E-Konsulta: Clinic Medical Record Management System with Online Follow-Up Through Google Meet

An operational clinic is essential in educational institutions to support the health and well-being of students and staff, directly enhancing productivity and academic achievement. However, many clinics still rely on outdated, paper-based systems, leading to inefficiencies, delays, and errors. Modernizing healthcare through digital solutions can improve efficiency, accuracy, and accessibility. This study proposed a system application to address common issues by digitizing medical records, automating workflows, and enabling online consultations. The platform enhances the accuracy and accessibility of patient data while streamlining administrative tasks, benefiting all stakeholders. Extensive testing revealed excellent performance, with a 100% pass rate in most functional areas and high scores in non-functional aspects, including reliability (97.14%), security (95.71%), and user experience (98.57%). Minor areas for improvement were noted in certain functionalities (92.90%) and accessibility (90%), underscoring the importance of continuous optimization to enhance inclusivity and usability. Future enhancements could include developing a mobile application for improved accessibility, enabling users to access records, book appointments, and participate in consultations on their devices. Advanced features such as enhanced online follow-up consultations, automated reminders, and health monitoring tools could further improve healthcare delivery. Integrating real-time analytics or telehealth capabilities may also provide broader support for patient care. These recommendations highlight the potential for the system to evolve, offering a more efficient, inclusive, and responsive approach to healthcare within educational environments.

Introduction

Students with developmental language disorder (DLD) often experience academic underachievement, and require adjustments and accommodations to access the curriculum. Teachers, allied health professionals and parents/caregivers have varying roles in the education process, and it is essential they work together to provide optimal support. However, their perspectives on the areas of functioning most impacting learning, the difficulty of school-based tasks and the helpfulness of educational support have received limited attention. A between-group survey design was used with recruitment occurring from September 2020 to October 2021. A total of 293 participants was comprised of teachers (n = 78), allied health professionals (n = 138) and parents/caregivers (n = 77). All respondents rated the learning impact of seven areas of functioning (academic behaviour, fine/gross motor, language/communication, literacy, numeracy, sensory and social/emotional), the difficulty of 39 school-based tasks, and the helpfulness of 27 educational supports for primary and/or secondary school-aged students with DLD. The groups of school-based tasks were combined into seven subscales (academic behaviour-related tasks, fine/gross motor tasks, language/communication tasks, literacy tasks, numeracy tasks, sensory-related tasks and social/emotional tasks) for analysis. The educational supports were also combined into six subscales (additional time, differentiation/adjustments, individualized support, social/emotional support, technology and visual supports). All participants rated literacy and language/communication as the areas of functioning most impacting learning and requiring the highest level of support for students with DLD. Literacy tasks were rated the most difficult across stakeholder groups. However, comparison between stakeholder groups showed statistically significant differences between ratings for six (of seven) areas of functioning. Statistically significant differences were identified when rating the difficulty of four (of seven) school-based task subscales. Additional time and visual supports were rated the most helpful educational supports across groups. Overall, teachers and allied health professionals rated areas of functioning and school-based tasks as more difficult than parents/caregivers, although they shared similar perspectives on five (of six) educational support subscales. Literacy and language/communication are the areas of functioning rated to be most impacting learning for students with DLD. However, literacy tasks were reported to be the most difficult for students with DLD to complete. Teachers, allied health professionals and parents/caregivers are recommended to regularly discuss the areas of functioning, school-based tasks and educational support to facilitate inclusive educational practices. Future research needs to consider the perspectives of students with DLD. What is already known on the subject There is extensive evidence demonstrating the increased risk of academic failure for students with DLD, particularly with literacy and numeracy. Although research on academic achievement or individual groups has occurred, limited research has compared stakeholders supporting students with DLD, which is vital for collaboration and optimal inclusive educational practices. What this study adds to the existing knowledge Teachers, allied health professionals and parents/caregivers have unique roles in the education of students with DLD and show differing perspectives that may link to these roles. Literacy and language/communication were the areas of functioning rated as most impacting learning, whilst literacy tasks were the most difficult activity undertaken at school for primary and secondary school-aged students with DLD. Additional time and visual support were rated as the most helpful educational supports for students with DLD. What are the practical and clinical implications of this work? Stakeholders demonstrate variable views on the areas of functioning and school-based tasks requiring support for students with DLD; however, they agreed on the helpfulness of most educational supports. Participants rated social/emotional tasks easier and their related supports less helpful than other areas of functioning. Given the associations between academic underachievement and mental health difficulties, more consideration needs to be given to the social/emotional well-being of students with DLD in school. Taken together, establishing differences in perspective will help with the implementation of inclusive educational practices.

Background: Educational Environment (EE) is a broad category of settings that engage students in learning activities and its plays a central role in shaping students’ learning, attitudes, and academic success..A positive EE promotes intellectual growth, cooperation, satisfaction, and achievement, while students’ perceptions guide improvement effort. In Sudan, however, medical education faces unique challenges, including limited resources, political instability and ongoing conflict, all of which negatively affect training, infrastructure, and student well-being, highlighting the urgent need for systematic evaluation. At the University of Khartoum’s Faculty of Medicine, understanding students’ views is vital for identifying strengths and areas requiring improvement. Despite the institution’s leading role, little research has examined how academic performance, motivation, and living conditions influence these perceptions. Methods: A cross-sectional study was conducted using a self-administered, online questionnaire. The Dundee Ready Educational Environment Measure (DREEM) was applied to assess the perceptions of 377 medical students across six academic batches. Stratified random sampling ensured adequate representation by gender and batch. Data were analyzed using SPSS version 22 to examine the influence of demographic and academic factors on five key domains of the educational environment: perceptions of teaching, perceptions of teachers, academic self-perception, perceptions of atmosphere, and social self-perception. Results: The overall DREEM score was 113.1 ± 19.62, indicating a generally positive perception of the educational environment. However, subgroup analyses revealed notable disparities. Male students reported lower perceptions of teaching quality (p = 0.036), while dormitory residents had a significantly lower perception of teachers (p = 0.011). Students with intrinsic motivation exhibited higher scores in teaching (p = 0.002) and social self-perception (p = 0.002), whereas students experiencing academic difficulties had significantly lower scores in teaching (p = 0.016) and atmosphere (p = 0.029). Conclusion: The findings indicate a generally favorable perception of the educational environment, yet subgroup differences highlight areas requiring targeted improvement. Male students’ lower ratings of teaching suggest the importance of incorporating gender-sensitive instructional strategies. Similarly, dormitory residents’ less favorable views of faculty may point to environmental or institutional barriers limiting student–faculty interaction. The higher scores among intrinsically motivated students underscore the value of fostering self-directed learning, while lower scores among academically struggling students emphasize the strong link between performance and perceptions of the learning environment. Together, these results call for evidence-based curricular reforms, strengthened student support services, and faculty development initiatives to create a more inclusive and effective environment that supports both academic achievement and professional growth. Student perceptions thus provide critical insights, with targeted interventions in teaching approaches, motivational support, and institutional systems offering pathways to enhance learning outcomes and student well-being.

Student well-being and its relationships with academic achievement in China have not been well-investigated. This study aimed at investigating student well-being and the trade-off of the well-being and academic achievement with a sample of 1,353 Chinese high-school students from four cities in China during coronavirus disease 2019 (COVID-19) pandemic period. The six dimensions of well-being (academic, psychological, self, physical, social, and spiritual) were utilised to test the relationships with three subjects including Mathematics, English, and Chinese using a quantitative analysis. In this study, the relationships between six dimensions of well-being and three academic subject achievements were tested in one statistical model. Results showed that spiritual well-being was ranked the highest, followed by psychological, physical, self, and social well-being. Students gave the lowest ranking to academic well-being. The two significant paths identified were between spiritual well-being and two subjects, namely, Chinese and Mathematics. It is interesting to note that the other five dimensions of well-being were significantly associated with any subjects and English was not significantly related to any dimensions of well-being in this study. Our findings suggested that policymakers and other stakeholders should avoid an “all or nothing” mindset on practice when considering well-being as a multidimensional construct.

Teacher responsibility, AI integration, and student well-being: The role of peer collaboration in higher education.

Secondary schools around the world, including Malaysia, have switched to online classes, known as home-based teaching and learning (HBTL), to ensure school continuity due to the global disruption caused by the COVID-19 pandemic. As a result, it was critical to investigate how the COVID-19 pandemic affected the well-being of secondary school students. The objective of this study was to look into the predictors of well-being among Sabah secondary school students while taking demographic and contextual factors into account. This study included 1067 secondary school students from nine schools in Sabah, Malaysia. The data was examined using multiple logistic regression. The findings confirmed that several factors influenced secondary school students’ well-being, such as family monthly income, general health, coping with the COVID-19 pandemic, perception towards academic achievement during the pandemic, lifestyle, concern about COVID-19, prior and current mental health condition, difficulty sleeping, and source of social support during the pandemic. These findings shed light on the interconnected nature of the many factors that contribute to a student's well-being. Recognizing the diverse factors influencing students' well-being can inform the design of policies and interventions that not only support academic achievement but also enhance the overall well-being of students during pandemics such as COVID-19.

Technology for learning has shown great potential in increasing a student's academic achievement, performance, meaning, and well-being. It has also harvested a reputation for improving collaboration and socialization among student-student and student-teacher dyads. Evidence-based learning remains limited in learning with technology, showing whether students actually learn with digitized and mobilized technologies. Smartphones and mobile technologies continue to be the device of choice for young generations, namely those who occupy traditional classrooms and those who frequently engage in distance learning platforms. Employing Martin Seligman's Well-Being Theory (WBT), the PERMA model as the theoretical foundation for this research, will demonstrate how technology for learning presents a myriad of advantages and complexities where the multidimensions of well-being is concerned. The theoretical foundation would largely contribute to the trustworthiness of this literature. This research will focus on previous pieces of literature relevant to learning with technology, collaboration, socialization, and well-being. It will attempt to diversely fill the gap illustrated by Briz-Ponce et al. of what some of the drivers are that motivates learning and teaching with innovative and emergent technologies. It is suggested that future research take a diverse and demographic approach to show how knowledge acquisition with technology influences students’ well-being, academic achievement, and opportunities for collaboration and social wealth. More importantly, future research should be respectful of culture, race, age, community, or geographic location. Limitations of this study will be addressed.

Student mental health and wellbeing are critical topics in higher education. In response to broader societal shifts in thinking around mental health and wellbeing, there are calls for universities to take a more proactive and holistic approach, working in partnership with students to embed mental wellbeing throughout learning, tuition and curricula. This paper presents two participatory projects from different United Kingdom higher education institutions, both of which took holistic, proactive and inclusive approaches toward supporting student mental wellbeing in higher education, using online and technology-based approaches. The first project is the digital “Wellbeing Pedagogies Library” at the University of Warwick, a digital repository co-designed with students to foster the sharing of pedagogical practices that support student wellbeing, and to offer a practical support to students and staff who want to create and/or sustain wellbeing-inducing teaching and learning environments. The second project is the “Mental Wellbeing in Distance Learning” project at the Open University, which piloted five digital subprojects, led by different practitioners in partnership with students, aiming to address barriers to wellbeing in different aspects of distance learning. This paper presents the participatory methods and approaches from each project, explores stakeholders’ perceptions of the value that participatory approaches added to the projects, and comparatively evaluates the projects’ outcomes in order to draw conclusions that can inform future participatory research. In doing so, it explores different types of participatory approaches that can be taken in different contexts, and how terms such as “holistic,” “proactive,” and “inclusive” may be interpreted and applied in practice. Drawing on the findings, it posits that participatory approaches and partnerships with students should be considered a priority when designing digital resources, interventions and solutions to support student mental wellbeing.

Background. The study of psychological resources for academic achievement and subjective well-being in students is a significant area in educational sciences. This article presents the results of an empirical study in which conscious self-regulation, teaching quality subjectively assessed by students, and school engagement are considered as such resources. Objective. The goal of this study was to reveal the influence of these phenomena on the subjective well-being and academic achievement of students, and to establish indirect and mediating effects of this influence. Study Participants. The study involved adolescent students (N = 559, 53% girls, average age 12.96, standard deviation 0.91). Methods. The instruments included: Morosanova’s “Self-Regulation Profile of Learning Activity Questionnaire” (Morosanova, Bondarenko, 2017); E. Irving's questionnaire for assessing teaching quality adapted by Lunkina et al. (2023); “Multidimensional Students’ Life Satisfaction Scale” (O.A. Sychev et al., 2018). Academic performance was assessed by the average grade in the main subjects for the previous academic term. Results. It has been shown that teaching quality, school engagement, and conscious self-regulation are significantly associated with student well-being and academic success. School engagement is a significant predictor to both academic performance and satisfaction with school; psychological support and self-regulation make a significant direct contribution into students’ well-being. Application of the methods of structural modelling revealed that teacher’s psychological support more effectively influences student engagement when mediated by conscious self-regulation: the higher the development of mindful self-regulation, the greater the positive impact on academic performance, well-being, and school engagement. The contributions of self-regulation and perceived psychological support are roughly comparable, while the contribution of school engagement is more substantial. The age of the students is a significant moderating factor. Conclusions. The results are discussed in the context of developing effective strategies to improve the quality of education, maintain the subjective well-being, and engage modern school students. Subjectively assessed psychological support from teachers acts as both a direct positive predictor of school subjective well-being and indirectly influences it through self-regulation and engagement. Results have been obtained substantiating the meta-resource role of mindful self-regulation in determining academic achievement and well-being of students.

BackgroundExcellence in Anesthesia education has been advocated to meet the current and future needs of the society. Educational environment plays significant role in determining students’ learning and academic achievement. This study assessed the perception of Anesthesia students on their educational environment and it association with their academic achievement at Debre Tabor University and University of Gondar.MethodsA comparative cross-sectional study design was employed on 3rd and 4th year students. Dundee Ready Educational Environment Measure (DREEM) was used to assess students’ perception on their educational environment. Perceived performance, Cumulative Grade Point Average (CGPA) and 100 MCQ items were used to assess the academic achievement of the students. An independent t-test was used to assess the differences in the perception of educational environment and academic achievements. Bivariate and multivariable linear regressions were fitted to assess the relationship between perception on educational environment and academic achievement. A P-value of less than 0.05 was used to declare the statistical significance.ResultA total of 123 students (91 from University of Gondar and 32 from Debre Tabor University) were participated on this study. The study showed no statistically significant differences between the groups on the perception of students on the educational environment on DREEM total and subscale scores, and academic achievements. However, there were statistically significant differences in some items of the educational environment measures. On multivariable linear regression; entrance exam result, students’ perception of teachers, students’ academic self –perception and students’ social self-perception showed positive correlation with students’ academic achievement (ß = 0.003 & P = 0.04, ß = 0.009 & P = 0.9, ß = 0.06 & P = 0.42, ß = 0.06 & P = 0.39, ß = 0.14 & P = 0.015 and ß = 0.13 & P = 0.023) respectively.ConclusionThe perception of students on the educational environment was found to be more positive and there was no statistically significant differences in total and domains of DREEM scores and academic achievement of students between the two institutions. Entrance exam result and more positive perception of the educational environment were positively associated with academic achievement of students.

BackgroundWe investigated the views of newly graduating physicians on their preparedness for postgraduate clinical training, and evaluated the relationship of preparedness with the educational environment and the pass rate on the National Medical Licensure Examination (NMLE).MethodsData were obtained from 2429 PGY-1 physicians-in-training (response rate, 36%) using a mailed cross-sectional survey. The Dundee Ready Education Environment Measure (DREEM) inventory was used to assess the learning environment at 80 Japanese medical schools. Preparedness was assessed based on 6 clinical areas related to the Association of American Medical Colleges Graduation Questionnaire.ResultsOnly 17% of the physicians-in-training felt prepared in the area of general clinical skills, 29% in basic knowledge of diagnosis and management of common conditions, 48% in communication skills, 19% in skills associated with evidence-based medicine, 54% in professionalism, and 37% in basic skills required for a physical examination. There were substantial differences among the medical schools in the perceived preparedness of their graduates. Significant positive correlations were found between preparedness for all clinical areas and a better educational environment (all p < 0.01), but there were no significant associations between the pass rate on the NMLE and perceived preparedness for any clinical area, as well as pass rate and educational environment (all p > 0.05).ConclusionDifferent educational environments among universities may be partly responsible for the differences in perceived preparedness of medical students for postgraduate clinical training. This study also highlights the poor correlation between self-assessed preparedness for practice and the NMLE.

This study explores how university staff perceive students’ needs in the transition from school to higher education, and how they reflect on their own role in promoting students’ wellbeing. We conducted five focus group interviews with 27 staff members across five university campuses. The material was analyzed using reflexive thematic analysis to identify shared reflections on transitions and support for student wellbeing. Our findings show that staff perceive students’ expectations to be shaped by their prior schooling, particularly the structured and closely guided environment of high school. This may generate some challenges for students when integrating into the more autonomous learning culture at university. University staff perceive that students’ needs and expectations have changed over time, alongside increased student diversity and a widened gap between resourceful and vulnerable students. They discussed how these developments bring about both academic and social challenges for students and university staff, requiring greater efforts to support student wellbeing, inclusion and academic achievement. Further, they highlighted the difficulty and tension of balancing tailored support with the need to uphold academic standards. Drawing on these findings, we discuss how university staff respond to shifting student expectations, how institutional frameworks shape everyday practice, and whether current university models adequately support inclusive and sustainable student wellbeing.

This article examines the relationship between academic engagement, social engagement, and student well-being. Participants were asked to complete a survey regarding student engagement, well-being, and provide some background information. The study found that both academic and social engagement were positively associated with student well-being, indicating that students who are more involved in their academic and social lives tend to have higher levels of well-being. These findings suggest that universities should focus not only on academic achievements but also on promoting academic and social engagement as a means of improving overall student psychological well-being. The study also shows that studying in a fee-based educational system that involves financial obligations like tuition fees and educational expenses can exert a substantial influence on students’ well-being.

Eveningness preference is associated with measures of poor wellbeing. However, recent research has found that Morning Affect (sleep inertia) and Distinctness (amplitude of diurnal variations in functioning) may be more strongly related to wellbeing indices. The current study investigated associations between Eveningness, Morning Affect, Distinctness, academic achievement, and student wellbeing (assessed with the College Student Subjective Wellbeing Questionnaire). Data was obtained from an online survey of 232 Chinese university students aged 19–27 (mean = 20.65; SD = 1.365); additional measures included conscientiousness, mind wandering, sleep quality, life satisfaction, substance use, and use of electronic devices at night. Morning Affect (MA) was positively correlated with academic achievement, Academic Satisfaction and Academic Efficacy; Eveningness was positively correlated with School Connectedness and School Gratitude; Distinctness was negatively correlated with Academic Efficacy. The negative correlation between Eveningness and academic achievement was mediated by lower MA. The negative correlation between Eveningness and MA was mediated by more use of electronic devices at night, and also the negative correlation between use of electronic devices at night and MA was mediated by Eveningness. These results suggest potentially important relationships between use of electronic devices at night, circadian functioning, student wellbeing, and academic achievement.