Health Course Research Articles

Honors Track in Global and Occupational Health: a students’ perspective from Humanitas University

Abstract Background To meet an increasing interest in global health, more opportunities for medical students should be created. Humanitas University (Milan, Italy) has debuted a new extracurricular activity called “Honors Track in Global and Occupational Health” (HT-GOH), to allow students critical insights into the field at the beginning of their career. Objectives HT-GOH is a two-year programme, led by expert professors in the field. The main aim is to circumvent limitations of global health education at individual institutions, achieved through a combined presence and online approach that allows for international collaboration with experts and attendance of online lectures and travel abroad for practical experiences. Complemented by monthly meetings, participation to workshops, seminars, conferences, and the discussion and literature review of crucial global health topics. Results The six participating students are actively promoting discussions, exchange of ideas, and literature findings on many global health issues. They audited courses in other universities and are building connections within the field. The active involvement of the students and their increasing interest in the global health debate can be seen by their participation in this abstract and the conference. The effectiveness of the programme is being evaluated through monthly feedback by students. Conclusions The programme allows for an initiation to research work, promoting collaboration between students and exploration of a variety of topics under the guidance of experts. The nature of a specific programme allows for a more individualized approach and greater development of skills unique to each student. This HT represent a valid approach to global health education, especially in settings in which this field is only taught in the context of a public health course. Key messages • A new programme at Humanitas University offering an innovative approach to the field of global health to interested students. • The students’ perspective towards an integrated approach to global health in medical schools.

Active education for reducing the attainment gap in a public health course in the United Kingdom (UK)

Abstract Background A diverse cohort of students join our UK postgraduate public health programme. We wanted to reduce attainment gaps between students. Active and inclusive educational activities may be important mechanisms for reducing attainment gaps as well as promoting student wellbeing. Our aim was to explore how active and inclusive curriculum design could support development of public health functions (e.g., designing interventions to address health inequalities) whilst reducing attainment gaps. Objectives Our 12-week module included a project to model determinants of adolescent’s health inequalities and design an evidence-based intervention to address determinants. Informed by Fink’s taxonomy and the assessment for learning framework, we designed educational activities (i.e., small group work and presentations, ethnographic visits, discussions with stakeholders) and assessments (i.e., group poster presentation and individual critical reflection) to structure the project. We assessed attainment gaps in student marks and surveyed student attitudes to the project (1 = strongly disagree; 5 = strongly agree). Results 53 students (9 groups) completed the assessment with the following marks: poster (M = 61, SD = 7), critical reflection (M = 59, SD = 9), overall mark (M = 59, SD = 10). More students received ‘fails’ and ‘distinctions’ when only the critical reflection was considered (p < 0.001). Students (N = 39; 72% response rate) agreed that activities were intellectually stimulating (M = 5, SD = 0.8), supported their learning (M = 4, SD = 0.8) and made them feel included (M = 5, SD = 0.7). Active learning approach (i.e., benefits of interactions; creating effective groups); student’s caring and commitment; choice and inclusivity; complex and authentic tasks; informal, formal and timely feedback were highlighted. Conclusions Evidence that an active and inclusive approach functions to reduce attainment gaps is equivocal but appears to promote engagement, inclusion and learning. Key messages • Active learning strategies combined with authentic and flexible tasks and rich in feedback stimulate student’s interactions, inclusivity, and learning with potential for reducing attainment gaps. • Active and authentic education requires educators to work on how to properly implement these strategies.

Enhancing digital health competencies: insights from european human resources for health

Abstract Background Mixed-skills for digital health transformation are critical for human resources for health (HRH). This study aimed to inform the design of new training programmes that address soft, hard and digital health skills. Methods Using a mixed-methods design science approach, focus groups were conducted by invitation and with informed consent, online or in-person. A script was prepared with key questions for orientation and facilitation, addressing the topics of current situation, desired situation, desired skills, practical and organisational needs to implement continuous training in healthcare. The collected data were analysed using Nvivo. Results Focus groups (14) had 87 participants (Norway, Latvia, Belgium, Italy and Portugal): 26 healthcare professionals (nurses, midwives, nutritionists, pharmacists, assistants and doctors); 27 managers or directors of hospitals and care centres; 34 experts (digital health specialists, researchers, technical officers, members of professional societies and national authorities). Real needs were identified, with 2 direct sub-themes that were best related to each other (Pearson coefficient, p > 0.40 - cluster analysis): 1. ‘Current situation’: Cybersecurity (eg. privacy, law and ethics); Time (work time versus private time, p = 0.69); Type (informal versus formal training, p = 0.32); Programmes (graduation, continuing education and post-graduation levels). 2. ‘Desired situation: Desired skills (eg. digital - basic ICT, data analysis, soft - communication, emotional intelligence, and hard skills - medication administration, catheters, ECG, vital signs, telehealth - digital stethoscope); Learning design and objectives (eg. collective learning, simulations, location - peer-to-peer and hybrid); Emergency care and the link between primary and secondary levels of care were considered important. Conclusions These findings of convergence among HRH inform Program design process to support the training programs and course syllabus design. Key messages • The identified needs and priorities inform Program design further to support Digital Health Transformation training programs and course syllabus design. • Real needs points to Current and Desired situation, where HRH give important insights that need to be considered to engage people to perform training courses.

Correlaciones entre burnout académico, afrontamiento y apoyo social en estudiantes universitarios

The study wasproposeddue to the perception of the scarcity of studies on the correlation between burnout, coping and social support. Thus, the present study aimed to verify the prevalence of academic burnout and its correlationswith coping strategies and social support in students of health courses. The sample consisted of 173 participants, agesbetween 18 and 30 years (M = 23.71; SD = 7.04). For data collection we used: Sociodemographic questionnaire, Maslach Burnout Inventory for students (MBI-SS), Brief COPE (coping inventory) and Social Support Satisfaction Scale for higher education students (SSSS). The results revealed correlations between the dimensions of emotional exhaustion and cynicism, with family support satisfaction [F (3. 201752) = 9184.986, p < .001; r2 = .12] and F (3.168) = 8.473, p < .001; r2 = .131]. Referring to the correlations between coping strategies with the other study variables, the sample most frequently used emotion-focused coping in the strategies of Self-blaming (r = .290, p<.001); Substance Use (r = .241, p<.01); Instrumental Support (r = .206, p<.01) and Positive Reinterpretation (r =.197, p<.01)

Regulation of health professions education and the growth of schools in Somalia.

Health professions education, encompassing training programs for medicine and surgery, nursing, midwifery, medical laboratory sciences,, and public health, along with their regulations, are pivotal to achieving universal health coverage and Sustainable Development Goals, contributing significantly to health outcomes and public trust in the healthcare workforce. However, low- and middle-income countries, especially in sub-Saharan Africa, face challenges, such as inadequate resources, outdated curricula, and weak governance. Somalia in particular grapples with a fragmented health system and a critical shortage of skilled health professionals, exacerbated by decades of civil war and political instability. This study employed a mixed-method approach that incorporated both qualitative and quantitative data collection and analysis. A comprehensive literature review was conducted along with semi-structured interviews with 44 key informants, including representatives from professional health schools and officials from the Ministry of Health. Additionally, five focus group discussions were held with young professionals and an online survey was administered to students enrolled in professional health courses. The data analysis employed descriptive for quantitative data, and thematic analysis for qualitative data, guided by the human resources for health (HRH) maturity model framework. This study identified 112 health professions schools across Somalia, with a significant concentration in urban areas, particularly in Benadir. The health workforce analysis revealed a pronounced urban-rural disparity and a density of health professionals below the WHO's recommended threshold. The focus group discussions and surveys highlighted the employment challenges faced by young physicians and students' perceptions of their training and future employment opportunities. The proliferation of health professions schools without adequate quality control, the critical shortage and maldistribution of skilled health professionals, and the absence of a comprehensive regulatory framework are significant challenges facing Somalia's healthcare system. The establishment of the National Health Professionals' Council (NHPC) Act in 2020 marks a step towards addressing these issues. This study emphasizes the need for accreditation of health professions schools, capacity building of HRH teams, and collaboration among stakeholders to improve healthcare workforce development and regulation. Addressing urban-rural disparities and combating professional misconduct are also crucial for achieving universal health coverage and improving health outcomes in Somalia.

Developing a Public Health Course to Train Undergraduate Student Health Messengers to Address Vaccine Hesitancy in an American Indian Community.

The purpose of the Diné Teachings and Public Health Students Informing Peers and Relatives about Vaccine Education (RAVE) project was to develop strategies for health communication that addressed COVID-19 vaccine safety for residents of the Navajo Nation. The RAVE project developed a 16-week course using the Diné Educational Philosophy as a framework to train Diné College (DC) public health undergraduate students (n = 16) as health messengers to share COVID-19 vaccine safety information with unvaccinated peers and relatives. An online community survey (n = 50) was used to assess DC community vaccination perceptions to guide course development. The two primary reasons survey participants got vaccinated were to protect the health of others [82% (n = 41)] and to protect their own health [76% (n = 38)]. A pretest/post-test and a retrospective pretest (n = 13) were implemented to determine course effectiveness. A finding approaching significance was related to student confidence in being health messengers (9.1% increase). RAVE offers the first example in the published literature of successfully training American Indian undergraduate students in the context of a public health course to contribute to the response workforce during a public health crisis.

Bly in Blackwell’s: A Turning Point for Mental Health and Journalism

ABSTRACT “Bly in Blackwell’s: A Turning Point for Mental Health and Journalism” tells the story of Nellie Bly, a Pennsylvania-born investigative journalist. In 1887, Bly was set with the task of writing and reporting on an infamous insane asylum in New York—The Lodge on Blackwell’s Island. To do this, Bly acted “insane” and was sent to the institution as a patient so she could report on its inhumane conditions and expose it firsthand. After over a week of work in a terrifying environment, Bly was able to leave and wrote a two-part article for The New York World that was later published as Ten Days in a Mad-House. By making this brave effort, Nellie Bly changed the course of journalism and mental health, especially for women. This historical article shares the steps of Bly’s journey and shows just how much of an effect this plucky young writer had on our world.

Potenciar as práticas pedagógicas dos docentes e tutores de Enfermagem na Prevenção de Infeções Associadas aos Cuidados de Saúde: Estudo Piloto PrevInf

Background: Healthcare-associated infections (HAIs) pose a significant challenge in Southeast Asia. Despite various reforms in the curricula of this region, health courses have not adequately addressed the prevention of HAIs. Objective: To evaluate the perceptions of nursing educators in Southeast Asia regarding an innovative educational approach developed by the PrevInf project consortium. Methods: A pilot study was conducted using a quantitative approach and descriptive design at two universities in Cambodia and two in Vietnam. Nursing educators were invited to participate in a training session that included a presentation of the PrevInf Model, the pedagogical materials, and the simulation scenarios developed by the project consortium. After the session, the nursing educators completed a questionnaire to assess their agreement with a set of statements concerning the outputs’ feasibility, adequacy, and applicability. Results: The study included 121 nursing educators who reported high agreement regarding the feasibility of the PrevInf Model and its acceptability in various contexts, with no statistically significant differences observed between countries. Across both countries, participants expressed moderate to high agreement that the simulation scenarios represent an appropriate pedagogical strategy and adequately cover essential topics related to the prevention of HAIs. Conclusion: Nursing educators believe that the PrevInf Model, along with its pedagogical materials and simulation scenarios, demonstrates high adequacy, acceptability, and feasibility, with the potential to enhance students' knowledge and skills in HAI prevention. Further research is needed to refine the cultural relevance of the PrevInf Model when compared to traditional teaching methods.

Conceptualization and teaching health advocacy in undergraduate medical education:a document analysis.

Health advocacy is considered to be a core competence for physicians, but it remains unclear how the health advocacy role, despite being described in overarching competency frameworks, is operationalized in undergraduate medical education (UME). This study aimed to identify how health advocacy is conceptualized and taught in undergraduate medical curricula. We performed a qualitative analysis of curriculum documents from all eight medical schools in the Netherlands, all of which offered competency-based UME. Thematic analysis was used to code all the documents and generate themes on health advocacy conceptualization and teaching. To categorize the emerging themes, we used the framework of Van Melle et al. for evaluating the implementation of competency-based medical educational programs. Health advocacy was mostly conceptualized in mission statements about social responsibility of future physicians, related to prevention and promoting health. We found key concepts of health advocacy to be taught mainly in public health and social medicine courses in the bachelor stage and in community-based clerkships in the master stage. Specific knowledge, skills and attitudes related to health advocacy were taught mostly in distinct longitudinal learning pathways in three curricula. Health advocacy is conceptualized mostly as related to social responsibility for future physicians. Its teaching is mostly embedded in public health and social medicine courses and community-based settings. A wider implementation is warranted, extending its teaching to the full width of medical teaching, with longitudinal learning pathways providing a promising route for more integrative health advocacy teaching.

Enhancing training in spiritual and religious competencies in mental health graduate education: Evaluation of an integrated curricular approach.

Despite practice guidelines for multiculturally competent care, including spiritual/religious diversity, most mental health graduate training programs do not formally address spiritual/religious competencies. Thus, we enhanced the Spiritual Competency Training in Mental Health (SCT-MH) course curriculum to train graduate students in foundational attitudes, knowledge, and skills for addressing clients' spirituality and/or religion (S/R). The hybrid (online and in-person) SCT-MH course curriculum was integrated into existing required graduate clinical courses (replacing 15% of a course's curriculum) and taught to 309 students by 20 instructors in 20 different graduate training programs across counseling, psychology, and social work disciplines. Using a multiple baseline waitlist control design in which students served as their own controls, students completed validated assessments at three timepoints evaluating their spiritual/religious competencies for understanding the intersection between S/R and mental health. We also collected qualitative data from the students to evaluate acceptability of the content and format of the training program. Students' scores on all seven measures of spiritual/religious competencies had a statistically significant positive increase after engaging with the SCT-MH curriculum compared to the control period. At the end of the course, 97% of the students envisioned using spiritually integrated therapy techniques with their clients at least some of the time, 92% or more rated the materials as helpful and relevant, and 96% were satisfied with the training modules. Results demonstrate that dedicating a small (i.e., 6 hours of class time; 10 hours outside class time) but intentional amount of course time to teaching spiritual/religious competencies increases students' attitudes, knowledge, and skills for attending to clients' S/R in clinical practice. The SCT-MH hybrid course content is freely available to all graduate programs on our website. https://www.spiritualandreligiouscompetenciesproject.com/resources/sct-mh.

Application of Virtual Reality (VR) in Health, Safety and Environment Subject for Fire Exit Training Module

The significance and extraordinary effectiveness of using VR technology into health, safety, and environment (HSE) education are highlighted. It addresses the many benefits that VR has to offer, especially when it comes to fire exit training, by giving students engaging, involving, and profound learning experiences. The research highlights the seamless incorporation of VR into Health, Safety and Environment (HSE) courses, where VR simulations serve as important tools for teaching crucial evacuation tactics and encouraging students' in-depth understanding and preparedness for actual fire emergencies. This study investigates students' responses regarding their understanding in one of the HSE subject following the implementation of VR technology. Valuable student feedback has been gathered through comprehensive surveys, enabling a continuous process of improvement and refinement for the HSE program. Overall, this research stands as a compelling testament to the profound impact of VR in optimizing learning outcomes and fostering a heightened sense of safety awareness in professional environments.

Coronavirus impact on female reproductive system of fertile age: Short-term and delayed consequences

Introduction: Even though the COVID-19 pandemic has come to an end, several short-term and delayed consequences of coronavirus infection remain insufficiently studied, which determines the relevance of this study. The study aims to analyse the impact of coronavirus infection on the course of pregnancy and reproductive health of females of fertile age in different periods according to the data of medical institutions of Turkestan city.Methods: The following research methods were used in the study: bibliographic, discrete statistics, cluster, and frequency analysis.Results: In this study, 301 cases of pregnancy of females diagnosed with coronavirus infection of different severity were statistically analysed. The study examined several aspects related to the study group including duration of hospitalisation, number of previous pregnancies and deliveries, complications of pregnancy and delivery occurring on COVID-19, haematological parameters, and oxygen saturation levels of pregnant females. The main clinical features of pregnancies with COVID-19 were identified. Thus, the result of the study was an analysis of the presented statistical sample and a comprehensive review of the current literature on the short-term and delayed effects of coronavirus infection on the female reproductive system.Conclusions: The results obtained are of significant practical importance for specialists in obstetrics, gynaecology, reproductology and public health because they can serve as a basis for the development of effective clinical recommendations and strategies for managing the reproductive health of females who have undergone coronavirus infection

High-Impact Information Literacy Learning Opportunities in Postsecondary Education in Health, Civic Engagement, and Personal Finance Courses

This article extends Kuh and associates’ research describing high-impact learning as kinds and types of projects and assignments shown to benefit postsecondary students and increase rates of student retention and engagement. Given that the content and implementation of postsecondary courses have continuously evolved in recent years, this present study raises the question about whether other factors that may now make learning meaningful for students can be considered high impact. Findings have relevance to LIS faculty with expertise in the area of information literacy who create curriculum and prepare instructional librarians and information literacy practitioners to teach, as well as to other faculty across campuses. The article reports on 27 records in the academic areas of health, civic engagement, and personal finance selected following the 2009 Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and the 2020 statement for reporting systematic reviews. Implications for LIS faculty are presented in a discussion of six categories of educational factors relevant to high-impact information literacy learning.

Development of audiovisual resources as a tool for improving the teaching and learning process and scientific divulgation in human physiology

Information technology can be a powerful tool for learning, and the video construction model represents an effective educational strategy for disseminating and sharing information for all areas of knowledge. Certainly, physiology teaching should align itself with these strategies and use the digital environment as a channel for applying and disseminating knowledge. Thus, this work is a model that proposes to interrelate teaching, research, and scientific divulgation in the field of physiology through the production of audiovisual resources available in the digital environment. For this work, a team of professors, technicians, and undergraduate and graduate students planned, prepared, and released two videos: one exploring how the physiology of the sensory system facilitates the remarkable ability to read braille and another detailing the appropriate methods for measuring blood pressure. To make these videos, scenes from practical classes were filmed in physiology teaching laboratories, and the scenes of animal experimentation techniques were filmed in research laboratories. The quality of the resources produced was assessed through 173 satisfaction questionnaires that resulted in high levels of acceptance among university students from seven different health courses. The metrics viewed from the social platforms/networks were in line with the findings obtained through the questionnaires. The reports of the undergraduate and graduate students involved in the productions confirmed the model's potential to optimize the relationship between teaching, research and extension. Therefore, this work represented a positive experience in the use of information technologies in the application and dissemination of academic and scientific knowledge in physiology.

Enhancing College Students’ Well-Being through an Online Mindfulness Intervention During the COVID-19 Pandemic: An Exploratory Study

ABSTRACT Background Mental health challenges continue to be on the rise with college students. The COVID-19 pandemic further accentuated these challenges. Thus, consideration could be given to exploring various strategies to support the well-being of students. Purpose This study examined the effects of an online mindfulness intervention in an academic course measuring the well-being in a two-group pretest and posttest study design. Methods Participants included (N = 40) undergraduate students ages 18–23. The experimental group consisted of participants in an online health course with a mindfulness component. The control group enrolled in an identical health course without a mindfulness component. Results The results indicated greater statistically significant increases in the experimental group’s well-being, mindfulness and positive affect, as well as a decrease in negative affect compared to the control group. Discussion This study offers insight into the potential effectiveness of online mindfulness interventions embedded in academic courses for benefiting students’ well-being. This is especially relevant as it was implemented during the COVID-19 pandemic when focus on well-being was paramount. Translation to Health Education Practice Certified Health Education Specialists (CHES) play an important role in enhancing well-being in the college student population through the needs assessment, implementation, evaluation, research and usage of findings.

201 Assessing medical students satisfaction with a physical activity and health course: results from the VANGUARD European Union Erasmus+ Project implementation in Portugal

201 Assessing medical students satisfaction with a physical activity and health course: results from the VANGUARD European Union Erasmus+ Project implementation in Portugal

COVID-19 and pregnancy: impact, outcomes, and potential therapy

The impact of the new coronavirus COVID-19 infection on the course of pregnancy, maternal and child health is largely unclear and controversial. The presented literature review analyzes changes in the immune, cardiovascular, and endocrine systems in women in physiological pregnancy. The peculiarities of the course of infection caused by SARS-CoV-2 virus in pregnancy, depending on the virus variant, are presented, the issues of infection pathways into immune and non-immune cells, including placental cells, as well as the issues of transplacental transfer of the virus – the key moment of infection of the embryo or fetus, on which the outcome of pregnancy also largely depends, are considered. Promising approaches to COVID-19 therapy are presented: use of inhibitors of transmembrane serine protease 2 (TMPRSS2), furin, angiotensin-converting enzyme (ACE2) and RNA-dependent RNA polymerase, amnion epithelial cells and their exosomes. At the same time, the potential use of mesenchymal stem cells in patients with severe COVID-19 pneumonia is reviewed. Difficulties and questions regarding the use of the above therapeutic methods in pregnant women are highlighted. Aspects of the use of surfactant preparations in newborns at risk of new coronavirus infection are considered.

Learning effect of online versus onsite education in health and medical scholarship – protocol for a cluster randomized trial

BackgroundThe disruption of health and medical education by the COVID-19 pandemic made educators question the effect of online setting on students’ learning, motivation, self-efficacy and preference. In light of the health care staff shortage online scalable education seemed relevant. Reviews on the effect of online medical education called for high quality RCTs, which are increasingly relevant with rapid technological development and widespread adaption of online learning in universities. The objective of this trial is to compare standardized and feasible outcomes of an online and an onsite setting of a research course regarding the efficacy for PhD students within health and medical sciences: Primarily on learning of research methodology and secondly on preference, motivation, self-efficacy on short term and academic achievements on long term. Based on the authors experience with conducting courses during the pandemic, the hypothesis is that student preferred onsite setting is different to online setting.MethodsCluster randomized trial with two parallel groups. Two PhD research training courses at the University of Copenhagen are randomized to online (Zoom) or onsite (The Parker Institute, Denmark) setting. Enrolled students are invited to participate in the study. Primary outcome is short term learning. Secondary outcomes are short term preference, motivation, self-efficacy, and long-term academic achievements. Standardized, reproducible and feasible outcomes will be measured by tailor made multiple choice questionnaires, evaluation survey, frequently used Intrinsic Motivation Inventory, Single Item Self-Efficacy Question, and Google Scholar publication data. Sample size is calculated to 20 clusters and courses are randomized by a computer random number generator. Statistical analyses will be performed blinded by an external statistical expert.DiscussionPrimary outcome and secondary significant outcomes will be compared and contrasted with relevant literature. Limitations include geographical setting; bias include lack of blinding and strengths are robust assessment methods in a well-established conceptual framework. Generalizability to PhD education in other disciplines is high. Results of this study will both have implications for students and educators involved in research training courses in health and medical education and for the patients who ultimately benefits from this training.Trial registrationRetrospectively registered at ClinicalTrials.gov: NCT05736627. SPIRIT guidelines are followed.

Identifying Nursing Students' Views of Studying Mental Health and Diseases Nursing Course via Distance Education during the Pandemic

Objective: This research was conducted to determine students' opinions about taking the mental health and disease nursing course through distance education. Methods: The research, designed as a descriptive quantitative study, and conducted with students (n=243) taking the Mental Health and Disease Nursing course at the Nursing Department of a state university in Ankara. "Participant Information Form", " Assessment Form for Mental Health and Diseases Nursing Course Distance Education," created by the researchers, and the "Opinions About Distance Education Scale" were used to collect the data. In data analysis, content analysis was performed for open-ended questions, and the data were presented under themes, sub-themes, and categories. Number, percentage, mean, standard deviation, median, minimum, and maximum values were given for the scale scores. Results: The views of students on distance education were conceptualized under four themes: "Views on distance education", "Effectiveness of teaching methods used", ''Effectiveness of methods used in the practice skill courses, ''Preparedness for provide nursing care to patients followed up with a psychiatric diagnosis.' The total mean score of the participants for the opinions about the distance education scale was determined as 2.91±0.48. Conclusion: The students evaluated the education provided through distance education as moderately sufficient. The teaching methods used in the mental health and diseases nursing course taken through distance education and ensuring permanence through repeated access to courses were stated as positive aspects in theoretical terms, significant deficiencies were expressed in terms of contacting patients in the clinical environment and gaining professional roles.

Analysis of the Impact of Physical Education and Health Courses on the Cultivation of College Students’ Core Literacy in Colleges and Universities

Analysis of the Impact of Physical Education and Health Courses on the Cultivation of College Students’ Core Literacy in Colleges and Universities