Educational Strategies Research Articles

Delineating Neurosurgery Resident Development: Insights from a 10-Year National Accreditation Council for Graduate Medical Education Milestones and Learning Trajectories.

The Accreditation Council for Graduate Medical Education Milestones assessment system provides a structured framework for evaluating the developmental progression of neurosurgery residents. Understanding the variability in learning trajectories and identifying critical intervention points are essential for refining educational strategies and enhancing training outcomes. In this article, we aim to identify learning trajectories of neurosurgery residents and pinpoint pivotal junctures for potential interventions to aid residents struggling to meet expected competency levels. We analyzed Accreditation Council for Graduate Medical Education Milestones data from 3541 neurosurgery residents across 124 programs from 2013-2014 to 2022-2023. We examined the reliability of Milestone assessments across programs and addressed potential biases because of program-level differences. Through cluster analysis, we identified distinct learning trajectories, focusing on competency-specific developments and crucial intervention points based on divergences in trajectory. Our analysis revealed 5 distinct learning trajectories among neurosurgery residents, highlighting diverse developmental pathways. Cluster 1 (n = 1,719, 48.5%) and Cluster 2 (n = 341, 9.6%) demonstrated initial foundational competencies but varied in progression, with Cluster 2 failing to meet the threshold for independent practice by postgraduate year 7 consistently. Cluster 3 (n = 459, 13%), starting with the lowest initial competency levels, surpassed independence thresholds, illustrating the potential for significant growth regardless of initial competency levels. Cluster 4 (n = 520, 14.7%) and Cluster 5 (n = 502, 14.2%) exhibited accelerated competency development, achieving early readiness for independent practice. We found no significant association between cluster membership and program characteristics, suggesting that the trajectories reflect individual variations rather than programmatic differences. Our findings highlight the need for educational strategies tailored to residents' unique development paths to support the achievement of competency thresholds. While the data suggest potential benefits of adaptive learning, further exploration is required to confirm its impact on educational outcomes.

Translanguaging stance and practices of multilingual undergraduates: case of EMI-driven universities in Thailand and Malaysia

ABSTRACT The global shift towards English-medium instruction (EMI) in higher education highlights the growing need to explore translanguaging practices among multilingual students. As more institutions adopt translanguaging pedagogy, there is a call for cross-sectional studies that examine students’ perspectives and practices in this area. This study investigates the beliefs and viewpoints of multilingual students regarding the use of their first language (L1) and their entire linguistic repertoire in both institutional and classroom settings. Through in-depth interviews with 10 students from universities in Thailand and Malaysia, the qualitative content analysis of the data reveals differing attitudes toward translanguaging between the two groups. Malaysian participants generally favor an ‘optimal’ approach to translanguaging, while most Thai participants (with one exception) tend to support a ‘virtual’ English-only model. The findings also show a link between students’ beliefs and their reported translanguaging practices. However, Thai students face challenges in establishing a clear position on using L1 and other linguistic resources in EMI contexts. This study offers insights into educational strategies, policy development, and future research while acknowledging its limitations.

Digital learning strategies in residency education

Background New digital learning environments have transformed medical education and training, allowing students and teachers to engage in synchronous, real-time interactions and asynchronous learning activities online. Despite extensive research on the role of digital technologies in education, understanding the interplay between digital technology, work, and learning, especially in complex fields like healthcare, remains a challenge. Objective The objective of this study is to examine resident physicians’ perceptions and experiences of using a digital learning environment as part of their specialist medical training. The paper focuses on digital learning through video conferencing (virtual lectures and seminars) and related learning technologies. It aims to understand how resident physicians perceive pedagogical opportunities and challenges in digital learning environments during their medical training and what strategies they use to address these. Materials and Methods The methodological approach is qualitative, aiming to capture and understand participants’ experiences and views of digital learning. The empirical data gathered from open-ended responses to four course evaluation surveys and semi-structured interviews with nine physicians from a cohort of participants enrolled in two or more digital courses were analyzed through thematic analysis. The analysis revealed three main themes related to digital transformation of learning: sociotechnical, educational and administrative. Results The results suggest that (i) sociotechnical aspects and understanding of the context in which the learning takes place contribute to enhancing digital learning for resident physicians; (ii) insights into participants’ perceptions of digital learning emphasize that interactive communication and group discussions are significant for their learning, and (iii) administrative aspects related to course design, lecture management, and instructional support are more important in digital learning environments compared to traditional teaching and learning. Conclusion Findings from this study confirm and extend prior studies on digital learning in healthcare, contributing to a better understanding of how digital learning environments, especially virtual lectures and seminars, can be developed and integrated into residency programs and health professions education to increase their usefulness.

Feedback: “overly nice” or a “roasting culture”? a student partnership approach in exploring a feedback literacy strategy in undergraduate pharmacy and medical education

Research emphasises the need for mutual understanding of feedback purpose, i.e. staff and student feedback literacy. Interprofessional practice is crucial to effective patient care. While undergraduates increasingly learn and are assessed together, less is known of their shared or differing experiences of feedback. This study aimed to explore how students and faculty in medicine and pharmacy perceive an evidence-informed draft feedback strategy.Methods A student partnership approach was taken to this cross-faculty study. Focus groups of faculty from the Schools of Medicine (SOM) and Pharmacy (SOP) were undertaken by a faculty researcher. A SOP student facilitated student focus groups across both schools. Data was thematically analysed using template analysis by staff and students from both schools.Results Three over-arching themes are described: feedback goals, environment and design. Heterogeneous conceptualisations make it difficult for faculty to signpost and students to recognise feedback. Feedback goals and operationalisation contrasted in junior and senior years. Junior students were frustrated by “overly nice”, generic feedback; senior students baulked at a “roasting culture”, more marked for medical students.Conclusion Despite an expanse of research-informed theory, processes in practice are unsupportive of feedback literacy. Even within programmes, context differs and must be considered when embedding a positive whole-programme feedback culture.Clinical Trial number Not applicable.

Heart rate during moderate exercise and attention among adolescents: An experimental study.

Existing studies on the effects of physical activity on cognitive function have predominantly focused on pre- or post-exercise effects, leaving a gap in understanding the immediate cognitive impacts during physical exertion. Understanding cognitive performance during activity could have significant implications for improving productivity and therapeutic strategies. This study examined the relationship between heart rate and cognitive performance, specifically attention, using the D2 attention test among 32 adolescents aged 12-18years. Participants underwent attention assessments at rest and while moving at target heart rates of 100bpm, 120bpm, and 140bpm. The influence of body mass index (BMI) and sleep quality on attention has been analysed too. A significant positive correlation between heart rate and attention was observed (r = 0.39, P < .005), indicating enhanced cognitive performance with increased heart rate. Furthermore, a significant negative correlation was found between BMI and attention (r = -0.37, P = .039) and a significant positive correlation was found between sleep quality and attention (r = 0.66, P = .014). These findings suggest that moderate physical activity can enhance attention, which could inform the design of educational, therapeutic, and occupational strategies. Future research should explore the generalizability of these effects across different cognitive domains, age groups, and settings.

Authentic Nursing Leadership and Safety Climate Across Hospital Settings During the COVID-19 Pandemic: A Cross-Sectional Study.

To analyse the relationship between authentic nursing leadership and safety climates across hospital settings during the COVID-19 pandemic. Authentic nursing leadership shapes the safety climate by fostering positive perceptions of workplace policies, processes, procedures and practices that influence how safety is prioritised and addressed within an organisation. A cross-sectional study. Our study was conducted from December 2021 to December 2022 in six Brazilian hospitals. Participants were nursing staff working in General Medicine Units, Intensive Care Units (ICU) and Emergency Departments (ED) who provided care to patients with COVID-19. The Authentic Leadership Questionnaire and the Safety Attitudes Questionnaire were used to measure nursing staff perceptions of authentic leadership and safety climates. Data were analysed using descriptive and inferential statistics. 391 nursing staff across six hospitals participated. Self-awareness significantly enhanced perceptions of the safety climates. Additionally, being a Registered Nurse and working in the ICU were positively associated with achieving safe climates in the working environment. In contrast, working in EDs was significantly negatively related to safety climates. The COVID-19 pandemic underscored a lack of authentic nursing leadership and unsafe climates. Therefore, it is critical to implement educational strategies that foster authentic leadership, particularly focusing on self-awareness, to promote more positive safety climates. Ensuring that leadership and safety climates are relationship-focused is critical to enhancing patient outcomes. Nursing staff's perceptions of authentic leadership and safety climates are important in making more informed decisions about patient management. Since self-awareness increases positive perceptions of safety climates, nursing staff should exercise it to guide their actions in facing future health crises. STROBE guidelines. Higher self-awareness in relationships with others is a predictor of safety climates and can lead to enhanced patient outcomes.

An Innovative Approach to Navigating Microaggressions in Medical Education Settings.

Microaggressions negatively affect the experiences of medical students, especially those from minoritized groups, indicating the need for heightened awareness and open dialogue. The increasing recognition of the potential harm caused by such behaviors has led to a call for educational strategies that enable medical students to identify and address microaggressions effectively. This report details an innovative approach designed to navigate the complexities of microaggressions within medical education settings. In December 2023, 2 senior medical educators facilitated an in-person lecture, which consisted of short videos cocreated with students, interactive online surveys, and a presentation. The lecture aimed to enable third-year medical students at Imperial College School of Medicine to describe and recognize microaggressions and other forms of inappropriate behavior, understand the impact of microaggressions in medical education settings, develop problem-solving skills to challenge inappropriate behavior, and differentiate the informal and formal mechanisms to raise concerns. The final data set consisted of 183 participants. Participants reported increases in confidence in identifying microaggressions (median [IQR], 4.00 [3.00-4.00] before vs 4.00 [4.00-5.00] after intervention; P < .001), understanding their potential effect on affected individuals (median [IQR], 4.00 [3.00-5.00] before vs 5.00 [4.00-5.00] after intervention; P < .001), and feeling better equipped to challenge inappropriate experienced (median [IQR], 2.00 [2.00-3.00] before vs 3.00 [2.00-4.00] after intervention; P < .001) or witnessed (median [IQR], 3.00 [2.00-3.00] before vs 4.00 [3.00-4.00] after intervention; P < .001) behaviors. They also reported increases in confidence in seeking support from their peers if they experienced (median [IQR], 4.00 [3.00-5.00] before vs 4.00 [4.00-5.00] after intervention; P < .001) or witnessed (median [IQR], 4.00 [3.00-4.00] before vs 4.00 [3.00-5.00] after intervention; P < .001) microaggressions. Next steps include integrating small group workshops on microaggressions into curricula and adapting these interventions for other health care professionals.

Physical activity promotes well-being: medical students’ engagement and perspective. A cross-sectional study scoped through innovation and technology

Background: The role of physical activity (PA) in health promotion is further complimented by its disease preventive value. Future doctors’ involvement and advocacy in diverse aspects of such significant role is still under evaluation. Objectives: This study aimed to assess medical students’ overall PA engagement and their perspective, and to identify whether their level of engagement affects their advocacy and promotion, while discussing related educational innovations and technological advances. Methods: Through a cross-sectional observational study design, stratified sampling from third-, fourth-, and fifth-year medical students attending Nile University, Sudan, during the period from February to April 2020, were included. Descriptive data analysis was done using the SPSS software, and presented including, frequencies, cross-tabulation, Chi-square testing with 95% confidence level, and a P value, after data collection via a structured questionnaire adopting parts of the IPAQ. Study has been reported in line with the STROCSS criteria. Results: Out of 188 students, 43% males and 57% females, less than half (91, 48.40%) participated in planned PA, and majority (156, 82.98%) agreed with its health-related significance. Few (57, 30.32%) considered academic load as a barrier, and only 20 (10.60%) were not actively promoting PA engagement to others. Most PA participants were males (57.14%), leaning toward group-based activity (54, 59.34%), making regular plans (51, 56.04%) and motivated by self-health promotion (86, 94.51%) (P &lt; 0.05). Despite majority of students (82.98%) agreement on PA’s benefits, nearly half (51.60%) do not engage, Similarly, overall advocacy for PA promotion in relation to specific people was not statistically significant (P = 0.21). Embedding PA into undergraduate curriculum, use of PA report cards, exercise prescription training and targeted mentoring, in addition to digital bracelets, smart phone applications and internet-based social media, had positive impact on PA participation and promotion. Conclusion: Medical students’ understanding of PA health related significance did not equate to increase engagement, despite active promotion. Curricular integration of PA should accompany recent innovative educational strategies to increase their participation and advocation. Future studies are needed to evaluate the role of technology-based and AI-driven PA in achieving this goal.

Challenges in implementing educational strategies for women’s career advancement towards advancing SDGs in Malaysia

The purpose of this study is to identify the key challenges in implementing educational strategies for women’s career advancement in Malaysia’s corporate sector, and to evaluate their impacts on advancing gender equality (SDG 5) and quality education (SDG 4) in the country. The study employs a qualitative phenomenological approach, utilizing the combination of purposive and snowball sampling to conduct in-depth interviews with senior female executives in Malaysia, exploring their experiences and perceptions of obstacles on the implementation of educational strategies for women empowerment in the corporate sector. The findings uncover four major challenges in implementing effective educational strategies for women’s career advancement which are insufficient organizational support and underrepresentation of women leaders; unconscious gender bias and stereotypes; resistance to change and work-life balance challenges. The study offers practical insights for corporate sectors and human resource management to develop comprehensive policies and practices that is essential to empower women and promote gender equality within the organization. The challenges identified in the findings provide valuable direction for the development of targeted interventions and strategies that address the unique challenges women face in the corporate sector, thereby enhancing their leadership potential and contributing to the achievement of gender equality and quality education as outlined in SDG 5 and SDG 4. This qualitative approach offers a unique, in-depth understanding of the challenges and successes women face in their career advancement. The findings will provide valuable insights for corporate sectors, policymakers, and human resource management on the guidance to develop an effective framework and approach that promotes gender equality and women leadership within Malaysia’s corporate setting and contribute to both academic literature and practical interventions.

Strategi Pembelajaran PAI Berbasis Karakteristik Peserta Didik di Era Digital

This study analyzes the strategies of Islamic Religious Education (PAI) learning based on student characteristics as a response to the increasingly complex challenges of the digital era. Using a literature study approach, this research integrates technology such as interactive applications, online multimedia, and collaborative platforms specifically designed to support student-centered learning. These strategies not only strengthen the understanding of moral and religious values but also enhance student engagement, foster independent learning, and help manage the impact of negative digital content. The findings emphasize the importance of collaboration between teachers, students, and technology to create PAI learning that is relevant, innovative, and aligned with the needs of the younger generation. This study also provides significant contributions to the development of an adaptive curriculum capable of addressing the challenges of learning in the digital era.

The needs to foment values in professional nursing technical training

Introduction: the nursing professional expresses in his performance the essence of the social value of health in his functions of comprehensive care.Objective: to argue the behavior of ethical values ​​in nursing education at a technical level. Methods: the synthesis analysis method was used to understand the phenomena present in the study of the process of formation in values The induction and deduction was used to move from the particular knowledge to the general one. Development: from the data collected was obtained regularities and conclusions was issued. Values ​​concepts expressed by different authors are expressed and as from 1960 the scientific community began to alert and address those problems that affect the interests of the community. Nursing career curricula are designed from a perfect approach from the ethical and humanistic concept. The values ​​contained in the current curriculum maya and those that the author's criteria should be incorporated are expressed and from the documentary analysis to the curriculum of the nursing training and the accumulated experiences, in the context of Medical Education, the lack of values ​​required by this type of health technician was identified. It is argued.Conclusion: the need to incorporate the values ​​of fellowship and communication in the integral formation of the curriculum of the nursing students, for which, preparation and methodological work is required, starting from the design an educational strategy with the faculty of this training

DESIGN OF A SCHOOL BUTTERFLY GARDEN AS AN EXPERIENTIAL LEARNING STRATEGY TO STRENGTHEN STUDENTS' SCIENTIFIC AND ENVIRONMENTAL COMPETENCIES

Objective: This study aims to diagnose the level of students' scientific and environmental competencies to design an educational proposal based on the development of a school butterfly garden as an experiential learning strategy. The research is grounded in the active methodology of experiential learning, aligned with constructivist theories that assert knowledge is built through active interaction with the environment. Methodology: The adopted methodology follows a quantitative approach, with explanatory scope, and a quasi-experimental design. Data collection was carried out through an initial diagnosis using a pre-test with items selected from the ICFES "Evaluar para Avanzar" (2021-2023) booklets in the areas of Natural Sciences and Environmental Education. Results: The results showed varied performance: in the "inquiry" competency, students achieved an average of 51.2% correct answers; in "phenomenon explanation," the average was 56.9%; and in "comprehensive use of scientific knowledge," 43.8%. These findings indicate that, while there is a foundational understanding of science, deficiencies remain in specific competencies necessary for developing solid scientific thinking. Conclusions: The conclusions highlight the need to implement educational strategies focused on indicators with lower performance, using active methodologies that promote practical, participatory, and contextualized learning. This study proposes the school butterfly garden as an innovative model for Natural Sciences education, fostering both the development of scientific competencies and students' environmental commitment.

Scouting as a Strategy in Support of Mental Health Development Through the Formation of Sense of Self-Efficacy

Background: This research project examining the moderating role of the Scout Movement in supporting mental health through the shaping of personal competence is based on Bandura’s conception of social development (social cognitive theory) in terms of generating a sense of general self-efficacy. Methods: This research examined the moderating value of Scouting with regard to the connection between self-esteem and a sense of efficacy and styles of coping with stress in a group of 683 volunteers. Results: The results suggest that Scouting is a moderator of the relationship between the intensity of an emotion-focused stress coping style and a sense of self-efficacy—being a Scout intensifies the blocking effect of self-esteem on emotions in stressful situations, which can positively influence emotion regulation. Conclusions: The features described suggest the need to research Scouting as a non-formal education strategy to support the development of young people’s mental health in different theoretical and methodological contexts. This work provides conclusions regarding understanding the role of Scouting as a moderator in coping with stress and, consequently, ensuring good mental health. It detailed the knowledge pertaining to specific mechanisms thanks to which Scouting can influence the development of emotional regulation and adaptive response to stressful situations.

The role of health literacy in enhancing preventive healthcare: A comprehensive review of challenges, interventions, and future directions

Health literacy is a fundamental aspect of healthcare, influencing an individual’s ability to understand, access, and apply health information to make informed decisions. In preventive healthcare, higher health literacy is crucial for promoting healthy behaviors and improving overall health outcomes. This review explores the multidimensional nature of health literacy, examining its role in disease prevention and its impact on access to preventive services. While individuals with greater health literacy are more likely to engage in preventive behaviors, low health literacy is associated with poor health outcomes, decreased utilization of preventive measures, and increased healthcare costs. The challenges of promoting health literacy are multifaceted, including barriers related to the complexity of health information, cultural and socioeconomic disparities, and inadequate tools for measuring health literacy in specific populations. This review also highlights key interventions and programs designed to enhance health literacy, such as community-based initiatives, educational strategies, and digital health tools.

School dropout, lag and repetition: strategies for inclusive and sustainable education in the framework of public policies

This study examines the structural factors that contribute to school lag and dropout in students from vulnerable areas. Factors include community violence, economic precariousness, and complex family dynamics, within the context of the post-pandemic impact. Through interviews, participatory observation, and documentary analysis, the experiences of students, teachers, and educational authorities are collected to identify patterns of exclusion. The results show that the socioeconomic context that affects students' motivation, attendance, and school performance, especially in areas with gang presence, is a lack of safe transportation, and poor access to basic services. The pandemic amplified these difficulties by affecting skills such as reading, writing, and math, generating a significant lag as well as an emotional disconnection from school. Although the Ministry of Education implements welfare programs, such as subsidies for food and transportation, their effectiveness is limited in the face of the magnitude of the needs, which generates dissatisfaction in the community. In response, alternative modalities have been explored, such as homeschooling and playful learning programs, as well as interventions in mathematics education that seek to strengthen basic and practical skills, although their impact is still uncertain. This study highlights the need for educational public policies that address the structural causes of dropout and offer early intervention strategies, safe school environments, and teaching methods that connect theory with practice, promoting quality education for all.

Pendidikan Transformatif: Tantangan Mutu dan Kompetensi Guru Bahasa Indonesia di Banyuwangi

Transformative learning creates changes in an individual's perspective, making individuals more mature and mature in thinking and acting, based on cognitive, rational, affective and affective processes, as well as communicative and social aspects which aim to make a person smarter and more critical. The importance of teacher competence and quality in the world of education has a big influence on student success. This research aims to determine the role and innovation of transformative education in improving quality and competence as well as transformative education strategies in improving the quality and competence of Banyuwangi Indonesian language teachers. This research uses qualitative research methods with the type of microethnography. The data collection techniques used include participant observation, structured interviews, qualitative notes, and documentation. Researchers used data analysis using the Miles Huberman flow with four stages including; data collection, data reduction, concluding research data, and data verification. Research states that teachers must be able to improve the quality and competence of education along with changing times. Changes in education can begin with the presence of teachers who are qualified and able to have competitiveness in terms of quality and competence.

Psychological stress and influence factors in elderly patients with mild coronary heart disease: a longitudinal follow-up study in Shanghai, China

IntroductionEffective health management is crucial for elderly patients with coronary heart disease (CHD). This study applied a Psycho-Cardiology model to CHD management, aiming to assess psychological stress among patients with mild CHD and identify potential influencing factors to provide substantiating evidence.MethodsThis longitudinal study was based on a 9-year follow-up program of a community population in Shanghai, China. A total of 44,552 elderly people were included, with the average age being 74.9 (±10.35) years, and the proportion of female participants being 56.5%. To evaluate and compare the effect of the disease, individuals were categorized into four groups based on their medical records from the past 6 months, these being (I) a CHD with other chronic diseases group, (II) a CHD only group, (III) non-CHD patients with one (or more) chronic disease group, and (IV) non-patient group. Demographic characteristics, sleep quality and health status of each participants were collected using the Unified Needs Assessment Form for Elderly Care Questionnaire. A multivariate logistic regression was used for statistic analysis.ResultsDemographic characteristics differed significantly between the three chronic disease groups (Groups I, II and III) and the non-patient group. Participants in the CHD group reported poorer sleep quality, worse health status, and a more rapid health decline when compared to those with other chronic diseases. Factors such as age, gender, education level, disease duration, and family support were identified as potential influences on the self-reported subjective sleep quality in patients with mild CHD. While age, education level, living status and family support were potential factors influencing the self-assessed health status in participants without CHD (Groups III and IV).ConclusionPatients with mild CHD may experience lower subjective sleep quality, health status scores, and a faster health-sleep decline, indicating elevated psychological stress. Higher education levels offer a protective effect against this stress, highlighting the importance of psycho-emotional interventions and educational strategies. Additionally, it is important to prioritize early intervention for newly diagnosed cases to aid in illness acceptance. These findings provide crucial insights for managing patients with mild CHD and inform the efficient allocation of healthcare resources.

Exploring The Impact of Kinesthetic Learning Strategies on Speaking Ability: A Study for Integrating Movement and English Language

The purpose of this research was to investigates the effect of kinesthetic learning strategies on the speaking abilities of English learner. Employing a pre-experimental research design, the study involved 20 students from an FLC (Foreign Language Course) program. The research utilized quantitative methods, specifically oral tests, to measure the effectiveness of kinesthetic learning strategies. Data were collected through pre- and post-tests and analyzed using SPSS 22. The findings reveal a significant improvement in the speaking abilities of students who engaged in kinesthetic learning activities. The results of hypothesis testing showed a t-test value of 8.519 at p &lt; 0.01, indicating that the null hypothesis was rejected and the alternative hypothesis was accepted. This suggests that kinesthetic learning strategies are effective in enhancing English speaking skills. The study concludes that integrating movement-based activities into language learning curricula can significantly benefit students' speaking proficiency. These findings support the adoption of kinesthetic learning strategies in language education, advocating for more dynamic and engaging instructional methods that cater to various learning styles.

Overcoming mental health challenges in higher education: a narrative review

BackgroundMental health among higher education students is a critical public health concern, with numerous studies documenting its impact on student well-being and academic performance. However, comprehensive research on the factors contributing to mental health deterioration, including barriers to seeking psychological help, remains insufficient. Gathering evidence on this topic is crucial to advancing policies, advocacy, and improving mental health services in higher education.ObjectiveThis review explores the unique challenges faced by vulnerable student groups and highlights the factors influencing student well-being and academic engagement, including those exacerbated by the COVID-19 pandemic. The review also addresses barriers to accessing mental health services across various regions and provides evidence-informed recommendations for improving mental health policies and services in higher education, covering both well-researched and underexplored contexts.MethodsThis narrative review synthesizes findings from over 50 studies on mental health in higher education. A targeted search was conducted using PubMed, Google Scholar, PsycINFO, CINAHL, and Scopus for studies published between 2013 and 2023. Data were analyzed through a deductive thematic content analysis approach, focusing on key predetermined themes related to student well-being, barriers to mental health services, and recommendations for policy improvements.ResultsSeveral factors influence the mental health of higher education students, with vulnerable groups—including women, minorities, socioeconomically disadvantaged, international, and first-year students—experiencing higher levels of depression, anxiety, and stress. Factors that impact students’ well-being and academic performance include academic pressure, financial stress, lack of social support, isolation, trauma, lack of inclusive practices, and pandemic-related stressors. Institutional barriers, inconsistent well-being measures, data-sharing issues, and regulatory limitations hinder students’ access to mental health services, while stigma and lack of trust in mental health professionals impede care.ConclusionImproving mental health strategies in higher education requires enhancing mental health services, addressing socioeconomic inequalities, improving digital literacy, standardizing services, involving youth in service design, and strengthening research and collaboration. Future research should prioritize detailed intervention reports, cost analyses, diverse data integration, and standardized indicators to improve research quality and applicability.

Patient awareness of long-term cardiovascular and metabolic disease risks after hypertensive disorders of pregnancy in Japan.

Given the increasing recognition of the importance of postpartum follow-up care for women with a history of hypertensive disorders of pregnancy (HDP) to mitigate their future risk of cardiovascular and metabolic diseases, here we aimed to evaluate the current status of postpartum follow-up care in Japan and explore the challenges to its implementation. A web-based survey was conducted using a smartphone application among postpartum women between March and May 2024 to assess their knowledge of HDP-related future risk and postpartum follow-up care. A total of 880 valid responses were obtained, 73 (8.3%) of which were from women with a history of HDP. Of them, 56.2% were aware of the heightened risk of cardiovascular disease and even fewer knew about the risks of metabolic syndrome (37.0%) and the preventive use of low-dose aspirin (12.3%); in fact, 31.5% reported receiving no information about their risk or preventive measures from healthcare providers. Furthermore, 43.8% did not consult specialists or attend regular checkups after their 1-month checkup. Among women with a history of HDP, those who received information and guidance were more likely to implement behavioral changes than those who did not. Patient awareness level of HDP-related risk was low and the information provided by their healthcare professionals was insufficient, indicating that postpartum follow-up care in Japan is not satisfactory. This study highlights the need for improved educational strategies and systematic follow-up protocols to ensure that women are adequately informed and supported in managing their long-term health risks.