Courses In Curriculum Research Articles

Visual hermeneutics as a tool to introduce empathy and core physician attributes in doctor-patient relationship for first-year medical undergraduate students

BackgroundThe doctor-patient relationship is essential for effective patient care, yet medical education often neglects to nurture the quality such as empathy during the initial years of training. Doctor-patient relationship is one of the modules taught in first year as part of mandatory AETCOM (Attitude, Ethics, and Communication) course in the undergraduate Indian medical curriculum. Hermeneutics, a method of interpretation, can play a vital role in introducing observational and reflective thinking skills. This study aimed to introduce empathy concepts and attributes of a good physician to first-year medical students through the use of paintings and visual hermeneutics to enhance their understanding of the doctor-patient relationship.MethodsA newly developed and validated educational module on the “Doctor-patient relationship” was administered to 250 first-year undergraduate medical students at Kasturba Medical College Manipal. The session was structured into three key steps:IntroductionPresenting Sir Luke Fildes’ famous painting, The Doctor.Self-understanding and interpretationEncouraging students to analyse and interpret the painting.DebriefingFacilitating discussions to consolidate learning. The session’s effectiveness was evaluated using the initial two levels of the Kirkpatrick evaluation model. The learners feedback regarding the usefulness of the session was captured using a validated questionnaire, while reflective writing assignments were used to explore students’ learnings from the intervention.ResultsStudent feedback was overwhelmingly positive, with participants expressing that the session significantly enhanced their understanding of professional qualities and empathy in the doctor-patient relationship, rating their overall learning experience at 8.63 out of 10. Students expressed that the use of painting and interactive discussions greatly enriched their capacity to connect with emotional and ethical dimensions of medical practice. Reflective writing revealed the importance of building trust, demonstrating professional conduct, and maintaining empathy and compassion in clinical interactions.ConclusionIntroducing a visual hermeneutics approach has the potential to cultivate empathy and foster a deeper understanding of the doctor-patient relationship. Introducing this approach during the formative years of medical training can nurture compassionate and virtuous conduct, reinforcing students’ commitment to delivering empathetic and competent care throughout their medical careers.Trial registrationThe institutional ethics committee approved the conduct of the study [IEC180/2023].

Spatial and social relevance perceptions by pre-service teachers of learning about oil palm management as a local or nonlocal socioscientific issue

IntroductionPre-service teachers (PST)' perceived relevance of learning about environmental socioscientific issues (SSI) can be an indicator for their motivation to act as change agents. Until now, science education (research) has often addressed the relevance for learning about SSI insufficiently differentiated regarding spatial and social dimensions. However, theoretical frameworks suggest that such differentiation enhances meaningful teaching and learning. This study investigated how local, national, and global subdimensions of spatial relevance as well as individual, societal, and professional subdimensions of social relevance influence PST' relevance perceptions of learning about SSI. Additionally, we examined how relevance perceptions vary depending on whether the SSI is local or nonlocal to PST. We specifically investigated Indonesian PST' relevance perceptions of learning about oil palm management (OPM), a local SSI for PST of one university and a nonlocal SSI for PST of two other universities.MethodsThe PST participated in a 5-week socioscientific inquiry-based educational unit on OPM in curricular courses (N = 111). We followed a mixed-method approach, employing measurements of utility value. Utility value is a specific construct of perceived relevance, which refers to the usefulness of learning about objects for a person's life, profession, and society. Quantitatively, we conducted pretest-posttest-follow-up surveys on PST' perceived utility value for learning about OPM over time. Qualitatively, we analyzed responses to a utility value reflection task that was integrated into the unit.ResultsOverall, the unit increased PST' utility value over time. Local PST perceived lower utility value for learning about OPM than nonlocal PST. In the task responses, local PST referred more to the local subdimension, whereas nonlocal PST referred more to the national subdimension. Nonlocal PST' societal and professional utility value increased stronger over time compared to local PST.DiscussionWe discuss potential reasons for local PST' lower relevance perceptions, e.g., personal experiences and skepticism through local embeddedness. Our findings on relevance perceptions among local and nonlocal PST underscore the importance of spatial- and social-sensitive SSI education. We point out practical implications for promoting relevance perceptions considering local and nonlocal PST. Moreover, we suggest research directions for more differentiated relevance research in science education.

"At the Table or Behind the Curtain":A Randomized Study to Evaluate the Influence of Students' Position in Theatre-Based Learning.

The influence of students' positioning within the theatre on their learning progress is unknown. The present study aimed to investigate whether position of undergraduate medical students in the operating theatre-at the operating table or behind surgical drapes-influences their learning. We conducted a single-blind prospective randomized study with 2 parallel arms. Undergraduate medical students allocated to the operating theatre in the course of the regular surgical curriculum were invited to participate. Participants were randomly assigned to either a position at the operating table, or behind surgical drapes during a visit to the operating theatre. After surgery, the students prepared sketches of essential procedural steps, which were evaluated by 3 independent surgeons using a predefined scoring system in a blinded fashion. Additionally, students were asked to answer a questionnaire for comparative self-assessment of pre- and postvisit knowledge concerning 4 aspects: routines within the theatre, sterile behaviour, essential procedural steps of the surgery and insight into the work of a surgical resident. In total, 84 sketches and questionnaires (= 42 surgeries) were evaluated. Sketches prepared by the group positioned at the operating table reached significantly higher scores with regard to the essential procedural steps of the surgery (p = 0.012). Comparative self-assessment revealed a significant learning progress, with no significant difference between the groups. Visiting the operating theatre significantly improved undergraduate medical students' understanding of procedural steps and theatre-specific routines regardless of the position within the theatre. However, specific knowledge of surgical procedures is significantly was enhanced when students are positioned at the operating table rather than behind the surgical drapes. Appropriate structures, enabling involvement of students directly at the operating table, should be enforced in hospitals partaking in undergraduate surgical education.

The roadblocks to business ownership: Analyzing the challenges Thai physical therapists face despite entrepreneurial education

Background: The field of entrepreneurship poses significant challenges for undergraduate students and physical therapists in Thailand. Entrepreneurial intention, entrepreneurial courses in the physical therapy curriculum, and personality qualities are likely the prominent influencers. The social-environmental factors, access to resources, and perceptions of opportunity are also suggested to play a role of the secondary influencers on entrepreneurship. Regrettably, there is a lack of empirical evidence about the impact of these effects on entrepreneurial concepts within physical therapy. Objective: This study aimed to ascertain the mutual correlation and assess the primary and secondary influencers for entrepreneurship among undergraduate students and physical therapists. Materials and methods: A cross-sectional study was conducted on 120 physical therapy students and general physical therapists. An online, structured questionnaire with a five-point Likert scale for primary and secondary influencing factors was designed. All questions’ content validity and reliability were determined before being applied to all respondents, and a significant relationship was identified with Barlette’s test. The Kaiser-Meyer-Olkin Measure (KMO) and the measure of sample adequacy (MSA) were used to assess the overall feasibility of factorial analysis. Finally, the IBM SPSS AMOS program analyzed the influence on entrepreneurship with structural equation modeling (SEM). Results: The results from 120 responses (74 females and 46 males), 64 undergraduate students, and 56 general physical therapists were 25.81±6.62 years (21-51 years old). All questions showed good reliability. All influencing factors showed a significant relationship and feasibility through factor analysis (FA). Furthermore, the primary factors showed that personality traits strongly influenced entrepreneurship compared to entrepreneurial intention. However, the curriculum had a meager impact. In addition, secondary influencing factors, such as opportunity perception, access to resources, and social-environment factors, highly influence entrepreneurship. Conclusion: Personality traits and entrepreneurial intention are the most influencing factors, but the course in the curriculum is less influential for entrepreneurship. On the other hand, opportunity perception, access to resources, and social/environmental factors are also the secondary strong influencing factors among physical therapy students and general physical therapists.

The formation of the image of Russia in school textbooks of the history of Kazakhstan as a factor of influence on interstate relations

The subject of this scientific article is the image of Russia in the school course of the history of Kazakhstan for grades 7 and 8. As part of the development of social cooperation, a fairly extensive regulatory framework has been formed. However, the internal policy of the Kazakh authorities, in particular in the field of school education, contradicts the officially chosen course. Meanwhile, school education has a significant impact not only on the formation of people's self-awareness, but also on interstate relations in general. The purpose of the work is to trace the process of forming the image of Russia in Kazakh school textbooks and determine its nature. For this purpose, several textbooks of the old and new generation were taken, an analysis of how information was transformed depending on the time of creation of the textbook was carried out. A comparative historical method was used as the main method, with the help of which textbooks of different generations were compared. The historical and systematic method allowed us to study history textbooks in the context of international humanitarian cooperation. This is the first time this problem has been considered in such a volume, taking into account the impact on the social sphere. The analysis of textbooks allows us to take a fresh look at the relations between Russia and Kazakhstan. It has been established that, with the exception of some positive assessments that occur in the seventh grade school year, the image of Russia is presented in a negative way in Kazakh textbooks. It was revealed that he changed over time only for the worse. Despite Kazakhstan's official statements that Russia is almost one of the most important partners, students in the course of the school history curriculum receive negative information about Russia. This trend of school education in Kazakhstan has a negative impact on relations with Russia.

Perspectiva de género en el Instituto Politécnico Nacional (IPN), México: Construyendo una cultura de paz

The National Polytechnic Institute (IPN) is a Mexican public institution of higher education, currently comprising 102 academic units, founded in 1936 by Lázaro Cárdenas. The teaching staff, predominantly composed of military personnel, established a rigid, authoritarian, and patriarchal culture with gender-based violence. In 2001, the Institutional Educational Model introduced a holistic approach, facilitating the inclusion of a human rights course in the engineering curriculum. Despite the implementation of the current Model 4.0, the institutional culture has largely remained unchanged. In response, a gender perspective was introduced in 2009, followed by the establishment of the Polytechnic Unit for Gender Management in 2012. This unit created the Gender Network to extend its reach across the entire Institute, with the goal of eradicating the prevailing machismo. Today, the IPN is committed to adhering to both national and international regulations, such as the International Bill of Human Rights, the 2030 Agenda, and the CEDAW. In 2019, the IPN became the first national institution to implement a protocol for the “Prevention, Detection, Response, and Sanction of Gender Violence.” The Gender Network at ESIME Culhuacán unit identifies stereotypes that undermine human dignity; to contribute to their eradication, the unit implements denunciation campaigns against violence, harassment, and bullying, while it provides training on Human Rights, Feminism, Masculinities, Gender, and Education for Peace. Research is also conducted, such as the study on Gender Culture in the degree programs at ESIME Culhuacán, IPN (project number 20231736), which employs a postmodern feminist, constructivist approach.

Incorporating a medication therapy management course in a pharmacy undergraduate curriculum: description of implementation and outcomes

Incorporating a medication therapy management course in a pharmacy undergraduate curriculum: description of implementation and outcomes

CONHECIMENTO DOS ALUNOS DO CURSO DE PEDAGOGIA SOBRE NOÇÕES BÁSICAS DE PRIMEIROS SOCORROS

Introduction: In the school environment, many accidents can happen to a child, and many situations can lead to death if first aid is not properly applied. Training educators in first aid is important to prevent and reduce this rate. In addition to including the course in the pedagogy curriculum, the study sought to assess the knowledge of pedagogy students related to the basic notions of first aid. This is an exploratory-descriptive, quantitative and cross-sectional action research study conducted at the Campo Limpo Paulista University Center (UNIFACCAMP), located in the city of Campo Limpo Paulista, in the state of São Paulo. The questionnaires prepared by the researchers were used as data collection tools. They included data for sociodemographic characterization, eight questions about first aid in situations of sprain, dislocation/fracture, contusion, syncope, convulsion and choking (airway obstruction by a foreign body) and one question focused on the Lucas Law and another on the importance of implementing first aid in the curriculum of the pedagogy course, obtaining descriptive and quantitative data. The questionnaire was applied before and after the intervention of the health action and consisted of a practical demonstration and explanation of the procedures in situations of sprain, dislocation/fracture, contusion, syncope, convulsion and choking, distribution of the folder with illustrations in images and informative text about the first aid maneuvers. The sample consisted of 33 regular students of the pedagogy course. At the end of the meeting, a positive effect was observed in relation to the expansion of knowledge about the practices that can be adopted in situations that require first aid care. Thus, this study demonstrated and reinforced the importance of first aid from the undergraduate period, thus contributing to the protection of life, both in the school environment and in everyday situations.

Explaining theory through artistic metaphors, an evaluation of arts-based works created by social science students

What is the potential of arts-based works to help learners grasp complex theoretical insights? In this paper, we discuss the integration of an artistically inspired course in a university curriculum. Social science students created arts-based works to explain the essence of complex social theories. These works were used to communicate theoretical insights to peer students during a presentation session. Through a questionnaire, we analyzed which works scored best in generating a sense of understanding of the theory. We then evaluated the artistic and technical characteristics of the highest and lowest scoring works. Our findings reveal that incorporating material accuracy, connective relations, and a coherent narrative into arts-based science dissemination can enhance engagement with and communication of theoretical knowledge. We therefore encourage educational staff and researchers to consider these characteristics when teaching and disseminating social scientific concepts.

The prevalence of diversity courses in the undergraduate psychology curriculum.

The prevalence of diversity courses in the undergraduate psychology curriculum.

교과연계 비교과교육과정 운영 수업이 학생역량 및 수업만족도에 미치는 영향

Recently, the regular curriculum-linked co-curriculum has been increasingly emphasized as it helps students develop their competencies by linking abstract knowledge learned in class with concrete and practical experiences. The purpose of this study was to analyze how regular curriculum courses integrating co-curriculum affect students’ competencies and overall class satisfaction. To this end, a survey was conducted on students in liberal arts and major courses where the regular curriculum-linked co-curriculum was implemented at universities located in the metropolitan area. First of all, the regular curriculum - linked co-curriculum analyzed in this study was developed and operated by the professor in charge. It was developed and operated in accordance with the goals and content of both liberal arts and major subject, but the method of implementation in the classroom differed. In the case of the liberal arts course, the co-curriculum was conducted as a program carried out by individual students outside of class rather than during class time. The results were submitted as assignments and were not shared among students. On the other hand, in the major course, the co-curriculum was operated with active interaction between professors and students, allowing time for presentations and the sharing of feedback during class. Both students’ competencies and class satisfaction improved as a result of the regular curriculum courses integrating co-curriculum. Notably, a significant difference in students’ competencies was identified in the course where all students participated together, presented, and shared opinions. Based on these research results, this study suggested that universities should diversify the range of subjects involved, expand regular curriculum courses integrating co-curriculum, and operate them in a way that more actively integrates regular curriculum and co-curriculum activities. Additionally, universities should provide education and support for professors to ensure the efficient operation of regular curriculum courses integrating co-curriculum.

Evolution of Master of Public Health Core Curriculum: Trends and Insights.

Revised accreditation criteria from the Council on Education for Public Health (CEPH) in 2016 prompted schools and programs of public health to shift their master of public health (MPH) core curricula. Our objective was to provide data on revisions to MPH core curricula at CEPH-accredited schools and programs of public health and other descriptive statistics on the MPH core curriculum and required courses as of 2023. We analyzed data from 67 accredited schools of public health and 130 accredited public health programs to assess changes from 2016 to 2023 in the MPH core curriculum. We examined the number of courses, the proportion of credit hours in the core curriculum, core curriculum composition, and course types. Almost half (49.2%) of schools, but only 16.9% of programs, made extensive changes to their MPH core curricula, an overall increase of 153.6% from 2020 to 2023. Approximately one-fifth of schools and programs made few to no changes to their core curricula and retained core courses in the 5 former core disciplines. On average, core curriculum credit hours comprised 37.8% of total credit hours for schools and 51.7% for programs. Half (50.0%) of all programs in the sample offered single-concentration MPH degrees. Schools and programs were more likely to continue requiring traditional biostatistics (81.7%) and epidemiology (81.2%) courses in the core curriculum compared with environmental health (69.0%), social and behavioral health (61.9%), and health policy and management (42.1%). Most schools and programs modified their MPH core curricula, reflecting a departure from traditional public health courses toward innovative approaches to ensure knowledge and skill proficiency of graduates. Future research will determine if these curricular changes improve the knowledge and skill proficiency of public health graduates and the workforce.

PROBLEMS OF TRAINING PHYSICAL EDUCATION TEACHERS FOR SPORTS REHABILITATION WORK

The article is dedicated to a comprehensive analysis of the problems related to the training of physical education teachers in conducting sports rehabilitation work in modern Ukraine. The modern world is constantly changing, and with it, the demands on the professional activities of educators. In particular, physical education teachers face new challenges, such as the need to provide rehabilitation services to children and young people with disabilities, as well as those who require physical rehabilitation after injuries, illnesses, or other impairments. This issue is especially relevant in the context of the post-war reconstruction of the country, as the number of people requiring rehabilitation due to injuries sustained during military actions is increasing.The article highlights the main challenges that modern educational institutions face when preparing physical education teachers for rehabilitation work. Among the key problems is the insufficient number of specialized courses in curricula that would prepare future educators to work with various population groups that have special physical development needs. The issue of insufficient interdisciplinary training is also addressed, which should encompass not only physical education but also knowledge in the fields of medicine, physiology, anatomy, and psychology, which are necessary for effective rehabilitation work.

A Curricular Review of Radiology Education in a Master of Physician Assistant Studies Program.

Physician assistants/associates (PAs) are expected to be competent in ordering and interpreting diagnostic imaging. However, there are no further details outlining the educational expectations of PAs as it relates to radiology upon graduation. This can result in significant variability in the radiology curricula that PA students are taught and, consequently, hinder PAs' ability to work within their full scope of practice. Therefore, the purpose of this study was to map the radiology curriculum in a Master of Physician Assistant Studies (MPAS) program to elucidate radiological educational training before graduation. Quantitative curricular mapping was used to assess the 2021 to 2022 MPAS program for radiological involvement. Relevant course and session objectives related to radiology education were identified. In addition, educational learning material was reviewed for diagnostic imaging content. Formal radiological training was observed in 8 of 27 courses in the preclinical curriculum, with 4.35% of the total session objectives directed to radiological education. This formal exposure comprises 18.9 hours (1.71%) of curricular time. Informal diagnostic imaging exposure increased radiology education to approximately 29.5 hours (2.67%) of curricular time. One course (Diagnostic Imaging) focuses exclusively on radiology teaching and accounts for approximately 50% of the total radiologic teaching. X-ray ordering and interpretation received the greatest emphasis throughout the curriculum, while ultrasound received the least attention. Further integration of formal radiological education into PA programs should be considered with specific attention directed toward point-of-care ultrasound exposure and ordering/interpretation skills.

Integrating Essential Practical Sessions into the Generic Elective Course in Physical Education Curriculum: A Case Study

Physical education courses, traditionally a blend of theory and practice for their own department students, are often delivered as purely theoretical classes for students from non-physical education disciplines enrolled in Generic Elective Courses (GEC). This approach can lead to disengagement and boredom, as students are already exposed to multiple theoretical classes throughout the day. To address this issue, the Department of Physical Education at the Central University of Haryana revised its GEC curriculum to include practical sessions alongside theoretical content. This study explores the impact of this curriculum revision on student engagement and physical fitness. Feedback from 200 postgraduate students, aged 20-25, indicated a strong preference for incorporating practical sessions into the curriculum, with 98% of respondents favoring this change. The revised curriculum allocated two hours per week for physical activities, aimed at enhancing student engagement and promoting the importance of physical fitness. The effectiveness of the new curriculum was assessed through a one-minute push-up test, measuring upper body strength at the beginning and end of the semester. Initial results showed that 50% of the students struggled to complete the test. However, by the end of the semester, 96% of students successfully completed the one-minute push-up test, indicating significant improvement in physical fitness. The study concludes that integrating practical sessions into GEC physical education courses not only improves student engagement but also enhances physical fitness. It highlights the need for a balanced approach, combining theory with hands-on activities, to foster holistic development. The findings suggest that other departments offering practical-oriented courses could benefit from incorporating similar practical components into their curricula.

An Evaluation of the African Studies Curriculum: Student’s Motivation for Selection of Courses at the University of Education, Winneba (UEW), Ghana

The African Studies Curriculum at the University of Education, Winneba (UEW) has been implemented for over two decades. Its challenges include students’ motivations, cultural content, teaching methods, techniques and strategies. With a pragmatic worldview rooted in the Constructivist Learning Theory, the Self-Determination Theory (SDT), and the Expectancy-Value Theory, empirical literature within the domain of curriculum implementation in African Studies was critically reviewed. An explanatory sequential design within the mixed method approach was adopted, while the Krejcie and Morgan Table for sample size determination was employed to sample three hundred and seventy-five (375) students from a total of 12,009 first-year students offering African Studies courses in the 2022/23 academic year at the University of Education, Winneba (UEW). Nine (9) students were purposively selected from the sample size of 375 for the qualitative data. Again, five (5) lecturers from the African Studies Centre of UEW were purposively selected for the study. Instruments for data collection included questionnaires, interviews and focus group discussions. Quantitative data analysis was done by using SPSS statistics analytical software. Descriptive and inferential statistics were employed for the quantitative analysis, whilst thematic analysis was used to analyse the qualitative data. In the context of explanatory sequential mixed method design (QUAN → qual), a Directed Content Analysis (DCA) was employed. This approach aids in interpreting and explaining the quantitative results. Findings showed that even though students are motivated by a series of factors when selecting courses in the African Studies curriculum, they are influenced by external factors such as department, colleagues, and the popularity of the courses. It was concluded that some Departments choose specific courses based on relativity to their areas of specialism and future academic pursuits. It was recommended that, there is the need for course recommendation systems in physically-based university environments like the University of Education, Winneba in Ghana. This has become necessary since African Studies courses are mandatory to re-orient students' misconceptions concerning the continent and carve a positive African image. Fresh students should be oriented to alleviate the misconceptions associated with course selection.

EMI pioneers

This study is part of a project aimed at mapping the implementation of English as a Medium of Instruction (EMI) at the Federal University of Santa Maria (UFSM). EMI is the use of English in teaching and learning content in curricular courses at universities where the language of instruction is not English (Dearden, 2014). The interest in EMI at the UFSM is linked to national and local internationalization policies. Despite the absence of a specific EMI policy at the UFSM, isolated EMI initiatives have been mapped (Rodrigues, 2019). This study examines perspectives of three professors regarding these initiatives to identify motivations, conditions, concerns, positive and negative outcomes, and needs. Data were collected from three sources: professors’ answers to an online questionnaire, interviews, and information retrieved from their curricula on the Lattes platform. Results indicate that the main characteristics of the EMI experiences are confidence in professors’ attitudes, support from the disciplinary community, and a pedagogical approach that emphasizes flexibility and diversity in students’ English use. These findings are expected to inform institutional actions related to EMI, such as policies and projects to support EMI professors and students.

Beyond labs: unveiling dynamics of dental students' transition from pre-clinical to clinical training in a Saudi dental school.

To assess the factors affecting the transition of dental students from pre-clinical to clinical courses in an outcome-based curriculum. This cross-sectional study surveyed dental students in the third and fourth academic years of the Bachelor of Dental and Oral Surgery (BDS) program at the College of Dentistry, Jouf University. Ethically approved and powered by the G Power software, the study employed a modified questionnaire validated through a pilot test to assess five domains. Likert scale responses were analyzed using SPSS v.25, revealing insights into clinical workload, patient interaction, and learning experiences. Multiple regression analysis was used to assess the impact of clinical skill application, workload, transition to clinics, and patient interaction on learning experience as well as CGPA. The Mann-Whitney U test compared the ranks of two independent samples, making it less sensitive to outliers and more suitable for data with non-normal distributions. In this study, the response rate of the participants was 70%. A total of 44 dental students in their third and fourth years of the program completed the survey. The multiple regression analysis showed that the predictors collectively explained 36.1% of the variance in the learning experience (Adjusted R2 = 0.361). "Transition to Clinics" had a significant positive effect on learning experience (β = 0.292, p = 0.012), "Workload" (β = -0.203, p = 0.393) and "Patient Interaction" (β = 0.443, p = 0.168) were not significant predictors. The Mann-Whitney U test revealed no significant gender differences in transition to clinics, workload, patient interaction, application of clinical skills, and learning experience (U = 33.09 to -40.33, p > 0.05), but a significant difference in transition to clinics between third- and fourth-year students (U = 31.56 to -43.24, p < 0.05). The results of this study demonstrate that the transition to clinical training can be intricate, and that multiple elements have an impact on this process. It is crucial to have support systems that facilitate the transition into the clinical learning environment.

Content of measurement courses in the undergraduate psychology curriculum.

Content of measurement courses in the undergraduate psychology curriculum.

Factors Predicting Mental Health Problems among Vocational Education Students in Eastern Thailand: A Cross-sectional Study

Vocational education is studying courses that allow students to learn specific, practical skills for the establishment. However, both the curriculum courses and the lifestyles of students may be affected by multiple factors that influence their mental health. Understanding various factors predicting the mental health status of these students is necessary to evelop programs for preventing mental health problems. This cross-sectional study aimed to identify biopsychosocial factors predicting depression, anxiety, and stress among vocational education students in the East of Thailand. Multistage cluster sampling was applied to recruit 1,474 voluntary participants. Data was collected using six questionnaires, including Sociodemographic Data, the Brief-Alcohol, Smok­ing, and Substance Involvement Screening Test, The Substance Use Risk Profile Scale, The Revised Olweus Bully/Victim Questionnaire, Difficulties in Emotion Regulation Scale-short form, Depression Anxiety and Stress Scale. Multivariable logistic regression was employed for data analyses. The findings revealed that students reported depression (11.6%), anxiety (20.8%), and stress (3.9%), all classified at a mild level. The strongest predicting factor of depression was the hopelessness personality profile. At the same time, anxiety was a predictor of victim and bullying behavior patterns, and stress was a predictor of substance use behaviors. In addition, the difficulty of emotional regulation was associated with all their mental health problems. The results suggested that personnel in educational institutions and community nurses should promote students’ abilities to regulate emotions and personality development and prevent bullying behaviors. Through the use of nursing process to screen for these significant factors and monitor at-risk students based on our findings should help to reduce the incidence rate and severity of mental health problems.