Long-term Effects Of Interventions Research Articles

The Effect of an Online Growth Mindset Intervention on the Academic Performance for Community College Students in Corequisite Math Courses

ABSTRACT This study examined the effect of a virtual growth mindset intervention in enhancing the perceived flexibility of intelligence and academic outcomes of community college students enrolled in corequisite math courses during the COVID-19 pandemic. Prior research suggests that growth mindset interventions can positively influence students’ beliefs about intelligence and academic performance, but effects may vary based on individual sociodemographic characteristics and college readiness. Employing a randomized pre-posttest design, this investigation assessed the impact of the intervention on students’ perceived intelligence flexibility and course grades for those enrolled in corequisite math courses. Results indicate a significant increase in growth mindset among participants in the intervention group. However, no significant differences in self-report course grades existed between the intervention and control groups. These findings underscore the complex relationship between growth mindset, academic performance, and contextual factors. The results call for further research to elucidate the long-term effects of growth mindset interventions for underprepared college students.

Effectiveness of Virtual Reality Technology Interventions in Improving the Social Skills of Children and Adolescents With Autism: Systematic Review.

Virtual reality (VR) technology has shown significant potential in improving the social skills of children and adolescents with autism spectrum disorder (ASD). This study aimed to systematically review the evidence supporting the effectiveness of VR technology in improving the social skills of children and adolescents with ASD. The search for eligible studies encompassed 4 databases: PubMed, Web of Science, IEEE, and Scopus. Two (XY and JW) researchers independently assessed the extracted studies according to predefined criteria for inclusion and exclusion. These researchers also independently extracted information regarding gathered data on the sources, samples, measurement methods, primary results, and data related to the main results of the studies that met the inclusion criteria. The quality of the studies was further evaluated using the Physiotherapy Evidence Database scale. This review analyzed 14 studies on using VR technology interventions to improve social skills in children and adolescents with ASD. Our findings indicate that VR interventions have a positive effect on improving social skills in children and adolescents with ASD. Compared with individuals with low-functioning autism (LFA), those with high-functioning autism (HFA) benefited more from the intervention. The duration and frequency of the intervention may also influence its effectiveness. In addition, immersive VR is more suitable for training complex skills in individuals with HFA. At the same time, nonimmersive VR stands out in terms of lower cost and flexibility, making it more appropriate for basic skill interventions for people with LFA. Finally, while VR technology positively enhances social skills, some studies have reported potential adverse side effects. According to the quality assessment using the Physiotherapy Evidence Database scale, of the 14 studies, 6 (43%) were classified as high quality, 4 (29%) as moderate quality, and 4 (29%) as low quality. This systematic review found that VR technology interventions positively impact social skills in children and adolescents with ASD, with particularly significant effects on the enhancement of complex social skills in individuals with HFA. For children and adolescents with LFA, progress was mainly observed in basic skills. Immersive VR interventions are more suitable for the development of complex skills. At the same time, nonimmersive VR, due to its lower cost and greater flexibility, also holds potential for application in specific contexts. However, the use of VR technology may lead to side effects such as dizziness, eye fatigue, and sensory overload, particularly in immersive settings. These potential issues should be carefully addressed in intervention designs to ensure user comfort and safety. Future research should focus on optimizing individualized interventions and further exploring the long-term effects of VR interventions. International Platform of Registered Systematic Review and Meta-analysis Protocols INPLASY202420079U1; https://inplasy.com/inplasy-2024-2-0079/.

Impact of artificial intelligence on the academic performance and test anxiety of pharmacy students in objective structured clinical examination: a randomized controlled trial.

The rapid advancement of generative artificial intelligence (AI) in recent years has led to its increased application across various fields including education. One area where AI can significantly impact is clinical education, particularly in the preparation and execution of objective structured clinical examinations (OSCEs). This study aimed to evaluate the impact of AI-generated study material and feedback on the academic performance and level of anxiety of pharmacy students in formative OSCE. This was a 4-week (June-July 2024) randomized controlled study. Students of 6th semester PharmD program were randomized into either an intervention or control group. The intervention group received intervention which comprised a comprehensive training session on how to use AI tools (ChatGPT, Gemini and Perplexity) for generating study materials with personalized feedback, in addition to usual OSCE instructions. The control group only received the usual OSCE instructions. In addition, all students completed the test anxiety inventory (TAI) questionnaire before the OSCE. Eighty-eight (40 male, 48 female) out of 92 (96%) students attended the OSCE and completed the TAI questionnaire. Each group had 44 (50%) students. The mean OSCE mark was 13.26 (± 5.05) out of 30. No significant difference was found between the intervention [12.98 (± 5.15)] and control [13.54 (± 5.00)] groups regarding mean OSCE marks (p = 0.550). Similarly, no significant difference was found between the groups regarding the total TAI score (p = 0.917). While the use of AI tools did not improve the academic performance of students or reduce test-related anxiety, they did not negatively impact these outcomes either. Future research should investigate the long-term effects of AI-based interventions on educational outcomes.

Real-life experience on efficacy and safety of setmelanotide treatment in prepubertal children.

Monogenic obesity, characterized by severe, early-onset obesity due to single-gene defects, often resists traditional weight management strategies. This report presents real-life experiences on the efficacy and safety of setmelanotide, an MC4R agonist, in 4 prepubertal children (ages 3-9) with LEPR and POMC deficiencies. Findings indicate that setmelanotide is effective at lower doses in our patients with POMC deficiency (0.3-0.5 mg/day) than the patients with LEPR deficiency (2.5 mg/day). Treatment was generally well-tolerated, with injection site reactions and hyperpigmentation as common side effects. As novel findings, gonadotropin-related effects such as hypothalamo-pituitary-gonadal axis activation and testicular descent were observed in 2 patients. Growth deceleration was noted in 2 children, and recovery from central hypothyroidism in 1 patient with POMC deficiency. Overall, setmelanotide appears to be effective and well-tolerated in young children with monogenic obesity. However, further studies are necessary to evaluate the long-term effects of early intervention on growth and pubertal development.

Barriers and facilitators to the implementation of community health workers' nutrition intervention for stunting prevention in Burera District, Rwanda

Background: Childhood stunting remains a prevalent health issue globally, particularly in low- and middle-income countries including Rwanda. Despite ongoing efforts to improve child health, stunting persists, and there is limited research on the challenges and supports faced by Community Health Workers (CHWs) in addressing this issue. Objectives: The study aims to explore the barriers and facilitators encountered by CHWs in delivering nutrition interventions to prevent childhood stunting in Burera District, Rwanda, along with the perspectives of mothers and caregivers. Methods: Using a phenomenological qualitative research approach, the study collected data from five Focus Group Discussions and five Key Informant Interviews. Data were analyzed thematically to identify key themes and subthemes, with the sample size determined by data saturation Results: Three core themes emerged: barriers, facilitators, and mothers' perceptions. Barriers included technology skills, geography, cultural beliefs, financial constraints, domestic challenges. Facilitators are knowledge, commitment, government support, training, and community engagement. Mothers' perceptions highlighted trust in CHWs, increased nutritional awareness and economic hardships. Conclusions: CHWs remain resilient despite challenges. The study recommends government investment in CHW training, NGO support for cultural and economic programs, and community participation. Future research should assess the long-term and comparative effectiveness of CHW interventions for stunting reduction.

SOCIAL SUPPORT FOR FAMILIES OF PATIENTS WITH PROLONGED ICU ADMISSION: CHALLENGES, NEEDS, AND INTERVENTION STRATEGIES

This study aims to analyze social support for families of patients in prolonged ICU hospitalization, identifying their challenges, needs, and intervention strategies. The methodology employed consists of a systematic literature review conducted across major academic databases, such as PubMed, Scopus, Web of Science, SciELO, and Google Scholar, using keywords related to the topic. Peer-reviewed articles published in the last 10 years, addressing social support in the ICU context, were included. After selecting the studies, a qualitative analysis was performed to identify the main emerging themes, such as social support strategies, emotional needs of families, challenges faced during prolonged hospitalization, and the psychological impacts of this experience. The quality assessment of the studies included an analysis of methodological robustness, clarity in sample definitions, and the depth of interventions. The key findings indicate that families of critically ill patients face high levels of stress, anxiety, and psychological suffering, necessitating adequate social support to mitigate these impacts. Strategies such as emotional support, clear communication, and interdisciplinary care were highlighted as effective. The review also revealed gaps in the literature, particularly regarding the long-term effectiveness of interventions and the impact of communication technologies. The final considerations emphasize the importance of humanized practices and the integrated role of the multiprofessional team in providing effective social support to families, as well as suggesting further research on innovative interventions and technologies in social support.

Future-Ready Minds, Resilient Hearts: Understanding Psychological Well-being and Resilience in College Teaching in the Philippines

The psychological well-being of college instructors is a critical factor in their professional satisfaction and effectiveness, yet there is limited research on how various dimensions of well-being evolve in response to career challenges and institutional support, particularly for instructors balancing both teaching and administrative duties. This study addresses this gap by exploring the psychological well-being of 12 college instructors in a qualitative case study. Using in-depth interviews, the study examines five key constructs of well-being: emotional, social, professional, physical, and personal well-being. The findings reveal that instructors' well-being is shaped by external pressures, such as the dual demands of teaching and administrative responsibilities, as well as institutional support. Internal factors, including coping strategies, personal reflection, and social support, also play a significant role. Notably, the study identifies the importance of a sense of purpose, work-life balance, and supportive relationships in maintaining resilience against stress. In conclusion, the study emphasizes that a holistic approach to teacher well-being, considering both professional and personal dimensions, is essential for enhancing mental health and job satisfaction. The research underscores the need for institutions to develop tailored, comprehensive well-being programs and suggests that future research should examine the long-term effects of such interventions, particularly for instructors with dual roles, and explore how different teaching contexts influence well-being outcomes.

Association between abdominal obesity and nutritional supplement use among Iranian adults in the Shahedieh cohort study

The relationship between the use of supplements and the presence of abdominal obesity is a topic that is currently being debated. The purpose of the present study was to evaluate the existence of such an association. The current cross-sectional investigation included a population of 9878 individuals who were the focus of the study’s initial phase in the Shahedieh cohort study, conducted in Yazd, Iran. Waist circumference was measured with the help of an inflexible tape measure. In addition, the data regarding the consumption of various supplements, including multivitamins, folic acid, ferric compounds, omega 3, calcium, vitamin D, zinc, and other supplements, were collected through interviews conducted by trained interviewers. Among the entire sample, 4785 individuals (50.6%) were found to have abdominal obesity, while 4093 individuals (43.3%) reported using at least one type of supplements. In the simple regression analysis, all of the supplements, except for multivitamins and zinc, were identified as adverse factors for abdominal obesity. However, in the multivariable regression analysis, only ferric compounds remained significant as a protective factor (OR = 0.73, 95%CI: 0.57‒0.94). The findings of this study suggest that dietary supplements, particularly ferric compounds, may have implications for managing abdominal obesity. These findings could inform public health strategies by incorporating ferric compound supplementation into dietary interventions aimed at reducing abdominal obesity prevalence. Furthermore, the potential clinical application of ferric compounds highlights the need for integrating nutritional approaches in obesity management programs. However, longitudinal studies are needed to establish causal relationships and confirm the long-term effectiveness and safety of such interventions.

The long-term effects of a school-based intervention on preventing childhood overweight: Propensity score matching analysis within the Generation R Study cohort.

This study investigated the long-term impact of the primary school-based multicomponent lifestyle intervention "Lekker Fit!" (LF) on obesity-related outcomes, and studied whether the impact differed between population subgroups. Children from the Generation R Study (Rotterdam, the Netherlands) were categorized into the LF group (6 years exposure, between the ages 6/7 to 12/13 years) or regular school group (no exposure). BMI and DXA-derived fat mass were assessed after 4 years of intervention (age 10 years), and 1.5 years post-intervention (age 14 years). A propensity score matching model was fitted to examine the intervention effect on BMI-z-score and percent fat mass, and we tested for differences by sex, pre-intervention weight status, ethnic background, and income. We found no effect on BMI-z-score [0.06 (95% confidence interval [CI]: -0.04 to 0.17)] and percent fat mass (0.4%-point [95% CI: -0.2 to 1.1]) after 4 years of intervention. 1.5 years post-intervention and after 6 years of exposure, BMI-z-score (0.11 [95% CI: 0.00-0.22]) and percent fat mass (1.1%-point [95% CI: 0.2-1.9]) were significantly higher for children in the LF group. No subgroup differences were found. Findings suggest the need for obesity prevention programs that extend beyond primary education.

An umbrella review of physical-activity therapy and cognitive behavioral therapy in reducing fear of falling among community-dwelling older adults: insights on intervention intensity and duration.

Data about the impact of varying physical-activity therapy (PAT) intensities and the ideal duration of cognitive behavioral therapy (CBT) on older adults is inadequate. In this umbrella review, we seek to comprehensively synthesize and analyze findings from systematic reviews and meta-analyses regarding the optimal PAT intensity for lowering FOF and the duration of CBT interventions for effectively lowering FOF. The PubMed, Web of Science, Cochrane Library, Medline, Embase, and CINAHL databases were searched up to April 2024. AMSTAR 2 was applied to assess the methodological and reporting quality. The quality of evidence for each intervention's effect was evaluated using GRADE guidelines. A further meta-analysis of the primary studies was conducted to evaluate the effects of PAT intensity and CBT duration. In the 18 included studies, 12 were PAT interventions, 3 were multifactorial, and 3 were CBT interventions. The umbrella review found that PAT and CBT interventions can effectively manage FOF. Comparable improvements were reported with low- and moderate-intensity PAT intervention (p < 0.0001); Significant improvements were observed with CBT immediately post-intervention, in the short-term (<6 months), and in the long-term (≥6 months) (p < 0.0001). Our study revealed that a comprehensive intervention strategy combining low or moderate PAT with CBT interventions is more effective than isolated approaches, as it addresses the multifaceted nature of fear and fall risk. Future research should continue to track the long-term effects of synergistic interventions to optimize fall prevention strategies for older populations. https://www.crd.york.ac.uk/prospero Identifier CRD42024557893.

The effects of volunteering on loneliness among lonely older adults: the HEAL-HOA dual randomised controlled trial.

Previous randomised controlled trials have largely relied on self-reported volunteer work to assess the effects of volunteering and have rarely provided structured volunteering activities during the intervention period. The present study aimed to investigate the effects of social volunteering work over 12months on loneliness among older adults during the COVID-19 pandemic. A dual randomised controlled trial was done in Hong Kong to investigate the long-term effects of telephone-delivered psychosocial interventions by older Chinese volunteers who were screened as lonely, for older adult recipients who had low income, lived alone, felt lonely, and were digitally excluded. Participants were included if they were aged 50-70years; had provided consent to be trained and serve as a volunteer for at least 2h per week for 6months; had at least 3years of secondary school education; had no severe self-reported physical, mental, or cognitive health problems; were not working full or part-time; had engaged in formal volunteering fewer than four times within the past year; and were lonely (ie, had a score of at least 6on the three-item UCLA Loneliness Scale). Participants were allocated into either the volunteering or control group (psychoeducation programme) using a random number method. The details of group allocation were concealed as the research assistant responsible for randomisation was different to the research assistants responsible for recruitment and assessments (who were masked to the condition). Following a 6-week training, the volunteers delivered a psychosocial intervention to older intervention recipients for 6months. The primary outcome was loneliness measured with the 20-item UCLA Loneliness Scale and the De Jong Gierveld (DJG) Loneliness Scales at 6months and 12months. Assessments were performed before training (baseline; T1), at 6months (T2), and at 12months after training (T3). The intention-to-treat principle was used to compare the effects of volunteering between the two groups. The trial was registered in the Clinical Trials Registry of the University of Hong Kong Clinical Trials Centre (HKUCTR-2929). This trial has completed. Between May 3, 2021, and Oct 6, 2022, a total of 375individuals were recruited to the trial, including 84males (22%) and 291females (78%). 185were randomly assigned to the volunteering group (56 to deliver a mindfulness intervention, 65to deliver a behavioural activation intervention, and 64to deliver a befriending intervention) and 190were assigned to the control group. 311 (83%) of 375participants were 60years or older (median 64years [SD4·86]). Participants in the volunteering group reported a significantly lower level of loneliness at T2 (dppc2 ranged from -0·41to -0·70) compared with T1 than participants in the control condition. There was a significant decrease in loneliness measured using the UCLA Loneliness Scale at T2 in the volunteering group but such a decline was not shown in the control group (condition × time interaction, estimate 0·19 [95% CI 0·08to 0·29], p=0·00058, dppc2=-0·41). Similarly, when measured with the DJG Loneliness Scale, there was a significantly greater decrease in loneliness in the volunteering group compared with the control group at T2, including a medium to large effect size on total DJGscores (estimate 1·34 [95% CI 0·83to 1·84], p<0·0001, dppc2=-0·70) and a medium effect size on emotional (estimate 0·63 [0·35to 0·90], p<0·0001, dppc2=-0·59) and social subscales (estimate 0·71 [95% CI 0·37to 1·05], p<0·0001, dppc2=-0·58). Although most of the positive effects of volunteering were not sustained at T3, the volunteers who continued to volunteer for more than 2h per week at T3 reported lower levels of loneliness than those who did not maintain volunteering. This randomised controlled trial demonstrates the beneficial effect of volunteering on reducing lonelinessin older adults who feel lonely, and that this benefit can be maintained through continued participation in voluntary work. Future intervention programmes should strengthen older adults' commitment to volunteer. Research Grants Committee of the Hong Kong Special Administrative Region, China.

Mediators of a randomized controlled trial of a preventive intervention for youth of parents with depressive disorders.

The present study assessed two theory-driven mediators of the effects of a family group cognitive-behavioral (FGCB) preventive intervention for youth of parents with a history of major depressive disorder (MDD) or dysthymia on long-term youth psychopathology symptoms and diagnoses. Sample included 180 parents (Mage = 41.9, 89% female, 82% White, non-Hispanic) and one of their children/adolescents ages 9-15 years (Mage = 11.4, 49% female, 74% White, non-Hispanic). Changes in the hypothesized mediators, observations of positive parenting (Iowa Family Interaction Rating Scales) and youth secondary control coping (SCC) skills (Responses to Stress Questionnaire), were assessed at 6 months. Changes in youth psychopathology symptoms were assessed on the Child Behavior Checklist and Youth Self-Report at 18- and 24-month follow-ups and MDD diagnoses with the Kiddie Schedule for Affective Disorders and Schizophrenia at 12 and 24 months. Changes in youth SCC skills (e.g., acceptance, reappraisal) after the intervention mediated the effects of the FGCB program on changes in youth internalizing and externalizing symptoms at 18- and 24-month follow-ups. Effects for changes in positive parenting behaviors as a mediator were more limited. SCC skills were further shown to mediate the effects of the FGCB intervention on MDD diagnoses from 12 to 24 months. This study provides clear and strong evidence that changes in youth SCC skills mediated the long-term effects of preventive intervention for families of depressed parents. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Effects of educational interventions for community pharmacists on promoting human papillomavirus vaccination: A randomized double-blind parallel group comparison trial.

Owing to persistent concerns about side effects, human papillomavirus (HPV) vaccination rates in Japan have remained low. Pharmacists are therefore encouraged to improve vaccination rates by providing accurate information. This study evaluated the impact of educational interventions on pharmacists' knowledge and willingness to recommend the HPV vaccine. This randomized double-blind trial assigned community pharmacists to an intervention or control group. The intervention group watched a video about the HPV vaccine and cervical cancer, whereas the control group watched a video about lung cancer. Assessments regarding knowledge and willingness to recommend the vaccine were conducted after obtaining consent (pre-test), immediately post-intervention (post-test 1), and 28days post-intervention (post-test 2). This study randomly assigned 124 participants. A significant difference in the change in motivation to recommend HPV vaccination at 28days post-intervention (post-test 2) was observed between the two groups (p=0.02). A significant difference in the change in motivation was also found between the two groups immediately post-intervention (post-test 1) (p<0.001). Knowledge about the HPV vaccine and confidence in explaining it showed significant differences at both post-test 1 and post-test 2 (p<0.001 for both). Educational intervention significantly improved knowledge and willingness to recommend the HPV vaccine. This finding suggests that enhancing knowledge also boosts the willingness to recommend the vaccine, highlighting the potential long-term effects of educational interventions. Furthermore, our results underscore the crucial role pharmacists play in providing accurate information to the community. Utilizing pharmacists to disseminate vaccine information is effective given their familiarity with and accessibility to community residents. Policymakers should therefore leverage pharmacists to promote vaccine recommendations. UMIN Clinical Trials Registry Number: UMIN000050192. Registered Feb 23, 2023.

The Role of Online Puzzle Games as Educational Tools for Children with Stunting Symptoms

Stunting risks children's physical, mental, and cognitive development, leading to long-term impairments, significantly affecting their overall growth, learning abilities, and future potential. Online puzzle games allow children to practice concentration and hand-eye coordination through interactive challenges that stimulate children's creativity and memory. This study aims to assess the effect of educational online puzzle games on the development of preschool children with stunting symptoms. A pre-experimental design with a pretest-posttest approach was used, involving 52 children aged 3-6 years diagnosed with stunting symptoms. The children's development was measured using the Denver II screening tool. Data were processed using editing, coding, scoring, and tabulation, followed by crosstab statistical analysis. The results showed that 50% of respondents had abnormal development before playing the online puzzle game, while 65.4% had normal development afterwards. A significant improvement was observed, as indicated by the rejection of H0, suggesting that online puzzle games positively affect the development of preschool children with stunting symptoms. The study concludes that online puzzle games can stimulate the development of children with stunting symptoms. It is recommended that families regularly provide educational games to enhance the development of children affected by stunting symptoms. Future research should consider larger sample sizes and explore the long-term effects of such interventions.

The Causes of Adolescents’ Social Anxiety in Social Media

This article focuses on adolescents’ social anxiety related to social media. Social anxiety plays a significant role in social media in adolescents’ lives. The literature review examines a multitude of factors that contribute to the development and exacerbation of social anxiety among adolescents who are deeply immersed in the digital realm. Multiple factors contribute to social anxiety, including self-presentation and body image issues, where unrealistic ideals on social media can lower self-worth and cause dissatisfaction; social comparison, which can reduce self-esteem; fear of missing out, leading to inadequacy and anxiety; cyberbullying, which causes victims to be embarrassed and fear of social interactions, and isolation. Also emphasizes the importance of helping adolescents avoid negative social media impacts and build social confidence, suggesting measures like mindfulness and a healthy lifestyle. Future research should focus on the long-term effects of phenomena and interventions, requiring comprehensive, extended studies for insights into sustainability and impact. Identifying and refining effective interventions is key, involving rigorous experimental designs like randomized trials and longitudinal studies to ensure lasting benefits. Interdisciplinary collaboration is essential for integrating diverse expertise and achieving robust solutions.

EFFECTS OF HEARING INTERVENTION ON PHYSICAL ACTIVITY AND FUNCTION: FINDINGS OF THE ACHIEVE RANDOMIZED TRIAL

Abstract This session examines the long-term effect of hearing intervention on physical activity and function. The Aging and Cognitive Health Evaluation in Elders (ACHIEVE) randomized controlled trial (2018-2022) is a multi-center randomized controlled trial of 977 adults aged 70-84 with untreated hearing loss and without substantial cognitive impairment (Clinicaltrials.gov Identifier: NCT03243422). The trial’s primary outcome was to determine efficacy of hearing intervention for reducing 3-year cognitive decline. Data on exploratory outcomes, such as physical activity and function were also gathered. Associations between hearing loss and lower physical activity and function have been consistently demonstrated across large epidemiologic studies. The mediating factors that may underlie these associations include changes in auditory awareness, communicative difficulty, cognitive decline, and/or reduced social connection. Hearing intervention (e.g., provision of hearing aids and related technologies, counseling, and education) may modify these mechanistic pathways and could potentially serve as an intervention for improving or maintaining physical activity and function among older adults with hearing loss, but has yet to be investigated in a randomized controlled trial. This session will describe the overall study design of the ACHIEVE trial and present results on the 3-year effect of the hearing intervention vs. health education control on four exploratory outcomes of physical activity and function: accelerometry-based and self-reported physical activity, fatigue, and physical performance.

Effects of Long-term Regular Exercise Intervention on NAFLD-related Parameters: A Meta-analysis

Nonalcoholic fatty liver disease (NAFLD) is one of the most prevalent forms of chronic liver disease across the globe, affecting a significant portion of the population. Long-term regular exercise therapy can improve the relevant clinical indicators of NAFLD patients, and is one of the effective means to treat the disease. This study conducted a meta-analysis of relevant literature published in PubMed up to September 2024 to assess the effects of exercise on various clinical markers in NAFLD patients. A total of nine articles were included, involving 254 patients, with intervention duration ranging from 8 to 26 weeks. Analysis results showed that long-term adherence to exercise significantly reduced ALT(MD=-5.98 , 95% CI [-7.99,-3.97]),AST(MD=-2.92, 95% CI [-5.30,-0.53]),LDL-C(MD=-5.38 , 95% CI [-7.70,-3.06]) levels and increased HDL-C(MD=3.78 , 95% CI [0.4,7.15]) levels in NAFLD patients. However, there was little effect on HbA1c(MD=-0.13 , 95% CI [-0.28,0.02]) levels in NAFLD patients. To sum up, consistent physical activity is a potent means of enhancing the well-being of individuals suffering from NAFLD.

가상현실 기반 프로그램 활용이 비만관리에 미치는 효과에 대한 체계적 고찰

Objective : This study aimed to conduct a systematic review to analyze the application of virtual reality (VR) technology in obesity management, focusing on its target populations, methods, and effects. The goal was to identify effective intervention strategies and provide foundational data necessary for developing comprehensive obesity management plans. Methods : A systematic search was conducted using the PubMed and Web of Science databases for studies related to VR and obesity published over a 10-year period from 2013 to 2024. A total of 28 articles were identified, of which 17 were excluded based on predefined exclusion criteria, leaving 11 studies for final analysis. Results : Among the 11 selected studies, 10 (90.9%) were randomized controlled trials or systematic reviews, and 1 (9.1%) was a narrative review. VR-based programs demonstrated positive effects on weight loss, behavior modification, self-efficacy enhancement, eating habit improvement, psychological stability, and physical health. Notably, immersive environments were shown to increase engagement and adherence, highlighting the potential of VR technology to complement or replace traditional intervention methods. Conclusion : VR technology offers a multifaceted approach to obesity management by integrating weight loss, behavior modification, and psychological support, presenting a potential new paradigm for intervention. Future research should focus on verifying the long-term effects of VR interventions and their applicability to specific populations, such as older adults. Additionally, in-depth analyses linking physiological markers with behavioral changes are necessary to enhance the clinical utility of VR technology. These efforts could pave the way for VR-based obesity management to evolve into an effective strategy that contributes to overall health promotion and improved quality of life.

Beyond Circumstances: Exploring the Socioeconomic Barriers in Pursuit of Education

The adage “Ang kahirapan ay hindi hadlang sa pag-aaral” translates to “Poverty is not a hindrance to education,” highlighting the determination and resilience of students facing economic adversity in their pursuit of academic success. Despite the challenges posed by low socioeconomic status, education is viewed as a vital avenue for empowerment and socioeconomic advancement, with students often balancing work and study to overcome financial constraints. This study seeks to address a gap in the literature by delving into the lived experiences of students confronting poverty. Employing a phenomenological research design, the study explores how students navigate poverty while pursuing their education. Purposive sampling was utilized, selecting five college students from low socioeconomic backgrounds to offer rich insights into overcoming financial barriers. Data was collected through semi-structured, in-depth interviews, transcribed verbatim, and analyzed using narrative analysis to identify key themes and patterns. The study reveals significant themes such as poverty’s financial and emotional impacts, strategies employed to overcome economic hardships, and the pivotal roles of perseverance and motivation in attaining academic success. Participants emphasized the importance of dedication and effort over financial resources. These findings underscore the necessity of supporting underprivileged students through counseling services and mentorship programs. Additionally, the study suggests further research to explore the long-term outcomes and effectiveness of support interventions.

AI as a media literacy educational tool: Developing critical technology awareness

Moving with the integration of Artificial intelligence (AI) in teaching, this paper examines the possibility of incorporating artificial intelligence in media literacy education to prepare students with conventional technology consciousness mainly in the complex and highly computerized society today. This research aims to find out how students benefit from AI as a teaching aid in developing competencies in the analysis of AI-mediated media content, and algorithmic and ethical reasoning. This study adopted a mixed-methods research design with a quasi-experimental design to compare an experimental group that took media literacy combined with artificial intelligence instruction with a control group taking traditional media literacy instruction. For analysis, quantitative data showed that the experimental group gained substantial insight into biases, AI-created material assessment, and the impacts of algorithms on the creation and consumption of content. Focus group and interview data also reinforced the improvement of the experimental group’s understanding of AI in defining media experiences &amp; critical reflection on ethical themes such as privacy, fairness, and justice. The results of this study support the view on the ability of AI to upskill learners in critical thinking, as well as promote ethical thinking within the usage of digital media. The study adds to existing literature that needs to draw the attention of academic circles to the potential of integrating AI into educational models; stressing that it is capable of preparing students for the intricacies of the media environments in the age of AI. Based on this research, media literacy education with the help of AI-integrated curricula may be considered as one of the most effective methods to promote AI education in technical and ethical fields of media usage. Media literacy education, therefore, calls for a change of approach to prepare students to deal with the implications of assimilated AI technologies, for the production of critical and ethical users of information technology. Implications for future curriculum development and research work are some of the study’s findings that suggest the following: Long-term effects of AI-based interventions; The generalization of the findings in other educational contexts.