Undergraduate Health Students Research Articles

Building and examining research capability in Australian health students: a mixed methods study

Research honours programs are traditionally used in Australian universities to build and evaluate research capacity in undergraduate health students. The effectiveness of such programs in achieving this in the current higher education landscape has not recently been explored. This mixed methods study examined 66 health research honours programs. Webpage, survey and interview data were gathered to examine the learning outcomes, pedagogical approaches, assessment practices, and the purpose of the programs. Learning outcomes included conducting research, working with independence, critical thinking and collaborating. Pedagogical approaches focussed on the completion of a research project under supervision and a research thesis featured as the main assessment piece. Rigorous moderation practices were employed within assessment procedures. However, there was considerable variation in standards of high performance. The stated purpose of honours programs included development of research skills, providing a stepping stone into a research career, preparation of the health workforce, and production of research. Models for building and examining research capability should draw from the strengths of this approach which include authentic learning and assessment. Sector-wide benchmarking of performance standards and the inclusion of learning outcomes that consider research within clinical careers would strengthen the role of honours programs into the future.

Assessment of knowledge towards first aid skills of epilepsy among undergraduate health students in Riyadh province of Saudi Arabia: A cross-sectional study

BackgroundApplying proper first-aid measures to patients with seizure episodes plays a vital role in preventing the adverse consequences of seizures. Most previous data focused on teachers, healthcare providers and the general public. This study aimed to assess the knowledge of seizure first-aid measures among undergraduate health students. MethodsThis descriptive, cross-sectional study was conducted between May 16 and 31, 2023, with 493 undergraduate health students of Riyadh Province who answered online surveys. The data were collected using the descriptive information form. The chi-square (χ2) test was employed to compare knowledge of seizure first aid between demographic variables. The relationship between knowledge score and independent variables was evaluated using multiple linear regression technique. ResultsOnly 1.6 % of participants demonstrated good knowledge scores toward seizure first-aid measures. The skill most frequently reported was to remove all harmful objects from their vicinity and loosen the tight clothes around the neck during a seizure; 68.7 % of the participants correctly answered with agreed. Conversely, the skill that received the lowest knowledge score among participants was putting a piece object such as a cloth, wallet, or spoon between the teeth to prevent tongue biting during a seizure; only 37.3 % of the participants correctly answered with disagree. Moreover, participants in the advanced age group, medicine and fifth-year, were found to be significant predictors of knowledge and exhibited better knowledge scores toward seizure first aid measures than their peers (p < 0.001). Furthermore, lectures and books were identified (69.6 %) as the most common source of information about seizure first aid. ConclusionThe study concluded that most undergraduate health students demonstrated poor knowledge scores in delivering seizure first aid. This finding suggests that introducing epilepsy education from the first year in all health-related courses is crucial to improving overall awareness and skills in providing seizure first aid.

Fostering Intercultural Competence Through Virtual Exchange: Perspectives of Undergraduate Health Students

Fostering Intercultural Competence Through Virtual Exchange: Perspectives of Undergraduate Health Students

Self-reported experience of Outreach activities amongst undergraduate Oral Health students at a University in South Africa

Outreach activities (OAs) are structured learning experiences, combining intentional learning goals with services to underserved communities. Oral health students participated on the Phelophepa Train (PT) and school-based programmes (SBPs) as part of their OAs. To evaluate the self-reported experiences of OA amongst undergraduate oral health students. Cross-sectional which included final year dental (N=62) and oral hygiene students (N= 13) registered in 2019. Information was obtained using a modified, self administered questionnaire which included the number and type of procedures performed; work-related limitations,personal work benefits, academic development and civic responsibility. The response rate was 93% (N=65) and students performed more procedures on the train compared to the SBP. Most common procedures undertaken by dental students were screening (64%) and restorations (56%) for oral hygiene students it was screenings (92%) and examinations, fissure sealants and screenings 39% on the train and 31% at SBPs. The most common challenges on both the train and SBPs were inadequate materials (74%) and (41%), poor infection control (15%) and (41% and defective equipment (31%) and (38%) respectively. Although students performed a variety of clinical services they reported to have faced a number of challenges. The majority of students reported that OAs exposed them to the needs of the communities and encouraged them to improve their independence and accountability towards patients.

Using Mindful Practices to Support Capacity for Empathy and Compassion Among Senior Undergraduate Health and Social Services Students: A Mixed Methods Study

Using Mindful Practices to Support Capacity for Empathy and Compassion Among Senior Undergraduate Health and Social Services Students: A Mixed Methods Study

Healthcare students’ attitudes toward addressing sexual health: validation of the European Portuguese version

BackgroundTo tailor curriculum and training programs on sexual health for undergraduate health students, assessing students' attitudes toward working with sexual health is necessary. The Students’ Attitudes Toward Addressing Sexual Health Questionnaire (SA-SH) provides adequate measurement proprieties to assess health students' attitudes toward sexual health. This questionnaire has yet to be available for use in European Portuguese-speaking countries. ObjectiveTranslate, culturally adapt, and validate the European Portuguese version of the SA-SH. MethodsCross-sectional, observational study. The translation was performed according to international guidelines; a panel of four sexuality experts was invited for content validity purposes; construct validity was obtained with the results of 122 questionnaires submitted online to health students and correlation with the Sexuality Attitudes and Beliefs Survey. Internal consistency reliability was also calculated. ResultsThe European Portuguese version showed a Cronbach's alpha between 0.669 and 0.770, and four items were removed after factorial analysis. A significant correlation was found with the results of the Sexuality Attitudes and Beliefs Survey. ConclusionThe SA-SH European Portuguese version is a valid and reliable instrument to use among the Portuguese population and institutions.

Team-Based Learning online: percepção dos graduandos de saúde e influência do perfil comportamental do estudante

Abstract Introduction: Team-Based Learning (TBL) is an active methodology that has shown to be effective for the training of health professionals. In 2020, due to the COVID-19 pandemic, TBL utilization migrated from the in-person to the synchronous online mode. Objectives: This study aimed to evaluate the perception of health undergraduate students about online TBL and to analyze whether there is a difference regarding this perception between groups of students with different levels of exposure prior to in-person and online sessions of the teaching method, in addition to verifying whether such perception can be affected by the student’s behavioral profile. Method: This is an observational, cross-sectional, descriptive-exploratory level II comparative study with a quantitative approach, carried out in undergraduate Nursing and Medicine courses between September and December 2021. A questionnaire on sociodemographic data was applied virtually, in addition to the Assessment of Student Perception-Team-Based Learning (ASP-TBL) and the DISC Personality Test instruments. Results: Of the 241 participating students, most were females (81%), aged between 20.8 and 24.4 years, who had already attended more than 10 sessions of in-person TBL (90%) and online TBL (53%). Of the 24 ASP-TBL questions, 17 obtained an index equal to or greater than 75% in the sum of the answers “I totally agree”/“I agree”, values considered as a positive perception in this study. Students exposed to more than 10 online TBL sessions had a significantly more negative perception in three of the four dimensions of the ASP-TBL, when compared to less exposed students. The group that had participated in more than 10 in-person TBL sessions had a significantly more negative perception in only one dimension of the instrument, when compared to the less exposed ones. The main DISC Personality test factor found among the participants’ behavioral profiles was submission (“S”). There was no correlation between the student’s behavioral profile and their perception of the method in the online version. Conclusions: There was a favorable perception of health undergraduate students regarding online TBL. Previous prolonged exposure to the method, both online and in-person, represented a significant difference in the students’ perception of online TBL. There was no evidence of the influence of the student’s behavioral profile on their perception of the teaching method.

Preparing undergraduate health students to navigate interprofessional education: The role of a workshop on psychological safety

PurposeThe current paper outlines the development and delivery of an invitational workshop on psychological safety. The workshop was developed to better prepare undergraduate health education students for interprofessional collaboration. MethodsThe invitational workshop was designed and delivered to a class of 94 undergraduate students in their second year of a Medical Radiation Sciences program. The workshop consisted of an icebreaker activity, a theory section, a second activity to reinforce learning, and a final debrief. Pre, post, and follow-up questionnaires with 5-point Likert scale items were integrated into the course to assess changes in students’ understanding of psychological safety and their perspectives on the workshop. ResultsNinety-one students completed the post-workshop questionnaire for a response rate of 96.8%, while 81 students (86.2%) completed the pre-workshop questionnaire, and 74 students (78.7%) completed the follow-up questionnaire. Generally, students had a much stronger understanding of psychological safety (40.2% vs. 95.6%; p<0.0001) and the value that it holds in team functioning (78.0% vs. 98.9%; p<0.0003) after they had been formally introduced to the topic, were more aware of strategies to establish inclusion and trust among members of a team (43.7% vs. 88.2%; p<0.0001), and felt more comfortable sharing or voicing their opinions in group settings thereafter (28.0% vs. 41.3%; p<0.0003). ConclusionsOutcomes from the workshop suggest that integrated education on psychological safety allows for long standing retention of knowledge and benefits students by enabling them to communicate more effectively within interprofessional teams using the knowledge, strategies, and comfort gained.

Risk Factors for Computer Vision Syndrome (CVS) among College Students during the Covid-19 Pandemic

Background: Sophisticated technology provides many conveniences for humans, as well as education that cannot be separated from it, especially during this COVID-19 pandemic in which the learning methods are carried out online. This is what causes the intensity of using a computer or laptop to increase so that it can trigger the occurrence of visual impairment, namely Computer Vision Syndrome (CVS). There is no definite data regarding CVS and CVS research on university students, especially in Surabaya, is still very small. Objectives: This study aims to analyze the risk factors for CVS among college students during the COVID-19 pandemic. Methods: This research was analytic observational research with a cross-sectional research design. This research was conducted from December 2020 to June 2021. The sampling method used was a systematic random sampling addressed to 249 Public Health undergraduate students from the second, fourth, and sixth semesters. The instrument used was CVS-Q with additional questions related to respondent identity, medical history, and computer-usage behavior. Furthermore, the data were analyzed by calculating the Odds Ratio (OR) with a 95% confidence interval (CI). Results: Gender (OR = 2.54) and a history of eye disorders (OR = 4.01) were risk factors for Computer Vision Syndrome (CVS) in S1 Public Health Science students. Conclusions: This research shows that the risk factors for CVS are gender and a history of eye disorders. The students who use computers with high intensity should take CVS precautions, such as applying the 20-20-20 rule, using anti-radiation glasses, adjusting the brightness of the computer screen, adding an anti-glare on the computer screen, avoiding working in a dark room, and performing an ergonomic body position when using a computer.

Teach, Learn, Do, Repeat: Service Learning Curriculum that Drives Public Health Education while Improving Community Health Outcomes.

The integration of service learning into public health curriculum allows students to apply and ultimately better understand often abstract but important theoretical concepts. We provide lessons learned and practical advice on how to plan and implement an experiential learning project over a two-semester period for upper level undergraduate public health students. Through application of program planning pedagogy, students obtained real-world experience while simultaneously improving mental health for college students. We also discuss how experiential curriculum also provides faculty the opportunity to engage with community stakeholders and organizations to build sustainable partnerships that positively impact students and the community at large.

Human Trafficking Myths as a Mediator in the Relationship Between Ambivalent Sexism and Sex Trafficking Attitudes Among Undergraduate, Medical, and Public Health Students

ABSTRACT Although the extant body of research has established how the presence of human trafficking myths impact attitudes about sex trafficking survivors, few standardized sex trafficking curricula exists for undergraduate students and undergraduate medical students. The current study used a sample of 414 undergraduate, public health, and medical students from three large public universities in the midwestern United States to explore the relationship between ambivalent sexism, human trafficking myths, personal comfort with sexuality, and sex trafficking attitudes. The findings of our mediated moderated path analysis indicated that the path between hostile sexism and three sex trafficking attitudes subscales were mediated by human trafficking myths. Personal comfort with sexuality was also significantly and positively associated with sex trafficking attitude subscales. Based on these findings, it may behoove undergraduate programs and undergraduate medical programs to increase students' personal comfort in discussing sexualitybased content and include sex trafficking information into existing curricula.

Physiotherapy students’ perceptions of ageing – Playing narratives as a pedagogical innovation

Introduction and objectivesThere is a considerable lack of structure in training health professionals in geriatrics. The narratives can promote a collaborative reflection on different topics and might be used as a pedagogic strategy for undergraduate health students. This study aimed to explore the adoption of new perspectives on ageing after the implementation of dynamic narratives in the first graduate year for physiotherapy students. Materials and methodsAn exploratory qualitative study was performed. Participants were included if they were: ≥18 years old, physiotherapy students and agreed to participate. Physiotherapy students (n=44) were recruited from the School of Health Sciences, Polytechnic Institute of Leiria. Two gaming sessions were performed to help students, as narrators, express their visions and ways to deal with the geriatrics field. Students’ perspectives about ageing at baseline (T1) and after the narratives experience (T2) were collected by answering the following question: What is your perception regarding ageing? Two evaluators were involved in qualitative data analysis by performing: (i) an individual analysis of themes/subthemes and a discussion meeting to evaluate discrepancies and to reach a consensus. ResultsNegative perceptions about ageing were referred 39 times at T1 (most of them related to restriction; deterioration subthemes). There were no negative perceptions registered at T2. Positive perceptions increased at T2, from n=39 to n=52, and three new subthemes emerged (beginning of something, fighting ageism, challenge). ConclusionThis study demonstrated the potential of narrative-based experiences as a desirable pedagogic methodology (board games-oriented) for geriatric education in undergraduate health students.

Assessment of undergraduate health students' perception and satisfaction on training and participation in community health outreach.

The need to improve training of health professionals has increased in recent years due to increasing frequencies of public health events. Consequently, a descriptive cross-sectional survey was carried out to determine the level of satisfaction and knowledge acquired by undergraduate students in the health sciences during a community health outreach program. Students were invited to complete an online-administered questionnaire (consisting of both open- and closed-ended questions) to assess their perceptions and experiences on the community health outreach program. Additionally, the survey was carried out to assess the quality of training provided and obtain suggestions for further improvements. Responses were collected and analysed using Microsoft Excel. Most respondents (>83%) reported satisfaction with the community diagnosis and community intervention briefing and training sessions. All respondents reported familiarity with standard community health outreach instruments and were capable of identifying environmental health risk factors that may contribute to the spread of communicable diseases. Interestingly, respondents reported greater appreciation of health challenges faced by rural communities. However, respondents expressed dissatisfaction with the duration of the outreach program (24%) and funding (15%). Although respondents reported overall satisfaction with the organization and execution of the health outreach program, certain aspects of the program were deemed unsatisfactory. Despite the shortcomings, we believe that our student-centred learning strategy is readily adaptable for training future healthcare professionals and improving health literacy of rural communities, particularly in sub-Saharan Africa.

Changes in HIV knowledge and interest among nursing and public health students at a large Midwest University: Outcomes of implementing the National HIV Curriculum

BackgroundEnding the HIV epidemic requires additional healthcare and public health workers who are competent in HIV prevention and treatment. The National HIV Curriculum was developed to increase competency in HIV among healthcare workers in the US. ObjectivesThe purpose of the current study was to examine the impact of implementing the National HIV Curriculum (NHC) for nursing and public health students. DesignThis study employed a single-arm, cohort intervention design. SettingThis study was conducted at large, public university in the Midwestern United States of America in a state noted for high HIV transmission. ParticipantsUndergraduate nursing, graduate nursing, and undergraduate public health students participated in this study. MethodsAn online survey of nursing and public health students was conducted following implementation of the NHC at a large, public university in the Midwest. Students were assessed on knowledge and interest of HIV using a bootstrapped paired-samples t-test approach. ResultsParticipants (N = 175) were enrolled in the undergraduate nursing program (n = 72, 41.14 %), graduate nursing (n = 37, 21.14 %) public health (n = 37, 21.14 %), medicine (n = 10, 5.71 %), and biological, biomedical, and health sciences discipline (n = 19, 10.86 %). Overall, results suggest a consistent gain in knowledge of working with individuals living with HIV of 1.42 points (on a 4-point scale). About half (47.43 %) of all students increased interest to work with individuals living with HIV in the future. ConclusionThe NHC increased knowledge and interest in students across a broad range of nursing, public health, medicine, and other disciplines. This study suggests that universities can integrate the curriculum across undergraduate and graduate programs. Students at varying degree levels may benefit from the NHC. Future longitudinal studies should be conducted on the career choices of those students exposed to the NHC.

Barriers and Facilitators for Attending In-Person Classes as Identified by Public Health Undergraduate Students Amidst the COVID-19 Pandemic

COVID-19 has altered students’ expectations for attending in-person learning. We qualitatively explored barriers and facilitators of undergraduates for attending in-person courses. A survey, distributed Winter 2022, included items regarding reasons why students did or didn’t attend in-person and suggested facilitators to attend. The most reported reason for attending in-person included students having increased focus. The most reported barrier included inconvenient commutes. The main facilitator was mandatory/graded attendance. COVID-19, overwhelmingly, wasn’t a reason for missing in-person classes. Instructors aware of factors affecting student attendance can address barriers or emphasize facilitators for attending class to fully support student learning as COVID-19 persists.

Adaptation and psychometric results of a scale of attitudes towards statistics in undergraduate public health students

Introducción: al considerar que, en asignaturas como la estadística, aspectos afectivos pueden determinar el logro de los objetivos de aprendizaje, este estudio se propuso establecer la validez de contenido y de constructo de la Escala de Actitudes hacia la Estadística. Métodos: estudio observacional, de corte transversal, tipo validación de escalas. Participaron 250 estudiantes de pregrado de áreas de la salud. Se analizó validez de contenido mediante juicio de expertos, validez de constructo con análisis factorial exploratorio y confirmatorio. Resultados: en la validación de contenido, todos los ítems obtuvieron calificaciones superiores a 3 (escala de 1-4), con óptimo acuerdo interjueces (&gt; 0,5). Alfa de Cronbach de 0,865. Con el análisis factorial exploratorio, se eliminaron 6/25 ítems. Los resultados del análisis factorial confirmatorio reportaron un índice de ajuste comparativo adecuado y coeficiente de TuckerLewis aceptable. La raíz cuadrada de la media del error de aproximación (RMSEA) también fue aceptable (entre 0,05 y 0,08), la raíz cuadrada media residual estandarizada (SRMR) señaló un buen ajuste (&lt; 0,08). Los ítems se agruparon en 3 factores: valoración positiva de la estadística, agrado y habilidades en estadística, valoración negativa de la estadística. Conclusión: la Escala de Actitudes hacia la Estadística, validada en población colombiana, es una herramienta de apoyo en el proceso enseñanza-aprendizaje de la estadística; puede ser utilizada al inicio, durante el seguimiento o al final de asignaturas que involucren la estadística.

Improving the capacity and diversity of local public health workforce to address climate impacts to health through community partnerships and problem-based learning.

All aspects of society are affected by our changing climate. Individuals and communities experience the health impacts associated with climate change most every day, whether or not they realize it. Increasing both the knowledge and capacity to respond to the health impacts of climate change will be imperative for future public health leaders. This manuscript will highlight three case studies in how problem-based learning was used by California State University, East Bay's Department of Public Health undergraduate students to address climate change issues for local community and government organizations. The results from problem-based learning collaborations between undergraduate students and community and government organizations have been mutually beneficial and increased the knowledge and workforce capacity of climate and health in the San Francisco Bay Area. The authors believe the use of problem-based learning is an effective model to achieve these goals. Both the students and the community benefit from these experiences and results of projects that enhance an organization's ability to prepare for and respond to climate change in their communities.

Stories from the river: thematic analysis of non-Indigenous health students’ free-text survey responses about Australian cultural safety education

This article aims to interpret and theorise non-Indigenous health students’ emotional learning experiences within a cultural safety course from an Australian First Peoples’ perspective. All undergraduate health students enrolled in a First Peoples’ health and cultural safety course were invited to complete a post-course online survey. The survey included quantitative items along with six free-text responses about students’ emotional learning experiences. The free-text comments provided by 72 health students are the focus of this article. Drawing upon Kamilaroi Country and the metaphor of the river in drought, flood and when waters become clear, this research provides a synthesis of non-Indigenous health students’ emotions in the cultural safety classroom. Students acknowledged the powerful impact of work undertaken by First Peoples educators in sharing their narratives, creating safe spaces and bearing witness to students’ emotions. The analysis informs an understanding of student learning and recommendations for teaching practice.

Acceptability of an Online Module Addressing Weight Bias: Perspectives and Attitudes of Undergraduate Health Students and Instructors.

Weight bias and discrimination are highly pervasive and harmful to Canadians with higher weights. Researchers and practitioners who deliver, evaluate, and advise on dietary and weight-related interventions may inadvertently perpetuate weight bias through their work; however, trainees in these fields rarely have access to weight bias education within their applied health programs. This study evaluated the acceptability of an online educational weight bias module developed for undergraduate students enrolled in health courses. The intervention included a pre-recorded 20-minute online module with prompts for reflection or discussion, a self-assessment quiz, as well as a separate module and range of resources for instructors. Overall, 211 students from applied health courses and 4 instructors completed an online survey querying the module's delivery, impact, and relevance. Students agreed that the module provided useful information (82%), was easy to understand (97%), and was the right length (75%), but reported wanting more interactivity and engagement with the content. Instructors found the module engaging and useful and expressed interest in additional resources and support for weight bias education. Future research should explore the impact of weight bias education on students' weight-related attitudes and perceptions as well as feasibility and relevance of online features such as multimedia tools.

Beyond the safe and censored: outcomes from student experiences within a pedagogy of discomfort.

Educators continue to seek teaching and learning strategies to augment student self-empowerment, agency and professional skills. This qualitative study analysed students' own evolving perspectives when Boler's pedagogy of discomfort was used to redevelop curriculum. Changes over time were examined regarding personal and professional development in public health and health promotion, including those most significant to the students themselves. Participants were final-year Australian undergraduate health students (n = 91) who applied a thematic analysis to their regular online 'blogs', articulating their thoughts and opinions about what they observed regarding unit content and tasks throughout the trimester. The researchers then conducted their own analysis to identify patterns and trends within the depth and breadth of student perceptions. Findings revealed that the personal and professional growth educators seek to instil arose spontaneously from students' increasing self-awareness, rather than classroom prompting or instruction and occurred in specific ways. This study chartered the course of how students challenged their own typical values and limiting beliefs, becoming more aligned and reflective of health promotion competencies. Other positive self-transformation was also identified, such as cultivating an open mind, shifts from victim-blaming to increasing compassion and empathy, through to the importance of finding their own voice. Future comparable studies including postgraduate students and diverse student groups are encouraged.