The Relationship Between Academic Stress, Sleep Quality, and Psychological Wellbeing in Pasifika and New Zealand European Students at the University of Otago.

BACKGROUND: Pasifika students in New Zealand are overrepresented in poor academic outcomes, and their academic challenges may potentially influence their wellbeing. We aim to: 1) compare the academic stress, sleep quality, and psychological wellbeing of Pasifika and New Zealand European (NZE) anatomy students at the University of Otago, and 2) determine if academic stress mediates the association between their psychological wellbeing and sleep quality. METHODS: We launched a brief online survey to Pasifika and NZE students in our department. The survey included basic demographics, Perception of Academic Stress Scale, Pittsburgh Sleep Quality Index, Hospital Anxiety and Depression Scale, a short loneliness scale, a reduced morningness-eveningness scale, and the Epworth Sleepiness Scale. RESULTS: Perceived academic stress were comparable between NZE and Pasifika students, but Pasifika students reported poorer sleep quality than NZE students (t(113) = 14.41, P < .001). In addition, Pasifika students reported more loneliness (t(119) = 8.933, P < .001), less anxiety symptoms (t(120) = 2.469, P = .015), and less of a morning person (t(121) = 2.618, P = .010) than NZE students, but they had comparable depressive symptoms and daytime sleepiness. After controlling for age, ethnicity and gender, we found that academic stress fully mediated the relationship between anxiety or depressive symptoms and poor sleep quality. Furthermore, academic stress partially mediated the relationship between loneliness and poor sleep quality in our cohort. CONCLUSION: Our findings highlight the importance for academic institutions to support students' wellbeing, including ethnic minority students such as Pasifika students in New Zealand.

Does religiosity play a role in anatomy learning? Perspectives from Pasifika students at the University of Otago.

Religion is an important aspect in Pacific cultures and may influence how Pasifika students learn anatomy. Traditional constructs in Pacific cultures, such as tapu (forbidden/taboo) and sacred relationships, and/or Christian values are where spirituality is most commonly perceived among Pacific people. Although Pacific people are not homogenous, tapu is a concept that permeates all of Pacific cultures. Understanding the significance of tapu in Pacific communities will help govern relationships and interactions between male and female students/educators, as well as between the dead (e.g., body donors) and the living (e.g., students/educators). In Pacific communities, breaching tapu can lead to serious repercussions, thus strict adherence to cultural practices is important. Institutions in Aotearoa New Zealand, however, are governed by Western processes and values which are often incompatible with Pasifika worldviews and values. Pacific values, including in education, are holistic in understanding and action, and considers not only the physical but the emotional, mental, and spiritual aspects. The lack of cultural competency and responsiveness from universities continues to be a barrier for Pasifika learners. Supportive action from educators requires appreciation and understanding of Pacific values and practices. Throughout this article, we discuss Pacific perspectives on how religiosity plays a role in anatomy learning for Pasifika students. Key topics discussed here include the Bible, tapu (sacred/taboo), tulou (permission/excuse), va tapu'ia (sacred relationship), nudity, organ donation, and perspectives on working with deceased human bodies. Given the increasing number of Pasifika students enrolled in universities across Aotearoa New Zealand, education institutions should be more culturally-responsive to Pasifika students' needs to enhance their academic success in anatomy education.

Anatomical sciences education needs to promote academic excellence of ethnic minority students-Evidence from Pasifika students at the University of Otago.

The Department of Anatomy at the University of Otago offers anatomical sciences education for various programs, but currently, little information is available on how the academic performance of anatomy students differ based on ethnicities. Here, we aim to determine if there is an ethnic disparity in academic performance among anatomy students at the University of Otago. We conducted a 5-year review of academic performance of New Zealand European (NZE) and Pasifika students in 10 undergraduate anatomy courses, including clinical anatomy, neuroscience, reproduction, cell biology, and biological anthropology. NZE students achieved higher marks than Pasifika students in each academic year for four courses and in 3-4 of 5 academic years for the remaining courses. In eight courses, there were higher proportions of Pasifika students than NZE students who repeated the courses (in 4-5 of 5 academic years for two courses, in 1-2 of 5 academic years for six courses). Multiple regression analyses showed that Pasifika students were more likely to achieve lower marks than NZE students in all courses. Other predictors for academic marks included year of study for five courses, age for three courses, international student status for two courses, major specialization for eight courses, home location for one course, and gender for one course. Data from this research provide evidence that ethnic inequity may exist in anatomical sciences education, and can be used by institutions globally to justify evaluating their anatomy programs, with the aim to better support ethnic minority students who may be struggling academically.