Educational Workshops Research Articles

Mathematics in Art and History Museums: An Informal Mathematics Education Case for Teachers’ In-Service Training

Recognizing the omnipresence of mathematics across various contexts, this paper addresses the untapped potential of museums as rich venues for informal mathematics learning beyond traditional educational settings like classrooms. This paper presents the InformalMath program, designed for the professional development of primary and middle school teachers using integrating mathematics education within art and history museums through designing mathematics visit workshops. Specifically, the focus is placed on Phase 1 of the program, in which teachers participated in two informal mathematics education workshops at two museums in Turin, Italy, and were asked to reflect on their participation through a written essay. The analysis of the essays reveals significant engagement, appreciation of mathematics as a cultural artifact, and the emergence of creativity and inclusion among participating teachers. These findings highlight the benefits of such interdisciplinary approaches in enhancing mathematical understanding and pedagogical strategies. Conclusions emphasize the program’s success in not only enriching teachers’ instructional repertoire but also in promoting a more holistic, engaging, and contextualized approach to mathematics education, suggesting a promising avenue for future educational practices and research in informal learning environments.

The shared educational assessment in the smoking cessation process

In the context of smoking cessation, the shared educational assessment (BEP) enables us to assess the smoker's needs, define specific objectives and set up appropriate educational workshops. This multidisciplinary approach helps smokers to maintain their smoking cessation. The BEP is the first step in the educational process, exploring the various classic dimensions of therapeutic patient education (TPE) and then defining an action plan based on the priorities identified.

Estimating Proportion and Barriers of Medication Error Reporting Among Nurses in Hail City, Saudi Arabia: Implications for Improving Patient Safety.

Determining the proportion of nurses reporting medication errors (MEs) and identifying the barriers they perceive in ME reporting are crucial to encourage nurses to actively report MEs. This study aimed to determine the proportion of nurses experiencing and reporting MEs, perceived barriers to reporting MEs and their association with nurses' sociodemographic and work-related characteristics. A cross-sectional study was conducted among 350 nurses from June to November 2023. Data about sociodemographic and work-related characteristics, and ME reporting, were collected using a validated self-administered questionnaire. The study found that 34.3% of nurses reported MEs, while 11.1% reported experiencing MEs during their practice. ME reporting was higher proportion among nurses who were older than 40 years (52.1%), males (41.4%), held a master's degree (58.7%), Saudi nationals (37.8%), experienced for more than 10 years (43.1%), working in intensive care units (44.3%), working for 48 hours or more per week (39.7%), working in hospitals with a nurse-to-patient ratio of 1:3 (44.9%) and having a system for incident reporting (37.7%) and with no training on patient safety (44.6%) compared to their counterparts. The rate of experiencing MEs was higher proportion among nurses who were older than 40 years (16.7%), males (17.3%), married (14.8%), Saudi nationals (13.4%), experienced for more than 10 years (15.6%) and with no training on patient safety (15.3%) compared to their counterparts. Lack of knowledge of the person responsible for reporting MEs was the most frequent perceived barrier to ME reporting (66.6%), followed by fears of blame (65.4%). In this study, nurses reported and experienced MEs during their practice. Most nurses perceive the lack of knowledge and fear of blame or disciplinary actions as barriers to reporting. Healthcare administrators should implement educational programs and workshops to increase nurses' awareness of ME reporting.

Global Landscape of the Attack of Predatory Journals in Oncology.

Open-access publishing expanded opportunities to give visibility to research results but was accompanied by the proliferation of predatory journals (PJos) that offer expedited publishing but potentially compromise the integrity of research and peer review. To our knowledge, to date, there is no comprehensive global study on the impact of PJos in the field of oncology. A 29 question-based cross-sectional survey was developed to explore knowledge and practices of predatory publishing and analyzed using descriptive statistics and binary logistic regression. Four hundred and twenty-six complete responses to the survey were reported. Almost half of the responders reported feeling pressure to publish from supervisors, institutions, and funding and regulatory agencies. The majority of authors were contacted by PJos through email solicitations (67.8%), with fewer using social networks (31%). In total, 13.4% of the responders confirmed past publications on PJo, convinced by fast editorial decision time, low article-processing charges, limited peer review, and for the promise of academic boost in short time. Over half of the participants were not aware of PJo detection tools. We developed a multivariable model to understand the determinants to publish in PJos, showing a significant correlation of practicing oncology in low- and middle-income countries (LMICs) and predatory publishing (odds ratio [OR], 2.02 [95% CI, 1.01 to 4.03]; P = .04). Having previous experience in academic publishing was not protective (OR, 3.81 [95% CI, 1.06 to 13.62]; P = .03). Suggestions for interventions included educational workshops, increasing awareness through social networks, enhanced research funding in LMICs, surveillance by supervisors, and implementation of institutional actions against responsible parties. The prevalence of predatory publishing poses an alarming problem in the field of oncology, globally. Our survey identified actionable risk factors that may contribute to vulnerability to PJos and inform guidance to enhance research capacity broadly.

INTERPROFESSIONAL BEHAVIOURAL COUNSELLING; AN ESSENTIAL SKILL FOR OUR UNDERGRADUATE STUDENTS

INTRODUCTION Collaborative healthcare practices have positive impacts on dietary and physical activity behaviours (Patnode, et al., 2022). An immersive interprofessional work-integrated learning experience was developed for UOW Exercise Science and Rehabilitation(ExSc), and Dietetics and Nutrition(DNut) students, to appropriately prepare novice practitioners for significant growth in workforce interprofessional collaboration opportunities. METHOD Undergraduate(ExSc:n=47;DNut:n=48) students participated in an Interprofessional Education Workshop(IEW) aimed at improving understanding of interprofessionalism and behaviour counselling techniques. Students then formed into 46 pairs(ExSc:n=1+DNut:n=1) with each pair providing Interprofessional Behavioural Counselling(IBC) to a community client at two separate timepoints; Initial consultation and a 2-week Follow Up(FU). Student volunteers(n=38;ExSc:n=10,DNut:n=28) agreed to participate in the research phase, completing two surveys, Interprofessional Collaborative Competency Attainment Scale(ICCAS) & Students Perceptions of Interprofessional Clinical Education Revised(SPICE-R2) at two timepoints; immediately post IEW, and post FU. Additionally, volunteers(n=14;ExSc:n=3,DNut:n=11) participated in focus groupsfollowing IBC. Significance, set at (p<0.01) with mean score differences, and relative change (%) reported. RESULTS Participant responses(n=31) to ICCAS showed improvement across the five key areas of interprofessional practice; communication(0.8,23%), collaboration(1.1,32%), role and responsibilities(1.1, 33%), patient-centred care(1.2,36%), conflict-management and team-functioning(1.1,30%). Similarly, improvements in SPICE-R2 for patient outcomes(0.30,7%) and roles and responsibilities with collaborative-practice(0.67,17%), but not (p=0.06) for interprofessional teamwork and team-based practice. Focus groups indicated that students were confused pre-IBC about effective collaboration, specifically apprehension relating to perceived time constraints involved in having two professionals in one consultation. Conversely, post-IBC student’s reported increased confidence in adopting a collaborative approach, better understanding of scope of practice overlap and could see value in client outcomes following an interprofessional approach. CONCLUSION UOW will continue to embed interprofessional work integrated learning experiences in the future to improve understanding of collegial collaboration ensuring patient-centred care and best practice.

Undergraduate nursing students’ perception of bullying behavior and its relation to their academic achievement

Background Bullying among students is certainly not a new notion, however, due to its high incidence rates and the short-term and long-term implications. Students were subjected to a lot of factors during their study, either academic or clinical, that revealed them suffering high levels of depression, anxiety, and stress. Aim Assess undergraduate nursing students’ perception of bullying behavior and its relation to their academic achievement. Design A descriptive correlational research design was used. Sample A convenience sample (n=1255) of undergraduate nursing student out of N=3108. Setting The study was conducted in an accredited Faculty of Nursing which is affiliated to Cairo University. Tools Three tools were used personal characteristics data sheet, Bullying Behavior in Nursing Education Questionnaire, and academic achievement checklist Grade Point Average form. Results The main findings indicated that the bullying highest mean percent (58.33 and 55.14%) as perceived by the study sample was regarded as direct negative behaviors domains and attack on academic achievement domains, respectively. While the lowest mean percent (8.7%) was in regard to types of bullying domain. Data added that there was no statistically significant relationship (P=0.72) between the total perception of bullying in nursing education and students’ academic achievement. Conclusion The study concluded that there was no statistically significant relationship between total bullying as perceived by undergraduate nursing students in nursing education and their academic achievement. Recommendations Develop training programs to educate clinical instructors and assistant lecturers on how to achieve the academic objectives and advocate students’ rights. Design educational workshops to inform nursing students how to report bullying and how to overcome it.

Occupant Needs for Neighborhood Outdoor Spaces Based on Maslow's Hierarchy of Needs: Evidence from Wuxi, China

This study investigates the correlation between the needs of residents in Wuxi, China, and the provision of neighborhood outdoor spaces, through the lens of Maslow's Hierarchy of Needs. The objective is to discern and comprehend the distinct needs residents have for outdoor spaces across various tiers of Maslow's hierarchy, encompassing physiological, safety, love/belonging, esteem, and self-actualization. This study utilizes quantitative research methods, integrating data obtained from a survey of 372 residents to acquire insights into their perspectives on outdoor spaces. The findings reveal that, at the physiological level, residents place a premium on access to clean and verdant spaces for relaxation and exercise. From a safety perspective, the availability of well-lit, secure, and meticulously maintained outdoor settings is deemed essential. In terms of love and belonging, environments that encourage neighborhood interaction and foster social bonds, such as playgrounds and community gardens, are highly valued. Regarding esteem, spaces that are aesthetically appealing and bolster local identity and pride hold significant importance. Finally, concerning self-actualization, areas that provide avenues for personal development and engagement with the environment, including educational workshops and neighborhood vegetable gardens, are in demand. The study underscores the necessity of adopting a holistic approach to urban planning that accounts for the multifaceted needs of residents at different levels of Maslow’s hierarchy. The insights garnered from Wuxi, China, suggest that satisfying these varied needs is pivotal to enhancing the overall well-being and contentment of residents with their community outdoor spaces. This research offers critical perspectives for urban planners, landscape architects, and policymakers dedicated to fostering more habitable, sustainable, and needs-focused outdoor environments in urban settings.

Pediatric Oral Health Online Education for Rural and Migrant Head Start Programs in the United States.

Children living in rural and migrant areas in the United States disproportionately suffer from poor oral health. Additionally, there continues to be a shortage of pediatric dentists practicing in rural/migrant areas. The purpose of this formative research study was to assess whether staff, teachers and families from rural/migrant Head Start/Early Head Start (HS/EHS) programs in California were receptive to oral health online education workshops conducted by pediatric dental residents who were assisted by bilingual (English and Spanish) community oral health workers (COHWs). Our findings suggest that partnering pediatric dental residents with bilingual COHWs to educate HS/EHS teachers, staff and parents on oral health care in rural/migrant areas could result in a rewarding experience for pediatric dentists that might lead them to practice in these communities upon graduation from their residency program. Furthermore, the positive feedback received from the teachers, staff and parents who participated in the workshops indicates they were receptive to receiving oral health information related to oral health literacy from the dental providers and COHWs. COHWs can help increase access to oral health care by serving as a bridge between families and providers by relaying information in a cultural, linguistic and sensitive manner.

P057 Scoping the role of the physiotherapist in the axial spondyloarthritis new patient clinic

Abstract Background/Aims Early diagnosis of Axial Spondyloarthritis (Axial SpA) is crucial to reduce negative impacts and support better patient outcomes through early intervention. There are a number of challenges contributing to delayed diagnosis, the focus of this report relates to the capacity pressures limiting timely assessment and diagnosis. There are a number of well-established, and more recently initiated, physiotherapist-led Axial SpA new patient clinics across UK Rheumatology. These clinics have been locally reported to reduce delays in diagnosis. There is growing interest from other rheumatology services to establish these clinics. A working group of physiotherapists providing physiotherapist-led Axial SpA clinics were supported by a BRITSpA Travelling Fellowship Grant to meet to share service experiences and to develop a consensus-driven best-practice set of recommendations to guide planning and implementing physiotherapist-led Axial SpA new patient assessment clinics in rheumatology departments across the UK. The aim of this report is to provide an overview of the two day Travelling Fellowship project process and the key initial outcomes from the workshop. Methods A two-day workshop attended by ten physiotherapists meeting in person and four joining virtually, all with expertise in providing physiotherapist-led new and review Axial SpA clinics. The workshop programme included presentations from national and international experts, encompassing GIRFT input, exemplar consensus development examples and an opportunity for all fellows to share their experience in setting up and delivering physiotherapist-led Axial SpA new patient clinics. Discussion time was prioritised to allow shared learning, discussion of similarities and local variations to support information gathering and the development of expert consensus-driven guidelines and implementation advice. Patient and public involvement was embedded into the workshop supporting planning discussions and providing lived experience perspectives, preferences and values concerning the implementation and service delivery discussions. Results The major themes and findings identified included the variation in role description and specific responsibilities between centres, including variation in support and mentoring available as well as administration time. However, similar outcomes were found regarding levels of confidence and independence in undertaking thorough triage and assessments of inflammatory back pain referrals leading to confirming or excluding Axial SpA diagnoses, and the skillset to manage these outcomes. Conclusion Following GIRFT recommendations, and in light of the workforce crisis in rheumatology, with support from the rheumatology physiotherapy capabilities framework we have seen the expansion of the physiotherapist role. We have good levels of confidence, following our sharing of clinic data and patient experience comments, that there is a valuable contribution to the rheumatology landscape to be made by physiotherapist-led Axial SpA new patient clinics. Disclosure W.J. Gregory: Honoraria; W.G. has received honoraria for speaking and advisory board from Abbvie, Novartis, Pfizer, Sobi and UCB. R. Adshead: None. Z. Cox: None. E.E. Deeney: None. P.A. Dowie: None. S.J. Fish: None. R. Galway: None. H. Harrison: None. R.J. Hayward: Honoraria; R.H. has received honoraria for speaking from Abbive and Novartis. C. Longton: Honoraria; C.L. has received honoraria for speaking from UCB. M. Motion: None. C. Tonks: None. C. McCrum: Honoraria; C.McC. has received honoraria for professional education workshops- Novartis, Janssen.

Effects Of Parental Alienation: A Phenomenological Study

Parental alienation is a growing concern today. Many children grow up without the care and love of their parents. As a result, there are feelings of emotional rejection felt by the children, and some lead to a life of delinquency. This research aims to discover the effects of parental alienation and coping mechanisms of alienated children toward a better life. It utilized a qualitative research method through a phenomenological approach through an interview of four alienated children. The study reveals that the participants who have experienced parental alienation suffer from internal and external behavioral problems and search for their identity after reaching adulthood, which also leads to devastating complex trauma and low self-esteem. With this, parental alienation calls for a child protection response since it can be a form of collective abuse and the custodial parents may safeguard the child’s relationship with an alienated parent to avoid negative views through counseling or focused group discussion, the Department of Social welfare and Development (DSWD) and Children Protection Desk (WCPD) can implement a Family Bridge Program an educational and experiential workshop that helps unreasonably alienated children and adolescents adjust to living with a parent they claim to hate or fear

Putting weight-related conversations into practice: Lessons learned from implementing a knowledge translation casebook in a disability context.

Due to reported challenges experienced by healthcare providers (HCPs) when having weight-related conversations with children with disabilities and their families, a knowledge translation (KT) casebook was developed, providing key communication principles with supportive resources. Our aim was to explore how the KT casebook could be implemented into a disability context. Study objectives were to develop and integrate needs-based implementation supports to help foster the uptake of the KT casebook communication principles. A sample of nurses, physicians, occupational therapists and physical therapists were recruited from a Canadian paediatric rehabilitation hospital. Informed by the Theoretical Domains Framework, group interviews were conducted with participants to understand barriers to having weight-related conversations in their context. Implementation strategies were developed to deliver the KT casebook content that addressed these identified barriers, which included an education workshop, simulations, printed materials, and a huddle and email strategy. Participant experiences with the implementation supports were captured through workshop evaluations, pre-post surveys and qualitative interviews. Post-implementation interviews were analysed using descriptive content analysis. Ten HCPs implemented the KT casebook principles over 6 months. Participants reported that the workshop provided a clear understanding of the KT casebook content. While HCPs appreciated the breadth of the KT casebook, they found the abbreviated printed educational materials more convenient. Strategies developed to address participants' need for a sense of community and opportunities to learn from each other did not achieve their aim. Increased confidence in integrating the KT casebook principles into practice was not demonstrated, due, in part, to having few opportunities to practice. This was partly because of the increase in competing clinical demands at the onset of the COVID-19 pandemic. Despite positive feedback on the product itself, changes in the organisational and environmental context limited the success of the implementation plan. Monitoring and adapting implementation processes in response to unanticipated changes is critical to the success of implementation efforts.

Student-driven teaching and educational action research combined: an approach to teaching development and student empowerment

ABSTRACT This paper presents an action research study in a student-driven context at a university. The study focused on students organizing and leading workshops for other students. We aimed to support students in their teaching, facilitate their reflection on their teaching experiences, and contribute to their self-esteem and empowerment. The basis for our research became reflection sessions with two student groups responsible for a series of workshops (six students in total), in addition to gathering data about our context – student-driven teaching in workshops. Context data included open questionnaires for students, staff interviews, planning group meetings and a focus group discussion with other students involved in workshop organization. Reflection sessions were intended to create awareness about students’ practices as well as provide a possibility to develop their teaching. Our data demonstrate how this student-driven context had implications for the educational approach in the workshops, organizing, and the educational action research project. Ultimately, we discuss how the educational action research contributed to student agency and empowerment and what we learned about developing supportive processes in a student-driven context.

Exploration of the integration of microbiology and immunology emerging topics into undergraduate medical education

ABSTRACT Purpose Medical school educators face challenges determining which new and emerging topics to incorporate into medical school curricula, and how to do so. A study was conducted to gain a better understanding of the integration of emerging topics related to microbiology and immunology in the undergraduate medical curriculum (UME). Methods An anonymous survey with 17 questions was emailed to medical school faculty who teach immunology and/or microbiology through the DR-Ed listserv, the American Society for Microbiology (ASM) Connect listserv, and attendees of the Association of Medical School Microbiology and Immunology Chairs (AMSMIC) Educational Strategies Workshop. Participants were asked about experiences, perceptions, and the decision-making process regarding integrating emerging topics into UME. Results The top emerging topics that were added to the curriculum or considered for addition in the last 10 years included COVID-19, Zika virus, mRNA vaccines, and Mpox (formerly known as monkeypox). Most respondents reported lectures and active learning as the major methods for topic delivery, with most faculty indicating that formative assessment was the best way to assess emerging topics. Content experts and course directors were the most cited individuals making these decisions. Top reasons for incorporating emerging topics into curricula included preparing students for clinical treatment of cases, followed by demonstrating the importance of basic science, and opportunities to integrate basic science into other disciplines. Challenges for incorporating these topics included making room in an already crowded curriculum, followed by content overload for students. Conclusions This study describes the rationale for integrating emerging topics related to microbiology and immunology into UME, and identifies the current new and emerging topics, as well as the main methods of integration and assessment. These results may be used by medical educators to inform curricular decisions at their institutions. Future studies will include developing innovative learning modules that overcome barriers to integration.

The library information resources of the Scientific Library of Yanka Kupala State University of Grodno

The author examines the experience of Yanka Kupala State University Library (Grodno, Belarus) in providing digital document resources to its users. The proprietary information resources are reviewed; the selection principles for library Internet-resources are specified; user awareness services are described. The library organizes information educational workshops intended for the faculty, though it experiences some problems in disseminating information on library services and resources, in particular, students’ low interest in information literacy and lacking teaching hours for library courses. The author suggests several possible solutions and prospective vectors for the academic library, i. e. development of proprietary resources, corporate collaboration, improvement, development and introduction of new methods of user services. The author emphasizes the importance of improving librarians’ professional competences in providing reliable and enhanced information.

Implementation and Evaluation of Educational Workshops to Increase Primary Care Provider and Medical Student Comfort in Psychiatric Care.

Mental health treatment is often initiated in primary care settings, but many primary care providers (PCPs), residents, and medical students report discomfort in managing psychiatric conditions. This study evaluated the effect of an educational workshop that featured an evidence-based psychopharmacology clinical decision support tool (CDST) on trainee confidence and willingness to treat psychiatric conditions. Participants completed pre- and post-workshop surveys. Nine months after the workshop, a subset of trainees participated in a focus group. Of the participants, 62.5% of the obstetrics-gynecology (OB-GYN) resident physicians (10/16) and 100% of the medical students (18/18) completed both pre- and post-surveys. Following the workshop, OB-GYN resident physicians reported significantly improved confidence in treating psychiatric disorders (p < 0.001), sense of having psychiatric support tools (p < 0.001), and knowledge of treating psychiatric disorders (p = 0.021). Medical students reported significantly improved confidence in treating psychiatric disorders (p < 0.001), willingness to devise treatment plans for psychiatric disorders (p = 0.024), sense of having psychiatric support tools (p < 0.001), knowledge of treating psychiatric disorders (p < 0.001), and comfort in presenting a psychiatric treatment plan to an attending (p = 0.003). Most focus group participants (93.75%; 15/16) reported that they continued to use the CDST, and it increased their confidence in formulating psychiatric treatment plans. These findings suggest that educational workshops that introduce high-quality psychopharmacology CDSTs may be an effective method for improving provider comfort in treating psychiatric disorders.

Pembuatan Alat Pengolahan Limbah Tekstil di Kecamatan IV Nagari Bayang Utara Painan, Pesisir Selatan

Batik Jembatan Akar Small and Medium Industry (IKM) endeavors to produce Root Bridge batik fabric, which is a defining feature of the IV Nagari Bayang Utara sub-district. In its production process, IKM Batik Jembatan Akar still relies on rudimentary and traditional equipment and lacks the means to handle textile waste, leading to its disposal in nearby ditches. While the current waste output may not be significant, its continuation poses a threat to the local environment. Insufficient awareness of the environmental impact of textile waste can result in environmental pollution issues and disrupt community harmony around IKM Jembatan Akar. Additionally, IKM Batik Jembatan Akar struggles to stimulate consumer interest in traditional batik amidst the abundance of low-priced printed alternatives. The limited demand for production means that this SME has yet to invest in technology and waste processing equipment for its batik cloth production. Politeknik ATI Padang Community Service initiative seeks to educate all IKM Batik Jembatan Akar employees on the importance of waste processing and online marketing strategies, while providing training on donated textile waste processing equipment to enhance sales value and mitigate environmental harm. The approaches employed in this community service endeavor include (1) comprehensive activity planning, encompassing location surveys, production assessments, and inventory checks; (2) the fabrication and testing of waste processing machinery; (3) educational workshops covering waste management in batik production and its environmental implications, alongside practical training in equipment usage; (4) evaluation of activity outcomes. The outcomes of this Community Service initiative include the provision of textile waste processing equipment and a heightened awareness of environmental conservation, facilitating the integration of waste processing equipment into batik production at IKM Batik Jembatan Akar.

239 Promoting Health Equity in South Los Angeles: A Place-Based Initiative in the Nickerson Gardens Housing Development

OBJECTIVES/GOALS: Partnering with the Housing Authority of Los Angeles, we launched a place-based initiative in the Nickerson Gardens housing development in South Los Angeles, where we apply our community engagement approach of listening and learning, and trust and relationship building, to deliver public health interventions in a discrete community. METHODS/STUDY POPULATION: Nickerson Gardens is the largest housing development in Los Angeles, with 1,066 units and over 3,000 residents. 58% and 40% of the residents are Hispanic and Black/African American respectively with an average yearly income of less than $30,000. To build trust and establish relationships, our team began attending community events, holding weekly educational workshops, and participating in the summer program for youth. We also held listening sessions in English and Spanish that asked aboutthe overall health of the Nickerson Gardens community, environment and public space, access and barriers to care, needed healthcare services, and the lived experience within Nickerson Gardens. RESULTS/ANTICIPATED RESULTS: To date, we have held eight 90-minute listening sessions in English and Spanish with 59 participants. The sessions provided insight into theneeded health and educational resources and services, the organizational structure of the housing development and how that impacts access to information and services, as well as the nuanced and area-specific transportation issues and the connection to safety concerns. These findings will inform the next phase of this initiative which includes convening a Coordinating Council composed of service providers and Nickerson Gardens residents. This council will oversee the coordination and implementation of needed services, help maintain accountability of the providers, and offer residents the opportunity to take ownership of the process. DISCUSSION/SIGNIFICANCE: Academic-community partnerships are an effective strategy to deliver public health interventions and promote health equity in under-resourced communities. We tested and measured impact in a distinct community to reinforce a widely-applicable place-based model.

IJCM_342A: Nomophobia and its Relationship with Depression, Anxiety and Stress among Undergraduate Medical Students Of Murshidabad Medical College, West Bengal: A Cross Sectional Study

Background: The study aimed to estimate the magnitude of nomophobia, prevalence and degree of depression, anxiety and stress; the relationship between nomophobia and different mental health status; and also finding the correlates of nomophobia among undergraduate medical students. Methodology: This descriptive cross-sectional study was undertaken in Murshidabad Medical College during September-November 2023, among a calculated sample of 222 undergraduate medical students selected through stratified random sampling. A self-reported English questionnaire comprising background characteristics, smartphone use related characteristics; and validated nomophobia questionnaire (NMP-Q) and depression, anxiety and stress scale (DASS) were used to collect the data. Data were analyzed using SPSS 20.0. Results: Among the study participants 13.1%, 72.1% and 14.8% had mild, moderate and severe nomophobia respectively. The prevalence of depression, anxiety and stress were 54.5%, 69.4% and 37.4% respectively. Multivariable binary logistic regression revealed that students aged less than 21 years (AOR: 6.088; 95% CI: 2.053- 18.055), students belonging to joint family (AOR: 6.836; 95% CI: 2.392-19.537) and daily average time spent on smartphone more than 5 hours (AOR:5.314; 95% CI: 1.919-14.721) were at higher risk of developing severe nomophobia. Correlation analysis revealed depression was significantly correlated with Nomophobia (Spearman rho:0.200, p value:0.003). Conclusion: Nomophobia is quite prevalent among medical students with varying degree of severity. Mental health status specially depression is correlated with nomophobia. Findings suggests the need for supporting the holistic well-being of medical students through proper health education strategies and workshops on mental health.

Perceptions and attitudes of dental practitioners toward robotic dentistry and artificial intelligence in Saudi Arabia

Robotic dentistry (RD) and artificial intelligence (AI) are gradually evolving and may become an integral part of dentistry. The purpose of this study is to assess the perceptions and attitudes of dental practitioners in Saudi Arabia toward the use of RD and AI in dentistry. A national dental survey using a pre-designed and validated perceptions and attitude electronic questionnaire was conducted. The mean scores, descriptive analysis, t-test, analysis of variance one-way test, and correlations between participants’ demographic characteristics and responses were used as appropriate. A total of 426 dental practitioners participated with a mean age of 35 ± 8.5 years. The overall questionnaire mean score was 51.12 ± 8.2, indicating a moderate level of participants’ perceptions and attitudes toward RD and AI. Demographic items including age, gender, job’s title/rank, qualification degree, and working experience significantly influenced participants’ perceptions and attitudes (p &amp;lt; 0.0001, p = 0.003, p &amp;lt; 0.0001, p &amp;lt; 0.0001, p &amp;lt; 0.0001). RD and AI applications in dentistry could support dentist’s provider best possible care to patients. An emphasis on updating courses related to RD dentistry in dental schools and an increasing number of required continuing education hours and workshops may also be advocated. Future research may focus on the quality and effect of implemented educational programs and guidelines to demonstrate the impact of Rd and AI models in dentistry practice.

Toward building a competency model for sustainability in school-based civic education workshops: the ComPeDiSo

The article addresses the topic of ecological transition and sustainable development in education and the new professional skills required of the student, particularly civic engagement. Starting with an analysis of recent studies in the pedagogical field (sustainable development, ecological thinking and sustainable skills), with a focus on the ONU Agenda 2030, the article presents the ComPeDiSo (personal, disciplinary-methodological and social competencies) model drafted, and administered to a sample-test of 98 students, in a secondary school in Rome. The model was used in the civic education workshops as an area that, to date, lacks solid planning by teachers and, at the same time, does not provide a set of skills useful to the student for his or her formative growth. Verso la costruzione di un modello di competenze per la sostenibilità nei laboratori di educazione civica nella scuola: il ComPeDiSo. L’articolo affronta il tema della transizione ecologica e dello sviluppo sostenibile in ambito educativo e le nuove competenze professionali che si richiedono allo studente, in particolare il civic engagement. A partire da un’analisi dei recenti studi in ambito pedagogico (sviluppo sostenibile, pensiero ecologico e competenze sostenibili), con un focus sull’Agenda 2030 dell’ONU, l’articolo presenta il modello ComPeDiSo (competenze personali, disciplinari-metodologiche e sociali) redatto e somministrato ad un campione-test di 98 alunni/e, in una scuola secondaria di secondo grado di Roma. Il modello è stato utilizzato nei laboratori di educazione civica in quanto area che, ad oggi, risulta carente di una solida progettazione da parte dei docenti e, allo stesso tempo, non fornisce un bagaglio di competenze utili allo studente per la sua crescita formativa.