Indian Students Research Articles

Perceptions of Indian dental students about online training on preclinical orthodontics during the COVID pandemic: A qualitative study

The objective of the study was to determine students’ perceptions about online training in preclinical orthodontics during the COVID lockdown. After obtaining ethical approval this phenomenological descriptive qualitative study was conducted for sixty minutes on two different days. It reported students’ experiences during the pandemic through focus group discussions. These were recorded on audio and video platforms. The researchers then transcribed and analyzed the recordings and codified the answers into categories to determine the emerging topics until a saturation point was reached. The core emerging themes were (1) Angst and apprehensions (2) Perception about the learning experience (3) Challenges encountered. Even though online learning has been a useful tool for delivering didactic (theoretical) concepts, we attempted to teach preclinical orthodontics to students of final year BDS. Students reported being skeptical and worried at first, but they soon were able to overcome the initial apprehensions and perform well.

Perceived Parents’ Stigma and Personal Stigma Toward COVID-19 Survivors: A Study Among Emerging Adults in India

The COVID-19 pandemic introduced widespread stigma toward individuals who contracted the virus, impacting social interactions and perceptions within communities. This study aimed to understand personal and perceived parental stigma toward COVID-19 survivors among Indian college students, examining how this stigma varies based on the relationship closeness to the survivor (peer vs. best friend) and whether gender differences influence personal stigma levels. A sample of 650 Indian college students (mean age = 20.01 years, SD = 1.43; 501 males) participated in the study. We assessed both personal stigma and perceived parental stigma toward COVID-19 survivors, with additional comparisons made based on the survivor’s relationship to the student (peer vs. best friend) and participant gender. Findings indicated that personal and perceived parental stigma were significantly higher toward peers than toward best friends who had recovered from COVID-19. Additionally, among perceived parental stigmas, stigma attributed to mothers was highest, followed by that attributed to fathers, with participants’ personal stigma being lowest. Notably, no significant gender differences were found in personal stigma among participants. The results highlight nuanced perceptions of stigma toward COVID-19 survivors, with stigma levels varying by relational closeness and perceived parental attitudes, particularly mothers. These findings underscore the importance of targeting stigma reduction efforts, considering family influence and relational factors. Policymakers and mental health professionals could develop age-specific interventions to mitigate stigma toward COVID-19 survivors, potentially enhancing social support systems within college communities.

Sibling relationship qualities and prosocial behaviors in Asian Indian college students: Intervening roles of family respect values and empathy

Sibling relationship qualities and prosocial behaviors in Asian Indian college students: Intervening roles of family respect values and empathy

Mechanism for developing brand equity of higher education institutes using intangible resources: a serial-multiple mediation analysis

PurposeThis study aims to build a comprehensive model for developing higher education institutes (HEIs) brand equity by examining the impact of HEIs intangible resources, brand management aspects, attachment strength and student’s contemporary citizenship behavior (CCB).Design/methodology/approachData were gathered through a self-administered questionnaire from Indian students and alumni (n = 703). The study examines the proposed comprehensive model through serial and multiple mediation analysis.FindingsThe study unfolded “service quality? brand image? attachment strength? word-of-mouth? brand equity” as the most significant path to develop HEI’s brand equity.Research limitations/implicationsThis study pioneers an empirically validated mechanism for developing brand equity in HEIs, addressing gaps identified by previous studies and offering a theoretical framework that elucidates how HEIs can leverage intangible resources through strategic brand management to foster attachment and influence positive student behaviors, thereby contributing to the development of HEI brand equity.Practical implicationsHEIs need to understand that relying solely on tangible aspects leads to short-lived effects. To maintain a lasting competitive advantage, HEIs should focus on crafting a rich historical narrative, retaining talented faculty and staff and earning respect from the public to build a lasting reputation.Originality/valueThis study develops the mechanism for developing brand equity of HEIs using its valuable, rare and inimitable intangible resources. Along with the introduction of novel constructs like competence, heritage and word-of-mouth to existing study, the proposed conceptual model is premised on the theory of self-congruence, social-exchange theory and CCB.

Colours in clothes and psychological functioning: the impact on emotions and self-esteem

Background: Colours are the object of study in various areas of humanitarian sciences, such as linguistics, cultural studies, and art. In psychology, the effects of colour on behaviour and emotional states are analyzed. The purpose of this research is to explore the preference for colours in clothes Indian students wear and report the results of the “Colour Challenge Week” project. Methods: Simultaneous mixed methods were used in this study: qualitative (a survey, documents analysis: students’ reports) and quantitative (two standardized tests: The Rosenberg Self-Esteem Scale and the PANAS-SF). Results: The article introduces the survey results among 246 university students aged 18-22 from different states of India. It shows the colours black, white, and blue in clothes are of preference. Pearson’s Chi-Square test was used to examine the Frequency distribution of values. To find the answer to the research question: “What is the impact of colours in clothes on students’ emotions and self-esteem?” a thematic analysis of students’ reports was performed. Conclusions: The exploration of this topic is far from complete and to uncover all relationships further intensive research is required. Future studies are recommended utilizing bigger sample sizes with a more equal proportion of males to females

Knowledge and Awareness of Emerging Cancer Therapies and their Regulations among Budding Scientists in India: A Survey

Background: Academic clinical research is considered the most important for cancer research because it frequently tests novel drug combinations, investigates rarer diseases, and lowers the risk for future commercial investments. However, due to the potential risks to the cancer patient, clinical research is governed by strict regulations. In high-income countries, comprehensive cancer centers (CCCs) have been established to align academic clinical cancer research with the regulatory framework. In comparison, academic clinical cancer research is considered ineffective in low-income countries. Methods: A cross-sectional, online survey was conducted to evaluate the knowledge of Indian health science students regarding cutting-edge cancer therapeutics and their underlying regulatory requirements. Results: The survey found that 163 out of the 265 respondents were aware of the challenges of developing safe and effective anticancer therapeutics. 43 respondents found no challenges, while 59 respondents were unaware of any. Out of 163, 44 respondents identified technical challenges, 31 identified regulatory issues, and 88 identified both challenges in developing novel anticancer therapeutics. Interestingly, only 83 students out of 265, study cancer therapy regulations in their curriculum. This clearly indicates that most of India's health science students have a significant lack of understanding about the regulations for new cancer treatments. Conclusion: Academic clinical cancer research in India is just recognized as a prerequisite for degree completion due to a lack of regulatory foundation. An emphasis should be placed on restructuring the coursework offered to health science students to improve their ability to translate theoretical cancer research to real-world clinical care.

The Unquiet Pedagogy of Harold Pinter’s Mountain Language : Topical Lessons from India

Abstract: In teaching Harold Pinter’s Mountain Language , I have observed how Indian postgraduate students see for themselves the institutionally sponsored biases and the hierarchized linguistic-racist ideologies these biases spawn. Political questions occur naturally to them: Why even democratic regimes should fear language itself? Why they feel driven to deploy a state language as a weapon in their war games? If English silences dissidence and considers BIPOC narratives devious and defiant, then Pinter would ask us to think differently about English and its potential linguicidal threat. The politics of interdiction that besets communities is another topic that students engage with in reading Pinter. This Note concludes with a reflection on the impossible task of translating Mountain Language for the simple reason that it stages English as at once its theatre and topic. Brought into dialogue with this conundrum is Brian Friel’s Translations , a play that stages another cultural scenario where English bespeaks colonial violence without quite letting an audience see the dubious logic of endorsing that violence.

Mental Illnesses and Stigma among Medical Undergraduates in India.

The current Medical Education system of India, with its enormous workload and academic demands tend to cause the medical students stress. There is evidence showing medical students at a higher risk of depression, anxiety and burnout compared to other Indian students. Despite, the huge reported numbers, the proportion of students and doctors who seek help for their problems is alarmingly low. One of the reasons provided for the same is stigma towards mental health and an apprehension regarding labels and treatment history on the careers of the students. Increased awareness and with a National Health Programme catered towards mental health, there has been a boost in the utilization and provision of mental health services but it rarely translates into better mental health facilities for the healthcare providers. The special set of challenges faced by a medical students are gradually being recognized and efforts are being made to address them. Curriculum guidelines, teaching methods, student welfare centres and helplines have been the areas of intervention. There should also be changes in approaches towards the students who face problems and providing a safe environment for them to discuss their problems, including encouraging peer support. Thus, a fine balance needs to be present between ensuring the protection of the mental health of a medical student and ensuring a quality medical education for them. Further exploration to address stigma and building empathy among the students and evaluation of the intervention methods devised to address the same becomes very necessary to ensure fruitful interventions. It is the need of the hour to help Indian Medical students overcome their struggles with mental health.

Improving sense of school belonging in Indian schools: Student perspectives

AbstractStudents’ sense of school belonging is associated with healthier psychological functioning and improved academic outcomes. Currently, most research on school belonging has been conducted in the United States, United Kingdom, Australia, and New Zealand, resulting in school belonging practices and interventions largely biased towards Western school systems and cultures. This study sought to identify Indian students' perceptions of teacher‐level and school‐level factors that could contribute to a sense of school belonging. Open‐ended survey questions were used to qualitatively explore how teacher‐ and school‐level practices contributed to the school belonging of 93 Indian students aged 12–19. Data analysis followed manifest content analysis, identifying themes within teacher‐level and school‐level domains of enquiry. Results reveal valuable insights into factors influencing school belonging from the students’ perspective. These findings can inform the development of targeted interventions to support Indian students in rebuilding their sense of school belonging, improving their wellbeing, and enhancing their academic success. The research also contributes to a broader understanding of school belonging practices and their cultural sensitivity, benefiting educators, policymakers, and researchers worldwide.

Coached habitus: Mapping the role of shadow education in shaping students' educational trajectories

AbstractStudies have shown how family (typically parents) and formal institutions (specifically schools and universities) shape individuals' dispositions—or habitus. However, other sites of academic socialisation, such as tutoring centres and coaching institutions (collectively forming a shadow education system), are seldom scrutinised for their role in this process. To address this gap in scholarship, this paper draws on interviews with 30 Indian students who narrated their experiences of shadow education in its diversified form, from schooling and higher education to moving to the United Kingdom for advanced education. The discussion of the research findings unveils how shadow education experiences impact students' (academic) dispositions throughout their scholastic lifespan, thus aiding in nurturing academic selves (in early schooling years), cultivating competitive selves (during the transition to university), harnessing enterprising selves (when transitioning within and from university education) and developing transnational selves (as students prepare for international mobility). A synthesis of these empirical realities culminates in introducing a new concept of coached habitus that accounts for the role of shadow education in orchestrating the practices by which students may inculcate specific values, beliefs and habits aiming to prepare them to navigate increasingly competitive educational fields throughout their academic trajectories successfully. The paper argues that shadow education is a key site for habitus formation, particularly in contexts such as India and other Asian countries where non‐formal education is inextricably entwined with everyday schooling experiences.

Importance of Sports Activity for the Better Mental Health of the Indian Student

Physical activity, beyond its well-documented benefits for physical health, plays a crucial role in enhancing mental well-being. Research suggests that individuals with sedentary lifestyles exhibit higher morbidity rates and increased healthcare expenditures. In response to these challenges, exercise therapy is often recommended as an effective intervention for maintaining mental health. Empirical studies have consistently established a positive connotation between physical activity and various mental health outcomes. Notably, nonclinical investigations highlight that regular exercise significantly enhances self-concept and body image. This review aims to summarize current physiological and psychological mechanisms by which exercise contributes to mental well-being. One of the primary physiological pathways involved is the regulation of the hypothalamus-pituitary-adrenal (HPA) axis, which plays a serious role in stress reply. While exercise has been shown to alleviate indications of depression and anxiety, its effects appear to be more pronounced in clinical populations than in the general public. Multiple theoretical models have been projected to explicate the relationship between physical fitness and mental health.

A qualitative survey on perception of medical students on the use of large language models for educational purposes.

Large language models (LLMs)-based chatbots use natural language processing and are a type of generative artificial intelligence (AI) that are capable of comprehending user input and generating output in various formats. They offer potential benefits in medical education. This study explored the student's feedback on the utilization of LLMs in medical education. We conducted an in-depth interview with open-ended questions with Indian medical students via telephone conversation. The recording (average time 55.28±18.04 min) was transcribed and thematically analyzed to find major themes and sub-themes. We used QDA Miner Lite v.2.0.8 (Provalis Research: Montreal, Canada) for the thematic analysis of the text. A total of 25 students from eight Indian states studying from the first to final year of studies participated in this study. Three major themes were identified about usage scenario, augmented learning, and limitation of LLMs. Students use LLMs for clarifying complex topics, searching for customized answers, solving MCQs, making simplified notes, and streamlining assignments. While they appreciated the ease of access, ready reference for getting clarity on doubts, lucid explanation of questions, and time-saving aspects of LLMs, concerns were raised regarding erroneous results, limited usage due to reliability and privacy issues, and the overreliance on chatbots for educational needs. Hence, they emphasized the need for training for the integration of LLM in medical education. In conclusion, according to students' perception, LLMs have the potential to enhance medical education. However, addressing challenges and leveraging the strengths of LLMs are crucial for optimizing their integration into medical education.

Utilizing ELSA Speak and Busuu apps to enhance English for professional purposes among Indian students: An Education 4.0 approach

In our modern, technology-driven, and interconnected world, providing students with strong English communication skills is essential to prepare them for the future workforce. Education 4.0 refers to the integration of advanced technologies, such as artificial intelligence (AI), virtual reality, and the Internet of Things, to enhance and personalize learning experiences in contemporary educational settings. Education 4.0 integrates these technologies to create personalized and immersive learning experiences that cater to individual needs, emphasizing critical 21st-century skills. Therefore, this study aimed to enhance professional English communication among students using the Education 4.0 applications ELSA Speak and Busuu. It employed a novel approach based on the substitution, augmentation, modification, and redefinition (SAMR) model to enhance communication effectively. The participants, selected through a stratified random sampling technique from the Virudunagar district of Tamil Nadu, India, included final year students (N = 100) from the arts, and science, and engineering disciplines, reflecting India’s multilingual society and numerous regional languages. After a pilot study, a pre-test using a questionnaire was administered, followed by a 4-week intervention utilizing the ELSA Speak and Busuu apps, and a post-test using another questionnaire. Data analysis included paired-sample t-tests and independent sample t-tests. The results revealed a significant improvement in the participants’ listening, speaking, reading, and writing skills before and after the intervention. Future recommendations include further explorations of Education 4.0 tools and techniques, and longitudinal studies to assess their sustained impact.

Comparative Characteristics of Short-term and Long-term Adaptation by Blood Analysis of Foreign Female Students (India) to the Educational Process System

The article is devoted to the study of the comparative characteristics of the analysis of the leukocyte formula indicators of foreign female students from India during short-term and long-term sociocultural and other demographic factors of adaptation to educational process systems. We found little difference in the blood analysis of foreign Indian female students with short-term, long-term and social adaptation to the educational environment. Based on the evidence of the studied material, it is determined that the body reacts to each environmental requirement with a special effect. If, in one case, as at the initial stage of training, a student is faced with a situation of non-variability, then this requires the mobilization of many resources of the body, while in another case, at a longer and already established stage of training, the student’s body successfully copes with various influencing factors.

Comparison of Problem-based Learning and Didactic Lecture as a Teaching–Learning Method among Undergraduate Medical Students: An Interventional Study

Background Didactic lecture (DL) is a teaching method that has been there for a long time in our educational system, but student involvement is minimal. Problem-based learning (PBL) differs in that it involves students in the learning process. Various skills are learned, such as self-learning, group discussion, communication skills, teamwork and knowledge retention. Critical thinking, analysis and the ability to solve real problems are some benefits of PBL, which can help medical students understand clinical scenarios and analyse, interpret and come up with possible solutions based on sound knowledge. Thus, there is a need to assess the effectiveness of PBL in recall, interpretation and problem-solving skills as compared to the traditional lecture method, as there are very few Indian studies related to PBL in Indian medical students. Materials and Methods A non-randomised interventional study was carried out in the Department of Pharmacology at East Point Medical College, Bengaluru. Groups A and B, each with 60 medical students, participated in PBL and DL for either of the two competencies (myocardial infarction and iron deficiency anaemia). After the completion of the DL and PBL sessions, 20 multiple-choice questions (MCQs) were given to the students. The effectiveness of the teaching method was determined by comparing the mean scores of MCQs of both groups. Results The group scores were compared using an independent sample t-test and expressed as mean ± standard deviation. The total mean score of PBL for the topic myocardial infarction (11.00 ± 2.64, p value = .001) was statistically significant compared with the total mean score in the DL group (9.38 ± 2.52), and the total mean score of PBL for the topic iron deficiency anaemia (15.28 ± 3.53, p value = .001) was significant compared to the total mean score in the DL group (12.98 ± 3.61), respectively. The mean score for recall and problem-solving for the topic of myocardial infarction was statistically significant in the PBL group compared to the DL group. The mean score for recall, interpretation and problem-solving for the topic of iron deficiency anaemia was statistically significant in the PBL group compared with the DL group. Conclusion PBL showed marked improvement in recall, interpretation and problem-solving abilities compared with DL. So, including PBL as a teaching–learning method can promote active and student-centered learning.

Adult Caretaker Engagement and School Connectedness and Association with Substance Use, Indicators of Emotional Well-Being and Suicide Risk, and Experiences with Violence Among American Indian or Alaska Native High School Students - Youth Risk Behavior Survey, United States, 2023.

The strength of American Indian and Alaska Native (AI/AN) communities comes from generations of Indigenous traditions, language, culture, and knowledge. These strengths have been challenged by a complex set of systemic, structural, and social factors related to historical and intergenerational trauma that affects the health of AI/AN communities. Furthermore, AI/AN population health data often are inaccurate because of analytic coding practices that do not account for multiracial and ethnic AI/AN identification and inadequate because of statistical suppression. The 2023 national Youth Risk Behavior Survey included a supplemental sample of AI/AN high school students. Coding of race and ethnicity was inclusive of all AI/AN students, even if they also identified as another race or as Hispanic or Latino, providing comprehensive data on health behaviors and experiences among AI/AN high school students nationwide. Adult caretaker engagement and school connectedness and their association with 13 health behaviors and experiences were examined, including five types of current substance use, four indicators of emotional well-being and suicide risk, and four types of violence. Pairwise t-tests and adjusted prevalence ratios from logistic regression models identified significant associations between exposure and outcome variables. Among AI/AN students, having an adult who always tried to meet their basic needs, high parental monitoring, and high school connectedness were associated with lower prevalence of certain measures of substance use, poor emotional well-being and suicide risk, and violence. Compared with non-AI/AN students, the prevalence of current electronic vapor product use, current marijuana use, attempted suicide, and experience of sexual violence was higher among AI/AN students.This report presents the most comprehensive, up-to-date data on substance use, indicators of emotional well-being and suicide risk, and experiences with violence among AI/AN high school students nationwide. The findings suggest the importance of engaged household adults and school connectedness in promoting emotional well-being and preventing substance use, suicide-related behavior, and experiences of violence among AI/AN students. Understanding the historical context and incorporating Indigenous knowledge when developing interventions focused on AI/AN youths are critical to ensure such interventions are successful in improving AI/AN health and well-being.

Dental caries among over 1.5 million records of schoolchildren in Singapore, 2007 - 2019: age-period-cohort effect analyses.

This study aimed to examine the effects of age, period (historical events), and cohort (generational impact) - APC on caries prevalence and mean DMFT among Singapore schoolchildren from 2007 to 2019. Anonymized records of all 6-year-old Primary 1 (P1), 11-year-old Primary 6 (P6), and 14-year-old Secondary 3 (S3) students before the start of each school year between 2007 and 2019 were extracted from the Integrated Dental Electronic Assessment System (IDEAS), categorised by school level, ethnicity, and sex. Poisson regression and Partial Least Squares (PLS) regressions were applied to estimate APC effects. In total, 502339 P1, 535579 P6, and 496725 S3 records were included from 2007 to 2019, with 1058589 (69.0%) Chinese, 187948 (12.2%) Malay, and 152618 (9.9%) Indian students; 245447 (48.8%) P1, 259389 (48.4%) P6, and 243941 (49.1%) S3 students were girls. Overall, the APC effects on caries prevalence and mean DMFT showed a strong age effect, with the lowest prevalence in the youngest P1 group and the highest in the oldest S3 group. Period and cohort effects were identified, with the prevalence decreasing among those born after 1995 and the lowest prevalence rate in 2013. Similarly, period and cohort effects on mean DMFT were also detected, with decreased mean DMFT after period 2009 and the highest mean DMFT (0.72 in P6 and 1.13 in S3) in cohort 1995. Caries prevalence and DMFT increased with age. While both decreased in individuals born after 1995, mean DMFT began to rise again in those born after 2003.

Developing a Public Health Course to Train Undergraduate Student Health Messengers to Address Vaccine Hesitancy in an American Indian Community.

The purpose of the Diné Teachings and Public Health Students Informing Peers and Relatives about Vaccine Education (RAVE) project was to develop strategies for health communication that addressed COVID-19 vaccine safety for residents of the Navajo Nation. The RAVE project developed a 16-week course using the Diné Educational Philosophy as a framework to train Diné College (DC) public health undergraduate students (n = 16) as health messengers to share COVID-19 vaccine safety information with unvaccinated peers and relatives. An online community survey (n = 50) was used to assess DC community vaccination perceptions to guide course development. The two primary reasons survey participants got vaccinated were to protect the health of others [82% (n = 41)] and to protect their own health [76% (n = 38)]. A pretest/post-test and a retrospective pretest (n = 13) were implemented to determine course effectiveness. A finding approaching significance was related to student confidence in being health messengers (9.1% increase). RAVE offers the first example in the published literature of successfully training American Indian undergraduate students in the context of a public health course to contribute to the response workforce during a public health crisis.

Collaborative Educational Study on Traditional Medicine and Biodiversity Conservation within UNESCO Biosphere Reserve

We investigated the potential synergies between Ayurveda and Kampo within the context of biodiversity conservation in Mt. Hakusan Biosphere Reserve, to elucidate the linkages between traditional medicinal practices and conservation efforts. Methodology: 20 Indian students with backgrounds in Ayurveda and Nature Conservation from The University of Trans-Disciplinary Health Sciences and Technology (TDU) participated in an educational program at Mt. Hakusan Biosphere Reserve in Japan, facilitated by Kanazawa University. The program included lectures, fieldwork, and interactive sessions comparing Ayurveda with Kampo to explore connections with biodiversity conservation. Data were collected through pre- and post-program surveys to assess participants' awareness levels and perceptions, alongside qualitative methods such as participant observations. Results: Findings indicate a significant increase in awareness about UNESCO Biosphere Reserves among participants following the educational intervention. Students perceived the program positively and expressed interest in further research within Biosphere Reserves. However, some respondents reported only marginal increases in awareness, suggesting potential areas for program improvement. Conclusions: The study underscores the potential for cross-cultural collaboration in advancing traditional medicine and biodiversity conservation. Positive participant responses highlight the efficacy of educational programs in fostering awareness and interest in sustainable healthcare practices, with implications for future research and educational initiatives. Keywords: Ayurveda, Kampo, Traditional Medicine, Biodiversity Conservation, Biosphere Reserve, Cross-cultural collaboration

Gender as a Moderator to Students’ Behavioral Intention Toward Online Learning

The study has used the theoretical constructs of unified theory of acceptance and use of technology (UTAUT) model and explored the student's intention to use online learning through EdTech apps. Specifically, the moderating effect of gender has been analyzed. Primary data has been collected from Indian students enrolled in online learning during the COVID-19 pandemic. The partial least squares multi-group analysis (PLS-MGA) technique has been used for data analysis. Results have indicated that self-management of learning, perceived-playfulness, effort-expectancy, and performance-expectancy positively influence the use of online learning, while social influence had insignificant influence. Further, the perceived-playfulness was found to have a high impact on the behavior intention of female students in India.