Health Science Students Research Articles

Health sciences students’ perspectives on metaverse and digital technology use: cross-sectional descriptive study

BackgroundStudents’ attitudes towards digital technologies affect their use of innovations in digital education. In the study, it was aimed to determine undergraduate health sciences students’ views about the Metaverse and digital technology.MethodsThis study was a cross-sectional descriptive study. In the study sample, 289 health sciences students who voluntarily agreed to participate in the research and filled out the online data collection form were included. The Independent Samples T-Test, Multivariate ANOVA analysis of variance (MANOVA) and Pearson correlation analysis were used. P-values less than 0.05 were considered statistically significant.ResultsThe mean score the participants obtained from the Metaverse Scale was 53.54 ± 9.00, indicating that their levels of knowledge and awareness about the Metaverse were high. The mean score they obtained from the Attitude Scale for Digital Technology was 135.98 ± 21.28, which indicated that displayed positive attitudes towards digital technology. There was no significant difference between the mean scores the participants obtained from the Attitude Scale for Digital Technology and the Metaverse Scale according to their departments and years in school. There was a positive and weak relationship between the Metaverse Scale scores and Attitude Scale for Digital Technology scores.ConclusionsThe participants’ knowledge and awareness levels about the Metaverse were high and they displayed positive attitudes towards digital technology. It is recommended that digital technologies should be used in planning undergraduate education and Metaverse platforms or applications in virtual classroom settings.

Knowledge and Awareness of Risk Factors for HIV Infection and about HIV Testing among Medical Students in Warsaw.

The number of late diagnoses of HIV remains very high in Poland, leading to a high proportion of patients developing and dying of HIV-related diseases. The main reason for this is the very low utilization of HIV testing. Our analyses aimed to investigate knowledge about the indications for HIV testing among medical university students, as well as identify their own HIV testing experiences. A cross-sectional survey study was designed to collect information on the students' demographics and their experiences of HIV testing, as well as their knowledge of virus transmission and the indications for testing. Data were collected as part of the HIV_week@WUM project conducted at the Medical University of Warsaw in parallel with the 18th European AIDS Conference, which took place in Warsaw between 18 and 21 October 2023. In total, 545 questionnaires were collected. The median age of the study participants was 20 (interquartile range (IQR): 19-22 years). The majority of respondents were as follows: women (67.5%), born in Poland (97.8%), and were attending the medical faculty (56.7%). Only 114 (21.43%) participants had ever been tested for HIV. For all modes of HIV transmission, most of the respondents overestimated the risk of acquiring HIV, but, at the same time, they had never been tested for HIV. Only one in five health sciences students has ever had a test for HIV, which is less than estimates for the general population of Warsaw. There is an ongoing need to popularize testing among future health care providers in order to address both the indications for testing for individuals and the better use of HIV testing in clinical practice.

Being old is like…: perceptions of aging among healthcare profession students

BackgroundThis research explores the perspectives and attitudes of university students in health sciences towards aging and older adults. Given the intricate interplay of factors influencing attitudes toward aging, coupled with the demographic shift in Turkey from a youthful to an aging population, the study aims to discern how a cohort of university students perceives the aging process.MethodsEmploying a mixed-methods research strategy, which enhances the depth of data interpretation, the study utilized a questionnaire for quantitative data collection. Additionally, qualitative insights were gathered through a metaphor stem-completion item appended to the questionnaire and semi-structured interviews with students. The participants were selected from the Health Sciences Faculty and School of Medicine at a Turkish university.ResultsThe study revealed that participating students generally hold positive attitudes and demonstrate respect towards older adults. However, they also associate old age with negative aspects such as loss of autonomy and a constant need for assistance. Furthermore, older individuals are perceived as emotionally challenging and challenging to work with, irrespective of the nature and duration of interactions during their academic programs. These findings suggest a potential pathologizing perspective towards aging adults among health science students, who are prospective health professionals.ConclusionsThis paper discusses the implications of the study and offers insights for program coordinators, curriculum designers, and faculty members in health sciences. The results underscore the necessity for a heightened emphasis on gerontology-related subjects within health science curricula. This emphasis is crucial for cultivating a comprehensive understanding among students of the social, psychological, cognitive, and biological changes associated with aging.

Evaluation of Faculty of Health Sciences Students, Perspectives on Art

Evaluation of Faculty of Health Sciences Students, Perspectives on Art

Academic stress in Health Sciences university students and its influence on academic performance

Introduction: The discomfort that Health Sciences students present due to physical or emotional factors called stressors, exert a significant pressure affecting their average grades obtained in an academic period. Objectives: Characterize academic stress, its triggering factors, the influence on the academic performance of university students of Health Sciences, and coping strategies for the management of the teaching and learning process.Methods: Bibliographic review, from 2020 to 2024. The sources consulted were LILACS Regional, Scielo regional, PLOS, PubMed Central, Google Scholar, Web of Science Latin America. We considered 34/57 scientific articles found in English, Spanish and Portuguese. Systematic reviews with less than 10 articles in their analysis, duplicity, plagiarism, and paid articles were excluded. Discussion: Academic stress significantly affected students, causing emotional, behavioral, and physiological problems due to task overload and demanding evaluations. Studies revealed common symptoms such as physical pain, sadness, anxiety, with high impact in Health Sciences areas. The COVID-19 pandemic exacerbated these issues, highlighting the need for effective coping strategies such as physical activity to improve well-being and academic performance. Conclusions: Academic stress is a multicausal and multidimensional individual adaptive response process studied by university students of Health Sciences. Academic stressors, risk factors and protective factors, will allow guiding confrontation strategies and the creation of a protocol for academic management as part of the teaching-learning process, for its mitigation.

Needs Analysis of English for Specific Purposes for Health Sciences Students: A Cross-Sectional Study at a University in the U.A.E.

This paper presents findings from a needs analysis survey to determine the extent to which the current English for Specific Purposes (ESP) course for healthcare students meets the needs of this population. A structured questionnaire was shared with the students (N=180) from different healthcare departments to examine the preferability of different aspects. Many participants gave great value to ESP courses whose importance was mainly to learn medical or pharmaceutical terminology and communicative skills. Yet, the participants preferred the conversational content over the grammatical one. Most participants perceived the four English skills as important. The overall conclusion shows that the main objective of an ESP course is language fluency to be able to communicate and achieve any requirement in their career. Moreover, the study shows that the conventional methods of assessment are less preferred and that students prefer assessments where teamwork is involved. They also preferred to receive the learning materials via online or technological methods, and they preferred class activities and audio/video aids. Yet, a great number did not prefer using an English Language Laboratory. Finally, most of them agreed that being in a mostly English-speaking community at the university is convenient to enhance their communication skills in English.

Assessment of health literacy and HPV knowledge among university students: An observational study.

Health literacy (HL) level is related to promotion of health, improved health behaviors, and early diagnosis of diseases, as well as the appropriate use of health services. Human papillomavirus (HPV) vaccination is the primary method of protection against cervical cancer and recommended for women aged 9 to 27. This study aims to assess the university students' knowledge about HPV and the association between HL and HPV vaccination. In this cross-sectional and descriptive study, an electronic survey was used. Demographic characteristics and anthropometric measurements of the participants were questioned. HPV Knowledge Scale (HPV-KS) and Turkish Health Literacy Scale (THLS-32) were used to evaluate HPV knowledge and HL. Statistical analyzes were performed with SPSS version 26. A total of 361 university students (74% women), aged 21.98 ± 4.72 years, were included in the study. About 52% of the participants were health sciences students. The total THLS-32 score was 34.68 ± 9.37 (95% CI = 33.71-35.65), and the total adequate/excellent HL level was 51%. The mean HPV-KS score of the participants was 10.28 ± 8.15 (95% CI = 9.44-11.12) of a possible 35. Health sciences students had higher rates of HPV awareness (78% vs 65%; P = .007). General HPV knowledge level was significantly better among women (P < .001), >20 years (P = .002), and those with a family history of cancer (P < .001) and significantly lower among students at prep or first year of school (P < .001). There was a weak, positive relation between THLS-32 and HPV-KS score (R = 0.136; P = .01). Participants with higher levels of HPV knowledge (P = .034) and total HPV-KS score (P = .025) were statistically significantly higher in students with adequate/excellent HL. Our results reveal that knowledge about HPV vaccination is closely related to HL levels. Educational interventions on HL may be considered to increase HPV vaccination rates.

Emotional Impact of COVID-19 and Emotional Eating and the Risk of Alcohol Use Disorder in Peruvian Healthcare Students.

This study aimed to explore the association between the emotional impact of COVID-19 and emotional eating and the risk of alcohol use disorder among Peruvian health science students. We conducted a cross-sectional analytical study in which an online questionnaire was administered to 456 health science interns from four cities in Peru. We used the COVID-19 Emotional Impact Profile questionnaire, Mindful Eating Questionnaire, and Alcohol Use Disorders Identification Test. Spearman's correlations were calculated and two multiple linear regression models were developed. 68.4% of the participants were emotional eaters and 8.6% reported low-risk levels of alcohol use disorder. Based on the results of the first model, the overall emotional impact of COVID-19, being overweight or obese, depression and anxiety levels, and living with only one parent were factors associated with emotional eating. The results of the second model showed that the level of depression, living with just one parent, living alone, sex, and number of months as an intern were factors associated with the risk of alcohol use disorder. To reduce emotional eating and the risk of alcohol use disorder among interns, universities should implement interventions aimed at reducing the emotional impact of COVID-19 and provide nutritional counseling.

Perceptions and Patterns of Self-Medication Among Undergraduate Medical, Allied Health Sciences and Non-Medical Students in Peshawar, Pakistan

Perceptions and Patterns of Self-Medication Among Undergraduate Medical, Allied Health Sciences and Non-Medical Students in Peshawar, Pakistan

The English Language Needs of Health Sciences Students in Turkey

With English established as the lingua franca for science and technology, and considering the growing number of international patients in Turkey, the English education of health science students is now recognized as a significant factor in health education. To our knowledge, no study has investigated the English language education needs of health sciences students in the Turkish context. In an effort to address this gap, this study explored (1) the opinions of Turkish health sciences students about English language education, (2) their needs regarding reading, writing, speaking, and listening skills, (3) their perceived problems in learning English, and (4) their opinions and suggestions about the English language education they receive. Six hundred and thirty-one students enrolled in the Faculty of Health Sciences at a foundation university participated in this study. Data were collected through a questionnaire comprising fifty-nine five-point Likert scale items and two open-ended questions. Findings revealed that health sciences students consider both general and academic English significant. They prefer course materials in English lessons to be related to health education fields and express a desire for more interactive lessons with a special emphasis on speaking. According to the study results, students always need all four language skills for their profession; however, speaking and reading were identified as the most essential skills. Concerning perceived challenges in learning English, students face more difficulties in using English for academic purposes than for general purposes, highlighting the necessity for an effective language program tailored to their specific needs.

Effects of global postural re-education on stress and sleep quality in health sciences female students: a randomized controlled trial pilot study.

The purpose of this study was to determine, for the first time, whether the application of a self-management program with global postural re-education (GPR) influences stress and sleep quality in female health science students. In this randomized controlled trial pilot study, forty-one female health science students were randomized into a control group (n=21) and an intervention group (n=20). Participants underwent 8 weeks of self-management with and without GPR, after familiarization and therapy training. Outcomes included the State-Trait Anxiety Inventory (STAI) questionnaire and cortisol levels in saliva measured with the "CORTISOL Saliva ELISA SA E-6000" kit. Sleep quality was measured with the Pittsburgh Sleep Quality Index (PSQI) and a Sleep Diary; total sleep time (TST), sleep onset latency (SOL), wakefulness after sleep onset (WASO), sleep efficiency (SE), and perceived sleep quality or satisfaction were assessed using the Likert scale. After self-treatment with GPR, participants in the intervention group showed lower cortisol levels compared to the control group (p = 0.041). Additionally, the intervention group demonstrated statistically significant improvements in sleep quality according to their PSQI (p = 0.010), STAI (p=0.043), SOL (p = 0.049), and SE (p = 0.002). This study shows that self-management through GPR helps reduce stress and improve sleep quality in female health science students. https://clinicaltrials.gov/, identifier NCT05488015.

Assessment of academic burnout among undergraduate medical and health sciences students: a survey study from the United Arab Emirates

PurposeThis study aims to assess the prevalence of burnout among undergraduate medical and health science students and to identify the factors associated with its development.Design/methodology/approachA cross-sectional study was conducted involving students from Ras Al Khaimah Medical and Health Science University. The Maslach Burnout Inventory-Student Survey was used to evaluate three subscales of burnout. Ethical considerations were met, and informed written consent was obtained from participants. Bivariate and multiple logistic regression analyses were conducted to examine the relationship between demographic, personal and school environment factors and burnout.FindingsOut of 453 students surveyed, the majority were females (74.8%) aged 18–20 years (60%). Significant levels of burnout were reported, with emotional exhaustion, depersonalization and reduced personal accomplishment affecting over half of the participants (69%). Factors such as being in the clinical years, long-distance commuting challenges and involuntary college selection were identified as predictors of burnout.Research limitations/implicationsWhile the study provides valuable insights, limitations may include the specific context of the university and potential biases in self-reported data.Practical implicationsThe findings underscore the importance of raising awareness, maintaining work-life balance and implementing coping strategies to support student well-being and foster a positive learning environment. Suggestions include time management and seeking guidance from mentors or mental health professionals.Originality/valueThis study contributes to the understanding of burnout among medical and health science students, especially within the unique context of the United Arab Emirates, given the convergence of students from diverse nationalities and cultural backgrounds.

Perspectives of educators and students on the efficacy of online teaching and learning strategies employed during COVID-19 in a health sciences institution.

Healthcare education encountered unprecedented challenges during the COVID-19 pandemic, but the necessary responses have also provided learning opportunities for the future. We aimed to evaluate the impact of COVID-19 on teaching and learning strategies and the perceptions of clinical educators and health sciences students on novel methods to improve online student engagement in Ireland's largest medical school. Two separate online surveys designed to gain insights into the perceived efficacy of online teaching strategies were distributed to clinical educators and health sciences students (medical and pharmacy) over 7months via email. A total of 86.4% of educators responded that rapport was more difficult to build online, and 90.5% reported less engagement from students online. The most popular methods that improved student engagement included using polls, a chat box function for questions, small group discussions and having student cameras turned on. Amongst educators surveyed, 81.8% felt a training course focused on teaching strategies at the start of every academic year would be beneficial. From the students' perspective, no difference was noted between the medicine and the pharmacy students. Seventy-five percent reported using quizzes/polls, and 63% reported using game-based platforms as techniques to improve online learning. Sixty-two percent of students described it as a positive outcome of learning during the pandemic. Any pandemic poses unique challenges to the delivery of healthcare education. These surveys report educators' and students' views on online teaching and learning strategies, highlighting novel mechanisms to improve student engagement and ultimately impact on graduate outcomes.

Depression and associated factors among health science students in Vietnam: a cross-sectional study

Depression and associated factors among health science students in Vietnam: a cross-sectional study

Evaluating entrepreneurial intentions of health science students in higher education

Evaluating entrepreneurial intentions of health science students in higher education

Views of health sciences undergraduates on ChatGPT, an artificial intelligence-powered language model: A qualitative study

ABSTRACT Artificial Intelligence (AI) has significantly impacted the field of education, particularly in health sciences, where tools such as ChatGPT are increasingly utilised. ChatGPT, powered by AI, presents both opportunities and challenges that warrant investigation. This qualitative study explored the perceptions, experiences, and expectations of undergraduate students in health sciences regarding ChatGPT, an AI-powered language model. Through in-depth interviews, data were collected and analysed thematically, focusing on three main themes: perceptions of ChatGPT, student experiences with the tool, and their future expectations. The findings reveal that while students see ChatGPT as a revolutionary tool and a valuable source of information, they also acknowledge concerns about its potential for providing incorrect information. The study emphasises the importance of critical thinking when using AI models in education and provides guidance for responsible usage.

Lifestyles and academic stress among health sciences students at the National University of Chimborazo, Ecuador: a longitudinal study.

The significant changes experienced by university students in their training are inherent to educational processes. Social isolation caused by the COVID-19 pandemic, online education and the reopening of higher-education institutions produced substantial variations in the lifestyle of university students in health sciences and generated academic stress and perceived stress. This study was conducted at the National University of Chimborazo (UNACH), a public institution located in Riobamba, central Ecuador, the diverse student's population provided an ideal setting for examining the interplay between academic and perceived stress, lifestyle factors, and learning modalities. The research focused on health sciences students across six academic programs. The university's geographical position and demographic characteristics offered a representative sample for investigating these factors within the context changing. To compare academic and perceived stress and university students' lifestyles at two different periods: (1) during the mandatory social confinement caused by the COVID-19 pandemic with an online learning modality (T1); (2) in the post-pandemic period with a return to face-to-face activities (T2). An observational, analytical, quantitative, and longitudinal study. Students from six programs (Nursing, Physiotherapy, Clinical Laboratory, Medicine, Dentistry, and Clinical Psychology) from the Faculty of Health of the National University of Chimborazo-Ecuador (n = 2,237) participated voluntarily, the students had one mean age of M = 21.31 (SD = 2.36) at T1 and M = 22.94 (SD = 2.40) at T2. Non-probability convenience sampling was employed due to the accessibility of the student population and the importance of including the maximum number of relevant individuals within the study population. The following instruments were used: Nola Pender's Lifestyle Profile Questionnaire, Cognitive Systemic Inventory for the study of academic stress, and Cohen's Perceived Stress Scale. In T1 and T2, students reported high levels of stress, and increased unhealthy lifestyle increased with the return to classrooms. Additionally, upon returning to face-to-face activities (T2), the mean score applied to the responses of Nola Pender's Lifestyle Profile Questionnaire decreased from M = 113.34 (SD = 23.02) to M = 107.2 (SD = 29.70; p < 0.001). There was significant difference (p < 0.001) in academic stress in T1 [M = 66.25 (SD = 15.66)] and T2 [M = 64.00 (SD = 17.91)]. Upon returning to university classrooms (T2), the number of students who reported an "unhealthy" lifestyle increased. Academic stress was high in T1 and T2 and was reported higher in online activities during social isolation.

Relationship between academic burnout, self-care, and self-medication among Costa Rican university students in health-related sciences

Introduction: burnout is a problem affecting Health Sciences students, potentially leading to an increased tendency towards self-medication. Therefore, it is crucial to examine the relationship between these two variables and self-care. Objective: to determine the relationship between self-care, burnout, and self-medication in university students majoring in Health related Sciences. Method: a cross-sectional study was conducted through convenience sampling via virtual means throughout the entire month of October 2023, creating a database for this purpose. The study population consisted of university students enrolled in health-related sciences in Costa Rica. A sample of 361 participants was obtained from both a public and a private university, with ages ranging from 18 to 46 years (M= 23.61, SD= 5.30). The questionnaire was composed of the Appraisal of Self-care Agency Scale (α=.89), the Maslach Academic Burnout Inventory (α between .82 and .88) and a set of sociodemographic questions. Results: self-care showed negative correlations with exhaustion, cynicism, and the frequency of self-medication, while displaying positive associations with academic efficacy and age. Additionally, progressing within the curriculum and living alone or with housemates were linked to higher levels of exhaustion compared to those living with a partner or nuclear family. Conclusions: higher levels of self-care in health-related students were associated with lower levels of academic burnout and a reduced frequency of self-medication. Moreover, students living with close individuals exhibited significantly lower levels of exhaustion.

Construct validity and reliability of Amharic version of DASS-21 scale among Ethiopian Defense University College of Health Science students

BackgroundDASS-21 is the common and widely used tool for assessing depression, anxiety and stress. However, its validity and Reliability in Ethiopian Amharic language is not assessed.ObjectiveTo translate the DASS-21 and assess its validity and reliability among Ethiopian Defense University college of health science students in Bishoftu, Ethiopia.MethodAn institutional based cross-sectional study was conducted using a self-administered questionnaire. A total of 435 students from different departments in accordance with their proportional size were participated in this study. As to the sampling technique, the study units were selected from each department and year of study using simple random sampling proportional to size. Confirmatory factor analyses were employed to assess the factor structure and construct validity of Amharic version of the DASS-21. Cronbach alpha coefficient and corrected item total correlation was calculated to assess the internal consistency of Amharic version of DASS-21.ResultAmong 435 undergraduate students who participated in the study, 246(56.6%) were the age of 18–25 year and majority 347(79.8%) were males. Regarding their year of study; 200 (46.0%) were first year students. Confirmatory factor analysis indicates a good model fit of the three correlated factors (Comparative fit index (CFI) = 0.92 with root mean square error of approximation (RMSEA) = 0.059[0.052–0.066] and standardize root mean residual SRMR = 0.045). The internal consistency of overall DASS-21 and each sub scale were in acceptable range (0.91, 0.82, 0.77 and 0.77) respectively.ConclusionAmharic version of DASS-21 was found to be a valid and reliable instrument to measure the mental problem especially, Depression, Anxiety and Stress among university students.

Acceptance of e-learning and associated factors among postgraduate medical and health science students at first generation universities in Amhara region, 2023: using modified technology acceptance model

BackgroundElectronic learning is the process of remote teaching and learning through the use of electronic media. There is a dearth of research on the factors influencing e-learning acceptance in Ethiopia using the modified technology acceptance model (TAM). Previous research appears to have overlooked the mediating impact of factors on e-learning acceptability Therefore, the present study aimed to assess the acceptance of e-learning and its associated factors among postgraduate medical and health science students by applying TAM at first-generation universities in the Amhara region.MethodsThis institutional-based cross-sectional study was conducted from March 15 to April 20, 2023, at Amhara First Generation University, Ethiopia. A total of 659 students participated in the study. A self-administered questionnaire in the Amharic language was used to collect the data. SEM analysis was employed to test the proposed model and the relationships among factors using SPSS version 25 and AMOS version 26.ResultsThe proportion of postgraduate students who agreed to use e-learning was 60.7%, 95% CI (56.9–64.4). SEM analysis revealed that perceived ease of use (β = 0.210, p < 0.001), attitude (β = 0.377, p < 0.001) and perceived usefulness (β = 0.330, p < 0.001) had positive direct relationships with acceptance of e-learning. Perceived usefulness (β = 0.131, p < 0.001), and perceived ease of use (β = 0.029, p < 0.01) significantly mediate the relationship between self-efficacy, and acceptance of e-learning. Accessibility had a positive indirect effect on acceptance of e-learning through perceived ease of use (β = 0.040, p < 0.01). Facilitating condition had a positive indirect on acceptance of e-learning through perceived ease of use (β = 0.070, p < 0.01), and perceived usefulness (β = 0.084, p < 0.001).Conclusion and recommendationOverall, the proportion of postgraduate students who accepted e-learning is promising. Perceived ease of use perceived usefulness, and attitude had positive direct effects on the acceptance of e-learning. Facilitating conditions and self-efficacy had positive indirect effects on the acceptance of e-learning. Thus, implementers need to prioritize enhancing the provision of devices, students’ skills, and knowledge of e-learning by providing continuous support to improve students’ acceptance of the use of e-learning.