Higher Proportion Of Students Research Articles

Design and Evaluation of A Module in Climate Change and Disaster Risk Management (CCDRM)

The effectiveness of their teaching strategies has always been a concern for every professional teacher. Teaching strategies include students in every step of the learning process and encourage them to study. For this study, frequency (f), percentage (%), mean (M), and standard deviation (SD) and mixed factorial analysis of variance (MANOVA) were used. The intervention was given to the treatment group which was the synchronous learning modality, while the control group was represented by the asynchronous /self-regulated learning modality from 100 students of Isabela State University – Jones Campus under the new normal condition. The research instrument was developed for “Design and Evaluation of a Module in Climate Change and Disaster Risk Management (CCDRM)”. It is revealed that the overall results on the teachers’ and student evaluation of the CCDRM learning module show relatively high using the set indicators. During the pre-test, there was a higher proportion of students with moderate performance for asynchronous classes and fewer students with low performance compared to those who would undergo synchronous classes and during the post-test, there was a higher proportion of students with moderate performance for asynchronous classes and fewer students with low performance compared to those who underwent synchronous classes. As to the student’s performance, there was no statistically significant difference in the scores for synchronous and asynchronous classes. To teach university students about climate change and disaster risk management, it is advised that this research demonstrated the effectiveness of both the asynchronous and synchronous strategy. Keywords: Asynchronous, Synchronous, Climate Change and Disaster Risk Management, Teaching strategies

Teaching Bilingually: Unlocking the Academic and Cognitive Potential—Teachers’ Insights

Recent quantitative research on bilingual education suggests beneficial academic outcomes for pupils regardless of socio-economic status (SES). Bilingual education in England, a relatively novel phenomenon, may be better understood from teachers’ perspectives; however, there is a paucity of qualitative research in this area. To fill the gap, the present study explores the unique perspective of a sample of bilingual schoolteachers regarding the children who attend bilingual schools and the effects of bilingual education on children’s academic and non-academic development. Semi-structured interviews were conducted with six bilingual schoolteachers, and thematic analysis was adopted to interpret their experiences in greater depth. A thematic analysis revealed four superordinate themes: Academic and Socio-Cultural Effects, Privilege in Bilingual Education, Bilingual Education Takes Time, and Special Educational Needs. These results highlight academic, socio-cultural, and linguistic benefits with important implications for promoting equity in bilingual education. Further research should focus on schools with a higher proportion of students from lower socio-economic status backgrounds.

Examining Sociodemographic Factors, Reasons, and Barriers in the Diversity of Fruit and Vegetable Intake among Undergraduate Students.

The transition from adolescence to university life represents a crucial period during which dietary choices can significantly influence long-term health outcomes. While the benefits of consuming a diet rich in fruits and vegetables (FVs) are widely acknowledged, there remains a noticeable gap in research concerning the factors influencing the consumption of specific FV varieties among university students. This study aimed to investigate the factors and barriers influencing the diversity of fruit and vegetable intake among undergraduate students. A cross-sectional study involving 542 undergraduate students (with an average age of 20.6 ± 0.1 years and a body mass index of 21.3 ± 0.2 kg/m2) was conducted at Chulalongkorn University in Bangkok, Thailand, between February and September 2022. Most students showed a preference for tropical fruits with inedible peels (88.2%) and Brassicaceae vegetables (91.0%), whereas lower consumption was observed for citrus fruits (19.7%) and Fabaceae vegetables (43.7%). Sociodemographic factors and cooking methods significantly influenced FV intake, with non-consumption associated with male students, independent living, lower BMI, and advanced academic years. A lower quality of life was found to be correlated with a higher proportion of students who did not consume vegetables. Barriers to inadequate fruit intake included busy lifestyles, while taste preference emerged as the primary reason for fruit consumption. Busy lifestyles and perceived healthiness were identified as the main barriers and reasons for vegetable intake. The study highlights the importance of implementing strategies and improvements in the university environment to promote diverse FV consumption and encourage healthy dietary behaviors among students.

Body Mass Index and Waist-Hip Ratio as Health Risk Predictors among selected Southern Nigerian University Undergraduates

Objective: The use of clinical anthropometry in the evaluation of several forms of health risks associated with dietary patterns and lifestyle habits has been encouraged globally. This present study aimed to assess the body mass index (BMI) and waist-hip ratio (WHR) of selected South-Southern Nigerian tertiary students. Methods: The study involved 100 students (50 males: 50 females) of Madonna University, Elele between 18 to 25 years. The health risk classification based on the BMI of both genders was grouped into seven (7) classes; severely underweight, underweight, normal weight, overweight, obese I, II, and III. The WHR health risk classification was grouped into three (3) classes for both genders; low, moderate, and high risks. A stadiometer was calibrated to the nearest 0.01m to obtain body height while body weight was measured to the nearest 0.1kg with a HD358 Tanita digital bathroom weighing scale. Waist (WC) and hip circumferences (HC) were measured to the nearest 0.5cm with a non-stretchable measuring tape. Results: The study showed that the highest proportion of students was either normal (27%) or overweight (24%). Females had a mean BMI and WHR of 26.56kg/m2 and 0.77, respectively while males had a mean BMI and WHR of 30.99kg/m2 and 1.04, respectively. Based on WHR health risk classification, a higher percentage of males had a high risk (40%) in comparison to females (18%). There was a significant difference in the distribution of the WHR health risk classification between males and females (p=0.045). Conclusion: The current study concluded that both BMI and WHR could significantly be utilized as health risk predictors of disorders associated with diet and lifestyle habits in the study population.

Fun and Different Course

This article examines how one instructor employs the principles of gamification in an introductory U.S. history survey. Through the use of a "choose your own grading adventure," which includes 350 assessment choices, the instructor has created a course where students exercise their autonomy and demonstrate their competency over course content. The article argues that gamifying an introductory college-level survey has many advantages for students. Most notably, the course's grading adventure motivates students to complete work in one of the more difficult course modalities -- an asynchronous online learning environment -- as evidenced by the high proportion of students who earn an A each semester.

Preparing sixth-form students for the transition into higher education: developing key research skills through the EPQ

The Extended Project Qualification (EPQ) is a Level 3 qualification which allows students to develop an independent research project on a topic outside of their A-Level studies, culminating in either a dissertation or artefact final product (both research-based, with a written component) (AQA, 2023). The University of Southampton Learn with US Transition Programme provides free interactive workshops and guidance to sixth-form students in state schools undertaking the EPQ, particularly targeting schools that meet our widening participation (WP) criteria (The Learn with US Transition Programme, 2023). The persistence of long-standing awarding gaps at university, especially for WP and minoritised students, demonstrates the importance of improving equality, diversity, and inclusion at all stages of the student lifecycle, including the transition into higher education (Harrison and Waller, 2018; Matheson, 2018). Research from the University of Southampton observes that higher proportions of students with an EPQ achieve first class and 2:1 degree awards compared to the proportion of students that don’t have an EPQ. In addition, an exploratory analysis of our most recent research (as yet unpublished) indicates that the EPQ may also contribute to reduced awarding gaps for students from underrepresented backgrounds in HE. Our approach to developing interventions targeted to address specific milestones of the EPQ project can be used to inform practice for other Learning Developer practitioners, including: Embedding interactive activities into workshops to maintain interest and build confidence. Emphasising the transferability of research skills in a range of contexts. Encouraging students to direct their own learning through developing dialogue and asking questions, instead of providing a ‘right’ answer. Linking up to post-entry academic skills support to enable a smooth transition to university (Stoten, 2014; Cripps et al., 2018; Gill, 2018; Stephenson and Isaacs, 2019). Feedback from students and teachers consistently demonstrates that this approach develops key research skills, and student confidence in viewing themselves as potential members of a university community (Cripps et al., 2018).

Sex-Specific Depressive Symptom Trajectories Among Adolescents in Los Angeles County, 2013 to 2017

After remaining stable for many years, the prevalence of depression among adolescents increased over the past decade, particularly among girls. In this study, we used longitudinal data from a cohort of high school students to characterize sex-specific trajectories of depressive symptoms during this period of increasing prevalence and widening gender gap in adolescent depression. Using data from the Health and Happiness Cohort, a longitudinal 8-wave study of high school students residing in Los Angeles County from 2013 to 2017 (N = 3,393), we conducted a multiple-group, latent class growth analysis by sex to differentiate developmental trajectories in depressive symptoms scores measured by the Center for Epidemiological Studies- Depression (CES-D) scale (range, 0-60). A 4-class solution provided the best model fit for both girls and boys. Trajectories among girls included low stable (35.1%), mild stable (42.8%), moderate decreasing (16.2%), and high arching (5.9%). Trajectories among boys included low stable (49.2%), mild increasing (34.7%), moderate decreasing (12.2%), and high increasing (3.9%). Average scores consistently exceeded or crossed the threshold for probable depression (≥16). Across comparable sex-specific trajectory groups, the average CES-D scores of girls were higher than those of boys, whose average scores increased over time. In a diverse cohort of students in Los Angeles County, depressive symptom trajectories were comparable to prior time periods but with a higher proportion of students in trajectories characterized by probable depression. Trajectories differed by sex, suggesting that future research should consider differential severity and onset of depression between boys and girls.

IMPLEMENTASI METODE DRILL DALAM PEMBELAJARAN PEMAHAMAN TEKS INFORMASI: STUDI KASUS PADA SISWA SMP MA’ARIF 5 PUCUK KABUPATEN LAMONGAN

Implementation of the Drill Method in Learning Information Text Comprehension: A Case Study of Students at SMP Ma'arif 5 Pucuk, Lamongan Regency. This study aims to determine the implementation of the use of the drill method as a support for learning reading comprehension of information texts for class VIII students of SMP Ma'arif 5 Pucuk Lamongan. This research is a case study. The research instruments are interviews, observation, and documentation. The results of the study showed that the use of the drill method had an effect on increasing students' grades on informational text reading material. These results can be seen from the students' assessment scores on literacy skills, which show the lowest proportion of students' scores at as much as 7.6%, while the highest proportion of students' scores is 92.3%.

Examining the association between social context and disengagement: Individual and classroom factors in two samples of at-risk students

Disengagement is a concept that captures the gradual behavioral, affective, and cognitive distancing from school, and is thus an early indicator of students being at risk for dropout. Based on a social identity framework, we predicted that higher social identification with the class and a positive classroom climate would be associated with lower rates of disengagement at both the individual and classroom level. In two samples from 16 German middle schools (n1 = 255, n2 = 287) with high annual dropout rates (> 10%), we assessed three disengagement facets: affect (daily mood at school), cognition (amotivation), and behavior (truancy). To examine both the individual and the classroom level, we utilized a 2-level mixed model. Gender, grade-level, and migration background were controlled in both samples, and economic learning resources (ELR) were included in sample 2 to better control for socioeconomic influences. In Study 1 (24 classrooms), we found a significant, positive association between social identification and daily mood at the individual level. In Study 2 (21 classrooms), we replicated initial findings for daily mood. In addition, social identification also impacted amotivation. At the class level, a higher grade, and a higher proportion of students with migration background were related to increased truancy. Classroom climate did not show a significant effect on disengagement in either of the studies. Our study sheds further light on the social dynamics of disengagement and highlights the need to control for classroom dynamics and student composition, particularly in classrooms with diverse student backgrounds.

Assessment of Use of Indoor Residual Spraying (IRS) Among Medical Students in Abia State University, Uturu (ABSU) Nigeria

Authors: Prince Ezenwa Ndubueze Onyemachi, Akwuruoha, Emmanuel Maduabuchi, Okeh Happiness Emmanuel, Ibeh-Raymond Shalom, Odinakachi Agwu Umah Kalu, Ogbu Uchechwukwu Oji, Ndu-Agomuo Ihuoma Lois. Background: Malaria has remained one of the life-threatening diseases affecting Nigeria as a nation especially those living in malaria endemic region. The causative organism of malaria ii plasmodium and transmitted to man by infected female anopheles’ mosquito. The clinical features of malaria vary from mild to severe and complicated according to species of parasite present and the patient’s state of immunity. Students in this region are also prone to contracting the disease. Objective: To determine the use of indoor residual spraying (IRS) among medical students in Abia State University, Uturu, Nigeria. Methods and Materials: This descriptive cross-sectional study was carried out to assess the use of Indoor Residual Spraying (IRS) among medical students of ABSU. The study involved both preclinical and clinical students. A Simple random sampling was used in selecting participants and data was obtained using self-administered questionnaires, analyzed with Statistical Package for Social Sciences (SPSS), version 26.0 and presented in form of tables. Association between the sociodemographic variables and level of usage of IRS were determined and statistical significance was set at P<0.05. Result: A total number 407 students and out which of 389 participated in this study with a response rate of 95.6% and mean age of 21.98±3.52 years, more students were in the range of 20-24, and the dominant tribe was Igbo (94.3%), more of males (50.6%) participated in this study and practice of was poor (31.9%). A high proportion of students (99.7%) had a good knowledge of malaria transmission and IRS. Conclusion: The study reported a high level of knowledge of malaria preventive measures but a poor practice to its utilization, thus a need for proper health education to improve usage of Indoor residual spraying.

The impact of an integrated PBL curriculum on clinical thinking in undergraduate medical students prior to clinical practice

BackgroundProblem-based learning (PBL) is a widely adopted educational approach in medical education that aims to promote critical thinking and problem-solving in authentic learning situations. However, the impact of PBL educational mode on undergraduate medical students’ clinical thinking ability has been limitedly investigated. This study aimed to assess the influence of an integrated PBL curriculum on clinical thinking ability of medical students prior to clinical practice.MethodsTwo hundred and sixty-seven third-year undergraduate medical students at Nantong University were recruited in this study and were independently assigned to either the PBL or control group. The Chinese version of the Clinical Thinking Ability Evaluation Scale was used to assess clinical thinking ability, and the students’ performance in the PBL tutorials was assessed by tutors. All participants in both groups were required to complete the pre-test and post-test questionnaires to self-report their clinical thinking ability. A paired sample t-test, independent sample t-test and one-way analysis of variance test (ANOVA) were used to compare the difference in clinical thinking scores among different groups. Multiple linear regression was conducted to analyze the influencing factors correlated with clinical thinking ability.ResultsThe clinical thinking ability of most third-year undergraduate medical students at Nantong University was at a high level. The PBL group had a higher proportion of students with high-level clinical thinking ability in the post-test compared to the control group. The pre-test scores of clinical thinking ability were similar between the PBL and control groups, but the post-test scores of clinical thinking ability in the PBL group were significantly higher than those in the control group. Additionally, there was a significant difference in clinical thinking ability between the pre-test and post-test in the PBL group. The post-test scores of sub-scales of critical thinking ability were significantly higher than the pre-test in the PBL group. Furthermore, the frequency of reading literature, time of PBL self-directed learning, and PBL performance score ranking were influencing factors on the clinical thinking ability of medical students in the PBL group. Moreover, there was a positive correlation between clinical thinking ability and the frequency of reading literature, as well as the scores of the PBL performance.ConclusionsThe integrated PBL curriculum model has an active impact on improving undergraduate medical students' clinical thinking ability. This improvement in clinical thinking ability may be correlated with the frequency of reading literature, as well as the performance of the PBL curriculum.

Exploring the Use of an Electronic Competency Assessment Document Using iPad Minis to Assess Clinical Practice Competency in a Preregistration Nursing Program: A Cross-sectional Feasibility Study.

The aim of this study was to explore the feasibility of using iPad minis as a method of completing competency assessment in clinical practice. Digital technology helps to revolutionize all aspects of our lives. The use of digital technologies in clinical practice can facilitate a move toward a more flexible learning environment and enable students to adapt in a rapidly changing, interconnected world. The introduction of electronic clinical booklets in practice placements could facilitate the sharing of clinical information through connected healthcare systems, thus improving the student experience. A cross-sectional design was used in this study. A sample of BSc nursing students (n = 53) and clinically based healthcare professionals (n = 27) (preceptors and clinical placement coordinators) participated in this study. Data were collected using a modified version of Garrett and colleagues' instrument, the System Usability Scale, a demographics questionnaire, and three open-ended questions. There was a significant difference between the students and preceptors/clinical placement coordinators across all items with higher proportions of students (ranging from 66% to 75.5%), indicating that they agreed or strongly agreed with the reliability, ease of use, and effectiveness of the device in assessing their clinical competency (ranging from 11.1% to 40.7%). In addition, the iPad minis were found to be smaller, lighter, and easier to carry than paper-based booklets and encouraged students to access timely online learning resources during placement to help augment their learning. The use of iPad mini to complete the electronic competency assessment document as a replacement for a paper-based system to assess clinical practice is feasible. The introduction of electronic assessment documents should incorporate a robust training plan and standard operating procedures.

Awareness of medical students about autism spectrum disorders

Background. The level of awareness of future doctors is an important factor that can further affect the quality of life of children with autism spectrum disorders. The problem has both scientific significance due to the lack of such studies in domestic science, and practical significance for identifying problem areas in the system of pediatric education.
 Aim. To identify the level of awareness of pediatric faculties students about autism spectrum disorders, methods for their diagnosis and treatment, technologies for non-medical intervention.
 Material and methods. A questionnaire, aimed at identifying the awareness of medical students about autism, methods of its diagnosis, patient routing and self-assessment of knowledge, was developed. The questionnaire included 29 questions, which could be conditionally divided into blocks: questions on knowledge about autism, action scenarios and routing, self-assessment of awareness of autism spectrum disorders, assessment of environmental components for children with such disorders, passport. Data collection was carried out using Google forms. The survey involved 408 students of pediatric faculties of 7 Russian medical universities of Kazan, Yaroslavl, Nizhny Novgorod, Krasnoyarsk, Irkutsk, Izhevsk, Kirov. The survey was conducted in December 2020. The type of research can be defined as a questionnaire survey, which was carried out in two stages (field and analytical) from December 2020 to March 2021. The survey was conducted among 14th year (144 people), 5th year (116 people) and 6th year students (125 people). The selection of subgroups was due to the specifics of the educational process: until the second semester of the 4th year, pediatric students do not study disciplines related to the problem of autism spectrum disorders, 5th year students study neurology and psychiatry, 6th year students additionally have experience in outpatient practice. The obtained data were processed using the SPSS package.
 Results. Officially accepted in Russia at the time of the survey, the medical interpretation of autism spectrum disorders as a group of complex disintegrative disorders of mental development was indicated by only a third (32.8%) of the medical students surveyed. Another part of the respondents (28.7%) considered autism to be a genetic disorder in the development of the nervous system due to the lack of inhibition of certain genes. The high proportion of students (21.1%) who define autism as mental retardation associated with socio-pedagogical neglect, causes concern. Senior students were more likely to give more relevant answers about the factors of autism spectrum disorders (2=22.318 at p=0.034). Only 14.2% of students were able to indicate the age of the child for screening the risk of such disorders, 19.1% correctly named the scale used for screening. 71.3% of students did not know about non-medical interventions for autism spectrum disorders, more than 90% did not have information about institutions that families with a child with autism can apply for professional help.
 Conclusion. Insufficient awareness of students of pediatric faculties on the problems of autism spectrum disorders, issues of screening, interventions and routing of children with autism was revealed.

Motivators and barriers to research participation among medical students in Saudi Arabia.

Little is known about the obstacles medical students face when conducting research in Saudi Arabia. Moreover, the proportion of medical students in research has been unknown in our region compared to other regions. We sought to identify the barriers and motivators that influence undergraduate medical students in pursuing research. This was a cross-sectional study design, utilizing an online survey distributed through social media platforms from the 17th of December 2021 to the 8th of April 2022. The survey was distributed to four universities in Saudi Arabia. Participants' characteristics, details regarding involvement in research, and attitude towards research were collected. Frequency measures were used to characterize the demographics and chi-squared tests to determine associations. A total of 435 students were included in the final analysis. The highest proportion of students that responded were second year, followed by first year medical students. Less than half (47.6%) of medical students were involved in research. A significant correlation was revealed between the involvement in research and higher participants' Grade Point Average (GPA). The top three incentives for pursuing undergraduate research were "admission into residency programs" (44.8%), "interest in research" (28.7%), and "financial return" (10.8%). However, the top three limitations were "lack of time" (29.2%), "lack of mentoring" (16.8%), and "lack of interest in research" (14.7%). System-related barriers and motivators were the main reasons behind the involvement of medical students in research. Our study is a call for action to raise awareness among medical students about the importance of research and to provide solutions to overcome these barriers.

Prescription Stimulant Medical and Nonmedical Use Among US Secondary School Students, 2005 to 2020

Recent information on the prevalence of prescription stimulant therapy for attention-deficit/hyperactivity disorder (ADHD) and nonmedical use of prescription stimulants (NUPS) at the school-level among US secondary school students is limited. To investigate the school-level prevalence of and association between stimulant therapy for ADHD and NUPS among US secondary school students. This cross-sectional study used survey data collected between 2005 and 2020 as part of the Monitoring the Future study (data collected annually via self-administered survey in schools from independent cohorts). Participants were from a nationally representative sample of 3284 US secondary schools. The mean (SD) response rates were 89.5% (1.3%) for 8th-grade students, 87.4% (1.1%) for 10th-grade students, and 81.5% (1.8%) for 12th-grade students. Statistical analysis was performed from July to September 2022. Past-year NUPS. The 3284 schools contained 231 141 US 8th-, 10th-, and 12th-grade students (111 864 [50.8%, weighted] female; 27 234 [11.8%, weighted] Black, 37 400 [16.2%, weighted] Hispanic, 122 661 [53.1%, weighted] White, 43 846 [19.0%, weighted] other race and ethnicity). Across US secondary schools, the past-year prevalence of NUPS ranged from 0% to more than 25%. The adjusted odds of an individual engaging in past-year NUPS were higher at secondary schools with higher proportions of students who reported stimulant therapy for ADHD, after controlling for other individual-level and school-level covariates. Students attending schools with the highest rates of prescription stimulant therapy for ADHD had approximately 36% increased odds of past-year NUPS compared with students attending schools with no medical use of prescription stimulants (adjusted odds ratio, 1.36; 95% CI, 1.20-1.55). Other significant school-level risk factors included schools in more recent cohorts (2015-2020), schools with higher proportions of parents with higher levels of education, schools located in non-Northeastern regions, schools located in suburban areas, schools with higher proportion of White students, and schools with medium levels of binge drinking. In this cross-sectional study of US secondary schools, the prevalence of past-year NUPS varied widely, highlighting the need for schools to assess their own students rather than relying solely on regional, state, or national results. The study offered new evidence of an association between a greater proportion of the student body that uses stimulant therapy and a greater risk for NUPS in schools. The association between greater school-level stimulant therapy for ADHD and other school-level risk factors suggests valuable targets for monitoring, risk-reduction strategies, and preventive efforts to reduce NUPS.

The impact of a story on learning ketone body metabolism.

Biochemistry is a core subject in the cross-disciplinary training on Biotechnology engineering courses. Metabolic pathways teaching has traditionally integrated hands-on laboratory experiences and traditional lectures, which detail a large number of reactions at a molecular level, their enzymes and regulation. The current scenario of Covid-19 outbreak have motivated the development of complementary tools that expand the horizon of metabolism teaching. In this study, we employed a story-based methodology to strengthen the metabolic pathways learning and to measure students' perception. Specifically, a peer-reviewed tale describing the ketone body metabolism was used during five semesters as a didactic strategy to teach this biochemical process. A questionnaire assessed the students' understanding and acceptance of the methodology (n = 83). Our findings showed that a high proportion of students (83.13%) were able to relate the story to the topics studied in the classroom (ketogenesis and ketolysis). On the other hand, they were satisfied and suggested that such methodology is effective and fun. In summary, most of the survey responses related to acceptance of story-based strategy ranged from 72% to 97%. Collectively, these results indicated that the story is appropriate to decomplex pathways, becoming a simple tool for driving motivation, learning and engagement of students. The narrative represents a bridge to connect the intriguing series of chemical reactions involved in the anabolism and degradation of 3-hydroxybutyrate (3-OHB), acetoacetate, and acetone with previously learned knowledge, emotions, and key concepts. In conclusion, the tale was useful to decode ketone body-related pathways and making metabolism learning more interesting and easier.

Assessing free-fare public transport in Chilean cities through optimization models

Many public transport services receive operating subsidies from national, regional, or local Governments, part of which are directed to reducing fares. In recent years, different cities, most of them located in Europe, have advanced in the provision of free-fare public transport, which could help reduce car use and thus limit negative externalities related to its use. Using cost minimization models with variable mode share, in a circular structure with radial lines, optimal fares for bus services were estimated for 33 small and medium-sized cities in Chile. Through a linear regression model, we determined that the optimal fares decrease for cities with higher population, lower average income, a higher proportion of students, and with a CBD surrounded by natural boundaries such as seacoast. Based on the model's results, together with feasibility criteria that included competition of buses with other transportation modes, the regulation of existing systems and the quality of available data, recommendations are provided to select the best cities for a test of free-fare public transport in Chile. The methodology is applicable to cities in other countries, and future research may incorporate the effect of the valuation of crowding by users, as well as the generation of additional trips due to a drop in bus fares.

Homelessness and Disability in Public-School Students

To quantify students with disabilities experiencing homelessness in the Northeastern and Mid-Atlantic US state and district public schools and compare them with those without disabilities. Data were compiled from state departments of education and federal homelessness data and were merged by using the Local Education Agency identifier. We calculated the proportion of students with and without disabilities experiencing homelessness and corresponding relative risk 95% confidence intervals. We examined changes in homelessness in Massachusetts counties compared with the 2018 to 2019 school year. Across the 7 states and Washington, DC, 4.7% of students with disabilities experienced homelessness, 58% greater than the percentage of students without disabilities (95% confidence interval 1.57-1.59). The highest proportion of students with disabilities experiencing homelessness was in Washington, DC, and New York, with the lowest proportion in Connecticut. There was little change comparing 2018 to 2019 with 2019 to 2020 statistics in Massachusetts. Quantifying students with disabilities experiencing homelessness provides policymakers with valuable information to be able to act to better support these students. Variations by state/district and time highlight the need for continued data collection and aggregation.

Health students' knowledge about healthy eating and factors associated with the university environment.

Motivation for the study: it is important to assess the level of knowledge about healthy eating in university students as this allows raising awareness about the practice and maintenance of healthy eating habits. Main findings: most university students from the nine health careers had insufficient knowledge about healthy eating. The highest proportion of students with sufficient knowledge were found in the career of nutrition. Implications: there is a need for projects at the university level that encompass the triad of psychology, food, and body; which would improve healthy eating habits in university students. To assess the healthy eating (HE) knowledge of health students and the factors associated with the university environment. This was a cross-sectional study of 512 university students (≥ 18 years) enrolled in nine undergraduate health careers. It was conducted from April to November 2017. The Instrument for Assessment of Health Promotion in Universities and the International Physical Activity Questionnaire were used. In addition, we measured weight, height and waist circumference. Bivariate and multivariate analyses were carried out with SPSS version 23.0. We found that most university students from the nine health careers had insufficient knowledge about healthy eating (71.9%; n=368). However, the highest proportion of students with sufficient knowledge was found in the career of nutrition (15.3%; n=22), followed by those in the physical education career (12.5%; n=18). The lowest percentage of students with sufficient knowledge was found in the career of medicine (8.3%; n=12). Multivariate analysis showed that sufficient knowledge about healthy eating was related to participation in healthy eating activities (p=0.012; PR=1.94), participation in activities addressing self-esteem and self-knowledge (p=0.046; PR=0.59) and being overweight (p=0.036; PR=1.53). A low percentage of health students had sufficient knowledge about healthy eating. However, participation in healthy eating, self-esteem and self-knowledge activities at the university managed to improve the level of knowledge. We recommend the development of university projects that include the psychological, food and body triad, thus involving all health careers, with the aim of improving the health and quality of life of university students.

Health literacy and its association with health outcomes among students in upper secondary education

Abstract Background Health literacy (HL) - as a broad range of health-related competencies and skills- has been recognized as a determinant of health outcomes, and suggested to be a modifiable health resource and a factor contributing to empowerment and equity. Thus, there is a need to identify the state of HL in various population groups. The aim of this study was to investigate HL levels and associations between HL, physical activity and subjective health among students in general upper secondary and vocational Swedish-language schools in Finland. Methods The study used cross-sectional data from the Finnish LIITU-study among students in Swedish-speaking general upper secondary and vocational schools (N = 887; age 16-20 years) conducted in the spring and autumn 2020, during the covid-19-pandemic. Students answered a web-based questionnaire during school hours. HL was measured with the 10-item Health Literacy for School-Aged Children (HLSAC) instrument. Data was analyzed with descriptive statistics and logistic regression analyses. Results According to preliminary findings, one third of students had high HL. HL was higher among female than male students, general upper secondary school students than vocational school students, and in spring than in autumn 2020. A higher proportion of students with high HL, as compared to students with low/medium HL, reached the national recommendations for physical activity, perceived their health to be excellent and, moreover, did not have recurrent psychological symptoms. Conclusions The findings confirm previous research findings on the importance of HL in promoting health outcomes. The pandemic year 2020 provided a unique perspective to the subject. It would be important to survey and discuss the role of schools in providing equal opportunities for the promotion of HL as this may contribute to decreasing health disparities in the population. Key messages • One third of students in upper secondary education (age 16-20 years) had high HL; there were differences between genders, students on different educational paths, and in spring and autumn 2020. • High HL was associated with better self-rated health, less psychological symptoms and reaching national recommendations for physical activity among students in upper secondary education.