Higher Mean Scores Research Articles

Examination of the Relationship Between Stress Coping and Problem Solving Skills of Physical Education Teachers

This study aimed to investigate the relationship between coping with stress and problem-solving abilities among physical education teachers. The research sample comprised 64 female and 89 male physical education teachers, totaling 153 individuals, employed in schools under the Ministry of National Education in Mardin. Data collection instruments included a personal information form developed by the researcher, the Coping with Stress Scale developed by Türküm (2002), and the Problem Solving Inventory developed by Heppner and Peterson (1982) and adapted into Turkish by Şahin, Şahin, and Heppner (1993). Statistical analyses involved testing for variance and homogeneity, employing independent t-tests for pairwise comparisons, One-Way ANOVA for multiple comparisons, and conducting Correlate analysis to determine relationships. Results revealed no significant differences in mean scores for coping with stress or problem-solving skills among physical education teachers based on gender, school type, or years of service in the profession. However, a positive low-level relationship was identified between the coping with stress scores and problem-solving scores of the physical education teachers. In summary, the study revealed notably high mean scores for both coping with stress and problem-solving skills among physical education teachers, suggesting their adeptness at managing stressors and addressing challenges effectively. Additionally, it is postulated that physical education teachers who exhibit effective stress coping mechanisms are also proficient in resolving encountered problems.

Changes in gender disparities of depressive symptoms among middle-aged and older adults in China: an age-period-cohort analysis.

Depression is one of the most common mental disorders and substantially decreases socioemotional well-being and health-related quality of life. Analyzing temporal patterns in depressive symptoms can reveal emerging risks that require attention and have implications for mental health promotion. The present study disentangled age, period, and cohort (APC) effects on trends in depressive symptoms and their gender disparities among China's nationally representative samples of middle-aged and older adults. Using four-wave data (2011, 2013, 2015, and 2018) from the China Health and Retirement Longitudinal Study (N = 65455), APC effects were quantified based on the hierarchical APC model. The 10-item Center for Epidemiologic Studies Depression Scale (CES-D-10) was used to measure depressive symptoms. Depressive symptoms increased during late life and stabilized after reaching an advanced age. After further adjusting for individual characteristics, depressive symptoms exhibited a negative trend with advancing age. The mean levels of depressive symptoms remained stable during the study period. Depressive symptoms varied significantly across cohorts, with those born in 1949-1951 having the most severe depressive symptoms. Significant life-course and cohort variations existed in the gender gaps in depressive symptoms. Although women had higher mean scores on the CES-D-10 scale throughout the life course, the gender gaps in depressive symptoms gradually narrowed with age, as depressive symptoms decreased more rapidly among women. A widening trend in gender gaps in depressive symptoms was found among those born after the mid-1950s, mainly driven by a notable decline in depressive symptoms among men CONCLUSIONS: The convergence of living conditions between genders in late life, as a result of traditional Chinese culture, may have narrowed the gender gap in depressive symptoms. However, given the widening gender disparities in depressive symptoms among younger cohorts, more attention should be paid to women's mental health in the context of China's rapid socioeconomic development.

Coercion in psychiatry: psychometric validation of the Portuguese Staff Attitudes to Coercion Scale (SACS)

BackgroundThere is a growing recognition that staff attitudes toward coercion in mental health care may influence its application. This study presents the psychometric properties of the Portuguese version of the Staff Attitudes towards Coercion Scale (SACS) and describes mental health professionals’ attitudes towards coercion in Portugal.MethodsMental health professionals working in five Portuguese mental health services in urban and rural regions of Portugal were invited to complete a questionnaire comprising the SACS and a socio-demographic form. Psychometric analyses including construct validity and internal consistency were carried out using R software.ResultsA total of 91 out of 119 questionnaires completed were valid for analysis. Fifty-seven (62.64%) respondents were female, with an age range of 24 to 69 years (M = 39.33; SD = 11.09). More than half of them were nurses (52.75%, n = 48), and a third were psychiatrists (36.26%, n = 33). A three-factor structure was confirmed and showed the best fit compared to previously proposed models with a cumulative explained variance of 59%. The Portuguese SACS exhibited adequate internal consistency for both the full-scale and subscales. The highest mean score was in the pragmatic attitude domain (20.60; SD = 3.37). A negative correlation was observed between the critical attitude domain and both age and years of experience (p < 0.05).ConclusionA three-factor structure was confirmed and showed the best fit compared to previously proposed models. The Portuguese SACS showed excellent psychometric properties and is acceptable for assessing staff attitudes towards coercion.

Teaching Technique and Learners’ Motivation in the Post-Covid Landscape

The purpose of the study was to determine the influence of teaching techniques on learner’s motivation. A total of 74 students in the public elementary Schools in Sta. Ana District, Davao City division were identified through stratified random sampling. The study utilized a descriptive-correlation design. An adapted survey questionnaires were utilized which centered on teaching techniques and learner’s motivation. Mean, Pearson r, and regression analysis were used as statistical tools of the study. Results revealed on the level of teaching techniques in the post COVID landscape in terms of: (1) lecture methods, (2) facilitation methods, and (3) instructional material which was all described as Very High which indicates that it was always evident in school. In addition, on the level of learner’s motivation in the post COVID landscape in terms of: (1) attitude, (2) participation, (3) homework, and (4) grades, for the attitude and participation it garners a very high mean score which means that it was always evident. Meanwhile, for the homework and grades it garnered a high score which means that it was oftentimes evident. Further, it showed a significant relationship between teaching techniques and learner’s motivation. Moreover, facilitation methods and instructional material significantly influenced the learner’s motivation.

Student's Perception towards ICT Use in Government and Non- Government Schools of Surkhet District

This article delves into students' perceptions of Information and Communication Technology (ICT) use in government and non-government schools in Surkhet District. The main objective of the article is to explore the perception of students towards the use of ICT in government and non-government school in Surkhet district. In this article, a mixture of article methods is used including both quantitative and qualitative approaches. All the secondary level students in 18 schools of Surkhet district was the population of the article. Among the students of 18 schools, 424 were selected as sample. Questionnaires were used as the source for the data collection. The article used the statistical tools like Regression analysis to find out the perception of the students towards ICT use in schools. Data collected from both school types revealed demographic distributions and attitudes toward ICT. Government school respondents were primarily aged 12-13, while non-government schools had more respondents across all age groups. Males were the majority in both. The regression model analyzing students' perception of ICT use displayed a moderately strong positive correlation (R = 0.610), with 37.2 percent variance explained by factors like Access to Personal Device, Digital Literacy, Access to School IT Resources, and ICT Integration in Curriculum. Constructs showed good reliability and validity, affirming measurement accuracy. Results highlighted the positive impact of examined factors on ICT use, underlining the significance of resource access, digital literacy, and curriculum integration. Non-government schools had higher mean scores in computer and internet skills, possibly due to infrastructure or resource differences. Notable disparities existed between government and non-government schools in combined school and home ICT use and confidence levels, with gender differences also noted, warranting further exploration or intervention. The article underscores the need for improving access to resources, enhancing digital literacy, and integrating ICT in curricula to positively influence students' perceptions and use of ICT.

COMPARING STUDENTS’ ATTITUDE TOWARD CODE-SWITCHING

This study aimed to determine the significant difference in students’ attitudes toward code-switching when analyzed according to age, gender, and ethnicity. The study employed the non-experimental quantitative research design utilizing the descriptive-comparative method and stratified random sampling with Mean, t-test, and Analysis of Variance (ANOVA) as statistical tools. Researchers used adapted and validated survey questionnaires in gathering the data from the 200 target respondents. The result showed that the affective indicator of the student’s attitude generated a high mean score and showed that the items were often manifested. This means that students’ positive attitude toward code-switching is often manifested, implying that students use code-switching frequently and have a positive outlook on it. It was also found that the students’ demographic profiles do not have a significant difference in their attitude toward code-switching. Even the results show no significant difference; these results still emphasize the importance of integrating code-switching into educational practices, acknowledging its potential benefits in enhancing linguistic flexibility and fostering communication strategies in academic settings. Researchers emphasize performing more research regarding code-switching that is not included in the current study and explore different approaches to deepen understanding of the reasons behind their attitude by providing plausible factors and elaborations.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0760/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Broiler flocks in production systems with slower-growing breeds and reduced stocking density receive fewer antibiotic treatments and have lower mortality

In the Netherlands, the number of broiler production systems with higher welfare standards, using slower-growing broilers and decreased stocking densities, has increased over the last decade. This study aimed to investigate the effect of this change on antibiotic treatments, mortality, and footpad lesions. Data from national monitoring databases from 2013 to 2021 were used, resulting in 113,380 included flocks from 917 farms. Flocks were divided into conventional (CONV), medium-growing (MED), and slow-growing (SLOW), based on breed and slaughter age (median age: CONV 42 d; MED 50 d; SLOW 56 d). Generalized mixed-effect models were created to compare antibiotic treatments in and after the first week, total on-farm mortality, and footpad lesion scores between these 3 production systems. Year, quarter, flock size, thinning, number of houses, and regional density of poultry farms were included as fixed effects. Random effects were farm and veterinary practice in all models, with an additional random slaughterhouse effect to describe footpad lesions. Probability of treatment in the first week of age in CONV flocks overall years (7.2%, 95% CI [5.9, 8.7]) was higher than in MED (2.0%, 95% CI [1.6, 2.5]) and SLOW flocks (1.3%, 95% CI [1.0, 1.7]). Treatment probability after the first week was similarly higher in CONV flocks (14.7%, 95% CI [12.1, 17.6]) than in MED (3.2%, 95% CI [2.5, 4.0]) and SLOW flocks (2.2%, 95% CI [1.7, 2.9]). CONV flocks had a higher mean mortality (3.2%, 95% CI [3.0, 3.4]) than MED (2.0%, 95% CI [1.9, 2.1]) and SLOW flocks (1.9%, 95% CI [1.8, 2.0]). Regarding footpad lesions, CONV flocks had the highest mean scores (range 0-200) over all years, whereas SLOW flocks had the lowest scores (CONV: 46.1, 95% CI [42.1, 50.6]; MED: 21.3, 95% CI [18.9, 24.0]; SLOW: 13.2, 95% CI [11.5, 15.1]). This analysis of data from flocks over a 9-yr period indicates that switching from conventional to alternative production systems with higher welfare standards could positively affect broiler health and antibiotic use.

Classroom intervention to improve behavioral intention toward regular physical activity among adolescents.

During adolescence, a critical phase in human life, the groundwork for a healthful future is established. Physical inactivity poses a significant risk factor for non-communicable diseases (NCDs) and related mortality worldwide. To assess adolescents' behavioral intentions regarding regular physical activity, the Theory of Planned Behavior (TPB) examines 'Attitude,' 'Subjective norm,' and 'Perceived behavioral control.' Utilizing TPB, this study focuses on evaluating the impact of a school-based health promotion intervention on behavioral intentions toward physical activity among urban adolescents in West Bengal, India. A school-based nonrandomized controlled interventional study with parallel group design was conducted among adolescents aged between 12 and 16 years. Behavioral intention towards performing regular physical activity was determined with the measurements of the constructs from the TPB. Cluster analysis was conducted using measurements from both the intervention and control groups. Participants with higher mean scores in the constructs were classified as intenders, while the rest were considered non-intenders. The intervention's impact was evaluated by calculating the Relative Risk (RR) through a generalized linear model with robust standard error estimates, to ascertain the probability of belonging to the higher intention cluster. Following the intervention, construct-wise scores improved significantly, particularly the perceived behavioral control mean score in the intervention group. The Relative Risk (RR) of becoming an intender for regular physical activity in the intervention group was 1.24 (95% CI: 1.04-1.48) when compared to the control group. Health Promoting Schools has been recognized as a strategic and cost-effective vehicle to promote positive development and healthful living, and the current evidence suggests they can effectively reduce the emergence of significant NCD risk factor like physical inactivity. Schools must establish strong partnerships with diverse stakeholders to address barriers beyond the school environment and enhance their control over critical issues.

Difference in medical student performance in a standardized patient encounter between telemedicine and in-person environments

ABSTRACT Introduction Telemedicine is an increasingly common form of healthcare delivery in the United States. It is unclear how there are differences in clinical performance in early learners between in-person and telemedicine encounters. Materials & Methods The authors conducted a single-site retrospective cohort study of 241 second-year medical students to compare performance between in-person and telemedicine standardized patient (SP) encounters. One hundred and twenty medical students in the 2020 academic year participated in a telemedicine encounter, and 121 medical students in the 2022 academic year participated in an in-person encounter. SPs completed a multi-domain performance checklist following the encounter, and the authors performed statistical analyses to compare student performance between groups. Results Students who completed in-person encounters had higher mean scores in overall performance (75.2 vs. 69.7, p < 0.001). They had higher scores in physical exam (83.3 vs. 50, p < 0.001) and interpersonal communication domains (95 vs. 85, p < 0.001) and lower scores in obtaining a history (73.3 vs. 80, p = 0.0025). There was no significant difference in assessment and plan scores (50 vs. 50, p = 0.96) or likelihood of appropriately promoting antibiotic stewardship (41.3% vs. 45.8%, p = 0.48). Conclusion The authors identified significant differences in clinical performance between in-person and telemedicine SP encounters, indicating that educational needs may differ between clinical environments.

Distressed personality is associated with late adverse effects in long-term survivors of Hodgkin lymphoma.

There are few studies of personality traits in long-term Hodgkin lymphoma survivors (HLSs) treated according to contemporary stage-and risk-adapted approaches. The Distressed Personality (DP) Scale covers negative affectivity and social inhibition. We examined differences in self-reported late adverse effects (LAEs) between HLSs with and without DP and other explanatory variables. This cross-sectional questionnaire-based study included a population-based cohort of HLSs treated from 1997 to 2006, aged 8-49 years at diagnosis, and alive in 2016. Among 518 eligible HLSs, 303 responded (58%), and 294 completed the DP scale. DP was defined by scores above cut-off on both the negative affectivity and social inhibition subscales. LAEs studied were major depression, posttraumatic stress disorder, sleep problems, obesity, neuropathy, fatigue, memory problems, and general health. DP and 10 other explanatory variables were tested against LAEs as dependent variables in multivariable regression analyses. The mean age at survey was 45.9 years (standard deviation [SD] 4.6), mean follow-up time 16.7 years (SD 3.0), and 48% were females. Eighty-two HLSs had DP (28%, 95% confidence interval 23% - 33%). All LAEs except obesity were significantly more common/had higher mean score in HLSs with DP. In multivariable analyses, presence of DP was significantly associated with all LAEs except obesity. The presence of DP is common among HLSs. The presence of DP was associated with most self-report LAEs examined. Including assessment of personality traits in the survivorship care plans of HLSs should be considered. Prospective studies assessing the influence of pretreatment DP on LAEs are warranted.

The role of a dedicated transition process from pediatric to adult interdisciplinary care for persons with spina bifida.

Interdisciplinary care and pediatric to adult transitional programs have consistently shown medical and social value for individuals with complex medical conditions such as spina bifida (SB). Such interdisciplinary clinics are common in pediatrics but are rarely offered for adults. This survey-based study reports information related to transition, daily pain burden, and satisfaction with care delivery in an adult SB clinic. A 23-question survey that was based on empirical observations from the adult SB clinic was formulated, IRB approved, and distributed to adult patients. Many respondents had previously received care at the institution's pediatric SB clinic and completed transition to the adult program. Responses were de-identified, categorized, stored in a secure database, and statistically analyzed using SPSS. Of 245 patients approached, 116 (47%) surveys were completed and analyzed. Those who had a direct transition (defined as a less than 24-month gap in care) from the pediatric to the adult clinic comprised 44% (n = 51) of responders. The alternative group of 56% (n = 65) had a longer gap, disorganized or absent transition, or had pediatric care elsewhere. The study population had an average age of 36 years, had mostly received childhood care at the authors' institution, regardless of whether they made a direct transition or had a gap in care (68%), and held the diagnosis of open myelomeningocele (78%). Overall satisfaction with the clinic experience was high (mean score 9.04 on a 10-point subjective scale). Differences regarding independence in activities of daily living based on transition status were not significant, but on multivariate analysis, those who reported independence in activities of daily living had an almost 4-fold higher odds of daily pain (p = 0.024; OR 3.86, 95% CI 1.19-12.5). The most frequently identified areas for improvement included improved access to care and pain control. Pediatric transitional processes and interdisciplinary clinics may contribute to improved patient-perceived outcomes and satisfaction with their SB care in comprehensive settings. Further elucidation of barriers to pain control is warranted, in addition to ways in which comprehensive and longitudinal care can improve them.

Exploring the MAPPING application to facilitate risk communication and shared decision-making between physicians and patients with gynaecological cancer

This is an observational study in which we evaluated current levels of risk communication (RC) among gynaecological oncologists and their view on the Mapping All Patient Probabilities in Numerical Graphs...

Gender Inclusivity in Law Enforcement: Impact of Gender-Responsive Policing in Region IV-A, CALABARZON

This study investigates the status of gender equality in law enforcement, gender consideration and discrimination, gender safety in transportation, and the extent of gender-responsive policing. Employing a quantitative research design, the study sourced data from 165 participants through purposive sampling, which was sanctioned by the Land Transportation Office in Region IV-A CALABARZON. Findings reveal a young to middle-aged participant profile, predominantly with higher education, suggesting a potentially elevated perspective on gender inclusivity informed by their educational experiences. High mean scores across gender inclusivity metrics indicate a positive perception of gender equality, particularly in terms of economic participation, opportunities, and law enforcement practices. However, certain areas have highlighted the need for further research, especially regarding discrimination in career advancement. This study underscores the significant role of GROs in enhancing perceptions of gender equality and safety. This emphasizes the importance of fostering a positive community reception toward gender-responsive policing initiatives contrary to the initial hypotheses. Demographic profiles, including age and training received, were not significantly correlated with perceptions of gender-responsive policing, directing attention to areas warranting further investigation.

Perceptions of Allied Health Students about lecture and peer‐assisted learning

Background. Students’ perceptions of the educational methodology are valuable for improving the quality of the educational environment. However, there is limited literature on students’ perceptions of lectures and peer-assisted learning (PAL) within the School of Biomedical and Allied Health Sciences. Objectives. To determine the perceptions of allied health students across different study levels regarding the effectiveness of lectures and PAL as educational strategies. Methods. This cross-sectional study involved 213 Allied Health students from levels 200 to 400 at the University of Ghana. Data were collected using an adopted perceptions questionnaire. Perceptions of lectures and PAL were analysed using means and mean percentages. A one-way ANOVA test was performed to compare differences in perceptions among students at various study levels, while the independent sample t-test was used to compare differences in perceptions between male and female students. Results. PAL had the highest mean scores, with a global rating of 4.1 (standard deviation (SD) 0.8) compared with 3.5 (SD 0.8) for lectures (p&lt;0.00). There were no differences in perceptions about lectures and PAL among levels 200 to 400 students. Female students had a more positive perception of PAL, while both male and female students had the same positive perceptions about lectures. Conclusions. Students generally had positive perceptions about lectures and PAL; however, PAL was acknowledged as an alternative that provides students with active educational experiences. PAL may be incorporated into the standard curriculum alongside lectures.

Sources of stress, coping strategies and associated factors among Vietnamese first-year medical students.

This study aims to examine the sources of stress among first-year medical students; the frequency of their coping strategies; the factors associated with specific stressors and specific coping strategies adopted by the participants. We conducted a cross-sectional study with 409 first-year students at the University of Medicine and Pharmacy, Vietnam. The Vietnamese versions of the Higher Education Stress Inventory (V_HESI) and Brief Coping Orientation to Problems Experienced (V_Brief COPE) were validated and were used as measurement instruments for participants' sources of stress and coping strategies frequencies. The survey comprised questions of socioeconomic status, stress-related issues, the six sources of stress (using the V_HESI), and the nine coping strategies (using the V_Brief COPE). Among the six sources of stress, "Worries about future competence/endurance" had the highest mean score (3.02±0.64), while "Mismatch in professional role expectations" had the lowest score (1.60±0.53). "Financial concerns" and "Academic workloads" were also significant sources of stress. Regarding coping strategies, Self-distraction was most frequently adopted by the participants (2.80 ± 0.68). Problem-solving (2.72±0.53) and seeking Social support (2.62±0.70) were also common adaptive strategies. Avoidance (1.87±0.55) and substance-use (1.27±0.55) were the least frequent strategies. Students who experienced acute stress event were more likely to have financial concerns compared to others. Substance use was positively associated with stressors from "Mismatch in professional role expectations", "Non-supportive educational environment", "Having physical issues" and "Having part-time job". Self-blame was more frequent among students with "Worries about future competence/endurance", "Financial concerns", and "Academic workload". Male student tended to adopt humor strategy (β = 0.19, p = 0.02), while less likely to utilize religious practices (β = -0.21, p = 0.01). Two-thirds of the participants reported moderate to high levels of stress. "Worries about future competence/endurance" was the most concerned stressor, followed by "Academic workload", and "Financial concerns". The first-year medical students reported high frequency of utilization "Self-distraction", "Problem-solving" and "Social support" when confronting stress. The findings may help inform the school management to better support students' well-being.

AN IMPACT OF GAME-BASED TEACHING ON VOCABULARY LEARNING OF THIRD GRADE STUDENTS IN SHENZHEN QIANHAI ELEMENTARY SCHOOL

This research discussed game-based teaching in third-grade English as an entry point and proposed corresponding teaching strategies for existing problems. The objectives of this research were: 1) to find out the impact of game-based teaching on the English vocabulary learning of the third-grade students in Shenzhen Qianhai Elementary School; and 2) to find out the satisfaction level of third-grade elementary school students with the use of game-based teaching methods to improve their English learning. This study aims to inspire third-grade English educators. According to the analysis of the data using SPSS, the results revealed that the average of mean scores was 3.66 and the average of S.D. was 0.71, with the highest mean score (=4.0) and the lowest score (=3.50), while the highest S.D. was 0.85 and the lowest S.D. was 0.53. Then, by looking closely at how English is taught through games in third-grade classrooms now and finding the problems teachers are having putting it into practice, several major problems become clear. These include teachers' biased views of game-based teaching, teachers' haphazard use of game methods, a lack of variety and newness in game materials, and students who aren't interested enough. Building upon these findings, the research proposes tailored teaching strategies aligned with the learning characteristics of third-grade students and the demands of the English curriculum. These strategies include meticulous preplanning to ensure the suitability of game teaching, providing moderate guidance to enhance student participation and engagement, fostering interactive learning atmospheres through verbal and non-verbal exchanges, and facilitating post-game reflection to stimulate critical thinking and optimize teaching effectiveness.

A Geospatial Drug Abuse Risk Assessment and Monitoring Dashboard Tailored for School Students: Development Study With Requirement Analysis and Acceptance Evaluation.

The enormous consequences of drugs include suicides, traffic accidents, and violence, affecting the individual, family, society, and country. Therefore, it is necessary to constantly identify and monitor the drug abuse rate among school-going youth. A geospatial dashboard is vital for the monitoring of drug abuse and related crime incidence in a decision support system. This paper mainly focuses on developing MyAsriGeo, a geospatial drug abuse risk assessment and monitoring dashboard tailored for school students. It introduces innovative functionality, seamlessly orchestrating the assessment of drug abuse usage patterns and risks using multivariate student data. A geospatial drug abuse dashboard for monitoring and analysis was designed and developed in this study based on agile methodology and prototyping. Using focus group and interviews, we first examined and gathered the requirements, feedback, and user approval of the MyAsriGeo dashboard. Experts and stakeholders such as the National Anti-Drugs Agency, police, the Federal Department of Town and Country Planning, school instructors, students, and researchers were among those who responded. A total of 20 specialists were involved in the requirement analysis and acceptance evaluation of the pilot and final version of the dashboard. The evaluation sought to identify various user acceptance aspects, such as ease of use and usefulness, for both the pilot and final versions, and 2 additional factors based on the Post-Study System Usability Questionnaire and Task-Technology Fit models were enlisted to assess the interface quality and dashboard sufficiency for the final version. The MyAsriGeo geospatial dashboard was designed to meet the needs of all user types, as identified through a requirement gathering process. It includes several key functions, such as a geospatial map that shows the locations of high-risk areas for drug abuse, data on drug abuse among students, tools for assessing the risk of drug abuse in different areas, demographic information, and a self-problem test. It also includes the Alcohol, Smoking, and Substance Involvement Screening Test and its risk assessment to help users understand and interpret the results of student risk. The initial prototype and final version of the dashboard were evaluated by 20 experts, which revealed a significant improvement in the ease of use (P=.047) and usefulness (P=.02) factors and showed a high acceptance mean scores for ease of use (4.2), usefulness (4.46), interface quality (4.29), and sufficiency (4.13). The MyAsriGeo geospatial dashboard is useful for monitoring and analyzing drug abuse among school-going youth in Malaysia. It was developed based on the needs of various stakeholders and includes a range of functions. The dashboard was evaluated by a group of experts. Overall, the MyAsriGeo geospatial dashboard is a valuable resource for helping stakeholders understand and respond to the issue of drug abuse among youth.

The perceived relevance, utility and retention of basic sciences in general practice

BackgroundBasic sciences are crucial for clinical medicine, yet studies focusing on their perceived utility among general practitioners (GPs) are sparse. Considering the broad scope of GPs’ practice, an in-depth understanding of basic sciences is fundamental for making informed clinical decisions. This study evaluated GP registrars’ retention and perceptions of the utility of basic sciences in clinical practice.MethodsUsing sequential explanatory mixed methods study design, knowledge retention was assessed by a multiple-choice question (MCQ) examination followed by interviews on the perception of the relevance and utility of basic sciences among GP registrars at James Cook University's (JCU) General Practice Training (GPT) program. Descriptive and inferential statistical analyses were conducted on the MCQ exam data, while thematic analysis was employed for the qualitative interview data.ResultsSixty-one GP registrars participated in the MCQ exam, while 11 of them were involved in the interviews. The highest mean score was obtained in biochemistry (75.1 ± 2.23) while the lowest mean score was in anatomy (56.07 ± 3.16). Key performance predictors included the formative clinical examination scores (β = 0.83, 95% CI: 0.45 to 1.2, p < 0.001) and gender (β = -9.7, 95% CI: -17 to -2.3, p = 0.011). The qualitative data analysis revealed five themes, including the backbone of clinical medicine, varying utility over time and by specialty, clinical synthesis integrates encapsulated knowledge, professional pressures hinder revisitation of knowledge and knowledge renewal enhances updates.ConclusionBasic sciences were considered relevant in clinical practice. Development of continuing professional development (CPDs) sessions and clinically relevant online resources were measures proposed to enhance the retention of knowledge. Future research could focus on innovative educational strategies for GPs.

Comparison of depression and anxiety in first- versus non-first generation Saudi medical students: A cross-sectional study.

Depression and anxiety are prevalent psychiatric illnesses worldwide. This study aimed to estimate the prevalence of these illnesses and their associated sociodemographic factors among medical students at King Saud University, Riyadh, Saudi Arabia, by comparing first- and non-first-generation students. This cross-sectional study included 367 participants. The study tool, distributed in December 2023, consisted of a questionnaire developed by the research team to assess sociodemographic factors, the Patient Health Questionnaire-9 (PHQ-9), and the Generalized Anxiety Disorder 7-Item scale (GAD-7). Among the participants, 33.5% had a first-degree relative who attended medical school. The mean GAD-7 score was 8.30 for first-generation students and 7.48 for non-first-generation students, suggesting a trend toward higher anxiety in first-generation students, although the differences between the 2 groups were not statistically significant (P = .170). The mean PHQ-9 score was 9.54 for first-generation and 8.10 for non-first-generation students (P = .042). Women had significantly higher mean scores than men on both the GAD-7 and PHQ-9 (P=<.001). First- and third-year students had the highest mean scores on both the GAD-7 and PHQ-9 (P < .001). A statistically significant (P < .001) association was observed between anxiety and depression. Future research should focus on identifying, developing, and examining interventions that target at-risk groups of medical students. Multicenter studies with more rigorous research methodologies are warranted to validate these results.

Impact of a Digital Growth Mindset on Enhancing the Motivation and Performance of Chemistry Students: A Non-Cognitive Approach

The current study investigates the effects of a digital growth mindset on the motivation and success of chemistry students. The approach involves the use of technological tools that encourage students to face challenges and keep trying even when things become difficult. Students can achieve milestones by following this fruitful methodology. This study utilized a mixed-method design of an ordered–explanatory type, as identified in one of the categories of mixed-method approaches. The quantitative aspects of the research project were conducted using a matching-only pre-test–post-test control-group design. This was conducted because the study was carried out on secondary school students in Lahore, Pakistan, and the population included students up to the tenth grade. Only the experimental group participated in digital growth mindset activities. The control group was taught using traditional methods. The qualitative aspect of the study involved conducting focus group discussions with students in the experimental group. The results showed a significant improvement in motivation and chemistry achievement among the students in the experimental group, as evidenced by the higher mean scores from the pre-tests and the post-tests compared to the control group. The present research findings reveal that digital growth mindset interventions, when appropriately incorporated into chemistry curricula, possess the capacity to not only improve student engagement and subsequent performance but also to provide educators with valuable insights into instructional practices that are worth implementing in the digital era.