Academic Year Research Articles

The Effect of Intelligence Games on Primary School 4th Grade Students' Mental Skill Levels

This research was aimed to analyze the effects of intelligence games on the mental skill levels of fourth grade students. The research was carried out in a public school located in Manavgat district of Antalya province. The study group of the research consists of 40 volunteer students (20 in the experimental group, 20 in the control group) studying in two different branches of the 4th grades in the spring term of the 2021-2022 academic year. The research was designed in the form of a pre-test and post-test control group and the quantitative data of the research were collected through the 'Mental Skill Assessment Test' developed by Marangoz (2018). The experimental group was given a total of 16 hours of intelligence games training for eight weeks, two lessons per week (80 minutes). In the research, a valid and reliable ready-made test developed by Marangoz (2018) (Mental Skill Assessment Test) was used to evaluate students' mental skill levels (strategic thinking, focusing attention, analyzing, establishing a part-whole relationship, visual perception, benefiting from clues). This test was applied to the experimental and control groups as a pre-test and post-test. The Normality Test was conducted to investigate the normal distribution of the data as a result of the research. In the research, 6 different intelligence games were used for 10 weeks. In order to examine the relationship between the pre-test and post-test scores of the experimental and control groups before the application, the dependent sample t-test was performed. In the research, it was observed that there was a significant increase in the mental skills of the experimental group students, who were played 6 different intelligence games for 10 weeks. According to the results of the research, we can say that intelligence games improve the mental skills levels of students.

Emotion Dynamics among Late Adolescents and Emerging Adults: The Role of Maternal Privacy Invasion Perceptions.

Prior research suggests that youth experience immediate emotional distress following privacy invasion, but it is unclear whether and how persistent privacy invasion over longer periods destabilizes the intrapersonal emotional regulatory functions that privacy serves. This study investigated whether late adolescents and emerging adults who reported different patterns of maternal privacy invasion over a full academic year showed differences in emotion regulation, as reflected by the frequency and lability of negative and positive emotional experiences. Participants were first-year university students (n = 349; 60.2% female) in Hong Kong, aged 17 to 24 (MT1 = 18.20, SDT1 = 1.10). They self-reported maternal privacy invasion perceptions and negative and positive emotions 16 times, at bi-weekly intervals. Latent class growth analyses divided participants into a Higher Invasion Perceptions group (24.9%), a Moderate Invasion Perceptions group (46.4%), and a Lower Invasion Perceptions group (28.7%). A one-way MANCOVA examined potential differences in negative and positive emotion dynamics across groups, indexed by frequency (means) and instability (mean square of successive differences and probability of acute change). In line with predictions, both the Higher Invasion and Moderate Invasion groups reported higher negative emotion frequency and instability, compared to the Lower Invasion group. However, groups showed no significant differences regarding positive emotion frequency and instability. The findings indicate that perceptions of maternal privacy invasion predict youth's negative emotion regulation processes over their first collegiate year. Prolonged, higher levels of maternal privacy invasion may disrupt the intrapersonal regulatory functions that privacy serves over time.

The impact of mindfulness training on alleviating COVID-19 fear among international students in China: A quasi-experimental study

This study investigated the effects of mindfulness training on alleviating fear of the COVID-19 epidemic among international students in China during the academic year 2020. The training group participants (N = 41) and the control group participants (N = 44) were surveyed pre-and post-training with the two English questionnaires: The Five-Facet Mindfulness Questionnaire (FFMQ) and the fear of the COVID-19 scale (FCV–19S). The results showed that, regarding the relationship between the two main variables in the study, mindfulness is related negatively to the COVID-19 epidemic. Moreover, compared to the control group, results showed that individuals in the training group demonstrated significant improvements in mindfulness levels and decreased Fear of COVID-19. Thus, findings suggest that a short online mindfulness meditation training may reduce fear of the COVID-19 epidemic.

The Effect of the Gender Inequality Sensitivity Training Program Based on Active Learning

In the study, it was aimed to test the effectiveness of the Gender Inequality Sensitivity Training Program Based on Active Learning, which was prepared to develop sensitivity to gender inequality. The research was conducted with 26 participants studying in the Guidance and Psychological Counselling department of a university in the Central Anatolia Region in the 2019-2020 academic year. This study is a mixed-method research. In the quantitative part of the research, a quasi-experimental application was conducted with a 2x2 pre-test-post-test control group. In the qualitative part, the activity products and assignments obtained during the training were evaluated. The quantitative data of the research were collected through the Attitudes towards Gender Roles Scale and Personal Information Form, and the qualitative data were collected through the activity products and assignments obtained during the training. A 12-week-long Gender Inequality Sensitivity Training Program Based on Active Learning was applied to the experimental group. The findings showed that the training program increased the gender roles total attitude scores and traditional gender role scores of the experimental group participants significantly. In addition, after the experimental procedure, it was determined that there was a significant difference in favour of the experimental group regarding the total score, female, traditional, and male gender role sub-dimensions between the experimental and control groups. Qualitative findings showed that the program increased participants’ awareness of gender issues.

Sınıf Öğretmenlerinin Sınıflarında Bulunan Geçici Koruma Altındaki Sığınmacı Öğrencilere İlişkin Metafor Algılarının Araştırma Bulgularının Değerlendirilmesi

In this study, it was aimed to explain the perceptions of classroom teachers with different experiences towards foreign students under temporary protection in their classrooms using a metaphor, and the study was conducted in order to evaluate the research findings. As it is known, the increasing number of people seeking refuge in Turkey by fleeing the unfavorable conditions experienced in their countries and the process of including children who come with this migration movement into the Turkish education system has caused us to bring many issues to the agenda. The aim of this research is to examine the perceptions of classroom teachers towards foreign students who are in their classrooms and are under temporary protection through metaphors. In line with this purpose, ‘Which metaphor explains the classroom teachers' perceptions of students under temporary protection?' the question has been determined as a research question. Qualitative research approach and phenomenology design were used in the research. The study group of the study was selected according to the easily accessible case sampling method from the sampling methods. The study group of the research consists of 5 female and 5 male volunteer teachers working as classroom teachers in a public school in Başakşehir district of Istanbul province in the 2023-2024 academic year. A questionnaire consisting of 2 parts was given to the classroom teachers participating in the study. In the first part of the survey, demographic information of the participants is requested, while in the second part they are like ‘My foreign student who is in my class (...). Because (...) he was asked to fill in the empty places left in his statement and express the foreign student who was in his class through metaphor. It was stated to the participants that the phrase foreign student found in the survey refers to asylum-seeking foreign students who are under temporary protection in their classrooms. During the study process, contributions were made to the process by all participants. The necessary works have been completed on time in order to avoid any disruptions. The content analysis method was used in the analysis of the collected data. 10 Different metaphors were obtained from a total of 10 classroom teachers, 5 women and 5 men, volunteers participating in the research. The metaphors used by classroom teachers and their explanations were examined and these metaphors were grouped under 4 categories as ‘damaged’, ’the result of which will be determined over time,’ ‘in need of support’, ‘incompatible/challenging/not belonging.’ When the categories created are examined, it is seen that the most metaphors are collected under the category of “incompatible / challenging / not belonging.” Key Words: Classroom Teacher, Foreign Student, Temporary Protection, Asylum Seeker, Research Findings

The Lived Experiences of Asian International Students in the U.S. Higher Education

Asian international students have long constituted the largest portion of the international student body in the United States (U.S.), a trend that persists despite the hurdles presented by the COVID-19 pandemic. These students play an essential role in stimulating the U.S. economy, facilitating cross-cultural exchange, and nurturing international collaboration and understanding. During the 2022-2023 academic year, Asian international students comprised 70.3% of the total international student population in the U.S. higher education. The number of Asian international students in the U.S. higher education institutions is so considerable that their lived experiences within the U.S. higher education system deserves a thorough examination. Existing empirical research demonstrates that plenty of Asian international students are underserved, mainly facing culture shock, linguistic barriers, racial discrimination, and mental health issues. This systematic literature review aims to: 1. Investigate whether Asian international students face any challenges in the U.S. higher education; 2. Classify the challenges (if any) encountered by Asian international students in the U.S. higher education; 3. Offer valuable insights to key stakeholders in international education, empowering them to refine current administrative policies and teaching pedagogies to best support the well-being and success of Asian international students in the U.S. higher education.

Sustainability consciousness among nursing students in Egypt: a cross-sectional study

BackgroundRecognizing nurses as pivotal change agents and urgent preparation for the next generation is crucial for addressing sustainability issues and cultivating a sustainable healthcare system. Reports highlight gaps in the integration of sustainable development goals (SDGs) into nursing curricula, prompting the International Council of Nurses to stress the importance of sustainable development in nursing education. The extent to which nursing students are aware of sustainability issues remains to be determined. This study addresses a global and Egyptian research gap by evaluating and comparing Sustainability Consciousness (SC) levels among nursing students at three universities, providing insights into awareness, attitudes, and behaviors related to sustainability.MethodsThis descriptive comparative study was conducted across three nursing faculties within three Egyptian public universities. The target population for this study was undergraduate nursing students enrolled in these universities during the academic year 2022-2023. This study used the extended version of the Sustainability Consciousness Questionnaire (SCQ-L) to measure individuals' knowingness, attitudes, and behaviors related to the three dimensions of sustainable development: environmental, social, and economic.ResultsMore than half of the nursing students across the three universities expressed unfamiliarity with the SDGs. Social media was the most common source of information across the three universities. Sohag University recorded the highest median (IQR) scores in sustainability knowingness (72.0, IQR: 70.0-81.0), attitudes (56.0, IQR: 53.0-61.5), and behavior (65.0, IQR: 60.0-69.0) across their respective dimensions, as well as in overall SC (195, IQR: 184.5-208.5). This was followed by Damanhour University, with a median score of 179.0 (IQR: 124.5-194), and then Alexandria University, with a median score of 116.0 (IQR: 85.5-153), all of which were significantly different (all with p values=0.000). Older students from rural areas exhibited higher SC median scores, while students with insufficient family income and no familiarity with the SDGs had lower SC scores.ConclusionsThis study highlighted the prevalent reliance on social media for information among nursing students across these universities, emphasizing the pivotal role of academic institutions in integrating sustainability development concepts in nursing education. Sohag University's notable commitment to sustainability practices has contributed to the higher SC of its students compared to Alexandria and Damanhour Universities. The study also identified age, place of residence, family income, and familiarity with the SDGs as consistent predictors of sustainability consciousness.

Relationship between ICT Usage and the Teaching of Mathematics in Secondary Schools of Kalungu District, Central Uganda

This study explored the influence of Information and Communication Technology (ICT) in teaching of mathematics in Secondary Schools of Kalungu District. The study objectives were to; (i) examine the extent to which ICT is used by Mathematics teachers, (ii) establish the effectiveness of teaching Mathematics, and (iii) examine the relationship between ICT usage and teaching of Mathematics in Secondary Schools of Kalungu District. Correlational type of design was used for the study whereby questionnaires and interview guide were used to collect data from a sample of 132 respondents. Quantitative data was analyzed using the SPSS where both inferential and descriptive techniques were used while qualitative data was summarised into themes and quotes. The study discovered that the level of ICT usage among teachers of mathematics in Kalungu District has an overall mean of 2.25 implying a moderate usage of Information Communication Technology; the effectiveness of teaching mathematics in secondary school in Kalungu District was high with an overall mean of 4.05 while the relationship between ICT usage and teaching of Mathematics in Secondary Schools of Kalungu District was not statistically significant (p = 0.373). Therefore, Formal policy guidelines for ICT usage should be put in place so that all teachers can attend in service training programmes at least once every academic year to update themselves with relevant skills for ICT usage in teaching mathematics.

Adaptation of the Student Attitudes Toward Artificial Intelligence Scale to the Turkish Context: Validity and Reliability Study

This study aimed to adapt the Student Attitudes toward Artificial Intelligence (SATAI) Scale to the Turkish Context both at secondary and high school levels. The research was conducted with two study groups: the first group of 384 secondary school students and the second group of 295 high school students. Data were collected from these participants in the 2023–2024 academic year. The scale consists of 26 items and three factors; behavioral, affective, and cognitive, and serves the purpose of measuring the students’ attitude toward artificial intelligence. The behavioral factor assesses students’ AI-related actions while the affective factor captures their emotional reactions, and the cognitive factor, in turn, evaluates their knowledge of the topic at hand. By determining students’ attitudes about AI, this measurement guides learning processes, contributes to the development of teaching materials, and increases interest in the field of AI. Language validity, construct validity, criterion validity, conceptual and experiential equivalence, and reliability studies were carried out in the process of adapting the scale to Turkish. To ensure the language validity of the Turkish form of the scale, translation back translation technique was applied and expert opinions were sought. Confirmatory Factor Analysis (CFA) was applied to test the construct validity. To test the criterion validity, the correlation between the whole scale and each sub-factor was examined. Within the scope of reliability studies, Cronbach Alpha reliability coefficients of the scale, half-test reliability, item total correlations, and item discrimination values were calculated. As a result of the research, it has been determined that the Student Attitudes toward Artificial Intelligence (SATAI) Scale Turkish Form is a valid and reliable assessment tool.

Students’ perspectives of a study support (Studiosity) service at a University

Supporting students’ success and achievement is a key mission of WP (Widening Participation) institutions such as the University of Bedfordshire. An essential step in ensuring students succeed is the development of academic writing skills – these are vital during students’ studies and when students leave university study and undertake further study or enter graduate-level employment. During the 2021–2022 academic year, the University of Bedfordshire implemented a study support service called Studiosity, a service designed to provide students with formative feedback on drafts of their assessment tasks. This study utilises a survey instrument exploring Studiosity’s Writing Feedback (WF) service and addresses a gap in the literature where there is very little understanding of the details of students’ engagement with the system. The survey’s results indicate a mismatch between students’ assumptions about formative feedback provided by Studiosity. However, when students utilise Studiosity’s WF service, the personalised and specific feedback raises students’ confidence in their ability to write academically.

Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kecerdasan Emosional dan Hasil Belajar Siswa Pada Mata Pelajaran Fiqh di Madrasah Tsanawiyah Kecamatan Sakra Barat Tahun Pelajaran 2023/2024

This study aims to evaluate the influence of Problem Based Learning (PBL) model on students' emotional intelligence and learning outcomes in the subject of Fiqh at Madrasah Tsanawiyah in the Sakra Barat Subdistrict for the academic year 2023/2024. A quantitative research method was employed with a pretest-posttest control group design experiment. Data collection was conducted through emotional intelligence tests and Fiqh learning outcome tests. Data analysis involved comparing the mean pretest-posttest differences between the control and experimental groups using independent t-tests. The results indicate that the implementation of PBL significantly enhances students' emotional intelligence and learning outcomes compared to conventional methods. The implication of this study underscores the importance of considering appropriate teaching models to improve not only cognitive but also emotional intelligence aspects in Fiqh education. PBL can serve as an effective alternative in achieving these goals at Madrasah Tsanawiyah, providing a deeper understanding of the subject matter and fostering social and emotional skills necessary for daily life and religious practice.

Awareness and attitudes towards eye donation among medical and allied health students in Jeddah, Saudi Arabia.

Many national studies in Saudi Arabia have revealed a lack of knowledge about eye donation. The current study assessed awareness and attitudes towards eye donation among health faculty students in Jeddah, Saudi Arabia. It aims to increase their awareness as future healthcare providers are expected to raise general awareness to attain more local corneal donations. A cross-sectional study including 1,060 health faculty students was conducted at King Abdulaziz University. Data were collected through an online questionnaire that covered participants' demographics, academic year, knowledge, and attitudes regarding eye donation. Thirty-five percent of students had heard about eye donation, with the most common sources of information being social media (29%) and health workers (24%). Most respondents, 61% (n = 643), indicated willingness to donate their eyes after death. Of these respondents, 93% (n = 986), 6.8% (n = 72), and 0.2% (n = 2) had poor, fair, and good knowledge levels, respectively. A total of 66% (n = 696) and 34% (n = 364) had negative and positive attitudes, respectively. Students in this study showed low levels of knowledge and negative attitudes about eye donation. Students should be adequately educated about the significance of eye donation.

Implementation of Pirates VS Echinomonster Algebra Props To Improve Math Learning Outcomes

This research attempts to determine student learning results through the utilization of mathematical concepts and pirates vs. echinomonster props. This study is a qualitative, descriptive research project. The subject of this lesson is algebra. The study's subjects were five female students from SMP Al Kholili Kalisat Jember's class VII for the 2023–2024 academic year. The procedures of tests and interviews are employed in this research to collect data. Strategies for data analysis in this study are based on looking at how students tackle algebraic problems. The results showed that kids could solve algebraic problems with pirates vs. echinomonster props. The employment of pirates vs. echinomonster algebra props has been shown to improve students' mathematical learning outcomes by 1.2%, according to the study's findings.

Prediction of adolescent weight status by machine learning: a population-based study

BackgroundAdolescent weight problems have become a growing public health concern, making early prediction of non-normal weight status crucial for effective prevention. However, few temporal prediction tools for adolescent four weight status have been developed. This study aimed to predict the short- and long-term weight status of Hong Kong adolescents and assess the importance of predictors.MethodsA population-based retrospective cohort study of adolescents was conducted using data from a territory-wide voluntary annual health assessment service provided by the Department of Health in Hong Kong. Using diet habits, physical activity, psychological well-being, and demographics, we generated six prediction models for successive weight status (normal, overweight, obese and underweight) using multiclass Decision Tree, Random Forest, k-Nearest Neighbor, eXtreme gradient boosting, support vector machine, logistic regression. Model performance was evaluated by multiple standard classifier metrics and the overall accuracy. Predictors’ importance was assessed using Shapley values.Results442,898 Primary 4 (P4, Grade 4 in the US) and 344,186 in Primary 6 (P6, Grade 6 in the US) students, with followed up until their Secondary 6 (Grade 12 in the US) during the academic years 1995/96 to 2014/15 were included. The XG Boosts model consistently outperformed all other model in predicting the long-term weight status at S6 from P4 or P6. It achieved an overall accuracy of 0.72 or 0.74, a micro-averaging AUC of 0.92 or 0.93, and a macro-averaging AUC of 0.83 or 0.86, respectively. XG Boost also demonstrated accurate predictions for each predicted weight status, surpassing the AUC values obtained by other models. Weight, height, sex, age, frequency and hours of aerobic exercise were consistently the most important predictors for both cohorts.ConclusionsThe machine learning approaches accurately predict adolescent weight status in both short- and long-term. The developed multiclass model that utilizing easy-assessed variables enables accurate long-term prediction on weight status, which can be used by adolescents and parents for self-prediction when applied in health care system. The interpretable models may help to provide the early and individualized interventions suggestions for adolescents with weight problems particularly.

Validation of the use of concept maps as an evaluation tool for the teaching and learning of mechanical and industrial engineering

Abstract This paper presents the experimental work developed to measure the learning process through concept map analysis. The development of a concept map is requested by the students for each chapter or theme of the subject. As a result, maps from engineering courses have been analyzed. The measurements carried out consider several parameters, such as individual and team map building, student progressive knowledge level, and map complexity. Concerning the complexity analysis, the focus is qualitative, and it is based on the data extracted from the concept maps elaborated by the students. The study, conducted during the 2018–2019 academic year, included students from various academic levels and institutions, such as the Public University of Navarra UPNA and the University of the Basque Country UPV-EHU, covering first-degree students of Bachelor's Degree in Mechanical Engineering and first-degree students of Master's Degree in Industrial Engineering at UPNA, third-degree students of Bachelor's Degree in Mechanical Engineering at UPV-EHU. The data collected from 37 individual maps in Industrial Drawing, 31 group maps in Industrial Drawing, 12 individual maps in Design of Machinery, and 12 group maps in Design of Machinery, along with a control group of 79 students who did not participate in any activity, provided valuable insights into the effectiveness of concept maps for evaluating understanding levels and learning outcomes across various engineering subjects and academic levels. The learning outcome of the students is treated to obtain the level of understanding of complex systems shown by the students through the concept maps previously drawn and the questionnaire answered by each student about the achievement of learning results through the use of concept maps. This work shows the research methodology established and the learning results achieved qualitatively: measuring the maps by means of a rubric, self-assessment based on a survey, and through the questionnaires. Also, the results obtained in the final exams have been compared. From the observed results, this methodology is presented as a suitable alternative for evaluating the correct acquisition of concepts in online teaching situations.

Reconceptualizing the Possible: “Warming Up” the Aspirations of Community College Students

ABSTRACT This article analyzes the structure and outcomes of a unique summer bridge program, Exploring Transfer (ET). Community college students who participate in ET spend six weeks living on the campus of a liberal arts college and enroll in two rigorous courses, similar to those offered during the academic year. To assess the impact of this program, the author conducted six focus group discussions with ET graduates. Data from those discussions indicate that taking part in intensive residential immersion programs may have a more profound effect on participants than is often recognized in research that focuses on academic achievement. For FGD participants, the intensity of the ET experience impelled a process of identity reconstruction that led them to expand their views of what they were capable of accomplishing. This article explores the specific features of ET that served to “warm up” students’ academic aspirations and professional goals.

Implementation of a "Health Equity Rounds" Curriculum in a Military Internal Medicine Residency Program: A Pilot Study.

Health disparities in the Military Health System (MHS) have been consistently documented despite the system ensuring equal access to care for its beneficiaries. Research has shown that social, economic, and political factors (i.e., Social Determinants of Health) and health care-specific factors like provider bias and systemic discrimination are key drivers of health disparities in the general population. Medical education focused on introducing these concepts using case-based learning has led to effective learning of health equity terminology. However, a significant gap exists in identifying optimal teaching approaches to develop skills to recognize these factors in actual clinical cases. This begs the million-dollar question: can case-based learning help trainees acquire the skills needed to identify the main factors contributing to health disparities in the MHS? A longitudinal case-based curriculum was developed in which clinical cases from the Internal Medicine Wards, Medical Intensive Care Unit, or General Internal Medicine Clinic at the National Capital Consortium were solicited from trainees and analyzed for evidence of health care provider bias and systemic forms of discrimination using small groups. The National Capital Consortium Internal Medicine Residency Program implemented this pilot study in November 2021. A retrospective pretest-posttest survey assessing trainee reactions to the curriculum and changes in self-reported confidence in skills was used for curriculum assessment. Survey data were analyzed using a paired samples t-test. The survey was administered during the last session of the 2022-2023 academic year, with 14 of the 23 available trainees completing it: a 60.8% response rate. Overall, 93% reported that the cases selected that academic year were engaging; the skills they were taught were practice-changing, and the educational value of the curriculum was good, very good, or excellent. Confidence ratings, assessed via a 5-point Likert Scale, demonstrated a statistically significant increase in self-reported confidence in the following skill domains with large effect sizes: identification of bias and systemic discrimination in clinical cases-change in mean: 1.07 (Pre: 3.29, Post: 4.36), P < .001, g = 1.38; recognizing and mitigating personal biases-change in mean: 0.71 (Pre: 3.50, Post: 4.21), P <.001, g = 1.10; participating in a discussion about health care provider bias and systemic discrimination-change in mean: 0.79 (Pre: 3.57, Post: 4.36), P = .001, g = 1.06; and leading a discussion about bias and systemic discrimination-change in mean: 1.00 (Pre: 2.93, Post: 3.93), P = .002, g = 0.98. As the need to address health disparities in the United States becomes more pressing, so does the need for military physicians to recognize the drivers of these disparities within the MHS. Results from this pilot study of Health Equity Rounds suggest that case-based learning may be an optimal teaching approach to improve the skills of military Internal Medicine trainees in identifying and recognizing the impact of health care provider bias and systemic discrimination on clinical cases from the MHS.

An assessment of barriers and facilitators of near-peer coaching on surgical clerkships: a mixed-methods study from resident’s perspective

PurposeWe implemented a near-peer (resident–student) coaching intervention in 2021–2022 to improve clerkship students’ health system science (HSS) learning and application. This study thus sought to identify implementation barriers and potential facilitators of an effective HSS near-peer coaching program for clerkship students from the resident coach’s perspective at a single tertiary-care institution.MethodsA mixed-methods study design was employed. Thirty surgical residents volunteered to serve as HSS coaches for rotating third-year medical students during the 2021–2022 academic year. Coaches were asked to complete an exit survey, and a subset was purposefully sampled to complete semi-structured interviews. Transcripts were coded and analyzed with a framework method to identify emergent themes indicative of the barriers and facilitators of effective implementation of this near-peer HSS coaching program.ResultsA total of 20/30 (67%) resident coaches completed the survey and 50% of these residents (n = 10/20) completed an interview. Coaches facilitated multiple meetings (ranging from 1 to more than 5 times) with their assigned students over the course of the 3-month surgical rotations. Most coaches who deemed themselves successful in coaching reported early prioritization of setting individualized clerkship goals. Rapport building and strong communication were also important factors identified in facilitating effective near-peer cognitive coaching relationships.ConclusionsOur study suggests that, from residents’ perspective, effective near-peer coaching by residents on surgical clerkships requires special emphasis on early goal setting, as well as training and development of coaches in skills, such as feedback delivery, and rapport building to encourage strong resident–student coaching relationships that cater to the individualized needs of the learner.

Prevalence and causes of substance abuse among Egyptian university students

Substance abuse is a global challenge with dangerous effects on health, wealth and security of nations, and individuals’ mental and physical health. This study was done to identify the prevalence and risk factor of drug abuse among university students and evaluate drug abuse use according to its type and problems encountered. Cross sectional study using self-administrated questionnaire conducted for one month in the academic year 2022-2023 to 600 university students at Beni-Suef University from grade 1 to grade 6 and postgraduates. The survey included all faculties in the university. Screening tests for drug abuse in the urine samples were performed by dipsticks and confirmed by auto-analyzer device. Most of the students were male (68.3%), their mean age was 22.05 ± 2.25 year. 58.3% of them were from urban, 84.7 % of them were single, with monthly pocket money 1205.73 ± 1260.02 Egyptian pounds while the mean of family income 5515.50 ± 9210.39. The urine samples were collected and analyzed by drug screening strips, 75.4% of the samples were negative and 24.6% were positive. Auto analyzer confirmed 31.8% of positive cases by drug screening strips and the most common drug was confirmed was combined drug abuse (59.6%). High significance relation of addiction with the mean age of the cases (P value=0.0001), males’ gender (P value=0.0001), high monthly pocket money (P value=0.0001), lower father and mother education (P value =0.0001). The problems faced by addicts were oppose the orders (51.4%), usual liar (48.6%), struggle with parents (44.6%), and psychiatric problems (33.8%) especially unstable psychological state. The most common cause of substance intake in the positive group was adolescent curiosity (56.8%) followed by be happy (48.6%) and active (40.5%). Most of the students were male (68.3%), their mean age was 22.05 ± 2.25 year. 25.7% had a history of substance abuse, the most common substance abuse was THC (34%). Age of students, single, higher family income and father occupation were the most predicted risk factors to substance abuse.

Comparing frequencies of adolescent suicide attempters pre- and during COVID-19 pandemic school terms

BackgroundThe COVID-19 pandemic had and still have a major impact on adolescent mental health and consequently on suicidal behavior. However, few studies have investigated whether the pandemic has changed the patterns and the triggers of suicidality peaks in adolescents, e.g., seasonal patterns or family conflicts. We hypothesized that the pandemic modified suicidality rates: an increment of suicide attempts would be observed in the first semester of the academic year during COVID-19 pandemic compared to the same period of previous academic year; and the precipitating factors would be more related to social stressors during the pandemic school year.MethodsA retrospective cross-sectional study was conducted to assess the precipitating factors, also including school-related factors and cognitive skills, of adolescent suicide attempters occurred in the first and second semesters of the year before the pandemic lockdown (study periods 1 and 2) and the year after (study periods 3 and 4).ResultsThe sample consisted of 85 adolescents aged between 12 and 17 recruited consecutively from March 2019 to March 2021 at emergency ward because of suicide attempt. Forty-eight adolescents (55.3% of the sample) were attended before the lockdown (pre-pandemic group) and 38 (44.7%) the year after. The results showed a higher proportion of female suicide attempters in period 4 (Sept 2020-Feb 2021) respect to period 3 (Mar 2020-Aug 2020), i.e., pandemic semesters compared with the increment observed between period 2 and 1 (prepandemic semesters; Fisher’s exact test = 4.73; p = 0.026). The multinomial regression models showed a significant effect in the frequency of adolescents who attempted suicide (ratio χ2 = 15.19, p = 0.019), accounted by the differences between period 4 (Sept 2020-Feb 2021) and period 1 (Mar 2019-Aug 2019), with depressive symptoms being a significant contributing factor (Exp(b) = 0.93; p = 0.04). Additionally, social triggers and age were found to be significant risk factors for suicide attempts in the first semester of the pandemic academic year (period 4) compared to the same semester of the pre-pandemic year (period 2; Exp(b) = 0.16, p = 0.01, and Exp(b) = 1.88, p = 0.006, respectively).ConclusionsDuring the pandemic, the decrement between first and second semester of the number of females attempting suicide was more pronounced than in the prepandemic school year -though this findings lacked statistical power due to very limited sample size-. Change in the frequency of adolescent attempting suicide in the different school periods was associated with greater severity of depressive symptoms. Social relations in back-to-school after the lockdown were also associated with the number of adolescents attempting suicide.