Analysis of comorbidity profiles and seizure control in women with epilepsy of childbearing age: a cross-occupational study.

Level of agreement with common low back pain misconceptions among students in DPT and nursing programs, and other non-healthcare undergraduate majors: An observational study.

Sleep disturbances among university students have increasingly been linked to academic stress, lifestyle choices, and psychosocial factors, all of which elevate the risk of insomnia through the demands of academic work and a propensity for irregular sleep schedules. This study evaluated the determinants of sleep quality and sleep hygiene behaviors among university students. A descriptive cross-sectional study was conducted across five universities in Chittagong, Bangladesh, involving undergraduate students selected via stratified random sampling. Student groups were compared using descriptive statistics, t-tests, Mann-Whitney U-tests, analysis of variance (ANOVA), Kruskal-Wallis tests, and Dunn post hoc tests. Multiple linear regression was performed to evaluate predictors of sleep quality (Pittsburgh Sleep Quality Index [PSQI] score), with p<0.05 as the significance threshold. Data analysis and visualization were performed using Stata SE 18 and R. Out of 1000 participants, the mean age was 22.05±1.55 years, and 49.6% were classified as poor sleepers (PSQI>5). Significant gender differences were found (p=<0.003), with females reporting poorer sleep quality. PSQI differed across disciplines (p=0.028), especially science versus humanities (p=0.023). Poor sleepers had significantly higher scores on the Sleep Hygiene Index (SHI), Academic Stressors Module (ASM), and Cultural and Social Practices Module (p<0.001). In multivariable regression, female gender predicted poorer sleep (β=0.741, 95% confidence interval [CI]: 0.254-1.228, p=0.003), humanities discipline (vs. science) was also associated with higher PSQI scores (β=0.621, 95% CI: 0.108-1.133, p=0.018), whereas middle-income status predicted better sleep (β=-0.999, 95% CI: -1.813 to -0.185, p=0.016). Poor sleep quality is prevalent among university students and is primarily influenced by gender, academic discipline, socioeconomic background, and co-occurring psychosocial stressors. Targeted interventions are needed to improve educational outcomes through sleep hygiene education and context-specific strategies.

Sense of belonging supports student success in science, technology, engineering, and mathematics (STEM), yet prior research indicates that systemic inequities shape who feels included in college classrooms. Racism, sexism, and classism can shape students' belonging, which then can impact their outcomes. We studied students' sense of belonging in 56 large introductory biology courses that used active learning, reaching more than 4900 students. We used a QuantCrit methodological framework and hierarchical linear models to examine how the intersection of racism and sexism, and racism and classism, related to three components of students' belonging. Racism impacted groups differently, and its impact varied across intersecting identities and components of belonging. Sexism undermined women's comfort sharing ideas in class and seeking instructor help across racial/ethnic groups. Women in some racial/ethnic groups experienced greater connectedness to classmates than men. Classism diminished students' sense of belonging across most racial/ethnic groups. Disaggregating students into more racial/ethnic groups revealed important differences in the experiences of Native American, Latiné, Black/African, and two groups of Asian students. These findings demonstrate that within the same classroom, students can have profoundly different experiences and challenge us to recognize the influence of intersecting forms of oppression on our students.

Integrating aesthetic experience and inquiry-based learning: Teacher knowledge, beliefs, and practice in Singapore primary classrooms

Formative assessment, with feedback as its core, is a promising approach for L1-oral language lessons. However, feedback integration remains limited in mainstream L1-oral language teaching. Before implementing effective L1-oral language practices, we must understand how stakeholders value feedback in these practices. Interventions that are not seen as valuable might not be adopted and consequently will not lead to any effects. This small-scale study explored how teachers and students experience the integration of feedback in L1-oral language lessons. The research context was a lesson series, co-designed by five L1-teachers and implemented in nine classes. We conducted semi-structured teacher interviews and student focus groups to examine experiences with various feedback types and perceived relevant factors for providing feedback. The findings show strong appreciation by both groups of teacher feedback, small-group peer feedback, and video-based analysis and discussions. Findings suggest investing in self-assessment and feedback training across subjects to enhance students' L1-oral language skills and overall school success.

Phenotypes associated with problematic online gaming and gambling: A clustering approach among young adults.

The effect of low muscle mass on neck disorder and cervical movement kinematics in university students: A comparative study.

ABSTRACT In this paper, my aim is to sketch out a pedagogical concept departing from the existing musical term sympathetic resonance. This is an admittedly experimental endeavor, serving to test out the currency of an already well-established term in a conceptual landscape that is foreign to it. What I hope to attain by this is to open up for a new array of questions for the philosophy of education, indicating a novel approach to the study of pedagogical relations. My hypothesis, such as it is, is that sympathetic resonance stands to offer a conceptual guide for understanding how teaching a group of students can work by teachers (knowingly or unknowingly) offering various overtones to be latched onto and elaborated in different ways by different students. Sympathetic resonance is offered as a conceptual tool for better understanding the complex dynamics of maintaining parallel pedagogical relationships.

Abstract Algebra education in secondary school is a prerequisite for further education; however, many students experience difficulties with algebra. This article focuses on students facing difficulties in algebra education and provides an overview of the research in this area. A scoping review based on a systematic literature search was conducted, which covered 73 papers published between 2019 and 2023. The reviewed articles were inductively categorized according to three objectives: the characteristics of participants, key topics of the studies, and main results. The findings show a variety of student characteristics and a range of interrelated key topics. The main results provide insights into diverse approaches, often used in combination with each other, and describe the group of low-performing students with their difficulties in detail. Implications and suggestions for further research are discussed.

This study examines the implementation of quality assurance mechanisms in Qur'anic learning through the UMMI Method across diverse Islamic educational institutions; investigating patterns of fidelity, adaptation, and the tensions between standardization and contextual flexibility. A mixed-method design was employed with a sample of 50 institutions. Quantitative data comprised supervision assessments across ten quality assurance domains, while qualitative data from 347 pages of supervisory notes underwent systematic six-stage coding. Correlation analysis demonstrated strong relationships between quality control systems and student reading quality (r = 0.669, p &lt; 0.001), and between student grouping systems and coordinator qualifications (r = 0.653, p &lt; 0.001). However, institutional commitment showed non-significant correlations with most implementation variables. Qualitative findings revealed four quality assurance mechanisms teacher certification, standardized learning materials, seven-step methodology, and centralized quality control alongside three implementation tensions: resource constraints, cultural integration challenges, and standardization-contextualization tensions. This study introduces structured flexibility a quality assurance model that balances methodological fidelity with contextual adaptation. This independent, large-scale mixed-methods study provides empirical evidence on how quality assurance operates in religious education, contributing to the emerging literature on the quality of Islamic education and offering a framework applicable to diverse religious educational contexts

Developing dementia knowledge, attitudes, and confidence through nursing education: A quasi-experimental one-sample panel evaluation of a 3-year sequential dementia education programme.

ABSTRACT Due to the domain-specific nature of emotions, there has been growing scholarly attention to the profiles of learner emotions in specific areas of language learning. Framed within the control-value theory, this exploratory study investigated multilingual students’ emotions in the translation classroom and the predictive effects of subjective appraisals on translation classroom emotions. A prospective design was employed to collect data from a group of multilingual students (N = 261) attending a translation course over a span of four weeks. A prediction-oriented statistical method (PLS-SEM) was utilised to quantify the associations between the variables. With a four-week interval, intrinsic value was found to moderately predict anxiety, enjoyment, and boredom, whereas perceived control only moderately predicted anxiety. The predictive effects of extrinsic value on all emotions were modest. In addition, the hypothesised model demonstrated moderate explanatory power for enjoyment and modest explanatory power for anxiety and boredom. This prospective study provided evidence on the predictive effects of subjective appraisals on the emotions of multilingual students in the underexplored area of translation learning. The results contribute to a better understanding of the relative universality of the appraisal-emotion link across language skills and have practical implications for designing emotion regulation interventions.

Anatomical knowledge is fundamental to the training of students enrolled in health sciences degree programs. Although the use of images is common in anatomy teaching, it remains unclear whether progressive autonomous exposure to cadaveric images improves student performance in assessments based on cadaveric material. The aim of this study was to evaluate the effectiveness of high-quality cadaveric images for teaching visceral anatomy to first-year medical students at the University of Valencia, focusing on their impact on cadaver-based practical performance. High-quality images of dissections from the head, neck, and thoracic regions were obtained and made available to students for self-directed study and self-assessment in preparation for the practical examination in the dissection room. A cross-sectional comparative study was conducted in which two theoretical groups of students had access to the images (n = 180), while two additional groups served as controls (n = 182). A second analysis was also performed within the intervention groups using online quizzes to evaluate knowledge acquisition, together with a survey assessing student satisfaction with the learning materials. Results showed a significant improvement in online quizzes and practical exam questions with images' aid, indicating enhanced knowledge acquisition. Furthermore, students with access to the images achieved significantly higher scores in the practical examination than those in the control groups. These findings suggest that structured digital resources that support independent learning can improve knowledge acquisition and performance in cadaver-based assessments. Such resources may be particularly valuable in contexts where access to cadaveric material or teaching time is limited.

Human upper limbs and low‑cost phantom models for ultrasound‑guided learning of peripheral vascular access.

ABSTRACT Dealing with the chances and challenges of genAI has become ubiquitous for teachers and learners but one group of students specifically finds itself in a peculiar situation: pre-service language teachers. They need to learn how to use genAI both as students and pre-service language teachers. Therefore, this paper focuses on a group of pre-service English language teachers, their perceptions on the pedagogical benefits of using genAI for in-class activities and how second language teacher educators can support their students’ learning about the pedagogical benefits of genAI tools. By applying a case study approach, data were collected from 15 pre-service English language teachers through reflective learning journals and a post-task online survey, focusing on their experiences in two university classes in which a didactic approach with genAI-supported tasks was implemented. Findings indicate that the students recognised the diverse applications of genAI for language learning and identified specific tasks, such as revising lesson plans, as particularly beneficial. The study highlights the role of second language teacher educators in fostering AI literacy and suggests that updated curricula and frameworks are essential for preparing pre-service language teachers to navigate the challenges and opportunities presented by genAI in language teaching.

Abstract Introduction There is growing recognition of how critical sleep is for children’s health and wellbeing, and the impact sleep habits make. However, many children and families still report unhealthy sleep habits or inadequate sleep. This project aims to describe sleep habits in 8-10 year olds attending an elementary school in a rural area. Methods TigerCHAT is a school-based health education program designed for children in K-6th grades and focused on rural communities. It consists of 45-minute sessions addressing various health topics, including sleep, delivered over 4 weeks. Data are collected after IRB approval. In fall of 2025, nursing students led small groups of students in a sleep educational module during their gym period. Before education began, 171 2nd, 3rd, and 4th grade students filled out the Pediatric Sleep Practices- Short Form Questionnaire. Results To describe sleep patterns in this population, we analyzed frequencies, percentages, and correlations. The majority of students reported they “sometimes” followed a bedtime routine (43.4%, n=75), always watched TV before bed (33.9%, n= 58) or almost always (26.3%, n=45), and went to bed at the same time every night (always: 45%, n=77; almost always: 32.1%, n=55). Notably, a majority of students reported using a cell phone before bed (67.25%, n=115). Few students reported needing someone there to fall asleep (31%, n=53). There were significant correlations between phone use and having a bedtime routine (p&amp;lt;.001, r=.803), and between gaming before bed and maintaining a consistent bedtime (p&amp;lt;.001, r=.484). Conclusion Children and families may need more guidance on technology use before bed. Although most children reported following a bedtime routine, many of those routines included screen time, which may be an area for future research. Support (if any)

In‑hospital fires are rare but high‑risk events, and nurses must be able to recognize hazards and initiate first‑response actions. This study compared a virtual‑reality (VR) fire‑safety training group with a time‑matched lecture group (covering the same learning objectives) and assessed system usability in the VR group among nursing students. We conducted a quasi-experimental study among undergraduate nursing students at RAK Medical and Health Sciences University, Ras Al Khaimah (RAK), United Arab Emirates. Two pre-existing timetable-based student groups, created by the university registrar during routine scheduling, were assigned as clusters to either the VR training group or a time-matched lecture group covering the same learning objectives. A researcher-developed 12-item fire-safety knowledge test (total score 0-12; 1 point per item) was administered before and after the session. Usability of the VR system was measured with the 10-item System Usability Scale (SUS; 0-100). Analyses included paired t-tests, chi-square tests, and analysis of covariance controlling for baseline knowledge (alpha = 0.05). N = 130 students (VR group, n = 65; lecture group, n = 65) completed the study. Knowledge improved from 5.8 ± 1.2 to 9.3 ± 1.0 in the VR group (p < 0.001) and from 5.7 ± 1.3 to 7.8 ± 1.5 in the lecture group (p < 0.01). At post-test, 89% in the VR group vs. 62% in the lecture group achieved "good" knowledge (≥ 9/12; p = 0.002). ANCOVA indicated a significant between-group difference in post-test knowledge after adjustment for baseline (pre-test) knowledge, favoring the VR group. The VR system showed high usability (SUS = 84.6/100). Preparing nursing students to respond effectively to in-hospital fires is essential. In this pilot study, VR fire-safety training produced larger immediate knowledge gains than the time-matched lecture group and was rated highly usable, supporting its integration as a supplementary educational strategy.

To compare Students-as-Partners (SaP) and traditional (TRAD) approaches for teaching dental students to promote mouthcare for people with disabilities. A two-group, pre-post quasi-experimental design was used to compare TRAD and SaP training. Both approaches included didactic and practical components; SaP was co-designed and co-delivered, incorporating synchronous and asynchronous elements. Self-efficacy and intention scores (0-10) related to mouthcare provision were analysed. Descriptive statistics were calculated by training approach and time point. A between-subjects factorial analysis of variance (ANOVA) examined main effects of training approach, timepoint, and student group, and their interactions. Pre- and post-training responses were analysed as independent observations. Statistical significance was set at p < 0.05. Data from 220 valid questionnaires were analysed. Across all outcomes, a significant main effect of timepoint was observed, with higher post-training self-efficacy and intention scores. No significant effects of training approach or interactions with timepoint were observed, indicating similar patterns across groups. Both TRAD and SaP groups showed higher post-training self-efficacy and intention scores, with no statistically significant differences between approaches; however, this should not be interpreted as evidence of equivalence. These findings suggest that SaP may be implemented without compromising observed scores.

ABSTRACT The ongoing debate over universal access to full-day kindergarten (FDK) persists in various states. Previous research lacks consensus on its effects, especially beyond the kindergarten year and among various student groups. Studying FDK within specific state contexts is beneficial because FDK experiences vary vastly across contexts. This study examines the impact of FDK in Utah using multiple years of student and school data. Research Findings: Our analysis reveals that FDK attendance is associated with enhanced literacy skills during kindergarten, especially benefiting students from marginalized backgrounds (e.g. Hispanic, African American, English Language Learners, and students from low-income families). However, the initial academic benefits of attending FDK were not sustained beyond the kindergarten year; by first and second grade, performance differences had largely disappeared, and by third grade even showed modest reversal effects. The favorable differential effects of FDK on students from marginalized backgrounds also largely faded out. Nevertheless, it is premature to dismiss FDK’s long-term benefits, as educational factors such as barriers and/or additional support and resources post-kindergarten are not considered in the current study. Practice or Policy: To sustain the benefits of FDK over time, continued support for FDK students beyond the kindergarten year may be essential.