Motivación academica en la educación universitaria: una revisión sistematica

La importancia de la motivación académica en la educación universitaria, ha sido de gran interés en la investigación educativa, dado que se encuentra a la base del éxito académico, al estar relacionada con la autorregulación del aprendizaje. Por ello, esta revisión sistemática tiene por objetivo analizar los hallazgos de la producción científica relacionada con la motivación académica en la educación superior, publicada entre los últimos 5 años (2016-2021) en las bases de datos Web of Science, Scopus y SciELO, con el fin de orientar la toma de decisiones en los procesos educativos de la educación superior. El método corresponde a una revisión sistemática, de corte cualitativo, de análisis documental definidas en categorías y subcategorías emergentes. Los principales hallazgos indican que existe gran interés por abordar la motivación académica a partir de diferentes tipos de estudio metodológicos como son los descriptivos, relaciones/correlaciones, perfiles con análisis de conglomerados, modelos de ecuaciones estructurales. También, se encuentran, aunque en menor medida, investigaciones sobre creación y validación de instrumentos para medir la motivación académica en la educación superior. Se cree que los resultados de esta revisión pueden constituir un aporte a la elaboración de nuevas propuestas de constructos teóricos e instrumentos sobre motivación académica para la formación universitaria.

The importance of academic motivation in university education has been of great interest in educational research, since it is at the base of academic success, as it is related to self-regulation of learning. Therefore, this systematic review aims to analyze the findings of the scientific production related to academic motivation in higher education, published between the last 5 years (2016-2021) in the Web of Science, Scopus and SciELO databases. in order to guide decision-making in the educational processes of higher education. The method corresponds to a systematic, qualitative review of documentary analysis defined in emerging categories and subcategories. The main findings indicate that there is great interest in addressing academic motivation from different types of methodological study such as descriptive, relationships/correlations, profiles with cluster analysis, structural equation models. There is also, although to a lesser extent, research on the creation and validation of instruments to measure academic motivation in higher education. It is believed that the results of this review may constitute a contribution to the development of new proposals for theoretical constructs and instruments on academic motivation for university education.

A importância da motivação académica no ensino universitário tem sido de grande interesse nas pesquisas educacionais, tendo em vista que ela está na base do sucesso académico, pois está relacionada à autorregulação da aprendizagem. Portanto, esta revisão sistemática tem como objetivo analisar os achados da produção científica relacionada à motivação acadêmica no ensino superior, publicados entre os últimos 5 anos (2016-2021) nas bases de dados Web of Science, Scopus e SciELO, a fim de orientar a tomada de decisão nos processos educacionais no ensino superior. O método corresponde a uma revisão sistemática, qualitativa, de análise documental definida em categorias e subcategorias emergentes. Os principais resultados indicam que existe um grande interesse em abordar a motivação académica a partir de diferentes tipos de estudos metodológicos, tais como estudos descritivos, relações/correlações, perfis com análise de clusters e modelos de equações estruturais. Existe também, embora em menor escala, investigação sobre a criação e validação de instrumentos de medida da motivação académica no ensino superior. Acredita-se que os resultados desta revisão possam constituir um contributo para o desenvolvimento de novas propostas de constructos teóricos e de instrumentos sobre motivação académica para o ensino universitário.

A study to investigate the relationship between sleeping patterns and academic performance among medical students in Jamnagar

Background: Sleep is a vital component of human health and well-being, significantly impacting mental health, mood, cognitive function (including memory), and overall health. It is an important aspect of a successful academic life in college, yet very little attention has been given to finding an appropriate sleeping pattern. Aims and Objectives: This study investigates the relationship between sleep patterns and academic performance among medical students. It further aims to identify other factors that may influence the academic performance of the study participants. Materials and Methods: A cross-sectional study was conducted to enroll 284 undergraduate medical students. Data were collected on sociodemographic profile, lifestyle, sleep pattern, and academic performance, by self-report questionnaire. Students were divided into six groups based on their sleeping patterns and five groups based on their academic performance. Data were analyzed using Microsoft Excel. Results: Among 284 participants, Group A demonstrated a prevalence of excellent performance (32%), followed by average performance (24%). Notably, Group B exhibited a dominance of outstanding performers (47%), followed by below average category (17%). Groups C, D, E, and F were characterized by a majority of students achieving above- average outcomes. Conclusion: Sleep is a crucial factor affecting academic achievement in medical students, but not the sole determinant. Other significant influences include nutritional status, attendance at educational activities, study habits, social support, mental health, and physical activity. Conversely, excessive social media use and addictions can negatively impact academic performance.

Examining the nexus between learning modalities and scholarly performance in 1st-year medical students

Background: The visual-aural-read/write-kinesthetic (VARK) questionnaire is a pre-eminent, accessible, and rigorously validated instrument that facilitates students in discerning their learning predilections. Nonetheless, the interrelation between VARK learning styles and scholastic achievement remains largely uncharted. Visual learners excel with diagrams, graphs, and flowcharts; auditory learners prefer aural information; read/write learners engage with textual material; and kinesthetic learners thrive through experiential learning and practical applications. This investigation endeavors to elucidate the correlation between predominant learning styles and the academic performance of 1st-year medical students in both theoretical and practical contexts. Aims and Objectives: The aims and objectives of the study are to scrutinize the correlation between distinct learning modalities (VARK) and academic performance among 1st-year medical students at GMERS Medical College. Materials and Methods: Subsequent to ethical sanction, 1st-year MBBS students from the 2021 cohort were solicited to partake in this cross-sectional, educational institution-based, temporally constrained study. Students who withheld consent were excluded. The investigation was executed in three phases. In the initial phase, the VARK 8.1 questionnaire was disseminated to 189 students to ascertain their learning styles, concomitant with the collection of demographic data. The VARK questionnaire encompasses 16 multiple-choice questions, each corresponding to a specific sensory learning modality. The modality with the highest score was designated as the student’s preferred learning style. In the second phase, preliminary examination scores (theoretical and practical) for physiology, anatomy, and biochemistry were recorded. In the third phase, direct, in-depth interviews were conducted to rectify any data discrepancies or ambiguities regarding learning style preferences. Results: Among the participants, 61 out of 104 males and 51 out of 85 females exhibited a predilection for the kinesthetic learning style as their unimodal preference. The second most prevalent preference among males was visual, whereas females favored aural learning. Merely two males and no females identified as read/write learners. Correlation coefficient analysis revealed a robust association between visual learning scores and academic performance across both genders. High achievers predominantly favored the visual modality. Conversely, the aural and read/write modalities exhibited weak or negligible correlation with academic performance. Despite the prevalence of the kinesthetic modality among both male and female students, it only demonstrated a tenuous association with biochemistry scores. For male students, a moderate correlation was observed in anatomy and biochemistry. Conclusion: This study intimates that the preponderance of students prefers the kinesthetic learning style. Nevertheless, there exists a significant correlation between visual learning styles and academic performance in both male and female students.

Sleep quality and its correlates among undergraduate students of a medical school in North Karnataka, India

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.

Evaluación del estrés académico y sus efectos sobre el rendimiento en estudiantes universitarios / Assessment of academic stress and its effects on performance in university students

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.

Relationship Between Problem Solving Ability And Academic Performance In College Students-A Review.

The ability to solve problems not only enhances academic performance but also prepares students for future professional endeavours. This research paper explores the studies to ?nd out the relationship between problem-solving ability and academic performance in college students. Drawing on existing literature and empirical evidence, the paper examines the impact of problem- solving skills on various aspects of academic achievement. The ?ndings revealed a strong correlation between problem-solving ability and academic performance, highlighting the importance of developing effective problem-solving skills in college students.

Ansiedad frente a exámenes, un tipo de ansiedad fóbica que se presenta en el contexto académico / Test anxiety, a type of phobic anxiety that occurs in the academic context

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.

Impact Of Teacher's Emotions Influenced The Students' Academic Performance

Any organization's employees can become more emotionally intelligent by developing their self-awareness, interpersonal skills, stress management, ?exibility, optimism, and happiness level in addition to their empathy, self- direction, and social skills. Individuals who are in control of their emotions and impulses are better able to handle work-related stress, which boosts productivity, job satisfaction, and work performance by utilizing their hidden potential. The primary pillars of the educational system are regarded as teachers. In the current context, educational institutions are paying attention to the idea of emotional intelligence among teachers. One sort of social intelligence known as emotional intelligence is the capacity to regulate one's own emotions as well as those of others, make decisions based on these emotions, and use emotions to in?uence one's own course in life. The goal of the current study is to determine how kids' academic performance is impacted by the teacher's emotions.

Cognitive hallmarks of insomnia and its influence on cardiac response to handgrip test among medical students

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.

Examining The Effect Of Internet Addiction & Academic Stress On Academic Performance Of Students

The internet has ingrained itself into peoples' daily lives. It is regarded as the media that is used the most extensively in worldwide. The development of the internet has altered many facets of daily life, including how people engage with one another and amuse themselves thanks to the plethora of social networking sites. The current investigation examines the effect of internet addiction & academic stress on academic performance of sec. school students. Method of current study was descriptive survey. 700 Sec. School students were chosen by Multistage random sampling technique. In order to gather the data, Internet Addiction Scale by Gulati, Kurisunkal & Bakliwal (2021) and Academic Stress Scale by Udai Kumar Sinha (2014) were used. For the Academic performance measure, the researcher had to depend upon the school examination record of the respective schools. Significant difference was observed in internet addiction & academic performance of sec. school students. Academic stress was also found significantly effecting the academic performance of sec. school students. Double interaction

Investigating the link between vitamin d deficiency and depression and anxiety in medical students at Jazan university: a cross-sectional study

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.

Actively Explore Science and Technology Evaluation in the Cardiovascular Specialty / 中国循环杂志

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.

Methodological Exploration for Global Cardiovascular Academic Performance Evaluation(CAPE)System / 中国循环杂志

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.

Prevalence of brain fag syndrome and its correlation with stimulant use and socioeconomic/demographic characteristics among university undergraduate students in Nigeria

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.

Comparative performance of artificial ıntelligence models in physical medicine and rehabilitation board-level questions

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.

Why should Medical Societies increasingly attend to their Specialist Title exams and why should medical professionals obtain it? / Por que as Sociedades Médicas devem cada vez mais cuidar de suas provas de Título de Especialista e porque os profissionais médicos devem obtê-lo?

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.

Relationships between internet addiction, smartphone addiction, sleep quality, and academic performance among high-school students

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.

Influence of motivation to learn on adolescents' quality of life and school performance: A protocol for a systematic review with meta-analysis / Influência da motivação para aprender na qualidade de vida e no desempenho escolar de adolescentes: um protocolo de revisão sistemática com metanálise

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.

Can oral health have an impact on academic performance and school absenteeism?: a systematic review and meta-analysis

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

Association of Sleep Quality and Stress with Academic Performance among Undergraduate Dental Students of Bhubaneswar, India

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.