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The aim of this study is to assess COVID-19 vaccine uptake and associated factors among health science students at Wollo University, Northeast Ethiopia. Institution based cross-sectional study was conducted among 403 health science students at Wollo University from 1 to 15 July, 2022. The data was collected using a structured self-administered questionnaire and analysis was performed using SPSS version 26. Adjusted Odds Ratio (AOR), with 95% CI and p-value <.05 were used to declare factors significantly associated with COVID-19 vaccine uptake. The prevalence of COVID-19 vaccine uptake was 23.3% (95% CI: 19.2, 27.4). Being in the age category of 22-25 years old (AOR = 0.392, 95% CI (0.197, 0.780)), being >25 years old (AOR = 0.253, 95% CI (0.086, 0.741)), have a known disease (AOR = 0.202, 95% CI (0.044, 0.935)), source of income is self (AOR = 2.504, 95% CI (1.104, 5.677)) and screened for COVID-19 disease (AOR = 4.278, 95 % CI (2.418, 7.570)) before are significantly associated with uptake of COVID-19 vaccine. In conclusion, majority of the respondents didn't take COVID-19 vaccine with age greater than 22 years and have a known disease found to be negative predictors of COVID-19 disease.
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COVID-19 Vaccines , COVID-19 , Humans , Young Adult , Adult , Cross-Sectional Studies , Universities , Ethiopia/epidemiology , COVID-19/epidemiology , COVID-19/prevention & control , Students , Surveys and QuestionnairesABSTRACT
Résumé Dans le cadre du projet « Récits face au Covid » porté par l'institut de médecine intégrative et complémentaire (IMIC) du CHU de Bordeaux, soutenu par le groupe Impulsion « Domofrance et Crédit Mutuel du Sud-Ouest » et accompagné par la fondation Bordeaux université, un concours d'écriture a été proposé aux étudiants en sciences de la santé du Collège des Sciences de la santé de Bordeaux, afin d'explorer par le récit comment la pandémie avait modifié leur regard sur le soin. Summary As part of the "Stories facing the Covid” project led by the Institute of Integrative and Complementary Medicine (IMIC) of the Bordeaux University Hospital, supported by the Impulsion group "Domofrance and Crédit Mutuel du Sud-Ouest” and accompanied by the Bordeaux Foundation University, a writing competition was offered to health science students at the Bordeaux College of Health Sciences, in order to explore through storytelling how the pandemic had changed their view of care.
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Online learning keeps on growing and being explored during this pandemic. Most of the tertiary institutions here in the Philippines have shifted from face-to-face to online instructions in all courses including physics subjects. The conduct of physics classes through virtual classrooms has its advantages and presents some challenges that are why it is important to understand the perspective and experiences of students. This study aimed to describe the experiences of students in learning physics in a virtual classroom, specifically their experiences in preparation, learning management, opportunities, and challenges they have encountered. There were four themes that emerged in this study: Technological Preparations, Self-Preparations, Challenges in Online Learning, and Leaning Management and Opportunities. It was realized in this study that students were prepared to take online classes both in terms of their technological and personal aspect. Despite their preparations, they encountered challenges such as network issues, time constraints, and distractions in their learning environment at home. However, students were optimistic, so, they saw opportunities in these challenges to improve their technological skills, time management, and maximized online resources for better understanding of physics concepts. It is recommended for future research to explore the experiences of teachers in teaching online physics classes. © 2021 International Council of Associations for Science Education (ICASE). All rights reserved.
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The purpose of this study is to test the moderating effect of gender on the relationship between the Big Five personality traits of agriculture and food science senior students and their entrepreneurial intention. For this purpose, the study employed an online survey, which was directed to senior students in the agriculture and food science program at four public universities in Saudi Arabia. Out of the 450 forms distributed, 410 provided usable responses for analysis. This process yielded an answer ratio of 91%. The findings of PLS-SEM showed that the Big Five personality traits have a significant positive influence on students' intent toward entrepreneurship, except for neuroticism, which was found to have a negative but insignificant influence. The results of moderating effect analysis showed no significant moderating influences of gender on the link between two traits, i.e., agreeableness and neuroticism and entrepreneurship intention. On the other side, gender was found to have a significant moderating role in the relationship between the four other traits, extraversion, conscientiousness, openness to experiences, and entrepreneurial intention. Male students have a more moderating influence in relation to extraversion and conscientiousness than females do on entrepreneurial intention, whereas female students have a more moderating influence regarding openness to experiences than males on entrepreneurship intention. The results confirm that to ensure a sustainable agriculture ecosystem, each gender should receive appropriate development programs to strengthen their personal traits to stimulate entrepreneurial intention.
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Purpose: This study analyses the impact on postgraduate students' educational activity at an Allied Health Sciences institute in Pakistan as well as the information distribution during the Covid-19 pandemic. Methodology: The current quantitative analysis is based on a survey that was conducted among postgraduate allied health science students in various universities in Lahore, Pakistan, to evaluate the efficacy of information distribution during the Covid- 19 pandemic. Finding(s): The response rate of the study remained 80%. Majority of users, Approximately 69.5% (n=66) of students said they had no trouble getting information during COVID-19, whereas 30.5% (n=29) of students said the information was subpar. Respondents of the study found highly satisfied with the efficiency of library on providing e-services during Covid-19 (P-Value = 0.487). usability of libraries in information dissemination which 74 (78%) respondents said that libraries offer access to trustworthy and reliable Covid-19 pandemic information through a variety of media There is consensus among 75 (or 79%) of the students on the importance of raising awareness and educating people on how to contain the Covid-19 outbreak, as well as the difficulties libraries face in disseminating information. 77 (81%) students said they lack the knowledge and abilities necessary to effectively use the tools and services available on the Internet. The recommendations of the study might be beneficial to enhance the effectiveness of resources and services of universities libraries. Copyright © 2022 Lahore Medical And Dental College. All rights reserved.
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The main goal of this research is to identify the impact of COVID-19 on online final exam scores among Computer Science students. The correlation matrix we used indicates the interrelationships among learning outcomes and student profile, type of classes and student online behaviour. Six courses were taken under consideration: Practical Algorithms, Discrete Mathematics, Software Engineering, Programming, Team Projects and Artificial Intelligence. A total of 4,988 final exam results were examined. After a deep analysis of the literature on the topic, we expected two scenarios. The first scenario constituted a decline in passing grades due to challenges such as: learning platform failures, poor internet connections or poorer quality of lessons due to teachers' lack of online competence. We hypothesized the second scenario as extraordinary student performance compared to their prior exams, but due to their dishonesty. The results of the study revealed that neither of the scenarios took place. It turned out that the challenges that seemed to be the most difficult ultimately did not matter. The present study finds that there is not a significant difference in the students' final exam performance between their online and traditional courses. Our strategy as described in this article has demonstrated a smooth transition from traditional to online teaching and assessment in terms of the final assessment. © 2022, Academic Conferences and Publishing International Limited. All rights reserved.
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This Innovative Practice Work-In-Progress article describes the implementation of video material in undergraduate mathematics and physics courses for engineering and computer science students. The COVID-19 pandemic has highlighted the need to provide online material to which students can return whenever their technical and temporal resources allow. A similar need has long existed among students who support themselves by working part- or even full-time while studying towards a degree. This student group is well represented at our institution as access and outreach initiatives target professionals with vocational training in a technical field. The didactic concept of the videos as well as didactic opportunities for face-to-face lecturing in combination with online video material will be described. Students' responses to the innovative practice were surveyed in two ways: first, through an online questionnaire administered to students of an introductory physics course. The questionnaire data is subjected to quantitative and qualitative analysis in this article, with results leading to an indication of high student satisfaction. Second, students' experience as gathered from group interviews with students from a first-year mathematics course will be analysed. Collectively, this information sheds light on the advantages of the practice presented as well as on further improvements. © 2022 IEEE.
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This Research Full Paper presents findings on Swedish computer science students' perception of learning online during the Covid-19 pandemic at a mid-sized Swedish university. Due to the pandemic, classes in Swedish universities moved abruptly to an online format during the spring of 2020. Content analysis was used to analyze 10 interviews with third-year bachelor students. The results were discussed in the light of the community of inquiry theoretical framework. We found that when learning online, students communicated and collaborated via a class-wide Discord server, an online communication platform originally developed for the gaming community. The use of Discord was seen to change the students' expectations of student-instructor interaction. The students' frequency of questions to the instructor decreased drastically when learning in the online environment compared to the on-campus environment, both during live-lectures and outside of class. The students perceived instructor engagement and presence in both live and recorded lectures as more important for their learning online than in the on-campus setting and wanted more interaction during lectures. Discord created a community for the students. However, the social aspects of learning were still missed. Many interviewees found it hard to keep focus and struggled with self-discipline and identifying a work structure. Clear benefits given for online learning were flexibility and convenience of time and place. Students also experienced group work to be more efficient online. © 2022 IEEE.
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INTRODUCTION: Health science students are prone to self-medication due to easy accessibility to medicines, background medical knowledge, and their ability to diagnose illnesses. The ongoing COVID-19 pandemic has further encouraged this practice due to the fear of contracting the virus by visiting healthcare establishments. OBJECTIVES: This study was conducted to assess the perception and practices of self-medication among health science students during the background of the COVID-19 pandemic. METHODS: This cross-sectional study was conducted in July 2021 during the second wave of COVID-19. Data were collected using a Microsoft form circulated among students using WhatsApp or email. RESULTS: The mean age of the participants was 20.8±1.5 years. About 165(47.1%) participants had self-medicated over the past one year. The most common mode of self-medication was using previous consultation notes [121(73.3%)]. The most common reason for self-medication stated was the mild nature of the illness [131(79.4%)]. Fifteen (9.1%) participants reported changes in medication from one to another during self-medication. Sixteen (9.7%) participants increased drug dosage during self-medication. Sixteen (26.2%) out of 61 participants who self-medicated with antibiotics did not complete the course. Forty-six (27.9%) out of the 165 participants were not aware of the adverse effects of the drugs being self-medicated on most occasions. About 167(47.7%) of the total participants did not feel that self-medication practices are harmful. Ninety-five (27.1%) felt that self-medication practices are acceptable during the COVID-19 pandemic. Eighty-six (90.5%) of them thought so to avoid getting COVID-19 infection by visiting healthcare establishments. In multivariable analysis, participants in the final year and those with chronic morbidities were associated with self-medication practices. CONCLUSION: Self-medication practices were present among 47.1% of participants. More than one-fourth of them were not aware of the side effects of self-medicated drugs on most occasions. About 47.7% participants felt that self-medication practices are not harmful and more than one-fourth of them felt that it was acceptable during the COVID-19 pandemic. Therefore, the students need to be made aware of the harmful consequences of self-medication.
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Objectives: First, to examine Health Sciences students' discipline, educational level, number of online courses taken, and emotions regarding distance learning; second, to explore a model in which information and communication technologies' (ICT) beliefs serve as mediators among ICT's emotions and ICT usage. Methods: This is a cross-sectional study. Participants consisted of 210 students from the School of Health Sciences at the University. Perceptions toward ICTs in Teaching-Learning Process Scale and Computer Emotion Scale were used. Results: Nursing students report significantly more ICT-related negative emotions than Management of Health Systems students. Students who took a low or medium number of online courses report significantly more ICT-related positive emotions than students who took a high number of online courses. In addition, ICT-related beliefs did not mediate the effects of ICT-related positive emotions and ICT usage but did mediate ICT-related negative emotions and ICT usage. Conclusions: The digital tools in online courses should be appropriately combined with the learning method, and course content. It requires not only a solid technical foundation but also an educational mentality, as well as an adjustment period.
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INTRODUCTION: Medicine and communicable disease control are embedded in many Islamic teachings as conveyed by the Prophet Muhammad (PBUH) through the Al-Quran, Al-sunnah, and Al-hadith more than 1400 years ago. Therefore, when the COVID-19 outbreak hit Malaysia, with the majority of the population being Muslims, the society should have been equipped with knowledge in dealing with this pandemic. This study investigates the knowledge towards dealing with COVID-19 based on the guidance of Al-Quran and Al- Sunnah of Prophet Muhammad (PBUH) among undergraduate students in Malaysia. MATERIALS AND METHODS: A cross-sectional study using self-constructed questionnaires was performed. The questionnaires were pre-validated and distributed to pharmacy and health sciences students via an online survey platform. One of the selection criteria was that the respondent must be a Muslim. RESULTS: The students scored a median of 26 (IQR 4) in the knowledge test. Students' percentage knowledge levels were divided into three categories: poor (n = 42, 15%);moderate (n = 207, 73%) and good (n = 33, 12%). The lowest scored knowledge item was observed on the Islamic terminology, Maqasid Shariah (4.3%), and differences between hadith and sunnah (20.9%). No significant differences in knowledge scores were observed in the pre-determined independent variables such as age, year of study, accommodation, and previous religious school admission. CONCLUSION: The study findings suggest that the students have a good understanding of scientific aspects of COVID-19 but lack knowledge in handling the pandemic as recommended by Al-Quran and Al-Sunnah. [ FROM AUTHOR] Copyright of IIUM Medical Journal Malaysia is the property of International Islamic University Malaysia, Faculty of Medicine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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BACKGROUND: In the COVID-19 era, there was a call for the transformation of higher education. Universities had to combine non-face-to-face teaching with traditional procedures. This study analyzed the effectiveness and perceived satisfaction in a cohort of health sciences students of non-face-to-face teaching with passive training versus face-to-face teaching with active training in the proper donning and doffing of personal protective equipment (PPE) in a clinical simulation scenario. METHODS: A total of 142 participants were randomized into two groups: (a) non-face-to-face teaching with passive training; (b) face-to-face teaching with active training. The proper protocol for donning and doffing PPE was assessed. Students evaluated their skills before and after training and satisfaction with training received. RESULTS: Significant differences were observed for the statements "I felt more confident in donning after receiving this training" (p = 0.029) and "I felt more confident in doffing after receiving this training" (p = 0.042) in the face-to-face teaching with active training group compared to the non-face-to-face teaching with passive training group, whose number of tasks violated was significantly higher (p = 0.020). Satisfaction was significantly higher in the face-to-face and active training group (p = 0.004). CONCLUSIONS: Face-to-face teaching with active training improves effectiveness and satisfaction more than non-face-to-face teaching with passive training for acquiring skills in donning and doffing PPE properly.
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COVID-19 , Personal Protective Equipment , COVID-19/prevention & control , Health Personnel/education , Humans , StudentsABSTRACT
Background: Higher education institutions (HEIs) shifted from in-person attendance to blended and online learning due to the COVID-19 lockdowns. Objective: This study investigated the students' perception of satisfaction, convenience, engagement, and learning towards blended and online courses conducted before, during, and after the COVID-19 lockdowns. Methods: A longitudinal study design was adopted to examine the students' perception of online and blended learning courses before, during, and after the COVID-19 lockdowns. The subjects consist of Health science students (N = 130) belonging to two different colleges of a public university and the study period includes three academic years (i.e., six semesters) (2018-2021). A survey tool was developed to collect data from students studying the computer fundamentals course through blended and online learning modes from 2018 to 2021. Results: Over 95% of students have been satisfied with the course offered through various blended learning formats since 2018. The blended 0.50-course format is the most preferred one for the students; however, the Blended 0.75-course format is highly rated by the students regarding their satisfaction and engagement than other learning formats during the COVID-19 lockdowns. Following adaption after COVID-19, the students reported a high perception of learning towards the course when delivered through 100% online learning mode. Conclusion: Students' achievement is significantly associated with the learning modes, exam modes, and various student batches. The blended 0.75-course format group shows a higher achievement than the other three-course format groups. Likewise, those students who appeared in their exams online showed higher achievement than those who appeared physically. Further, the students felt equally convenient with Blended 0.75 and 100% online learning course formats. These findings would also help HEIs choose appropriate learning and examination modes while designing courses.
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This paper describes the first year of the implementation of a three-year long NSF-funded International Experience for Students (IRES) Site Track-1 project. As a part of the IRES Site Track-1 project, three engineering programs at three U.S. universities have collaborated on a project to increase the global competencies of undergraduate engineering/computer science students through a summer international research training program in big data in energy and related infrastructure in partnership with the Universiti Teknologi Petronas in Perak, Malaysia. The U.S. Universities included Texas A&M University, North Dakota State University, and University of Nevada at Las Vegas. The IRES program includes two-week pre-visit trainings on cultural and global aspects and six-week team-based research experience at the partner Malaysian university. However, due to COVID-19 restriction, all activities in the first year was conducted virtually in Summer 2021. A total of 9 participants were selected, three each from the three US Universities. The IRES participants were divided into three teams. Each project team consisted of one member from four participating institutions (3 U.S. and one Malaysian) thus providing students with a global team environment. Furthermore, of those 4 student members in a team, they represented multiple engineering disciplines. A survey conducted before and after the program showed net overall improvement in the research aptitude of the participants and their understanding on research methods, professional presentation skills, and global teamwork. Furthermore, the IRES students also attended a month-long training on global culture and received a certificate on global competency issues by the Halliburton Global Engineering Program at Texas A&M University. © American Society for Engineering Education, 2022
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Practitioners delivering computer science (CS) education during the COVID-19 pandemic have faced numerous challenges, including the move to online learning. Understanding the impact on students, particularly students from historically marginalized groups within the United States, requires deeper exploration. Our research question for this study was: In what ways has the high school computer science educational ecosystem for students been impacted by COVID-19, particularly when comparing schools that have student populations with a majority of historically underrepresented students to those that do not? To answer this question, we used the CAPE theoretical framework to measure schools' Capacity to offer CS, student Access to CS education, student Participation in CS, and Experiences of students taking CS [1]. We developed a quantitative instrument based on the results of a qualitative inquiry, then used the instrument to collect data from CS high school practitioners located in the United States (n=185) and performed a comparative analysis of the results. We found that the numbers of students participating in AP CS A courses, CS related as well as non-CS related extracurricular activities, and multiple extracurricular activities increased. However, schools primarily serving historically underrepresented students had significantly fewer students taking additional CS courses and fewer students participating in CS related extracurricular activities. Student learning in CS courses decreased significantly;however, engagement did not suffer. Other noncognitive factors, like students' understanding of the relevance of technology and confidence using technology, improved overall;however, student interested in taking additional CS courses was significantly lower in schools primarily serving historically underrepresented students. Last, the numbers of students taking the AP CS A and AP CS Principles exams declined overall. © American Society for Engineering Education, 2022.
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The article offers information about motivating and engaging students to write in science. It mentions that how positive attitudes helps students to become fluent and independent readers and writers. It discusses that writing is a form of communication which students are required to master in the course of their learning in order to succeed with written assessments required for NCEA.
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Objectives: During lockdown by COVID-19, some individuals engaged in behaviours generating a greater sense of positivity and control. The objective was to identify relationships between affect, coping strategies, and resilience with task management, distress caused by lockdown, and difficulty observing public health restrictions. Methods: A cross-sectional observational study (May 2020) was carried out in the Complutense University of Madrid. The sample consisted of 50 first-year Health Sciences students, wich were assessed during lockdown by COVID19. The followins scales were used: the Positive and Negative Affect Schedule (PANAS), the Coping Orientation to Problems Experienced inventory, the ConnorDavidson Resilience Scale, and the Escala de Gestion de Actividades en Situacion de Confinamiento (Activity Management during Lockdown Scale). Results: Thirty-five students (70%) displayed a score of (3)6 on the scale measuring the distress caused by the public health restrictions. Associations with r values of =0.5 were: distress caused by the pandemic and positive affect (r=0.512);seeking new hobbies and seeking social support (r=0.567);seeking new hobbies and humour (r=0.56);reading and active problem-focused coping (r=0.5). Conclusions: Positive affect is influenced by behaviours linked to helping neighbours. Strategies allowing subjects to occupy their time more constructively were: active problem-focused coping, seeking psychosocial support, and acceptance and personal growth. The factors related to negative affect were alcohol consumption and/or drug use, humour.
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Pair programming is an active learning technique with several benefits to students, including increasing participation and improving outcomes, particularly for female computer science students. However, most of the literature highlights the effects of pair programming in introductory courses, where students have different prior programming experience and thus may experience group issues. This work analyzes the effect of pair programming in an upper-level computer science course, where students have a more consistent background education, particularly in languages learned and coding best practices. Secondly, the effect of remote pair programming on student outcomes is still an open question of increasing importance with the advent of Covid-19. This work utilized split sections with a control and treatment group in a large, public university. In addition to comparing pair programming to individual programming, results were analyzed by modality (remote vs. in person) and by gender, focusing on how pair programming benefits female computer science students in confidence, persistence in the major, and outcomes. We found that pair programming groups scored higher on assignments and exams, that remote pair programming groups performed as well as in person groups, and that female students increased their confidence in asking questions in class and scored 12% higher in the course when utilizing pair programming. © 2022 ACM.
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Drawing upon empirical evidence from a research carried out at the University of Crete, this paper investigates the social sciences students' perception towards their experiences regarding the emergency online learning amidst the COVID-19 pandemic. The study reveals aspects of digital divides, as well as divergent perceptions of students, ranging from techno-philic attitudes that enthusiastically welcome the pivot to online learning, to ambivalent opinions expressing moderate satisfaction and techno-sceptic views, criticising pandemic pedagogies through digitalised forms of learning. The analysis sheds light on the contextual factors associated with the dystopic condition of the protracted economic crisis and the pandemic, that lie behind the claims of many students, revealing a main tension between contrasting perceptions of digital education. Students with positive attitudes towards online learning tend to highlight the advantages in regard to time and space flexible modalities of digital education, embracing it as an inclusive practice that responds to the social and educational needs of students, especially at times of crisis. Techno-sceptic attitudes criticise online learning models fοr lowering the academic standards, separating students from the real-life world on campus and repositioning them in digital settings where common physical experience, affective body language and classroom socialisation are missing. The article offers insight in the ongoing discussion of the emergency remote learning and underlines the political and pedagogical significance of the accelerating digitalisation of the universities in the post-COVID era.