Conditional indirect influence of the satisfaction with life and student work engagement mediated by academic self-efficacy of undergraduate students.

Forecasting turbulence: Evidence of affective projection biases in momentary predictive fluctuations using dynamic structural equation modelling.

Peer-instructed tele-ultrasound has the potential to provide high-quality clinical ultrasound education to medical students. However, there is limited data evaluating the effectiveness of such methods in practice. The primary aim of this study is to evaluate how virtual tele-ultrasound teaching compares with traditional in-person teaching of peer-instructed pulmonary ultrasound in undergraduate medical students. In a preliminary single-center study, first-year medical students (n = 39) were randomized into 2 peer-instructed pulmonary ultrasound teaching groups: a traditional in-person group or a virtual tele-ultrasound group. Effectiveness was evaluated by 3 primary outcomes: (1) change in knowledge score on pre- and posttest, (2) performance in an objective structured clinical exam, and (3) subjective confidence surveys. The secondary outcome was participants' overall experience with the teaching method. Two one-sided t test was used to measure equivalence between the 2 groups (p < .05). The virtual teaching group was statistically equivalent to the traditional in-person group in all primary outcomes of knowledge change (37.4 vs. 37.8 point improvement out of 100, p < .001), OSCE score (12.7 vs. 12.4 out of 15, p = .002), and overall confidence (4.2 vs. 4.1 out of 5, p = .02). The tele-ultrasound group rated their experience highly overall, but not statistically equivalent to the traditional group (4.5 vs. 4.9 out of 5, p = .47). Peer-instructed tele-ultrasound may be an effective method of teaching pulmonary ultrasound to undergraduate medical students as compared with traditional in-person teaching.

Introduction: Anatomy is considered a difficult subject with a broad curriculum, and many students encounter difficulty in understanding it effectively. Modern-day learning involves the integration and use of new technologies and resources. Aim: To examine the perceptions of medical students regarding various teaching, learning, and assessment methods. Materials and Methods: This cross-sectional survey was conducted among undergraduate medical students (n=266) of the American International Institute of Medical Sciences, Udaipur, Rajasthan, India, after obtaining ethical clearance. A structured questionnaire consisting of 28 questions encompassing the current teaching, learning, and assessment methods in anatomy was used for the study. The data obtained were analysed and represented as percentages. Results: More than half of the participants, 164 (61.65%), believed that a one-year duration is adequate for proper understanding of the subject. About 82 (30.83%) of the participants felt that classical large-group lectures were the best teaching method. Students appreciated problem-based teaching, small-group demonstrations, and the use of advanced teaching-learning methodologies. A total of 248 (93.23%) of the participants enjoyed teaching at the dissection table. The majority of participants found difficulty in learning embryology 190 (71.43%) and histology 140 (52.63%). They expressed difficulty in comprehending the sequence of events, inability to visualise structures, and inadequate time allocation in embryology, as well as difficulty in identifying structures under the microscope and insufficient lecture and practical time in histology. Participants were satisfied with continuous assessment methods such as weekly assessments and part-ending tests. Conclusion: The survey received a mixed response from the participants. They were satisfied with the existing oneyear anatomy curriculum. Participants appreciated classical chalkboard teaching and cadaveric dissection even in the age of multimedia and artificial intelligence. Problem-Based Learning (PBL) and clinical case discussions as part of CompetencyBased Medical Education (CBME) encouraged critical thinking and application of knowledge among the participants. Students expressed anxiety regarding embryology and histology but appreciated continuous assessment strategies, as these aided ongoing learning and improved performance.

Introduction: Simulation-based Learning (SBL) is widely recognised for bridging the gap between theoretical knowledge and clinical practice in health professional education. However, its systematic application in Indian physiotherapy education is limited, and its impact on developing essential cardiorespiratory clinical skills remains understudied. Aim: To assess the effect of SBL in improving cardiorespiratory skills among Indian Physiotherapy students compared with traditional bedside training. Materials and Methods: The present single-blinded, Stratified Randomised Controlled Trial (SRCT) was conducted at D.Y. Patil Deemed to be University, Navi Mumbai, Maharashtra, India from September 2022 to December 2022. Ninety IVth year Bachelor of Physiotherapy (BPT) students participated in a two-day theory session and were then allocated to two groups (n=45 per group). Over three weeks, the control group underwent only traditional bedside teaching, whereas the experimental group completed a 27-hour SBL module in addition to traditional bedside training. Both groups were assessed at baseline and after three weeks of basic cardiorespiratory skills training such as subjective evaluation, Blood Pressure (BP) measurement, auscultation, teaching breathing exercises, nebulisation techniques, and transfers using an adapted, validated checklist. Baseline and post-training scores were compared using Wilcoxon signed rank test and Mann-Whitney’s U test with significance set at p&lt;0.05. Results: Both groups were demographically comparable, with similar mean age (21.04 years) and a female predominance consistent with Indian physiotherapy cohort. Within-group analysis indicated that experimental group (SBL+ traditional training) showed significant improvement in all skills (p&lt;0.05), with large effect sizes (r=0.80-0.90). Control group (traditional training) also showed significant improvement in all skills (p&lt;0.05) except in subjective evaluation and transfers. Between-group post-intervention comparison revealed significantly higher post-intervention scores in experimental group as compared to control group (p&lt;0.05); however, teaching breathing exercises and huffing, although statistically significant, demonstrated a smaller effect size (r=0.29). Conclusion: Participants receiving SBL with traditional training showed greater improvement across most cardiorespiratory skills compared to those trained solely through traditional bedside teaching. The smaller effect size for teaching breathing exercises and huffing suggests that efficacy of SBL’s effectiveness may vary by skill type.

Holopath-VR360-degree virtual reality videos in pathology education: The Holopath-VR experience.

Which features make scientific illustrations more interesting? Study of group effects based on the FsQCA approach.

Portraying higher education students' accounts of foreign language classroom enjoyment and its effects.

The associations between sleep problems and physical exercise among Chinese university students: A network analysis of gender differences.

The rapid integration of digital technologies in the sphere of higher education has had an essential influence on the process of teaching and learning and imposed new psychological and cognitive requirements on students of universities. Even with the increasing technical infrastructure on the ground, student academic performance is increasingly reliant on internal factors, including their dispositions towards technology use and their self-beliefs on their capability to study. The proposed research aims at exploring the extent to which academic self-efficacy and technology attitudes of undergraduate students have a bearing on academic achievement at the University of Lahore, Pakistan. It is founded on the Self-Efficacy Theory developed by Bandura and Technology Acceptance Model (TAM). Quantitative correlational study was used to collect data on 404 undergraduate students in six academic departments using validated self-report questionnaires. The evaluation of academic success based on cumulative grade point average (CGPA) was used to assess academic performance of students. The multiple regression analysis, independent-samples t-tests, descriptive statistics and Pearson correlation were performed in SPSS (Version 27). Findings showed academic self-efficacy and technology attitudes explained 52% variance in academic attainment. Self-efficacy was the strongest predictor, while females showed higher self-efficacy and more favorable technology attitudes.. The results support the paramount importance of the psychological preparation in the technology-enhanced learning space and emphasize the urgency of the institutional intervention increasing student confidence levels and engagement rates with digital technologies. The present research, policy and practice implications on higher education are discussed.

Background: The growing integration of technology in education has made digital health literacy an essential skill for healthcare students. Academic stress and burnout are widely reported among healthcare undergraduates; however, their relationship with digital health literacy remains insufficiently explored, particularly in developing countries such as Pakistan. Objective: This study examined the association between digital health literacy, academic stress, and burnout among undergraduate healthcare students and assessed whether digital health literacy predicts burnout after controlling for demographic factors. Methodology: A cross-sectional analytical study was conducted from January to June 2025 among 300 undergraduate healthcare students from private universities in Pakistan. Data were collected using a self-administered online questionnaire including demographics, the Digital Health Literacy Instrument, Perceived Stress Scale-10, and Maslach Burnout Inventory-Student Survey. Descriptive statistics, Shapiro–Wilk normality testing, Pearson correlation, and multiple linear regression analyses were performed to identify predictors of burnout after adjusting for demographic variables, with statistical significance set at p&lt;0.05. Results: The mean age of participants was 21.4±1.8 years, with females comprising 62% of the sample. Digital health literacy was significantly negatively correlated with academic stress (r= −0.34, p&lt;0.001) and burnout (r= −0.29, p&lt;0.001). Academic stress showed a strong positive correlation with burnout (r=0.63, p&lt;0.001) and was the strongest predictor of burnout (β=0.56, p=0.001). Digital health literacy independently predicted lower burnout (β= −0.18, p=0.002). The model explained 46% of the variance in burnout. Conclusion: Higher digital health literacy is associated with reduced academic stress and burnout. Integrating digital health literacy training may improve student well-being and academic resilience.

Background: Dental professionals, particularly dental students, are at high risk of developing upper limb musculoskeletal disorders due to the repetitive and static nature of their clinical tasks. Maintaining fixed postures while using hand instruments can lead to fatigue, strain, and reduced dexterity, affecting grip strength and hand function. Objective: To determine the relationship between thumb radial abduction and hand grip strength in dental students and house officers. Methodology: A multicenter analytical cross-sectional study was conducted at CMH Medical College and the Institute of Dentistry, Lahore. The study population included undergraduate dental students (3rd and 4th year), house officers, and postgraduate trainees aged 23 to 26 years with intact hands and no upper limb deformities. Participants with a history of wrist or hand injury within the past year, previous fractures, arthritis, neurological disorders affecting the upper limbs, or persistent wrist pain were excluded. A total of 266 participants were recruited using convenience sampling, with the sample size determined via Yamane’s formula. Hand grip strength was measured using a calibrated digital Jamar dynamometer. Thumb radial abduction angles were measured using a universal goniometer. Continuous variables were assessed for normality using the Shapiro-Wilk test. Descriptive statistics were reported as mean ± standard deviation or median with interquartile range for continuous variables, and frequencies and percentages for categorical variables. Spearman’s rank correlation coefficient was used to assess associations between hand grip strength and thumb radial abduction angles due to the non-normal distribution of the data. Subgroup analyses by gender and hand dominance were also performed using Spearman’s correlation. Results: The mean thumb radial abduction range among dental students was 35.2±4.3°, and 36.5±3.8° among house officers. The mean hand grip strength was 38.4±6.2 kg for dental students and 40.1±5.4 kg for house officers. A significant positive correlation (r=0.68, p&lt;0.01) was found between thumb radial abduction and hand grip strength, indicating that greater thumb abduction is associated with enhanced grip strength. Conclusion: Thumb radial abduction shows a significant positive correlation with hand grip strength among dental professionals. Improving thumb mobility and grip strength may help to reduce the risk of upper limb musculoskeletal disorders.

The current study intends to analyse the global perceptions of civic consciousness regarding duties and rights among university students. The current study intends to analyse the global perceptions of civic consciousness regarding duties and rights among university students. All the undergraduate students of higher education were the overall population of the study. Research design employed a descriptive approach, and a survey was conducted to collect data. By using a multistage sampling technique, a sample of 350 students was selected. Self-developed questionnaire was validated through expert opinion. Reliability of the tool was ensured by having Cronbach’s Alpha value 0.851. The findings of the study reveal a weak positive correlation between civil duties and civil rights and a moderate correlation between political duties and political rights, social duties and social rights. It was recommended that universities implement education programs that focus on global citizenship, providing experimental learning through internship opportunities that explore the balance between rights and responsibilities.

The article highlights the experience of training vocational education teachers to manage educational activities. Based on an analysis of the professional standard «Teacher of Vocational Training», the professional competencies, practical skills, and abilities of the educator are presented through the stages of the educational management cycle: planning, organization, motivation, control and correction. A model for transforming the traditional professional competencies of vocational education teachers – those involved in managing the educational process within vocational education institutions – into modern innovative competencies is proposed. The structure and content of the «Management of Educational Activity» academic subject for undergraduate students in professional education are characterized. The first module, «Education as an Object of Management», introduces students to the tiered system of educational management in Ukraine, the legal framework, principles of state policy in educational management, and the management system of educational institutions. The second module, «Management of Educational Activity in a Vocational Education Institution», focuses on the concept of educational activity and its content, alongside the core levels of management within a vocational institution (strategic, tactical, operational, and control-analytical levels). A wide range of pedagogical technologies used during the implementation of this module is characterized, including game-based technologies, the project method, situational modeling technology, and problem-based learning. The third module, «Management of the Educational Environment», introduces students to the components of a modern inclusive educational environment, resource management principles, the socio-communicative aspects of management, foundations of constructive interaction, management of innovative processes, and educational quality assurance. The conclusion emphasizes the relevance of the «Management of Educational Activity» discipline amidst the transformation of the vocational teacher’s role from a «knowledge translator» to a «manager of the educational process».

The study aims to investigate the viewpoints of Iraqi EFL students regarding using the Telegram application for English language learning and its effectiveness in developing their English language skills, particularly vocabulary, writing, and pronunciation. The College of Education for Women is where the study was conducted. Thirty-five third-year English Department undergraduate female students, all of whom were 21 years old, participated in the study, which has been conducted at the College of Education for Women. The study employed a mixed-methods design comprising two equal versions (10 and 15 items) of standardized questionnaires and five semi-structured interviews. According to the findings, the majority of students had a positive attitude towards Telegram, which is related to its convenient interface, flexibility, and the ability to organize communication, share materials, and continue studying after lessons. Telegram has been noted to enhance vocabulary learning, writing skills, oral language, and learners’ autonomy and motivation. The research concludes that Telegram has the potential to be successfully used in EFL teaching with appropriate teacher training and curriculum integration. Notably, the study fills an important gap in the literature on how mobile messaging platforms can be used to support English language learning in resource-constrained settings where conventional language teaching is severely constrained. It offers practical recommendations for implementing digital platforms in Iraqi higher education and other contexts. The paper recommends that teachers officially include Telegram in EFL courses, train on Telegram’s additional features, encourage independent study through Telegram-based tasks, and implement a blended learning model, implying that Telegram should be used as an addition to traditional classroom education, not as a substitute.

Source-based writing is an important yet under-researched aspect of English-medium instruction (EMI) and English as a foreign language (EFL). Students often struggle to write reports that demonstrate lexico-grammatical variety, cohesion, and coherent paraphrasing. This study investigated how student reports manifest the relationships among lexical control, structural clarity, and genre awareness, both intentionally and unintentionally. The data consist of 35 student reports on a published article, along with surveys and reflections. A genre-informed analysis was conducted, and quantitative findings were triangulated with qualitative data from student insights and textual excerpts. Findings indicate partially developed genre awareness and lexical and sentence clarity, but persistent difficulty with paraphrasing, transitions, and argument independence. Students were confident repurposing ideas from the source text but found it challenging to integrate them cohesively into their own arguments. Lexical precision and cohesive progression were influential factors. The study demonstrates that genre awareness enhances structural competence, skill, and coherence without replacing them. It also highlights students’ areas of difficulty and confidence. Recommendations for genre-informed pedagogical practices that focus on lexical sophistication, argument progression, and source-based integration are offered to help students move from reproduction to argumentation

ABSTRACT The doctoral journey often presents students with a variety of stressors that can create obstacles to progress and may affect the students’ timely completion. In some instances, dropping out altogether may become an unavoidable consequence. How can these stumbling blocks be readily and timely detected so that students can be proactively supported to restore optimal engagement in their feelings, study behaviours and actions? This study aimed to develop and validate a rating scale on doctoral students’ resilience in dealing with study-related adversity (The Doctoral Resilience Scale: DoRS-42) using Rasch models. The scale was piloted with 59 doctoral social science students. The 42 scale response options were operationalised as three sub-scales (Perseverance, Reflecting and Adaptive Help-Seeking, Emotional Response) which were previously found to have good psychometric properties in measuring the resilience of undergraduate students. The study’s purpose was two-fold: Firstly, it aimed to ascertain key psychometric properties of the scale (person/item fit and reliability, dimensionality, disordering and differential item functioning) for different groups of participants in relation to gender, study status, background and year of study. Second, the linear person measures that were produced for each respondent for each of the three scales following the Rasch analysis were then used to conduct parametric statistical analyses. Through a series of independent-samples t-tests, a significant difference was found between international and non-international students for all three sub-scales. The findings are discussed in terms of the potential of the scale to offer useful diagnostic information on students’ levels of resilience.

ABSTRACT Canine-assisted interventions (CAIs), a subset of animal-assisted interventions (AAIs), are known to benefit university students’ mental health, but little is known about how these benefits may vary across different points in the semester. This quasi-experimental study assessed undergraduate well-being and mood before and after participation in CAI events held in September (n = 46) and December (n = 30). Although we predicted students would be more stressed on entering the events in December (due to upcoming final exams), we found the groups to not differ on stress (Perceived Stress Scale; p = .882) or general mood (5-point Likert scale; p = .548) before the event. However, we still found the efficacy of the events to differ based on time of semester; students experienced greater improvements in well-being (WHO; η p 2 = .140) and one of the mood measures (BMIS negativity subscale; η p 2 = .052) at the end of the semester. In addition, students’ self-determined visit duration predicted (p = .052) the PSS pleasantness difference scores; however, this effect was observed only in December. We suggest the time of semester/year as another potential variable that universities should consider when incorporating CAIs into mental health initiatives.

ABSTRACT Primary and secondary teachers play a key role in engaging parents in their children’s schooling, but gaps in education and training to work with diverse parents may inadvertently contribute to exclusion. This exploratory quantitative study examined the education and training K-12 teachers and undergraduate education students reported receiving to work with lesbian, gay, bisexual, and/or queer (LGBQ) parents and their children, as well as the relationship between training and addressing marginalised sexual orientations in the classroom. Online survey data from 209 K-12 teachers and undergraduate education students were analysed using hierarchical regression. Results suggest that teachers and undergraduate education students have received little training on working with LGBQ parents and that teachers personally identifying as an ally are associated with engaging in more LGBQ inclusive behaviours in the workplace. The findings of this study suggest that expanding content related to working with LGBQ parents in undergraduate education curriculums and professional development sessions can support teachers in creating a more inclusive classroom environment for LGBQ parents and their children.

Developing critical appraisal skills among undergraduate students by early research exposure: an interventional study.