Effectiveness of continuous self-assessments and reflections on communication skills using a rubric for pharmacy students.

Empathy among first year university students: A cross-sectional analytical study.

This paper investigates the impact of the Immigration High School Entrance Examination Policy (IHSEE) on parental intention for migrant children's education-driven return migration (PIER) in China. Using data from the China Education Panel Survey (CEPS) in 2014-2015 academic year, we find that IHSEE restrictions not only significantly increase PIER, but also strengthen such intention as policy constraints become more severe among migrant children in China. Heterogeneity analysis further shows that while these restrictions generally elevate PIER, their effects are particularly pronounced among girls, non-only children, and students with higher cognitive ability. Mechanism analysis suggests that the impacts of the IHSEE can be explained by the lower parental education and career expectations, and a decline in parental enthusiasm for educational investment. Our study contributes to the literature on restrictive urban education policies by providing robust empirical evidence and offers a plausible explanation for the emergence of large-scale left-behind children in China.

To explore allied health students' perspectives on rural immersion placements facilitated by the University of Newcastle Department of Rural Health (UONDRH), and how these experiences influence learning quality and rural career intent. Four rural UONDRH sites across New South Wales, Australia, where students undertook extended placements ranging from 12 weeks to a full academic year. Sixty final-year allied health students from nutrition and dietetics, occupational therapy, medical radiation sciences, physiotherapy, and speech pathology programs. A qualitative study using semi-structured interviews was conducted post-placement. Data were analysed using qualitative content analysis, supported by field notes and student co-analysis to enhance rigour and authenticity. Four themes emerged: (1) Focusing inwards-students initially prioritised their own needs; (2) Focusing nearby-support networks and interprofessional learning enriched the experience; (3) Focusing outward-community engagement fostered critical reflection and cultural awareness; (4) Focusing forward-considered their career intent, but now with a knowledge of rural health care context. The extended duration of placements enabled deeper immersion, reflective practice, and a broadened understanding of rural health contexts. Rural immersion placements offer transformative learning experiences that foster clinical competence, interprofessional collaboration, and rural career interest. Addressing structural barriers and enhancing rural job opportunities are essential to harnessing this intent and strengthening the rural allied health workforce.

Comparative network analysis of emotional and behavioral health and mobile gaming addiction among adolescents with and without cyberbullying victimization experience: A large population-based study in China.

Invisible women in anatomy: Medical students' perceptions of sex representation in anatomical atlases.

This study aims to evaluate the impact of transitioning from staff-centered verbal feedback to student-centered written feedback in clinical assessment rubrics on student perceptions of the quality of a Pediatric Dentistry course. Special attention is paid to student responses to specific statements in the Student Course Evaluation Survey (SCES). This retrospective, quasi-experimental, pre- and post-study includes 113 students from four independent cohorts. Group I (academic years 2021-2023, n=45) is assessed using staff-centered rubrics with verbal feedback. Group II (academic years 2023-2025, n=68) uses modified student-centered rubrics incorporating a mandatory student self-evaluation column and a dedicated section for instructors' written feedback; core evaluation criteria and grading weights remain constant. The SCES responses are quantitatively analyzed for mean scores, standard deviations, and agreement rates. The Mann-Whitney U test and rank-biserial correlation coefficient (RRB) are used for statistical analysis. Group II demonstrates higher agreement rates across all SCES statements, with the overall agreement increasing from 68% to 95%. The agreement on grading fairness saw an increase from 60% to 92%. The mean overall SCES score saw an increase from 3.80 (SD±1.32) in Group I to 4.85 (SD±0.59) in Group II, illustrating a large effect size (p<0.05). Within the study's limitations, the findings support the effectiveness of student-centered rubrics with written feedback in enhancing students' perceptions of the quality of a Pediatric Dentistry course. Moreover, the SCES appears to be a responsive tool for capturing instructional improvements and guiding quality enhancement efforts in dental education.

University Students and the Stimulant Shortage: A Survey of Strategies to Obtain Medication, Consequences of Shortages, and Mental Health Correlates.

Limited evidence exists around health inequalities in amblyopia therapy. This cohort study explores amblyopia therapy outcomes and socioeconomic scores by postcode, across two boroughs within Greater Manchester. All available orthoptic records for school vision screening referrals from the academic year 2017-2018 were reviewed by one Research Orthoptist, to identify children diagnosed with unilateral amblyopia. Clinical data were extracted and the proportion amblyopia deficit corrected and appointment attendance rates over 1 year of therapy were calculated. Home postcodes were used to identify socioeconomic situation for each patient, by Index of Multiple Deprivation (IMD) 2019 and Townsend Deprivation Index 2011. From 730 school screening referrals, 512 orthoptic records were accessible and 42 cases of unilateral amblyopia were identified. The median proportion amblyopia deficit corrected in 1 year was 51.0% (IQR 22.6-72.9). The median attendance rate was 87.5% (IQR 67.9-100.0); 47.6% of patients attended every appointment. No statistically significant relationships were found between socioeconomic score and the proportion amblyopia deficit corrected in a year (IMD: unstandardised beta coefficient 1.782, 95% CI -1.877 to 5.441, p = 0.331) or orthoptic clinic attendance rates (IMD: unstandardised beta coefficient -0.479, 95% CI -2.492 to 1.534, p = 0.633). A positive relationship was found between attendance rate and proportion amblyopia deficit corrected (unstandardised beta coefficient 0.743, 95% CI 0.213 to 1.274, p = 0.007). In two Greater Manchester community orthoptic services, amblyopia therapy outcome and clinic attendance rate were not related to individual socioeconomic scores by postcode. A positive relationship between orthoptic clinic attendance rate and amblyopia therapy outcome was found.

A Decade of Change: Resident Life Events and the Evolution of Surgical Training Flexibility.

This study was designed as a survey model to examine school administrators' perceptions of managerial narcissism and teachers' levels of organizational narcissism. The population of the study consisted of 92 school administrators and 3850 teachers working in public primary and secondary schools in the Buca district of İzmir during the 2022-2023 academic year. The sample was determined using stratified sampling, and it included 75 school administrators and 385 teachers were included in the sample. The "Managerial Narcissism Scale" and the "Organizational Narcissism Scale" were used to collect the data. The results of the study revealed that school administrators exhibited a moderate level of managerial narcissism and that there was no statistically significant difference in school administrators' perceptions based on variables such as gender, school level, age, educational status, professional seniority, length of service as an administrator, and length of service at the current school. The study also found that teachers exhibited a moderate level of organizational narcissism, and that statistically significant differences were observed in teachers' perceptions based on school level, age, educational level, and length of service with the current school administrator, while no significant difference was found based on statistically significant differencegender, professional experience, and length of service at the school.

Smartphones/social media have been hailed as offering educational benefits, but widespread concerns highlight multiple negative effects, including for learning and well-being. Some countries enforce school phone bans, whereas others (e.g., England) have guidance promoting 'phone-free environments' but no legal mandate at present. There is limited evidence on the benefits of such policies, including whether they promote safeguarding. We used freedom of information (FOI) requests to investigate the relationship between mobile phone policies and digital safeguarding incidents in 114 schools in England (>90,000 pupils). We examined the prevalence and content of policies during the 2023/2024 academic year and digital incident reporting. Sixty of 114 (52.63%) schools had a mobile phone policy. Policy type and content varied significantly, with inconsistent use of 'ban' terminology. Digital safeguarding incidents made up only 4.9% (4183/85,540) of all incidents but varied substantially (>10% in 36/114 schools; >25% in 9), suggesting inconsistent reporting. Schools with policies, regardless of restrictiveness, reported more digital incidents. Schools with restrictive policies were more likely to refer incidents and reported more school-based incidents, although most still occurred outside school. Safeguarding incidents involving smartphones or social media are occurring in schools throughout England. Schools with mobile phone policies were more likely to report digital safeguarding incidents, suggesting an association between policy presence and reporting. Vast variation in policy content and inconsistent 'ban' rhetoric undermine the potential for effective safeguarding. These findings underscore the need for standardised definitions of digital risks and consistent policy approaches.

The universe of the study consists of physical education and sports teachers working in schools affiliated with the Ministry of National Education in the 2024–2025 academic year. The sample group consists of 226 physical education and sports teachers, 80 of whom are female and 146 of whom are male, within the research universe and accessible to the researcher. The Personal Information Form: gender, age, type of school where they work, and years of exercise are included as data collection tools in the study.

ABSTRACT Conversations of care and the need to create caring classroom communities are rare in teacher education. Yet, when the COVID-19 pandemic, the murder of George Floyd, and the 2020 U.S. Presidential election beset society at large, it forced teacher educators to reassess not just what and how they teach, once all instruction moved online, but the support teacher candidates needed to be prepared to serve K-12 students. In this cross-institutional, qualitative study, we examine the experiences of teacher educators and teacher candidates during the 2020–2021 academic year to rethink and reimagine the kind of care teacher candidates need from teacher educators moving forward. Findings suggest that a different theory and framework for care is needed that draws from teacher candidates, their existing support systems, from community assets, and from different epistemological traditions to provide a more robust system of care to those who choose to teach.

Pacing during anatomy laboratory examinations may influence both student performance and test anxiety. This study compared bell-paced (BP) and self-paced (SP) timing structures to assess their impact on students' test performance, test anxiety, and pacing preferences. Undergraduate students (N = 35) across two academic years completed two anatomy laboratory exams under randomized crossover conditions: bell-pacing (60 s/station, forward progression signaled by bell) and self-pacing (balanced for total time, student-directed forward progression). A modified State-Trait Anxiety Inventory measured three novel anxiety metrics: anticipatory test anxiety (pre-exam), consequent test anxiety (post-exam), and reactive test anxiety (pre-post change). Mixed-effects models assessed effects of pacing condition on exam performance and test anxiety (anticipatory and consequent), controlling for repeated measures. Open-text student feedback was thematically analyzed. Exam performance was consistent between pacing conditions (BP: 82.8% ± 6.8%; SP: 81.1% ± 8.1%, β = 2.07, 95% CI [-2.45, 6.58]). Although the overall pacing effect on test anxiety was not significant, post-hoc comparisons revealed that the BP condition significantly increased mean reactive test anxiety (M = 5.67, p < 0.01), whereas SP did not. Despite that, most students (23/35; 66%) still preferred bell-pacing. Qualitative student feedback revealed that BP offered organization and familiarity, while SP provided flexibility and autonomy. Most students paradoxically preferred a pacing structure that made them more anxious, suggesting that preferences need not necessarily align with an associated psychological benefit. These findings underscored the complexity of assessment design and the importance of considering both academic and psychological outcomes in this process.

Don't Go To The Hospital in July? Not True in Obstetrics.

Reading comprehension ability is an important reflection of college students’ overall English proficiency and is a key issue in the reform of college English teaching. In current college English reading instruction, students generally face problems such as a single reading strategy, insufficient information integration ability, and a lack of critical thinking and innovative awareness, which hinder the further improvement of reading comprehension skills. Based on this, the present study introduces TRIZ theory, a systematic innovation problem-solving method, and apply it to college English reading teaching practice. The study, conducted over one academic year with sophomore non-English major students at Lyuliang University, utilizes contradiction analysis, the segmentation principle, and the ideal final result principle to guide students in optimizing their reading strategies. The results show that the TRIZ-based reading teaching model helps students effectively tackle complex texts, improving their reading comprehension, critical thinking skills, and learning initiative. It has practical value and potential for broader application in the reform of college English reading teaching in local universities.

Understanding how future nutrition and food professionals conceptualize healthy food and eating is key to aligning university training and professional practice with public health and sustainability goals. This mixed-methods study explored how undergraduate students of Human Nutrition and Dietetics and of Food Science and Technology at a Spanish university define what makes foods healthy, and how these views differ by degree, gender, and year of study. The qualitative phase was based on two focus groups (n = 13) while the quantitative phase used a structured online questionnaire distributed across all academic years (n = 300). Students described healthy eating through moderation, variety, and nutrient balance, consistently elevating fruits, vegetables, legumes, nuts, and olive oil while positioning sugary drinks, sweets, and highly processed products as less healthy. Disciplinary contrasts emerged for animal-derived foods: Nutrition students judged red and processed meats more negatively than their peers in Food Science. With academic progression, perceptions tended to show a more favorable views of fish, olive oil, nuts, and fermented foods. A reduced reliance on claims such as “organic” or “GMO-free” was also observed. Women placed greater emphasis on plant-based choices, wholegrains, seasonality, proximity, and animal welfare, whereas men evaluated meats and alcoholic beverages more positively and expressed stronger trust in official quality seals. Agreement was highest with biomedical and holistic meanings of food, while endorsement of sociocultural definitions declined over the course of study. These findings provide insights into the evolving professional identities of future nutritionists and food technologists and support the importance to integrate more deeply sociocultural and sustainability perspectives into university curricula.

Abstract Background &amp; Aim: Medical research is vital for advancing evidence-based practice and critical thinking in medical education. However, undergraduate students often face challenges in knowledge, attitude, and barriers to engaging in research activities. The aim of our study is to evaluate the knowledge, attitude, and perceived barriers towards medical research and its associated factors among undergraduate medical students of a medical college in South Kerala. Materials and Methods: A cross-sectional study was conducted among 325 MBBS students (2019–2023 batches) using a pretested, semi-structured, self-administered Google Forms questionnaire. The questionnaire assessed socio-demographic details, knowledge (10 questions, ≥50% correct = adequate), attitude (10 Likert-scale statements), and perceived barriers (10 agreement-based statements). Data were analyzed using SPSS Trial Version v28.0, with Chi-square tests for associations ( P &lt; 0.05). Results: Of the 325 participants (mean age: 21.58 ± 1.27 years, 69.5% female), 41.2% (95% confidence interval 36%–64%) had adequate knowledge (mean score: 4.08 ± 2.04). Most (86.5%) agreed that research skills are helpful for their career, but 46.5% found research concepts difficult. Major barriers included lack of time (86.8%), funding (84.6%), and research skills (80.9%). Adequate knowledge increased significantly with academic year (2021 batch: 57.1%, 2023 batch: 11.6%, P &lt; 0.001), attendance at induction programs (47.3% vs. 34.8%, P = 0.022), and discussions with peers/seniors (51.1% vs. 33.7%, P = 0.002). Conclusion: Despite a positive attitude, students face knowledge gaps and barriers such as time, funding, and skills. Early research training, institutional support, and peer engagement are recommended to enhance research involvement.

Background: Nursing education is globally recognized as one of the most demanding professional programs due to its dual emphasis on theoretical knowledge acquisition and clinical skill development. Bachelor of Science in Nursing (BSN) students face unique challenges as they navigate academic responsibilities alongside extensive clinical training, exposing them to significant physical, emotional, and psychological stressors. Unmanaged stress can negatively impact students' academic performance, mental health, professional competence, and overall well-being. Despite increasing recognition of mental health importance in nursing education, limited research has been conducted to assess academic and clinical stressors and coping patterns among BSN students in private nursing institutions of Pakistan, particularly in Multan. Objective: This study aimed to assess academic and clinical stressors and coping patterns among BSN students at Medicare Nursing College, Multan. The specific objectives included determining the level of academic stress, identifying clinical stressors, assessing coping mechanisms adopted by students, determining the association between stress levels and coping strategies, and identifying demographic factors associated with stress levels. Methodology: A quantitative cross-sectional descriptive research design was adopted for this study. The study was conducted at Medicare Nursing College, Multan, among BSN students enrolled in all academic years. The sample size was calculated using Slovin's formula, yielding 109 participants recruited through convenience sampling technique. Data were collected using a structured self-administered questionnaire comprising three sections: demographic information, Perceived Stress Scale (PSS) for assessing academic and clinical stressors, and an adapted Brief COPE Inventory for assessing coping mechanisms. Content validity was ensured through expert review, and reliability was established through pilot testing (Cronbach's alpha = 0.80). Data were analyzed using SPSS version 27, employing descriptive statistics (frequency, percentage, mean, standard deviation) and inferential statistics (chi-square test) with significance level set at p ≤ 0.05. Ethical principles including institutional permission, informed consent, confidentiality, and voluntary participation were strictly maintained. Results: The study included 109 BSN students with mean age of 21.4 ± 2.1 years. Female students constituted the majority (78.9%, n=86). Regarding academic stress, 57.8% (n=63) of students experienced moderate stress, 22.9% (n=25) experienced high stress, and 19.3% (n=21) experienced low stress. For clinical stress, 55.0% (n=60) reported moderate stress, 23.0% (n=25) reported high stress, and 22.0% (n=24) reported low stress. Problem-focused coping was the most commonly adopted strategy (44.0%, n=48), followed by emotion-focused coping (34.0%, n=37), while avoidance coping was least used (22.0%, n=24). A statistically significant association was found between stress levels and coping strategies (χ² = 11.42, p = 0.021). Students with low stress predominantly used problem-focused coping, whereas those with high stress tended to use avoidance coping. Furthermore, a significant association was observed between academic year and stress level (χ² = 9.36, p = 0.032), with senior students experiencing higher stress. Conclusion: The study concluded that stress is prevalent among BSN students, with the majority experiencing moderate levels of both academic and clinical stress. Academic workload, examination pressure, and clinical responsibilities were identified as major stressors. The significant association between stress levels and coping mechanisms highlights the importance of promoting adaptive coping strategies in nursing education.