Undergraduate Health Students Research Articles

The impact of resilience on academic performance with a focus on mature learners

BackgroundResilience is an essential psychological trait that empowers individuals to adapt and thrive in the face of challenges. Although it is acknowledged that health professionals need to possess high levels of resilience, there has been limited research comparing how different groups of health students, particularly school leaver undergraduates and mature age graduate entry students, develop resilience in their coursework.MethodsThis study combines both objective (academic grades with validated survey results) and subjective data (interviews) to compare how resilience is related to academic coursework performance for two groups of pharmacy students: the mature age graduate entry (GE, N = 64) learners and school leaver undergraduate (UG, N = 208) learners. We employed a sequential explanatory mixed methods design using surveys, academic performance data and semi-structured interviews. The survey tapped constructs related to resilience (burnout, stressors and coping methods) while the interviews elicited a more nuanced understanding of individual and environmental factors.ResultsAlthough there was no statistical difference in burnout experience between the two groups, GE students exhibited more positive resilience attitudes than UG when selecting resilience statements on the survey. Both cohorts indicated in the survey that engaging in distraction activities (physical exercise, sleeping, listening to music, anything other than the stressor) was their most preferred method of relieving stress. Within UG student survey responses, those who indicated support from partners, friends and family had better academic performance, while those who did not report coping methods did worse academically. The three key environmental factors we identified that contributed to both undergraduate and graduate entry resilience were workload, feedback provision and psychosocial support.ConclusionsCurrently, there is still a need for resilience programs geared at academic success to be implemented in higher education. This study provides objective evidence of academic success coupled with exploration into the nuances of resilience amongst different student groups. It not only highlights the differing resilience development strategies and burnout coping mechanisms in emerging health professionals, but showcases the juxtaposition of two different learner groups (UG and GE students) within a discipline. The cross-cohort facilitation of learning as in the discipline-specific strategies identified can help both groups develop resilience and inform future innovations. By comparing mature-age graduate students and younger-in-age undergraduate students, we identified a wider range of strategies and more positive attitudes to burnout in mature-age students. Health and clinical educators in university health degrees, clinical placements and clinical workplaces can develop effective training materials based on findings from this study to 1) assist undergraduate younger-age health students with developing resilience and 2) further refine mature-age health students’ and practicing health professionals’ resilience in today’s fast-paced clinical workplaces.

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.

Evaluation of Knowledge about Epilepsy among Undergraduate Health Students: A Cross-Sectional Study

Abstract Background Greater knowledge of undergraduate health students will provide quality care to patients with epilepsy. Most previous studies have targeted teachers, health care providers, and the general public. The purpose of this study was to assess the knowledge gaps of undergraduate health students on basic subjects of epilepsy, such as etiologies, symptoms, and treatment options. Methods Our study conducted a cross-sectional survey among undergraduate health students. We collected data using a descriptive information form. The chi-square test was employed to compare knowledge of seizure between demographic and academic variables. Results Of the total, 84.4% of students had read or heard about epilepsy. However, only 2.8% of students displayed good knowledge scores toward epilepsy. About 18.2 and 32% of students incorrectly identified that epilepsy could be due to possession by evil spirits and blood disorder, respectively. More than half of the students considered epilepsy to be nontreatable (52.1%) and a contagious disease (55.4%). Moreover, students in the advanced age group, medicine, and clinical years displayed significantly better knowledge scores than their peers (p < 0.05). All dental college students revealed poor scores in terms of knowledge about epilepsy's causes, symptoms, and treatment. Conclusion Our findings concluded that most undergraduate health students demonstrated poor knowledge scores regarding epilepsy. Notably, students studying in dental college and preclinical years had a lower understanding of epilepsy than their peers. This finding suggests that introducing comprehensive epilepsy education in all health-related courses could improve patient care.

Dating violence prevalence and factors associated among undergraduate public health students of Kathmandu metropolitan city, Nepal: a cross-sectional study

ObjectiveThe objective of this research was to assess the prevalence of dating violence (DV) and factors associated among undergraduate public health students of Kathmandu metropolitan city (KMC), Nepal.DesignA descriptive cross-sectional...

Growing Curiosity: Three Strategies to Foster Engagement in Large Classroom Settings Among Generation Z Public Health Undergraduate Students

As undergraduate public health programs continue to grow across the United States, it is important to tailor public health pedagogy in large classroom settings to meet the learning styles of diverse Generation Z students. Generation Z students are unique as they have grown up in an uncertain economic and political environment, tend to be more open minded and open to engagement and feedback, and have a unique set of technology skills and expectations for in classroom learning. We present a case study of a three-pronged approach to effectively scale up introductory public health courses in large classroom settings to meet the learning styles for Generation Z through: (1) Integrating Technology, (2) Emphasizing Real World Skills, and (3) Providing Clear and Defined Rubrics. This combination of student digital prowess and connectedness presents unique opportunities for instructors to adopt unique teaching tools and assessment modalities to appeal to a diverse student population.

A cross-sectional investigation of a mobile health clinic run by undergraduate pharmacy students providing services to underserved communities.

Mobile health clinics have been used to provide healthcare to underserved communities, especially during the COVID-19 pandemic. Student-led clinics, operated by undergraduate health students, offer valuable training while serving these populations. This cross-sectional study investigated the demographic characteristics and services provided by a mobile health clinic run by undergraduate pharmacy students, assessing its potential to reach underserved communities. The mobile health clinic operated from October 2023 to April 2024, staffed by 36 fourth-year pharmacy students. Services included cardiovascular disease risk screening and lifestyle advice. Demographic and service data were collected using an electronic primary care system and analysed with descriptive statistics. The clinic served 716 users, with a demographic breakdown of 53.2% female and 46.8% male, predominantly aged 31-60years. Users were ethnically diverse. Services provided included blood pressure (91.3%), BMI (91.3%), and diabetes risk assessments (54.9%). Many users reported low risk for smoking and alcohol consumption, but varied levels of physical activity. Referrals were made for cardiovascular disease risk and lifestyle support. The mobile health clinic effectively reached a diverse, underserved population, providing essential health services and facilitating student training. Further research is needed to evaluate the long-term impact and cost-effectiveness of such clinics, and the follow-up care for referred patients.

EDU_VACCINE app: Mobile application for public health students and health educators

BackgroundOne of the valuable tools in virtual education is mobile phone-based educational applications. The present study aims to design and evaluate the vaccination training program through a mobile phone application for the internship of public health students in 2022. MethodsThe current developmental-applied study was carried out among 30 female undergraduate public health students using census sampling method. The information needs and technical capabilities of the program were first determined. A skill-testing station test was taken, and the scores were recorded. The designed application was given to the students, and they were given one month to use it. After that, the same stationary test was taken again, and the scores were compared with those of the first test. Then, the level of user satisfaction with the vaccination training program was collected and analyzed using the fifth version of the user interaction satisfaction (QUIS) questionnaire. The collected data were analyzed by SPSS software version 25 and the Wilcoxon test with a significance level of 0.05. ResultsThe students’ average performance scores in vaccination skills increased from 17.56 ± 6.24 to 60.4 ± 2.15 after using the EDU_VACCINE application (p < 0.05). The average overall satisfaction score of the application was 117.86 ± 10.76 (p < 0.05). ConclusionAccording to the results, the average scores related to the vaccination performance of the students as well as the satisfaction of the EDU_VACCINE application are at a high level. Respectively, ‘ease of working with the application’ and its being ‘offline’ garnered the highest level of satisfaction, and these factors can make education through the application more popular among different educational fields.

Health science students’ preparedness for climate change: a scoping review on knowledge, attitudes, and practices

IntroductionClimate change (CC) is a global public health issue, and the role of health professionals in addressing its impact is crucial. However, to what extent health professionals are prepared to deal with CC-related health problems is unclear. We aimed to evaluate the knowledge, attitudes, and practices of health students about the CC.MethodsWe conducted a scoping review through systematic searches in PubMed, Scopus, Web of Science, Proquest, and EBSCO. We included original scientific research with no language or time restrictions. Two authors independently reviewed and decided on the eligibility of the studies, then performed data extraction.Results21 studies were included, with a total of 9205 undergraduate nursing, medical, pharmacy, and public health students mainly. Most health science students (> 75%) recognized human activities as the main cause of CC. However, they perceived a lack of knowledge on how to address CC. Moreover, we found inadequate coverage or limited development of CC in related curricula that may contribute to incomplete learning or low confidence in the theoretical and practical concepts of students.ConclusionThe findings of our scoping review suggest that while health sciences students possess a general understanding of CC, there is a significant gap in their knowledge regarding its specific health impacts. To address this gap, there is a need for targeted education and training for future health care professionals that emphasizes the health effects of CC.

Building and examining research capability in Australian health students: a mixed methods study

Building and examining research capability in Australian health students: a mixed methods study

Assessment of knowledge towards first aid skills of epilepsy among undergraduate health students in Riyadh province of Saudi Arabia: A cross-sectional study

BackgroundApplying proper first-aid measures to patients with seizure episodes plays a vital role in preventing the adverse consequences of seizures. Most previous data focused on teachers, healthcare providers and the general public. This study aimed to assess the knowledge of seizure first-aid measures among undergraduate health students. MethodsThis descriptive, cross-sectional study was conducted between May 16 and 31, 2023, with 493 undergraduate health students of Riyadh Province who answered online surveys. The data were collected using the descriptive information form. The chi-square (χ2) test was employed to compare knowledge of seizure first aid between demographic variables. The relationship between knowledge score and independent variables was evaluated using multiple linear regression technique. ResultsOnly 1.6 % of participants demonstrated good knowledge scores toward seizure first-aid measures. The skill most frequently reported was to remove all harmful objects from their vicinity and loosen the tight clothes around the neck during a seizure; 68.7 % of the participants correctly answered with agreed. Conversely, the skill that received the lowest knowledge score among participants was putting a piece object such as a cloth, wallet, or spoon between the teeth to prevent tongue biting during a seizure; only 37.3 % of the participants correctly answered with disagree. Moreover, participants in the advanced age group, medicine and fifth-year, were found to be significant predictors of knowledge and exhibited better knowledge scores toward seizure first aid measures than their peers (p < 0.001). Furthermore, lectures and books were identified (69.6 %) as the most common source of information about seizure first aid. ConclusionThe study concluded that most undergraduate health students demonstrated poor knowledge scores in delivering seizure first aid. This finding suggests that introducing epilepsy education from the first year in all health-related courses is crucial to improving overall awareness and skills in providing seizure first aid.

Fostering Intercultural Competence Through Virtual Exchange: Perspectives of Undergraduate Health Students

Fostering Intercultural Competence Through Virtual Exchange: Perspectives of Undergraduate Health Students

Self-reported experience of Outreach activities amongst undergraduate Oral Health students at a University in South Africa

Outreach activities (OAs) are structured learning experiences, combining intentional learning goals with services to underserved communities. Oral health students participated on the Phelophepa Train (PT) and school-based programmes (SBPs) as part of their OAs. To evaluate the self-reported experiences of OA amongst undergraduate oral health students. Cross-sectional which included final year dental (N=62) and oral hygiene students (N= 13) registered in 2019. Information was obtained using a modified, self administered questionnaire which included the number and type of procedures performed; work-related limitations,personal work benefits, academic development and civic responsibility. The response rate was 93% (N=65) and students performed more procedures on the train compared to the SBP. Most common procedures undertaken by dental students were screening (64%) and restorations (56%) for oral hygiene students it was screenings (92%) and examinations, fissure sealants and screenings 39% on the train and 31% at SBPs. The most common challenges on both the train and SBPs were inadequate materials (74%) and (41%), poor infection control (15%) and (41% and defective equipment (31%) and (38%) respectively. Although students performed a variety of clinical services they reported to have faced a number of challenges. The majority of students reported that OAs exposed them to the needs of the communities and encouraged them to improve their independence and accountability towards patients.

Using Mindful Practices to Support Capacity for Empathy and Compassion Among Senior Undergraduate Health and Social Services Students: A Mixed Methods Study

Using Mindful Practices to Support Capacity for Empathy and Compassion Among Senior Undergraduate Health and Social Services Students: A Mixed Methods Study

The prevalence of using beta-blockers and its relationship with social anxiety among health profession students at Umm Al-Qura University.

Social Anxiety Disorder (SAD) is an anxiety disorder characterized by excessive fear of scrutiny in social situations. Health students are more susceptible to SAD due to academic demands. They may resort to self-medication, particularly beta-blockers (BBs) for managing physical symptoms of SAD. The study aims to investigate the prevalence of beta-blocker use and its relationship with social anxiety disorder among health students at Umm Al-Qura University. In this cross-sectional study, 461 undergraduate health students participated in a questionnaire with 30 questions divided into three sections: The Social Phobia Inventory (SPIN), BBs usage behavior questionnaire, and demographic characteristics. The study found 56.2% had SAD. A total of 7.8% of the sample reported using BBs, and no significant correlation was found between the usage of BBs and the SAD score (P = 0.085). The study revealed significant relationships between the presence of SAD with gender, history of mental conditions, and correlation between the use of BBs with history of mental conditions. Although BBs usage is low among health students, the prevalence of SAD is alarming. The results could raise awareness about the need for early detection of SAD among health students.

Healthcare students’ attitudes toward addressing sexual health: validation of the European Portuguese version

BackgroundTo tailor curriculum and training programs on sexual health for undergraduate health students, assessing students' attitudes toward working with sexual health is necessary. The Students’ Attitudes Toward Addressing Sexual Health Questionnaire (SA-SH) provides adequate measurement proprieties to assess health students' attitudes toward sexual health. This questionnaire has yet to be available for use in European Portuguese-speaking countries. ObjectiveTranslate, culturally adapt, and validate the European Portuguese version of the SA-SH. MethodsCross-sectional, observational study. The translation was performed according to international guidelines; a panel of four sexuality experts was invited for content validity purposes; construct validity was obtained with the results of 122 questionnaires submitted online to health students and correlation with the Sexuality Attitudes and Beliefs Survey. Internal consistency reliability was also calculated. ResultsThe European Portuguese version showed a Cronbach's alpha between 0.669 and 0.770, and four items were removed after factorial analysis. A significant correlation was found with the results of the Sexuality Attitudes and Beliefs Survey. ConclusionThe SA-SH European Portuguese version is a valid and reliable instrument to use among the Portuguese population and institutions.

Team-Based Learning online: percepção dos graduandos de saúde e influência do perfil comportamental do estudante

Abstract Introduction: Team-Based Learning (TBL) is an active methodology that has shown to be effective for the training of health professionals. In 2020, due to the COVID-19 pandemic, TBL utilization migrated from the in-person to the synchronous online mode. Objectives: This study aimed to evaluate the perception of health undergraduate students about online TBL and to analyze whether there is a difference regarding this perception between groups of students with different levels of exposure prior to in-person and online sessions of the teaching method, in addition to verifying whether such perception can be affected by the student’s behavioral profile. Method: This is an observational, cross-sectional, descriptive-exploratory level II comparative study with a quantitative approach, carried out in undergraduate Nursing and Medicine courses between September and December 2021. A questionnaire on sociodemographic data was applied virtually, in addition to the Assessment of Student Perception-Team-Based Learning (ASP-TBL) and the DISC Personality Test instruments. Results: Of the 241 participating students, most were females (81%), aged between 20.8 and 24.4 years, who had already attended more than 10 sessions of in-person TBL (90%) and online TBL (53%). Of the 24 ASP-TBL questions, 17 obtained an index equal to or greater than 75% in the sum of the answers “I totally agree”/“I agree”, values considered as a positive perception in this study. Students exposed to more than 10 online TBL sessions had a significantly more negative perception in three of the four dimensions of the ASP-TBL, when compared to less exposed students. The group that had participated in more than 10 in-person TBL sessions had a significantly more negative perception in only one dimension of the instrument, when compared to the less exposed ones. The main DISC Personality test factor found among the participants’ behavioral profiles was submission (“S”). There was no correlation between the student’s behavioral profile and their perception of the method in the online version. Conclusions: There was a favorable perception of health undergraduate students regarding online TBL. Previous prolonged exposure to the method, both online and in-person, represented a significant difference in the students’ perception of online TBL. There was no evidence of the influence of the student’s behavioral profile on their perception of the teaching method.

Knowledge and awareness level of health undergraduate students on child abuse: a cross-sectional study.

The aim of the study was to investigate the level of knowledge of symptoms and risks of child abuse among undergraduate health science students according to their socio-demographic characteristics. This is a cross-sectional study involving 485 student volunteers. The data collection tools used in the study were the Demographic Data Collection Form and the Scale for Diagnosing Symptoms and Risks of Child Abuse and Neglect. It was found that health students' knowledge of the symptoms and risks of child abuse was moderate. It was also found that knowledge of diagnosing the symptoms and risks of child abuse was higher among women than among men, higher among those who had received education on child abuse, and increased with grade level. Child abuse is an important public health issue, and there is a need to raise awareness of this issue among health students.

Preparing undergraduate health students to navigate interprofessional education: The role of a workshop on psychological safety

PurposeThe current paper outlines the development and delivery of an invitational workshop on psychological safety. The workshop was developed to better prepare undergraduate health education students for interprofessional collaboration. MethodsThe invitational workshop was designed and delivered to a class of 94 undergraduate students in their second year of a Medical Radiation Sciences program. The workshop consisted of an icebreaker activity, a theory section, a second activity to reinforce learning, and a final debrief. Pre, post, and follow-up questionnaires with 5-point Likert scale items were integrated into the course to assess changes in students’ understanding of psychological safety and their perspectives on the workshop. ResultsNinety-one students completed the post-workshop questionnaire for a response rate of 96.8%, while 81 students (86.2%) completed the pre-workshop questionnaire, and 74 students (78.7%) completed the follow-up questionnaire. Generally, students had a much stronger understanding of psychological safety (40.2% vs. 95.6%; p<0.0001) and the value that it holds in team functioning (78.0% vs. 98.9%; p<0.0003) after they had been formally introduced to the topic, were more aware of strategies to establish inclusion and trust among members of a team (43.7% vs. 88.2%; p<0.0001), and felt more comfortable sharing or voicing their opinions in group settings thereafter (28.0% vs. 41.3%; p<0.0003). ConclusionsOutcomes from the workshop suggest that integrated education on psychological safety allows for long standing retention of knowledge and benefits students by enabling them to communicate more effectively within interprofessional teams using the knowledge, strategies, and comfort gained.

Risk Factors for Computer Vision Syndrome (CVS) among College Students during the Covid-19 Pandemic

Background: Sophisticated technology provides many conveniences for humans, as well as education that cannot be separated from it, especially during this COVID-19 pandemic in which the learning methods are carried out online. This is what causes the intensity of using a computer or laptop to increase so that it can trigger the occurrence of visual impairment, namely Computer Vision Syndrome (CVS). There is no definite data regarding CVS and CVS research on university students, especially in Surabaya, is still very small. Objectives: This study aims to analyze the risk factors for CVS among college students during the COVID-19 pandemic. Methods: This research was analytic observational research with a cross-sectional research design. This research was conducted from December 2020 to June 2021. The sampling method used was a systematic random sampling addressed to 249 Public Health undergraduate students from the second, fourth, and sixth semesters. The instrument used was CVS-Q with additional questions related to respondent identity, medical history, and computer-usage behavior. Furthermore, the data were analyzed by calculating the Odds Ratio (OR) with a 95% confidence interval (CI). Results: Gender (OR = 2.54) and a history of eye disorders (OR = 4.01) were risk factors for Computer Vision Syndrome (CVS) in S1 Public Health Science students. Conclusions: This research shows that the risk factors for CVS are gender and a history of eye disorders. The students who use computers with high intensity should take CVS precautions, such as applying the 20-20-20 rule, using anti-radiation glasses, adjusting the brightness of the computer screen, adding an anti-glare on the computer screen, avoiding working in a dark room, and performing an ergonomic body position when using a computer.

Teach, Learn, Do, Repeat: Service Learning Curriculum that Drives Public Health Education while Improving Community Health Outcomes.

The integration of service learning into public health curriculum allows students to apply and ultimately better understand often abstract but important theoretical concepts. We provide lessons learned and practical advice on how to plan and implement an experiential learning project over a two-semester period for upper level undergraduate public health students. Through application of program planning pedagogy, students obtained real-world experience while simultaneously improving mental health for college students. We also discuss how experiential curriculum also provides faculty the opportunity to engage with community stakeholders and organizations to build sustainable partnerships that positively impact students and the community at large.