Prevalence of Insomnia and Factors Influencing Its Incidence in Students of Tbilisi State Medical University: A Cross-Sectional Study.

Sleep is essential for overall health and well-being, however, medical students often face challenges in the form of insomnia or sleep-related disorders. This cross-sectional study investigates the factors influencing the incidence of insomnia in medical students at Tbilisi State Medical University during the 2022-2023 academic year. Using an online questionnaire, data was collected from 174 respondents with self-reported insomnia, and processed with spreadsheet software. The questionnaire collected demographic information, and data regarding sleeping patterns, and asked respondents to choose 'yes' or 'no' for each factor and its effect on their self-reported insomnia. After applying inclusion and exclusion factors, 122 responses were used for analysis. A chi-square analysis was conducted to verify the statistical significance of the data (p = 0.002002). The study revealed a high prevalence of 70.11% of respondents reporting sleeping difficulties. A total of 71.30% of respondents reported excessive workload as the most significant factor contributing to the incidence of their insomnia. Sixty-eight percent of respondents reported mental health issues (including anxiety and depression), and 65.5% reported improper sleep hygiene (including daytime napping and irregular sleep schedules) to play a role in the incidence of their insomnia. Social media and entertainment platform usage (59.8%) and stimulant consumption (48.4%) were comparatively less prominent but still noteworthy contributors to insomnia. The study also found that the majority of respondents (59.8%) experience onset-related insomnia, while 40.4% experience maintenance-related insomnia. This study found excessive workload to be the factor that most influenced the incidence of insomnia in medical students at Tbilisi State Medical University. This can be attributed to the increased academic load a medical student has to face and the worry about academic performance. Proper sleep hygiene, mental health support, and workload adjustments are suggested to decrease the incidence of insomnia among medical students at Tbilisi State Medical University.

Multiple mini-interviews is a predictor of students' academic achievements in early undergraduate medical years: a retrospective study.

BACKGROUND: Our study determined Multiple Mini-Interview (MMI) effectiveness in evaluating specific skill sets based on medical students' performances during the undergraduate years and compared the academic performances of medical students who appeared for onsite/online MMI. METHODS: A retrospective study of 140 undergraduate medical students between 2016 and 2020 included data on age, gender, pre-university results, MMI scores, and examination results. Appropriate non-parametric tests were applied to compare the students' MMI and academic performances. RESULTS: Ninety-eight students from cohorts 12 to 15 had an overall MMI score of 69.0(IQR: 65.0-73.2)/100 and an overall Cumulative Grade Point Average(GPA) of 3.64 (3.42-3.78)/5.0. Spearman's correlation revealed a significantly positive relationship between MMI and cGPA (rho = 0.23) and GPA from the first 2 semesters (GPA1 rho = 0.25, GPA2 rho = 0.27). This observation was similar to that for station A in the first year (cGPA rho = 0.28, GPA1 rho = 0.34, GPA2 rho = 0.24), and in station B (GPA4 rho = 0.25) and D (GPA3 rho = 0.28, GPA4 rho = 0.24) in the second year. Of twenty-nine cohort16 students, 17(58.6%) underwent online and 12(41.4%) offline modes of MMI assessment, respectively. The overall median MMI score was 66.6(IQR: 58.6-71.6)/100, and the overall median cGPA was 3.45 (3.23-3.58)/5.0. When comparing the median marks of cohort16 groups, the online group scored significantly higher marks for station D than the offline group (p = 0.040). CONCLUSION: Correspondence between MMI scores and cGPA predicted MMI scoring during student selection and entry process might ensure the success of their academic performance in medical school.

Poor School Academic Performance and Benign Epilepsy with Centro-Temporal Spikes.

BACKGROUND: Poor academic performance of students with epilepsy seems to be a multifactorial problem related to difficulties in reading, writing, math, and logic skills. Poor school and academic performances refer to learning problems in a specific academic area due to learning disorders and learning difficulties not excluding the ability to learn in a different manner during school and academic life. Sometimes, school, academic difficulties, and Rolandic epilepsy can coexist together, and there may be comorbidities. Consequently, the risk of impaired academic performance in people with epilepsy is high. METHODS: This review analyzed the relationship between Benign Epilepsy with Centro-Temporal Spikes (BECTS) and poor school and academic performance (PSAP) in children and adolescents (aged 6 to 19), and in adults (aged 20 to no age limit). The PRISMA guideline was used to guide our review strategy. RESULTS: This research shows that Benign Epilepsy with Centro-Temporal Spikes (BECTS) and poor school and academic performances are strongly correlated. An early onset age, as well as a long persistence of seizures, correlate more closely with PSAP. On the other hand, it appears that good pharmacological control of seizures and remission from the acute phase of the pathology support better school performance. CONCLUSIONS: This review highlights how neuropsychological aspects are also involved in patients with BECTS and PSAP, both in the greater predisposition to the establishment of other neuropsychiatric conditions and in the possibility that stigma conditions and poor academic results may have repercussions on the adaptation and functioning of these subjects. Global management of the subject with BECTS and PSAP is essential, which also pays attention to the aspects of social and scholastic inclusion, both to achieve age-appropriate educational and behavioral objectives, to give the necessary tools for the growth of the individual, and to allow a serene transition to adulthood, favoring autonomous learning and better outcomes.

Academic Impact of COVID-19 in Collegiate Athletes.

Introduction: The COVID-19 pandemic caused a pause to nearly all sporting activities in the spring of 2020, and collegiate athletes at the National Collegiate Athletic Association (NCAA)-affiliated universities whose sporting seasons were affected by the pandemic were granted an extra year of athletic eligibility. This study was conducted to determine how collegiate athletes planned to use an additional year of eligibility granted by the NCAA. Methods: The authors conducted a cross-sectional survey of 632 athletes from two universities in the Midwestern United States, between August and September 2021. The athletes completed an anonymous, nine-item survey to assess the effect of the pandemic on the athletic season, athletic eligibility, and potential change in an academic or professional career. Chi-square tests, generalized linear mixed models, and adjusted odds ratio were used for the analyses. Results: The participation rate was 74.5% (471 of 632). Nearly 63% (290 of 461) of the athletes received an additional year of eligibility because of the pandemic, with 193 (66.6%) planned to use their extra year for scholastic development. Male athletes (65.3% vs. 34.7%; χ2[1, n = 290] = 11.66, p < 0.001, Φ = 0.20), Division II athletes (59.6% vs. 40.4%; χ2[1, n = 290] = 13.93, p < 0.001, Φ = 0.22), and athletes who had not previously used redshirt (73.1% vs. 26.9%; χ2[1, n = 290] = 4.79, p = 0.029, Φ = 0.32) where more likely to use their extra year of eligibility academically. Conclusions: Our findings suggested that most of the athletes planned to use their extra year of eligibility to pursue further scholastic or professional development, highlighting the positive part of the COVID-19 pandemic. Future studies should investigate how these findings relate to athletes from universities in different geographical locations and intra-division schools.

Chronotype, sleep quality and academic performances among Mizo students.

Sleep is an essential component of the daily cycle. Age and puberty-related declines in sleep duration, delays in chronotype, and an increase in social jet lag have been consistently reported. This study examined chronotype and gender-based differences in adolescents' sleep quality, depression level, and academic achievements. Eight hundred fifteen school students (372 male and 443 female) aged 14 to 20 years voluntarily participated in this study. Horne and Östberg Morningness-Eveningness Questionnaire (MEQ) was used to measure their chronotype. Sleep duration, sleep quality, and daytime sleepiness were assessed by the Pediatric Daytime Sleepiness Scale (PDSS) and Epworth Sleepiness Scale (ESS). Pittsburgh's Sleep Quality Index (PSQI) was used to evaluate sleep habits. Cleveland Adolescent Sleepiness Questionnaire (CASQ) was used to measure the sleep pattern of the students. Zung Self-Rating Depression Scale (SDS) was used to assess the level of depression for the students. Our results show neither type of students dominated the population studied but interestingly, in comparison to evening type, morning type individuals were higher among the population. Chronotype-based sleep quality and academic performances were observed, and higher depression levels, poor sleep quality, poor academic performances were observed in evening type compared to neither type and morning type. In contrast to males, females had a poor sleep pattern (CASQ) and a higher depression level (SDS). Altogether, our study shows the effect of chronotype and gender on sleep quality and depression levels among school students.

Perceived Academic Self-Efficacy among Romanian Upper Secondary Education Students.

Perceived academic self-efficacy represents an important component of students' mental health and well-being. The link between efficacy beliefs and level of academic performances relies on the fact that they regulate the anxiety and foster motivation, school engagement, effort, and perseverance of students. This paper aims to identify factors that are conducive for more efficacious beliefs in different socio-economic and educational contexts. We build our analysis on data collected from a sample of Romanian upper secondary education students on their beliefs in relation to their ability to perform at the baccalaureate exam. We employ decision tree models in order to unveil the way factors interact and predict perceived academic self-efficacy, with focus on the positive support received from parents and teachers, as well as on features of the school environment. Our results can be useful for building more resilient educational environments that support mental health and academic well-being of students.

Determinants of academic performance in medical students: evidence from a medical school in south-east Nigeria.

BACKGROUND: Medical education is considered one of the toughest college degrees to acquire. Exploring the factors that determine good academic performance in medical school will help in the planning of curriculum and assist students to navigate through medical school more effectively. METHODS: This cross-sectional and descriptive study enrolled 145 second year clinical students (500 level) of the Enugu State University of Science and Technology in south-east Nigeria using purposive and convenient sampling method. It assessed factors that predicted good academic performances in surveyed students. RESULTS: Medical students without membership in any campus group, those that receive(s) less than ten thousand naira (≈US$27) every month as upkeep allowance, those admitted through the University Matriculation Examination, and students who visit their families on a weekly basis were more likely to have better academic performances than those in corresponding categories. Of these significant predictors of good academic performance, mode of admission into medical school (Rs=-0.310 P=0.001) and monthly allowance students got for upkeep (Rs=-0.281 P=0.001) had the strongest correlation with good academic performances. CONCLUSION: Our study identified factors that correlate with academic performances among medical students. We propose frequent appraisal of these factors and support system that will help improve performance in these students.

Factores sociodemográficos asociados al rendimiento académico en estudiantes de la licenciatura en Médico Cirujano-Partero / Sociodemographic factors associated with academic performances of students in the bachelor's degree for Medical Surgeon Midwife

Introducción: Se han realizado estudios empleando diferentes metodologías con el objetivo de definir el rendimiento académico, su impacto, los factores involucrados en el mismo y los diferentes niveles en los que se puede identificar. Objetivo: Identificar los factores sociodemográficos asociados al rendimiento académico de los estudiantes de licenciatura en médico cirujano y partero del Centro de Estudios Superiores de Tepeaca, Puebla, México. Métodos: Se aplicó un instrumento a una muestra de n= 192 alumnos de la licenciatura en Medicina que cumplieron con los criterios de inclusión, obteniendo información acerca de 12 variables independientes. Se obtuvo el rendimiento académico de los alumnos en base a sus calificaciones por materia. Se realizó un análisis estadístico de tipo descriptivo e inferencial. Resultados: El análisis estadístico arrojó valores significativos a nivel estadístico, de las siguientes variables: sexo (t = -3,253, p< 0,05, r= 0,22), nivel académico de la madre (F= 2,272, p<0,05, n2= 0,57), trabajar y estudiar (F= 7,475, p< 0,05, 2= 0,73), ingreso familiar mensual (r= -0,223, p< 0,05) y promedio del nivel educativo previo a la licenciatura (r= 0,428, p< 0,05). Conclusiones: Los factores sociodemográficos asociados a un rendimiento académico alto, son: sexo femenino, alto nivel académico de la madre y un buen promedio en el nivel educativo previo a la licenciatura. Mientras que trabajar y estudiar e ingreso familiar mensual elevado son factores que se asocian a un rendimiento académico bajo(AU)

Introduction: Studies have been carried out using different methodologies in order to define academic performance, its impact, the factors involved in it and the different levels at which it can be identified. Objective: To identify the sociodemographic factors associated with academic performance of undergraduate students of surgery and midwifery at the Center for Advanced Studies in Tepeaca, Puebla, Mexico. Methods: An instrument was applied to a sample 192 students of the bachelor's degree in Medicine who met the inclusion criteria, obtaining information about 12 independent variables. The academic performance of the students was obtained based upon their grades by subject. A descriptive and inferential statistical analysis was carried out. Results: Statistical analysis showed statistically significant values ​​of the following variables: sex (t=-3.253, p< 0.05, r= 0.22), mother's academic level (F= 2.272, p<0.05, h²= 0.57), working and studying (F= 7.475, p<0.05, h²= 0.73), monthly family income (r =-0.223, p<0.05), and average educational level prior to the degree (r= 0.428, p< 0.05). Conclusions: The sociodemographic factors associated with a high academic performance are female sex, the mother's high academic level, and good average in educational level prior to the degree. While working and studying and high monthly family income are factors associated with low academic performance(AU)

Chronotype preferences of college students from varied altitude backgrounds in Ethiopia.

The purpose of this study was to compare chronotype preferences of college students from high- and low-altitude backgrounds living in a tropical setting of Ethiopia. Chronotype (morningness-eveningness) is a preference for a given time of day for physical or mental activities. The present cross-sectional study employed Horne and Osteberg Morningness-Eveningness Questionnaires to evaluate chronotype preferences. The chronotype preference of 264 male college students from varied altitude backgrounds indicated significant differences (p < 0.001). Our findings confirm our hypothesis, of the prevalence of M-types dominant chronotype among college students at low than high altitude. However, we did not confirm our second hypothesis, since students from high-altitude backgrounds were generally I-type dominant chronotype. Similarly, students' academic performances from low- compared to high-altitudes backgrounds also indicated significant differences (p < 0.003). Better academic performances were seen in students with I-type chronotype orientations from high altitudes.

Is the admission test for a course in medicine a good predictor of academic performance? A case-control experience at the school of medicine of Turin.

OBJECTIVES: The usefulness of university admission tests to medical schools has been discussed in recent years. In the academic year 2014-15 in Italy, several students who failed the admission test appealed to the regional administrative court ('Tribunale Amministrativo Regionale'-TAR) requesting to be included, despite their test results, and all were admitted to their respective courses. The existence of this population of students generated a control group, in order to evaluate the predictive capacity of the admission test. The aim of the present work is to discuss the ability of university admission tests to predict subsequent academic success. SETTING AND PARTICIPANTS: The study involved 683 students who enrolled onto the first year of the degree course in medicine in the academic year 2014-15 at the University of Turin (Molinette and San Luigi Gonzaga colleges). The students were separated into two categories: those who passed the admission test (n1=531) and those who did not pass the admission test but won their appeal in the TAR (n2=152). OUTCOMES: The validity of the admission test was analysed using specificity, sensitivity, positive and negative likelihood ratios (LH+, LH-), receiver operating characteristic (ROC) curves, area under the ROC curve (AUC), and relative (95% CI). RESULTS: The results showed that the admission test appeared to be a good tool for predicting the academic performances in the first year of the course (AUC=0.70, 95% CI 0.64 to 0.76). Moreover, some subject areas seemed to have a greater discriminating capacity than others. In general, students who obtained a high score in scientific questions were more likely to obtain the required standards during the first year (LH+ 1.22, 95% CI 1.14 to 1.25). CONCLUSIONS: Based on a consistent statistical approach, our study seems to confirm the ability of the admission test to predict academic success in the first year at the school of medicine of Turin.

Relación entre Rendimientos Académicos y Estrategias Metodológicas en Dos Grupos de Estudiantes Novatos de las Carreras de Terapia Ocupacional y Nutrición - Dietética en la Universidad Mayor en Temuco / Relation between Academic Performance and Methodological Strategies in Two Groups ofBeginnerStudents in the Occupational Therapy and Nutrition-Dietetics Careers at the Universidad Mayor in Temuco

Este trabajo consiste en un estudio de caso cuyo objetivo fue determinar si los resultados de aprendizajes de estudiantes de primer año de la carrera de Terapia Ocupacional de la Universidad Mayor en la asignatura de Anatomía se correlacionaban a partir de la aplicación de metodologías de trabajo cooperativo comparándolo con un grupo control. La investigación es cuantitativa y analítica. Se aplicó la metodología de grupo de expertos con un grupo experimental. Se observó que tanto un grupo control como el grupo experimental tienen un peso académico similar. Al aplicar metodologías cooperativas el grupo experimental obtuvo mayores rendimientos respecto de los rendimientos obtenidos por el grupo control.

The aim of this study was to determine if first year students learning results, of the Occupational Therapy career at the Universidad Mayor in the course subject of anatomy, were correlated from the application of cooperative work methodologies. The investigation is quantitative and analytical. The methodology of a group of experts and an experimental group was applied. We observed that the control group as well as the experimental group had a similar academic weight. When cooperative methodologies were applied the experimental group obtained a higher performance level in comparison with the performance level of the control group.