Self-study Time Research Articles

Revitalizing Pedagogy in a Medical Problem-Based Learning (PBL) Curriculum

The Medical Programme at Linköping University, committed to Problem-Based Learning (PBL) and interprofessional education, confronted the necessity for pedagogical revitalization due to an upsurge in student numbers, alterations in national physician licensing criteria, and an organizational framework shift. In response to these challenges, stakeholders conducted a comprehensive systematic self-assessment to navigate a course toward a sustainable and contemporary pedagogical transformation. The methodology employed in this assessment involved a systematic examination of scientific pedagogical literature, policy documents, educational materials, and schedules. Additionally, valuable insights were gathered through teacher and student surveys. Key findings underscore the importance of a balanced approach that grants students more time for self-study and reflection. Enhancing tools and methodologies for constructive alignment is crucial to achieve equilibrium in both theoretical and practical training settings. Moreover, establishing seamless collaborations between the university and teaching hospitals is deemed essential for faculty development and the long-term competence within both organizations. The self-assessment underscored the critical importance of continuous evaluation in medical educational settings. The approach not only ensures the ongoing relevance of the curricula but also cultivates an environment conducive to student-centred teaching and learning. This, in turn, prepares students for lifelong learning and the diverse challenges in their future medical profession.

SURVEY ON SLEEP QUALITY AND RELATED FACTORS AMONG NURSING STUDENTS AT CAN THO UNIVERSITY OF MEDICINE AND PHARMACY IN 2023

Background: Sleep quality is commonly defined in terms of total sleep time, onset latency, sleep efficiency and others. Sleep disturbances are a common health complaint that is expected to surge and have more important consequences in adults, especially in health science students, namely nursing students and midwifery students. Moreover, we have recorded a few studies that have been carried out on sleep quality. Objectives: This study aims to survey the current level of sleep quality among nursing students at Can Tho University of Medicine and Pharmacy and determine factors affecting students' sleep quality. Materials and methods: A descriptive cross-sectional research was conducted on 294 nursing students at the Faculty of Nursing - Medical Technology, Can Tho University of Medicine and Pharmacy from June to August 2023 through a self-report questionnaire. The participants were 294 nursing students, including nursing and midwifery students. The selfreport questionnaire included the Pittsburgh Sleep Quality Index (PSQI) and some questions about the characteristics of research subjects such as the features of external environments, learning activities, and personal activities. The PSQI in the study was used in the Vietnamese, and the reliability was evaluated by Trinh My Linh and colleagues with Cronbach's alpha reliability of 0.67. The data were analyzed using the chi-square test and logistic regression. Results: Our study involved 189 students (64.29% response rate). The total students' sleep quality score was 7.18 ± 3.63, which indicated 71.43% of students had sleep disorders. The major factors were self-study time, being disturbed by light in the bedroom and using mobile devices before bed, which were factors related to students' sleep quality (p<0.05). Conclusion: The portion of sleep disorders among nursing students reached large figures. Henceforth, training institutions need to develop health education programs about enhancing the quality of sleep as well as personal lifestyles and self-study methods to help orient and improve the quality of training and quality of life of students.

Students’ self-regulated learning of university mathematics in different learning environments

Self-regulated learning is important, due to the large share of self-study time for learning mathematics at university, but it is still underresearched.Theoretically and practically, it is of particular interest to understand patterns that lead to different self-regulated learning processes, in order to identify approaches to support students learning. In this study, we analyse students’ appraisals of different elements of three different learning environments in Germany (on-campus, online) and Finland (on-campus) for their congruence with students’ goals. According to Boekaerts’ dual processing model of self-regulated learning, such appraisals define students’ purposes of self-regulation. We analyse interview data of two students per learning environment, in each environment one with a focus on learning goals and one on just ‘surviving the course’. Our results provide a detailed description of the variety of the six students’ self-regulated learning processes as well as a synthesis of students’ appraisals of different elements of the learning environments, indicating the importance of students’ appraisals of the relevance of mathematical contents, implications of exercise assessments, and coping potential, especially in terms of peer learning. These results have practical implications for ‘supporting students’ self-regulated learning processes which are discussed.

설명 가능한 인공지능을 활용한 청소년의 학업열의 관련 주요 변수 탐색

Recently, the importance of academic engagement, an important key to overcoming under-achievement and academic-related stress, has been highlighted. The purpose of this study was to explore key variables related to adolescents’ academic engagement. For this purpose, data from the 1st year (7th graders) and 4th year (10th graders) of the Korean Children and Youth Panel Survey 2018 were used. A comparison was made of the predictive performance of random forest, gradient boosting, and XGBoost to select the best machine learning technique for predicting academic engagement. Additionally, the SHAP index, which is an explainable artificial intelligence technique, was used to identify the relationship between key variables and academic engagement. The main research results are as follows. It was found that gradient boosting had the best prediction performance among the three machine learning techniques compared. The key variables commonly derived from middle and high schools are self-study time (weekends, weekdays), grade level for all subjects the previous semester, life satisfaction, grit, creative personality (cleverness), and teacher-student relationship, which had a positive relationship with academic engagement. However, academic helplessness (lack of learning motivation, lack of positive emotions) was found to have a negative relationship with academic engagement. The commonly derived key variables were in the areas of daily living time, intellectual development, social/emotional, and school. In addition, major variables were derived in the activity area for middle school and in physical development, media, career, and family areas for high school. Based on these results, educational implications regarding adolescents’ academic engagement are discussed.

Engagement in Online Learning among Thai and German Students: The Role of Classmates, Instructors, Technology and Learning Environments across Country Contexts

Since the outbreak of Covid-19 an increasing number of educators around the world have been challenged to maintain student engagement in their country contexts, characterized by particular cultural values, institutional environments and use of technologies. This study explores the role of the country context in student engagement with online learning, comparing experiences of 9 German and 11 Thai students with help of in-depth interviews. Findings reveal differences in affective, behavioral and cognitive engagement across groups. Only German students experienced a decrease in affective engagement due to ineffective communication with peers and lecturers, utilizing fewer tools and being more concerned about privacy, which they associated with the country context they grew up in. The learning environment influenced affective and cognitive engagement differently. While German students felt exhausted as a consequence of increased self-study time and lack of guidance, Thai students, who spent more time studying via videoconferences, highlighted lack of concentration due to digital distractions as well as those from family members, which Thais lived with more often than Germans. Only Thai students stressed how worrying about classmates’ feelings reduced behavioral engagement, speaking up less during videoconferences, which they attributed to cultural values of being considerate and the need for social harmony. These and other findings are discussed considering the possible role of national- and cybercultures as well as of institutional contexts.

Experiences of online occupational therapy education during the COVID-19 pandemic at a South African university

INTRODUCTION: The COVID-19 pandemic resulted in a worldwide shift of academic programmes towards a predominantly online forum. There was therefore a need to explore how students experienced these shifts to ensure optimal learning. This study describes students' experiences of online teaching, learning and assessment and perception of their mental health during the COVID-19 pandemic METHODS: A descriptive cross-sectional quantitative study was employed using a four-part self-administered online survey. Following a pilot study with 11 community service occupational therapists, the survey was sent to all eligible participants (N=118) with a response rate of 85% (n=91). Data were collected from second to fourth year registered occupational therapy students at the University of KwaZulu-Natal in 2021. Data were analysed descriptively using R Studio Suite RESULTS: Over 50% of the students reported a positive online experience. Adequate access to infrastructure enabled optimal online learning. However, students experienced difficulty with structuring self-study time, theoretical application and time allocated for online tests. Additional challenges included stress and time management and managing the increased requirements for self-directed learning. Coping was enhanced by the availability and access to student support services CONCLUSION: The key issues identified in the study need to be addressed to enhance online delivery of the curriculum IMPLICATIONS FOR PRACTICE Online teaching, learning, and assessment in occupational therapy curriculum requires review and adaptation to facilitate optimal student learning On an online platform, or with digital learning, students require support with aspects such as structuring of their self-directed learning time, personal time and stress management An understanding of the online experiences of students may assist in the development and revision of curricula that are responsive to students' needs and which may aid in optimal learning outcomes.

The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review.

The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review.

Association between prolonged weekly duty hours and self-study time among residents: a cross-sectional study.

In 2024, the Japanese government will enforce a maximum 80-hour weekly duty hours (DHs) regulation for medical residents. Although this reduction in weekly DHs could increase the self-study time (SST) of these residents, the relationship between these two variables remains unclear. The aim of the study was to investigate the relationship between the SST and DHs of residents in Japan. In this nationwide cross-sectional study, the subjects were candidates of the General Medicine In-Training Examination in the 2020 academic year. We administered questionnaires and categorically asked questions regarding daily SST and weekly DHs during the training period. To account for hospital variability, proportional odds regression models with generalized estimating equations were used to analyse the association between SST and DHs. Of the surveyed 6117 residents, 32.0% were female, 49.1% were postgraduate year-1 residents, 83.8% were affiliated with community hospitals, and 19.9% worked for ≥80hours/week. Multivariable analysis revealed that residents working ≥80hours/week spent more time on self-study than those working 60-70hours/week. Conversely, residents who worked <50hours/week spent less time on self-study than those who worked 60-70hours/week. The factors associated with longer SST were sex, postgraduate year, career aspiration for internal medicine, affiliation with community hospitals, academic involvement, and well-being. Residents with long DHs had longer SSTs than residents with short DHs. Future DH restrictions may not increase but rather decrease resident SST. Effective measures to encourage self-study are required, as DH restrictions may shorten SST.

Assessing Opportunities for Self-Study and Out-of-Class Activities in a Prescriptive High Contact-Hour Engineering Curriculum

Contribution: This work identifies some attributes of a prescriptive high contact-hour engineering curriculum that could be limiting the development of core skills among engineering students. The findings are put together to develop a guideline for curriculum review that optimizes characteristic student academic hours for in- and out-of-class educational activities. Background: One of the identified factors that contribute to developing core technical and soft skills among engineering students is the amount and nature of the academic workload stipulated by the curriculum. An implication of a curriculum with a high quantity of instruction (QI) (class contact hours) is a deficiency in self-directed learning; an activity believed to support the development of critical thinking and lifelong learning skills among students. Research Question: 1) How does the QI of a prescriptive high contact-hour engineering program affect the time for self-study (TSS)? 2) Are there some features of the curriculum of such programs that can be adapted for controlling QI and TSS? Methodology: A narrative review of a curriculum guideline document was carried out. Using an earlier proposed model that expresses TSS as a function of QI, an analysis of TSS and QI characteristics of six universities awarding the same engineering degree was presented. Findings: Given an average weekly contact hour of 27.75, students in the studied engineering programs are likely to have 60% less TSS in comparison to global counterparts. By addressing some characteristics of the curriculum, these numbers can be improved for more out-of-class activities that foster the development of core technical and soft skills.

The Association between Academic Schedule and Physical Activity Behaviors in University Students.

University students sit too much, which is detrimental to their physical and mental health. Academic schedules, including scheduled education time and self-study time, may influence their physical activity behaviors. To investigate (1) the association between scheduled education time and students' physical activity levels during weekdays; (2) the association between self-study time and students' physical activity levels during the weekdays and weekends. 126 (68 Maastricht University (UM); 58 KU Leuven (KUL)) first-year undergraduate students in biomedical sciences (mean ± SD age: 19.3 ± 1.0, BMI: 22.0 ± 3.0, 17% men, 83% women) completed a demographics questionnaire and reported their academic activities with a 7-day logbook. Furthermore, their physical activity behavior was measured with the activPAL monitor for 7 days. Linear mixed models were used to examine the associations between university (UM versus KUL), academic activities (scheduled education time and self-study time), and students' activity levels. During weekdays, each hour of scheduled education time per day was significantly associated with a 1.3 min decrease of moderate to vigorous physical activity (MVPA) per day. Scheduled education time was not significantly associated with the sedentary time, light-intensity physical activity (LPA), and active sedentary behavior ratio. Each hour of self-study per day was significantly associated with 8 min more of sedentary time per day, 6 min less LPA per day, and 1.3 min less MVPA per day. Self-study time was not significantly associated with active sedentary behavior ratio. During the weekend, each hour of self-study time per day was associated with an additional 17.8 min of sedentary time per day and a reduction of 15.2 min of LPA per day. Self-study time was not significantly associated with the time spent doing MVPA and active sedentary behavior ratio. It could be more effective to change students' physical activity behaviors during self-study than during scheduled education time. Therefore, offering a study environment that reduces sedentary behavior and promotes light-intensity physical activity, is crucial.

Perception of First Year Medical Students towards a New Histology Module in a Medical College in Eastern India: A Quasi-Experimental Study

Introduction: The post-COVID (Coronavirus) era, the transition of our country towards a competency-based curriculum, and our fundamental goal to improve students’ learning experience and academic performance expedite the need to introduce new strategies to the existing teaching-learning method based on principles of medical education in the form of a structured module. Among all subdivisions of anatomy, this is especially relevant for histology because microscopic anatomy poses a basic difficulty associated with the comprehension of microscopic details of human tissues through the novice, untrained eyes of the freshly-admitted first-year medical students. Aim: To study the perception of first year medical students towards the new histology teaching module. Materials and Methods: This quasi-experimental study was conducted among 85 first year medical students of Medical College, Kolkata, from May 2022 to October 2022, on histology teaching methods, comparing new histology modules versus traditional histology methods. A student survey was conducted to study their perception regarding the difficulties faced by them during their first-semester histology practical examination. After conducting a literature search, a new learner-centered histology module was designed and implemented among students to address these difficulties. Forty-eight histology sessions were conducted using the new module over a total duration of six months. Students’ feedback regarding the new module was recorded at the end of the sixth month. The collected data was analysed using Statistical Package for the Social Science (SPSS) software version 22.0 (trial version). Results: A total of 84 (98.8%) of students strongly agreed that because of the preliminary self-study time followed by discussions, quizzes, and brainstorming during the histology sessions, they had an improved understanding of the assigned learning areas. Additionally, 81 (95.3%) of students strongly agreed that their drawing skills of histology diagrams had improved due to drawing practice during the sessions. Furthermore, 83 (97.6%) of students reported an improvement in focusing and correctly identifying slides. Moreover, 82 (96.4%) of students felt that the regular formative assessments and immediate feedback improved their readiness for histology examinations. All of them agreed to the continued practice of the new module in future histology sessions. Conclusion: The students’ response towards the module was found to be positive. Addressing the students’ recommendations in the future would increase the chances of generating more support for it and enhancing their motivation towards improved academic performance in histology examinations.

Research on the Pleating Technique by Using Cardboard Pleat and Kraft Paper

Currently, the pleating technique is favored by famous fashion houses in the world and Vietnam because of its beauty and sophistication. This study aims to study pleating techniques, testing papers, and several polyester fabrics to form pleats under paper mold pressing by the manual heat-pressing method with three types of heat-pressed equipment such as steam iron, oven, and homemade heated box. One of the experiment results is a parameter table of the ability of fabrics and paper to pleat under certain conditions of temperature and time. Besides, a set of paper molds, a set of pleated fabric samples, and the above data table are also reference sources for major students or those who are interested in research, a collection, or a fashion project involving pleating techniques. The study is not only to add knowledge about new processing methods to the content of the material handling subject, but also to increase the ability to self-study, improve the subjectivity dynamic, and shorten self-study time in the process of creating new fashion models based on existing factory conditions.

Factors Affecting Computer Science Student's Academic Performance During Covid-19

Abstract : In this research, the factors that affect the computer science student's academic performance are investigated in the scenario of online learning induced by the COVID-19 pandemic. It is found that while staying at home, and getting tutored online, the academic achievement of the students of Computer Science gets affected by the following group of factors: Family characteristics (family causal factors), Student's academic characteristics, Social and personal characteristics, Psychological and Health Related Factors, Institutional characteristics, Teachers (academic causal factors), Perceptions about Online Learning, Perception about Computers. As opposed to the general usage of only the CGPA as a measure of the academic performance, this research introduces the online self-study time (OSST) as well, as a measure of the academic performance. A total of 170 students had responded to a questionnaire administered to them to assess the effects of the identified factors. The questionnaire was checked for reliability and validity as well, using construct reliability, indicator reliability, convergent validity, and discriminant validity. The students were from various semesters of Bachelor of Computer Science degree program. The questionnaire data is subjected to the multinomial logistic regression analysis. Results have shown that there is relation that exists between the identified factors and the academic performance of the students that is reflected in their CGPA and the OSST. Keywords : COVID-19, Academic performance, Online learning, Online Self-study Time (OSST).

Sex differences in factors associated with neck pain among undergraduate healthcare students: a cross-sectional survey

BackgroundNeck pain is widespread among students in healthcare-related fields. Although neck pain is more prevalent in females, since most research involves mixed-sex samples we know very little about sex differences in contributors to neck pain. Thus, this study sought to explore sex differences in the risk factors for neck pain in this high-risk population.MethodsThis cross-sectional study was conducted in China in 2021 and included a sample of 1921 undergraduate healthcare students (693 males, 1228 females) from 7 health professional schools at Fujian Medical University. We collected data on neck pain symptoms, demographics, behavioral and psychological factors. Multiple regression analysis was conducted to examine sex differences in the risk factors of neck pain.ResultsThe overall prevalence of neck pain was 41.6% with female students having a higher prevalence than male students (44.4% vs. 36.7%, respectively). The adjusted analyses showed that self-study time ≥ 6 h/day (OR = 1.44, 95% CI:1.13-1.83), flexed neck posture >20 degrees (OR = 2.19, 95% CI: 1.28-3.74), static duration posture >2 h (OR = 1.42, 95% CI: 1.02-1.97), and psychological distress (high: OR = 2.04, 95% CI:1.42-2.94; very high: OR = 2.50, 95% CI:1.57-3.74; respectively) were independent factors for neck pain in females. Among males, self-study time ≥ 6 h/day (OR = 1.43, 95% CI: 1.02-2.01) and psychological distress (moderate: OR = 2.04, 95% CI:1.28-3.25; high: OR = 2.37, 95% CI:1.49-3.79; very high: OR = 2.97, 95% CI:1.75-5.02; respectively) were significant risk factors for neck pain.ConclusionsThese findings suggest that the risk profiles of neck pain differ between females and males. The modifiable risk factors for neck pain, such as prolonged self-study time and elevated psychological distress, as well as poor posture among females, could be targeted through health promotion interventions in university settings.

Methods of increasing cultural competence in nurses working in clinical practice: A scoping review of literature 2011-2021.

AimTraining for the development of cultural competence is often not part of the professional training of nurses within the European Economic Area. Demographic changes in society and the cultural diversity of patients require nurses and other medical staff to provide the highest quality healthcare to patients from different cultural backgrounds. Therefore, nurses must acquire the necessary cultural knowledge, skills, and attitudes as part of their training and professional development to provide culturally competent care to achieve this objective.ObjectiveThis review aims to summarize existing methods of developing cultural competence in nurses working in clinical practice.DesignA scoping review of the literature.MethodThe following databases were used: PubMed, ScienceDirect, ERIH Plus, and Web of Science using keywords; study dates were from 2011 to 2021.ResultsThe analysis included six studies that met the selection criteria. The studies were categorized as face-to-face, simulations, and online education learning methods.ConclusionEducational training for cultural competence is necessary for today’s nursing. The training content should include real examples from practice, additional time for self-study using modules, and an assessment of personal attitudes toward cultural differences.

College Students' Extracurricular Reading and Talents Cultivation in China: Based on a Survey in South China University of Technology

&#x0D; College students' extracurricular reading is conducive to all-round development of talents, therefore, current extracurricular reading situation of college students is worth studying. A survey on college students’ extracurricular reading is conducted with 938 questionnaires distributed to randomly chosen year 1-5 college students from every colleges in South China University of Technology(SCUT). Based on survey results drawn by data statistics from 836 valid questionnaires, this paper sums up characteristics and existing problems of college students' extracurricular reading, and puts forward some suggestions. The survey finds that, although current college students are willing to do extracurricular reading, and have also strong self-learning ability, they, affected by heavy academic burdens and temptation of network, are forced to do extracurricular reading mainly in dormitory or bathroom in the evening, at night or at weekend, and their time in reading non profession-related books are less, their reading quantities are small and without a reading plan, with which students are dissatisfactory. Therefore, measures should be taken as follows in universities and colleges: further promote an awareness of the relationship between extracurricular reading and talents all-round development, timely adjust curriculum to allow students more extracurricular self-study time, appropriately guide students in making extracurricular reading plan, so as to enhance college student’s extracurricular reading time, quantity and efficiency, to make extracurricular reading in better service for talents cultivation.

Educational Approaches That Enhance Online Clinical Clerkship during the COVID-19 Pandemic

Objective This cross-sectional national study determined which educational approaches are associated with the effectiveness of online clerkship for medical students. Method A survey was conducted for medical students at 78 medical schools in Japan from May 29 to June 14, 2020. It comprised the following aspects: (a) participants' profiles, (b) number of opportunities to learn from each educational approach (lecture, medical quiz, assignment, oral presentation, observation of a physician's practice, clinical skill practice, participation in interprofessional meetings, and interactive discussions with physicians) in online clerkship, (c) frequency of technical problems, and (d) educational outcome measurement (satisfaction, motivation, knowledge acquisition, skill acquisition, change in self-study time, and understanding of the importance of medical care team). Results Of the 2,640 respondents, 2,594 (98.3%) agreed to cooperate. Ultimately, 1,711 matched our inclusion criteria. All educational approaches but assignments were positively associated with satisfaction and motivation. All educational approaches excluding assignment submission and interprofessional meeting were positively associated with knowledge acquisition. Observation, practice, and interprofessional meeting were positively associated with skill acquisition. Only assignment submission was positively associated with the change in self-study time. Educational approaches excluding medical quizzes were positively associated with understanding the importance of the medical care team. Technical problems were negatively associated with motivation, knowledge acquisition, and skill acquisition. Conclusions Educators should implement various educational approaches, especially observation and practice, even in online clinical clerkship. They also need to minimize the technical problems associated with the Internet, as they reduce the effectiveness of online clerkship.

Impact of COVID-19 on postgraduate medical education: Cross sectional survey from an Indian Medical College.

The corona virus disease (COVID-19) pandemic has caused widespread effect on the lives of health care professionals. The postgraduate medical students, who are the major pillars of medical institutions had to bear multitude of setbacks due to the pandemic involving academic, research and well-being issues. This was a cross sectional feedback based online survey done in the month of October 2021 to study the effect of COVID-19 pandemic induced changes in the postgraduate medical education; amongst 78 students pursuing MD/MS degree in all departments of a tertiary medical institute in Himalayan foothills of North India. The questionnaire consisted of ten questions; each of which needed to be answered on a five point Likert scale ranging from strongly disagree to strongly agree. Results were assessed for the most common answers of each question (represented by mode) and association between various components of the questionnaire analyzed by Spearman's rho correlation coefficient. The internal consistency of the questionnaire as tested by Cronbach's Alpha (0.82) was good. Most number or respondents were from surgical branches (n = 31, 39.74%). There was a generalized agreement towards preference of resumption of onsite education (75.64%), the lack of variety of cases causing hampering of thesis work (88.46%) and increased mental stress during the pandemic (58.9%). While more time for self-study was seen as the only consensual positive aspect of online teaching (64%), most students opined that technical glitches are a major roadblock in online education (80.76%). Significant positive correlation was seen between disciplinary ease and punctuality in online teaching (R = 0.543, P < 0.001), lack of interaction and its effect on learning and mental health (R = 0.471; P < 0.001) and the lack of diversity in cases and difficulties in dissertation work (R = 0.351; P < 0.05). Negative correlation was observed between the satisfaction from overall learning through online teaching and the desire of resumption of offline classes (R = -0.491; P < 0.001). COVID-19 pandemic and its effects on medical education are long lasting. A comprehensive approach is required to rebuild the medical education curriculum, inculcating both traditional and newer virtual methods of education. A consistent support in academics and overall growth needs to be provided to medical postgraduate residents who have been the first line fighters in face of the massive disaster compromising their basic needs and education.

Occupational Therapy Education in Bangladesh during COVID-19: Students’ voice

The COVID-19 has rapidly changed in higher education all across the world. As a result, education has transferred face-to-face teaching to online education platforms, which directly affects the quality of education. The study aimed to explore the impact of the COVID-19 pandemic on online Occupational Therapy (OT) education in Bangladesh through the student’s perspectives. A cross-sectional online survey was performed to conduct the study through email.160 undergraduate Occupational Therapy students were selected by comprehensive sampling technique. Self-developed structured survey questionnaire and five point Likert scale were used for data collection. Descriptive analyses were used to analyze survey results. Data were obtained from 114 responses. Results indicated that males were 34% and females were 66%. The study findings that most participants were used Zoom and mobile phone. They had an average of 10-12 hours weekly screen time for institutional lectures and 3-5 hours average weekly screen time for self-study. The reported health-related problems were eye problem 74.6%, attention problem 71.1%, headache 70.2% and 57% neck and back pain. During the online education, 59.6% participants faced ‘always’ difficulties in practical learning. 98.2% faced internet disconnection, 70.2% and 43% audio and video interruption and 39.5% freeze screen during internet use. Participants developed new skills in the pandemic where 78.9% were learned household activities. Strength of the online education was participants engaged in the class from anywhere. The study has broad implications for the field of OT education. Participants recommended for improving internet connectivity, provide free internet packages, lecture method up-gradation, and e-library facilities for future online education.

Thực trạng nghiện internet và một số yếu tố liên quan của sinh viên trường Đại học Y – Dược, Đại học Huế năm 2018

Background: Internet addiction is a prominent issue in students worldwide, which significantly impacts health, work, and academic results. We conduct this study to determine the proportion of Internet addiction and analyze some related factors among students. Method: A cross-sectional study was conducted on 1098 medical students at University of Medicine and Pharmacy, Hue university in 2018. Short-version of Internet Addiction Test (s-IAT) including 12 questions was used to identify 2 factors: loss of control/time management and craving/social problems. The questions are graded on the Likert scale of 1 (never) to 5 (always), with total scores ranging from 12 to 60 points. The standardized questionnaire is reliable and relevant in Vietnam. Result: 36.9% of students are addicted to the internet, and some associated factors to internet addiction include receiving academic advisor attention receiving the attention of a learning advisor (OR = 0.73; 95% CI: 0.57-0.94); self-study time ≥3 hours/day (OR = 0.46; 95%CI: 0.32-0.66); habit of reading books in free time (OR= 0.60; 95%CI: 0.32-0.65); habit of re-studying only when approaching the exam (OR = 1.46; 95% CI = 1.04-2.06) with p&lt;0.05. Conclusion: To reduce the risk of Internet addiction, students should must receive the attention of academic advisors, be encouraged to spend more time on self-study, develop positivegood habits such as reading in the sparefree time, and regularly study on a regular basis. Keywords: Internet addiction, Medical student, Learning advisor.