transversal. Se utilizaron análisis estadísticos, seguidos de análisis inferenciales no paramétricos y test de comparación. Resultados y discusión: El grupo de participantes del JIFMT mostró un rendimiento académico similar a los no participantes en el concepto académico, por lo que no hubo pérdida ni mejora. Los participantes en la competición (54,1%) se consideran más activos físicamente que los no participantes (25,7%), además de tener más compromiso/pretenciosidad en la práctica de actividad física. Conclusiones: La participación en los juegos no afectó el rendimiento académico de los estudiantes, en consecuencia, el JIFMT no impidió que los estudiantes alcanzaran un rendimiento académico similar al del grupo de no participantes
Subject(s)
Humans , Sports , Teaching , Education, Primary and Secondary , Academic Performance , Schools , Data Collection , Efficiency , Games, RecreationalABSTRACT
ABSTRACT Objective: to reflect on the perspectives of adopting the Progress Test in undergraduate nursing education. Methods: this is a reflective study, based on authors' critical thinking and supported by national and international literature on the Progress Test application in undergraduate health courses. Results: the Progress Test is as a valuable teaching-learning strategy, with potential applications and benefits for students, professors, and academic management. Final considerations: systematic nursing education assessment indicates valuable information for different stakeholders. Understanding its potential benefits, the Progress Test is presented as a strategy that can be replicated in undergraduate nursing education, either individually, by institutions, or collaboratively, by the establishment of partnerships or consortiums of institutions.
RESUMEN Objetivo: reflexionar sobre las perspectivas de adopción de la Prueba de Progreso en la formación de pregrado en enfermería. Métodos: se trata de un estudio reflexivo, basado en el pensamiento crítico de las autoras y sustentado en literatura nacional e internacional sobre la aplicación de la Prueba de Progreso en cursos de pregrado en el área de la salud. Resultados: la Prueba de Progreso se presenta como una valiosa estrategia de enseñanza-aprendizaje, con potenciales aplicaciones y benefícios para estudiantes, docentes y gestión académica. Consideraciones finales: la evaluación sistemática de la educación en enfermería indica información valiosa para diferentes actores. Entendiendo sus potenciales beneficios, la Prueba de Progreso se presenta como una estrategia que puede ser replicada en la educación de pregrado en enfermería, sea de manera individual, por instituciones, o de manera colaborativa, a través del establecimiento de alianzas o consorcios de instituciones.
RESUMO Objetivo: refletir acerca das perspectivas da adoção do Teste de Progresso no ensino de graduação em enfermagem. Métodos: trata-se de estudo reflexivo, baseado no pensamento crítico das autoras e sustentado na literatura nacional e internacional sobre a aplicação do teste de progresso em cursos de graduação na área da saúde. Resultados: o teste de progresso se apresenta como uma valiosa estratégia de ensino-aprendizagem, com potenciais aplicações e benefícios para estudantes, docentes e gestão acadêmica. Considerações finais: a avaliação sistemática do ensino de enfermagem indica informações valiosas para diferentes atores. Entendendo seus potenciais benefícios, apresenta-se o Teste de Progresso como estratégia passível de ser replicada no ensino de graduação em enfermagem, seja de forma individual, pelas instituições, ou de maneira colaborativa, por meio do estabelecimento de parcerias ou consórcios de instituições.
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ABSTRACT Objective: To assess sleep quality and stress level and to analyze their effect on the academic performance of undergraduate dental students. Material and Methods: A cross-sectional descriptive survey was conducted among 234 undergraduate dental students at Bhubaneswar. Pittsburgh Sleep Quality Index (PSQI), consisting of 18 items rated on a 4-point Likert scale, assessed sleep quality. Kessler Psychological Distress Scale (K10) evaluated the stress level. Google Forms collected demographic details and marks obtained in their previous examination. Chi-square, Mann-Whitney U, Kruskal-Wallis tests, and Spearman correlation coefficient were used for analysis (p≤0.05). Results: Mean PSQI and K10 scores were 4.87±4.5 and 17.60±8.5, respectively. 38% of students had poor sleep quality, and mean actual sleep hours were 8.01±1.7. One-fourth (24.8%) of subjects had moderate to severe stress. Sleep quality significantly differed among the various academic years (p=0.001). A post-hoc test showed a difference between 1st and 2nd-year students and 1st and 4th-year students. A statistically significant difference between genders regarding the components of the K10 scale was observed. A non-significant positive correlation between total marks and K10 score and a negative correlation between marks and global PSQI score was found. Conclusion: Sleep quality and stress harm the academic performance of dental students.
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Humans , Male , Female , Stress, Psychological/psychology , Students, Dental , Sleep Quality , Chi-Square Distribution , Cross-Sectional Studies/methods , Surveys and Questionnaires , Statistics, Nonparametric , India/epidemiologyABSTRACT
ABSTRACT Objective: To report the experience of implementing the São Paulo Nursing Courses Consortium for the Progress Test. Method: This is an experience report of the consortium's work in Progress Test preparation and application for Public Schools of Nursing in São Paulo in 2019, 2021 and 2022, with a descriptive analysis of the work process and the results obtained. Results: The consortium's activities are structured into the following stages: planning; theme review; distributing and requesting questions; professor training; question elaboration; question reception; question selection; question validation; student registration; test application; analysis and dissemination of results. A total of 57.3% of enrolled students participated. There was a predominance of questions of medium difficulty and a gradual progression in the level of discrimination of the questions, with, in 2022, 82.5% being considered adequate. Final considerations: The consortium has allowed the test to be applied interinstitutionally, with greater scope, accuracy, and quality of questions. Through this experience, it is expected to encourage progress testing in undergraduate nursing courses in other contexts.
RESUMEN Objetivo: Relatar la experiencia de implementación del Consorcio de Cursos de Enfermería de São Paulo para la Prueba de Progreso. Método: Se trata de un relato de experiencia del trabajo del consorcio en la elaboración y aplicación de la Prueba de Progreso para las Escuelas Públicas de Enfermería de São Paulo en los años 2019, 2021 y 2022, con un análisis descriptivo del proceso de trabajo y de los resultados obtenidos. Resultados: Las actividades del consorcio se estructuran en las siguientes etapas: planificación; revisión de temas; distribución y solicitud de preguntas; capacitación de docentes; elaboración de preguntas; recepción de preguntas; selección de preguntas; validación de preguntas; registro de estudiantes; aplicación de la prueba; análisis y difusión de resultados. Participaron el 57,3% de los estudiantes matriculados. Hubo un predominio de preguntas de dificultad media y una progresión gradual en el nivel de discriminación de las preguntas, considerándose adecuadas en 2022 un 82,5%. Consideraciones finales: El consorcio ha permitido que la prueba sea aplicada de manera interinstitucional, con mayor alcance, precisión y calidad de preguntas. A través de esta experiencia, se espera fomentar la realización de la prueba de progreso en cursos de pregrado en enfermería en otros contextos.
RESUMO Objetivo: Relatar a experiência da implementação do Consórcio dos Cursos de Enfermagem Paulistas para o Teste de Progresso. Método: Trata-se de relato de experiência da atuação do consórcio na elaboração e aplicação do Teste de Progresso para as Escolas de Enfermagem Públicas Paulistas nos anos de 2019, 2021 e 2022, com análise descritiva do processo de trabalho e dos resultados obtidos. Resultados: As atividades do consórcio estão estruturadas nas seguintes etapas: planejamento; revisão de temas; distribuição e solicitação de questões; capacitação de docentes; elaboração de questões; recepção de questões; seleção de questões; validação de questões; inscrição de estudantes; aplicação do teste; análise e divulgação de resultados. Participaram 57,3% dos estudantes matriculados. Houve predomínio de questões de média dificuldade e progressão gradual do nível de discriminação das questões, sendo que, em 2022, 82,5% foram consideradas adequadas. Considerações finais: O consórcio tem permitido a aplicação do teste de forma interinstitucional, com maior abrangência, acurácia e qualidade das questões. Por meio dessa experiência, espera-se fomentar a realização do teste de progresso em cursos de graduação em enfermagem em outros contextos.
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Humans , Schools , Education, Nursing , Educational Measurement , Nursing Faculty Practice , Academic PerformanceABSTRACT
ABSTRACT Objectives: to evaluate the prevalence of negative affectivity in university students in the post-COVID-19 pandemic context and its relationship with academic performance and professional outlook. Methods: a cross-sectional study was conducted with undergraduate students from a public university in Minas Gerais between September 2022 and September 2023. Data were collected using a sociodemographic and psychosocial characterization questionnaire and the Depression, Anxiety, and Stress Scale 21. The relationships between negative affectivity, academic performance, and professional outlook were verified using the Kruskal-Wallis test, with a significance level of 5%. Results: a total of 585 students participated in the study. A high prevalence of depression, anxiety, and stress was found among university students in the post-COVID-19 context, with a notable severity of anxiety. A negative association was detected between the investigated negative affectivity, academic performance, and professional outlook. Conclusions: the results indicate an emotional vulnerability in university students, with a relationship between negative affectivity and a decline in academic performance and professional outlook.
RESUMEN Objetivos: evaluar la prevalencia de afectividades negativas en estudiantes universitarios en el contexto post-pandemia de COVID-19 y su relación con el rendimiento académico y la perspectiva de futuro profesional. Métodos: estudio transversal realizado con estudiantes de pregrado de una universidad pública de Minas Gerais entre septiembre de 2022 y septiembre de 2023. Los datos fueron recolectados a partir de un cuestionario de caracterización sociodemográfica y psicosocial y de la Depression, Anxiety and Stress Scale 21. Las relaciones entre las afectividades negativas, el rendimiento escolar y la perspectiva de futuro profesional fueron verificadas mediante la prueba de Kruskal-Wallis, con un nivel de significancia del 5%. Resultados: participaron en el estudio 585 estudiantes. Se verificó una alta prevalencia de depresión, ansiedad y estrés entre los estudiantes universitarios en el contexto post-pandemia de COVID-19, destacándose la ansiedad en un nivel severo. Se detectó una asociación negativa entre las afectividades negativas investigadas, el rendimiento académico y la perspectiva de futuro profesional. Conclusiones: los resultados indican una vulnerabilidad emocional en los estudiantes universitarios, con la existencia de una relación entre las afectividades negativas y un deterioro del rendimiento académico y de la perspectiva de futuro profesional.
RESUMO Objetivos: avaliar a prevalência de afetividades negativas em estudantes universitários no contexto pós-pandemia da COVID-19 e sua relação com o desempenho acadêmico e a perspectiva de futuro profissional. Métodos: estudo transversal realizado com estudantes de graduação de uma universidade pública mineira entre setembro de 2022 e setembro de 2023. Os dados foram coletados a partir do questionário de caracterização sociodemográfica e psicossocial e da Depression, Anxiety and Stress Scale 21. As relações entre as afetividades negativas, o rendimento escolar e a perspectiva de futuro profissional foram verificadas por meio do teste de Kruskal-Wallis, com 5% de significância. Resultados: participaram do estudo 585 estudantes. Verificou-se alta prevalência de depressão, ansiedade e estresse entre os estudantes universitários no contexto pós-pandemia da COVID-19, com destaque para a ansiedade em nível severo. Foi detectada associação negativa entre as afetividades negativas investigadas, o desempenho acadêmico e a perspectiva de futuro profissional. Conclusões: os resultados apontam para uma vulnerabilidade emocional dos estudantes universitários, com existência de relação entre afetividades negativas e piora do desempenho acadêmico e perspectiva de futuro profissional.
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Background: Brain Fag Syndrome (BFS) is a culture-bound syndrome characterized by cognitive and somatic symptoms, commonly reported among African students. This study aimed to determine the prevalence of BFS among Nigerian university students and examine its associated factors. Methods: A cross-sectional survey was conducted among undergraduate students from a university in the northwest region of Nigeria. The study utilized a self-administered questionnaire to collect data on socio-demographic characteristics, stimulant use, course of study, and academic performance. The presence of BFS was assessed using standardized diagnostic criteria. Results:The study included a total of 625 participants, in their young adulthood. The prevalence of BFS among Nigerian university students was found to be 62.7%. The majority of affected students were aged 20-30, male, and from the Hausa ethnic group. No significant association was found between stimulant use and BFS. However, there was a significant relationship between the course of study and the occurrence of BFS. Academic performance (CGPA) showed a weak negative association with BFS. Other socio-demographic factors such as age, gender, ethnicity, relationship status, birth position, type of home, and family income did not predict the occurrence of BFS. Conclusion: The high prevalence highlights the need for attention to mental health issues among this population. The results emphasize the importance of considering the course of study and academic performance when studying BFS. Further research is warranted to explore the underlying mechanisms and develop effective interventions for students affected by BFS.
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Humans , Male , Female , Psychophysiologic Disorders , Sleep Wake Disorders , Mental Health , Cognition Disorders , Academic PerformanceABSTRACT
Aim: The study aimed to evaluate the association between oral health and academic performance and/or school absenteeism. Methods: Electronic searches were performed of the PubMed, Web of Science, SCOPUS and LILACS/BVS databases. We included observational studies that evaluated the association between dental caries, tooth loss, dental pain or oral health status with school absenteeism or academic performance. The studies had to contain a representative sample of the population: schoolchildren, children or adolescents. After the removal of duplicates, the electronic searches produced 3,789 articles. Of these, 25 studies were included in the systematic review and 13 in the meta-analysis. Results: Considering all the studies evaluated in the meta-analysis, seven articles satisfied 100% of the Joanna Briggs Institute Critical Appraisal checklist, and six contained between 90% and 75% positive answers. The pooled effects showed that the chances of school absenteeism were 31% higher in subjects with dental caries (OR 1.31; 95%CI 1.12-1.54). Students with fair/poor dental health had a 50% higher chance of suffering poor academic performance (OR 1.50; 95%CI 1.22-1.84) and 34% higher chance of having problems at school (OR 1.34; 95%CI 1.06-1.70). Students with a history of toothache had a 3.7 higher chance of being absent from school (OR 6.65; 95%CI 1.60-8.32) and 71% higher chance of missing class due to toothache (OR 1.71; 95%CI 1.15-2.56). Subjects with a history of toothache had a 2.5 times higher chance of suffering poor academic performance (OR 2.58; 95% CI 2.04-3.27). Conclusion: Therefore, students with oral problems were more likely to take time off school and present inferior academic performance
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Toothache , Oral Health , Dental Caries , Absenteeism , Academic PerformanceABSTRACT
ABSTRACT Medical societies must maintain high standards of competence and quality when awarding specialist titles, defining the certification criteria, taking into account the needs and realities of the health system and medical practice.
RESUMO As Sociedades Médicas devem manter padrões elevados de competência e qualidade na concessão dos Títulos de Especialista, com definição dos critérios de certificação, considerando as necessidades e realidades do sistema de saúde e da prática médica.
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SUMMARY OBJECTİVES: The aim of this study was to compare the performance of artificial intelligence models ChatGPT-3.5, ChatGPT-4, and Google Bard in answering Physical Medicine and Rehabilitation board-style questions, assessing their capabilities in medical education and potential clinical applications. METHODS: A comparative cross-sectional study was conducted using the PMR100, an example question set for the American Board of Physical Medicine and Rehabilitation Part I exam, focusing on artificial intelligence models' ability to answer and categorize questions by difficulty. The study evaluated the artificial intelligence models and analyzed them for accuracy, reliability, and alignment with difficulty levels determined by physiatrists. RESULTS: ChatGPT-4 led with a 74% success rate, followed by Bard at 66%, and ChatGPT-3.5 at 63.8%. Bard showed remarkable answer consistency, altering responses in only 1% of cases. The difficulty assessment by ChatGPT models closely matched that of physiatrists. The study highlighted nuanced differences in artificial intelligence models' performance across various Physical Medicine and Rehabilitation subfields. CONCLUSION: The study illustrates the potential of artificial intelligence in medical education and clinical settings, with ChatGPT-4 showing a slight edge in performance. It emphasizes the importance of artificial intelligence as a supportive tool for physiatrists, despite the need for careful oversight of artificial intelligence-generated responses to ensure patient safety.
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Introducción: Las expectativas académicas representan aquello que los estudiantes esperan alcanzar durante su formación y son un factor predictivo del desempeño académico y social. Estas expectativas académicas son moldeadas por los padres, luego la educación de estos es una variable importante en el desarrollo académico de los hijos. Si bien los progenitores proyectan sus anhelos sobre sus hijos, los motivan a tener altos niveles de aspiración y son los responsables de crear ambientes intelectualmente más estimulantes; el objetivo de este estudio fue identificar las diferencias en las expectativas académicas de una muestra de estudiantes, según el nivel de escolaridad de sus padres. Método: Esta investigación contó con la participación de 261 estudiantes colombianos universitarios quienes están cursando su primer año de pregrado, entre los 16 y 54 años (media=21,9). Para este estudio se utilizó el Cuestionario de percepciones académicas-expectativas (CPA-E; Deaño et al., 2015); se obtuvieron los puntajes de cada participante, junto con sus datos sociodemográficos que estipulaban el nivel de escolaridad de los padres, y se llevaron a cabo los análisis descriptivos de cada grupo, y los análisis de varianza unidireccional (ANOVA). Resultados: Las expectativas académicas de los estudiantes con ambos padres sin educación superior (media = 189.176), se encuentran por debajo de la media, siendo significativamente diferentes a los puntajes de expectativas académicas de individuos con uno (media = 202.050) o ambos padres con estudios superiores (media = 204.286, p < 0,001). Discusión: Se demuestra la relevancia y necesidad del acceso a la educación para la mayoría de la población colombiana, entendiendo que este es un factor influyente en las expectativas académicas de una persona, y que debe tenerse un acompañamiento diferencial a los estudiantes con padres sin formación profesional.
Introduction: Academic expectations represent what students hope to achieve during their training and are a predictor of academic and social performance. These academic expectations are shaped by the parents, therefore their education is an important variable in the academic development of the children. Although parents project their aspirations on their children, motivate them to have high levels of aspiration and are responsible for creating more intellectually stimulating environments, the objective of this study was to identify the differences in the academic expectations of a sample of students, according to the level of education of their parents. Method: This research had the participation of 261 Colombian university students who are studying their first year of undergraduate, between the ages of 16 and 54 (mean = 21,9). For this study, the Academic Perceptions-Expectations Questionnaire (CPA-E; Deaño et al., 2015), was used, the scores of each participant were obtained, together with their sociodemographic data stipulating the parents' level of education, and descriptive data and one-way variance (ANOVA) analyzes were done. Results: The academic expectations of students with both parents without higher education (mean= 189.176), are below the average, being significantly different from the academic expectations scores of individuals with one (mean= 202.050) or both parents with higher education (mean= 204.286, p < 0,001). Discussion: The relevance and need of access to education for most of the Colombian population is demonstrated, understanding that this is an influential factor in the academic expectations of a person, and that there must be differential support for students with parents without training professional.
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(analítico) La resiliencia académica es la capacidad para responder adaptativamente a las adversidades del proceso educativo y superarlas exitosamente. Este estudio explora los efectos de la resiliencia académica en una muestra de estudiantes de psicología (N = 550) de Quito, Ecuador. Los resultados de los análisis de regresión evidencian que la resiliencia se relaciona positivamente con el rendimiento académico y negativamente con la intención de abandonar los estudios universitarios. Respecto a las dimensiones de resiliencia académica (perseverancia, reflexión y búsqueda adaptativa de ayuda, así como afecto negativo y respuesta emocional), estas presentan un patrón de influencia diferenciado sobre el rendimiento y la intención de abandono. Asimismo, los efectos favorables de la resiliencia son mayores para los estudiantes que cursan niveles iniciales de carrera y se reducen en los estudiantes de niveles superiores.
(analytical) Academic resilience is the individual ability to respond adaptively to the adversities of the educational process and overcome them successfully. This study explores the effects of academic resilience in a sample of Psychology students (N=550) from Quito-Ecuador. The results of regression analyses show that resilience is positively related to academic performance and negatively related to the intention to drop out of university studies. Regarding the dimensions of academic resilience: a) perseverance, b) reflecting and adaptive help-seeking, and c) negative affect and emotional response, these present a pattern of differentiated influence on performance and dropout intention. Likewise, the favorable effects of resilience are greater for students at initial levels of career, and are reduced for students at higher levels.
(analítico) A resiliência acadêmica é a capacidade de responder de forma adaptativa às adversidades do processo educacional e superálas com sucesso. Este estudo explora os efeitos da resiliência acadêmica em uma amostra de estudantes de psicologia (N=550) de Quito-Equador. Os resultados das análises de regressão mostram que a resiliência está positivamente relacionada ao desempenho acadêmico e negativamente relacionada à intenção de abandonar os estudos universitários. Relativamente às dimensões da resiliência académica: a) perseverança, b) reflexão e procura adaptativa de ajuda, e c) afeto negativo e resposta emocional, apresentam um padrão diferenciado de influência no desempenho e na intenção de abandono. Da mesma forma, os efeitos favoráveis da resiliência são maiores para alunos que cursam níveis iniciais do curso e são reduzidos em alunos de níveis superiores.