Journal of Education and Health Promotion
Volume:12 Issue: 9, Oct 2022

Medical students are exposed to stresses which have irreversible consequences, such as suicidal ideation. The present study aimed to investigate the level of occupational stress in medical students and its relationship with the prevalence of suicidal ideation and attention among them and then provide mental health promotion approaches.

This cross‑sectional descriptive study was performed on 325 undergraduate medical students residing at the dormitory of Shahid Beheshti University of Medical Sciences. The sample size was determined by the census method. Osipow and Suicide Behaviors Questionnaires were used to measure job stress and suicidal ideation, respectively. The condition of entry into the study was living in the dormitory and spent at least one semester. Linear regression and logistic regression were used to examine the relationship between variables.

The mean score of occupational stress among students with a mean age of 21 (±2.18) years was 158.84 (±27.07) and 60% (n = 180) of students had high levels of stress. There was a significant relationship between age and educational level with stress level and suicidal ideation (P < 0.05). They had the highest effect on stress (P = 0.031) and suicidal ideation (P = 0.001), respectively, among students. High level of stress was 11.829 times more likely to have suicidal thoughts than low‑stress level (P < 0.001).

Stress and suicidal ideation are much higher in students of lower semesters and lower ages than students with higher semesters. Students should learn how and with what approach to control and manage exposure to stressors. Measures such as holding stress management training courses as well as managing stressful situations are among the effective measures in improving mental health and reducing stress levels and its effects.

The care of infants during their first six months is a significant matter. As there have been shifts in social and economic conditions, families are diverging into several forms. This study aimed to explore parenting styles for infants and the relation between parenting styles for infants and family types.

This study was a cross‑sectional study, focusing on the main caregivers of approximately six‑month‑old infants. The data was collected from February to July 2021. The research tool employed was an interview form. The collected data was then analyzed.

Two hundred sixty‑four families of primary caregivers were included in the study. The family type most frequently found was the skipped generation family, accounting for 119 families (45%). All family types mostly practiced the uninvolved parenting style as the parenting style for infants. Regarding response to infants, most families practiced the permissive parenting style. When investigating relations between parenting style for infants and family type, it was found that skipped generation family caregivers practiced a less authoritative parenting style than the nuclear family, including holding family activities with the infant (0.16, 95%CI: 0.05–0.47); when the infant raises their voice to communicate (0.32, 95%CI: 0.14–0.71); training the infant to roll over (0.21, 95%CI: 0.06–0.69); when the infant cries (0.16, 95%CI: 0.05–0.47); and when the infant does not respond (0.19, 95%, CI: 0.05–0.74)

The most practiced parenting style for infants among all the three family types was the uninvolved parenting style. Regarding the response to infants, the permissive parenting style was mostly observed.

Technical skills result in the patient’s safety. Psychiatric nurses need to learn and apply them to provide effective and secure cares. This study explains the technical competency required for postgraduate psychiatric nursing students.

This conventional qualitative content analysis study is part of a larger study on the clinical competency of postgraduate psychiatric nursing students performed in Iran in 2020. A qualitative study was conducted at universities holding master’s degree courses in psychiatric nursing. Participants were instructors and postgraduate psychiatric nursing students, psychiatric nurses, psychologists, and psychiatrists selected by purposeful sampling method. Sampling continued until data saturation was achieved. Data were collected through a semi‑structured individual interview and were analyzed by conventional qualitative content analysis.

The “technical competency” has two subcategories of “specialized knowledge” (including general nursing knowledge, psychiatric nursing knowledge, and basic knowledge of psychology) and “application of knowledge in practice” (including clinical experience, skills of psychiatric nursing interventions, educational skills, and research and evidence‑based practice skills).

The psychiatric nursing student learns and operates knowledge of psychiatric nursing, psychology, education, and research, besides improving their knowledge of general nursing.

The preeminent mental health conditions, namely social phobia and depression among adolescents, usually remain incognito. The transition period from childhood to adulthood makes adolescents more liable for low amour‑propre, loneliness, and even increases the suicidal tendencies among them. To burgeon the knowledge regarding social phobia and depression among adolescents, the present study was put forward with the objective to assess the prevalence of social anxiety disorders (social phobia) and depression among adolescents.

A cross‑sectional study was conducted for 2 months on 600 students aged 10–19 years belonging to classes VIII–XII of government and private schools in the Dehradun district recruited through multistage random sampling technique. A pre‑tested semi‑structured questionnaire having sociodemographic details, validated self‑administered tools, Social Phobia Inventory tool, and Kutchers Adolescent Depression Scale (Cronbach’s alpha: 0.77 and 0.79) were used. Statistical package for social sciences, version 23 was used for data analysis. Chi‑square test, Fisher exact test, and Pearson correlation analysis were used for analysis

Prevalence of social phobia was found to be 37% among school‑going adolescents. Further, 23.7% of the study participants had mild social phobia, while moderate and severe phobia was seen among 11.5% and 2.3%, respectively. Females had more moderate and severe social phobia than males. Adolescents of government schools had more moderate affective distress and somatic distress as compared to adolescents of private schools.

Social phobia and depression among school‑going adolescents are on the upsurge. The present study shows that social phobia and depression have a strong correlation among themselves, which needs to be addressed as expeditiously as possible. Coping strategies and social skill therapy and programs are pressing priorities for the fulgent future of adolescents.

Role of multimedia training materials on Mini-CEX scores of internal medicine residents. We aimed to assess the effect of multi multimedia training materials on Mini-CEX scores of internal medicine residents of Isfahan University of Medical Sciences. SETTINGS AND DESIGN: A quasi-experimental action research study on 1st, 2nd, and 3rd-year internal medicine residents were implemented.

The Mini-CEX test measures students’ performance in six core skills necessary for medical practice. Mini-CEX scores of 135 internal medicine residents in 2017–2018 were compared before and after the training with prepared multimedia materials. We used repeated measured ANOVA and Mann–Whitney U test to compare the distribution of Mini-CEX scores across corresponding groups. Analysis was done using the SPSS software version 23 (IBM SPSS Statistics for Windows. Armonk, NY, USA: IBM Corp).

The median Mini-CEX score (IQR) of students in preintervention and postintervention groups were 16.14 (5.19) and 19.62 (3.13), respectively. Findings of this study showed a significant increase in mini-CEX scores of the groups who used the multimedia learning material compared to those who did not use it (P < 0.001).

Multimedia learning resources demonstrated a promising influence on internal residents’ mini‑CEX scores in this study. They demonstrate significantly greater performance after using multimedia learning materials compared to their same‑year residents who did not benefit from it. This demonstrates the favorable effect of multimedia on the acquisition of practical skills such as obtaining a history or performing a physical examination.

The influence of western lifestyle such as high‑caloric dense food and sedentary lifestyle has a great influence on Indian children, and the current prevalence of childhood overweight in India ranges between 4% and 22%. The primary aim of the study was to determine the change in growth parameters (waist circumference) as well as dietary behaviors at baseline and at the end of first, third, sixth, and ninth months among overweight adolescent girls and boys following a school‑based nutritional education program.

The study was conducted in 2019 in four urban schools at Puducherry which were randomly assigned to study and control groups by lottery method, and 140 overweight children aged 11–14 years were in the study group and 140 children were in the control group. Simple random sampling method was used to select the samples A nutrition education program highlighting the importance of balanced nutrition and the ill effects of obesity was imparted to students in the study group through a PowerPoint presentation. As a means of reinforcement, posters and pamphlets were distributed. The waist circumference and the mean calorie, protein, and fat intake were assessed at baseline and at the first, third, sixth, and ninth months and compared between groups using independent t test.

There was a statistically significant reduction in waist circumference in the study group when compared to the control group at P < 0.05. A significant decrease in the calorie intake at P < 0.001 and fat intake at P < 0.01 was observed in the study group. The protein intake in the study group increased at the end of 9 months, which was significant at P < 0.001.

School‑based nutritional education program has been found to be a successful intervention in controlling unnecessary weight gain among overweight adolescents.

The minimum data set (MDS) is one of the important steps in the development of health care information systems. According to the Ministry of Health in Iran, a central and national registry along with Parkinson’s MDS (PMDS) has not yet existed. So, this research was conducted to establish a PMDS in Iran.

This study was a descriptive–comparative method, which was done in 2019–2021 in four phases: (1) determining data elements related to Parkinson’s disease in Iran and selected countries; (2) extracting and categorizing the data elements; (3) making a PMDS draft; (4) evaluating a draft by Delphi technique. The research population was the MDS in Australia, Canada, the United States of America, and Iran. After extracting the data elements of Parkinson’s disease from various resources, the primary draft PMDS was developed. Then, the research group divided it into two categories (administrative and clinical). After that, it was sent to 50 healthcare professionals for validation by the Delphi method.

Following the results of the two rounds of Delphi technique, Finally, PMDS was established including a total of 223 data elements in two categories: administrative and clinical with 72 and 151, respectively. Every category included 10 and 14 subcategories.

The first and the most important step for standardization of data collection nationally is creating MDS. Due to the necessity of the existence of PMDS, a complete list of PMDS was established for collecting data on Parkinson’s patients.

“Should students keep their webcams on or off during synchronous online classes?” is an unanswered question with educators’ opinions divided on this aspect. Along with educators’ perspectives, it is also important to unfold students’ perspectives on this question. The objectives of this study were to determine the routine and opinion of students’ regarding webcam usage and identification of students’ reasons for not using webcams during online learning.

A cross‑sectional study was carried out at Margalla Institute of Health Sciences, Rawalpindi, Pakistan. Census was done for data collection by including all dental students(n=180) enrolled at the institute attending synchronous online preclinical and clinical operative dentistry classes. Data collection was carried out using a self‑administrated questionnaire. Descriptive analysis was used to describe survey item responses. Pair‑wise differences between demographic categories (female vs. male, and preclinical vs. clinical) were analyzed using the Pearson Chi‑Square test. Correlation of routine and opinion with students’ reasons were done using Spearman correlation. Ordinal regression analysis was done to associate routine and opinion with reasons. The level of significance (P value) was set at 0.05.

Out of 180 students, 141 submitted the survey form, with a response rate of 77.47%. The majority of the students (n = 117, 83%) used to keep their webcams off during online classes and were (n = 69, 48.9%) of the opinion that webcams should be kept off during online classes. The most common reasons for keeping the webcam off during online classes were “comfort” (n = 87, 61.7%) and “distractions” (n = 84, 59.6%). A statistically significant association of gender was obtained, with females more likely than males due to distraction, self‑consciousness, and appearance (P = 0.000, 0.003, and 0.016, respectively). The odds of gender highly influenced routine use of cameras, and this was statistically significant (OR: 3.478, P = 0.011). Students tended to keep their webcam off when they were inattentative during online classes (OR; 3.743, P < 0.001).

The majority of the students did not agree to keep the webcam on during online synchronous learning. The main reasons for students’ reluctance to keep the webcam on were self‑consciousness, surrounding consciousness, distractions, and technological issues. Students can be encouraged to turn the webcam on by framing strategies according to students' concerns.

Improving self‑care in adolescent pregnancy leads to improved maternal and neonatal outcomes of pregnancy. However, self‑care in adolescent pregnancy is less than other women. The aim of this study was to compare the effect of face‑to‑face training and telemedicine on self‑care in adolescent pregnant women.

The present study is a quasi‑experimental study that was conducted in Zahedan in 2021 and 120 adolescent pregnant women with a gestational age of 15–20 weeks participated in it. The sampling was done in multistage, and the samples were divided into three groups: Face‑to‑face training, telemedicine, and control. Face‑to‑face training was presented in five sessions and the telemedicine group received the similar educational content through the mobile applications. The samples completed a researcher‑made self‑care questionnaire before the intervention and at 28 weeks of gestation. SPSS software version 21 was used for the analysis, and data were analyzed by ANOVA, Tukey post hoc, Kruskal–Wallis, and Mann–Whitney tests.

There was no significant difference in face‑to‑face and telemedicine training in improving the scores of nutritional performance, smoking and narcotics use, personal hygiene, and routine pregnancy care (P > 0.05), but face‑to‑face training caused more improvement in the scores of sports and physical activity as compared to telemedicine group (P = 0.04). Face‑to‑face training and telemedicine training in all domains led to a significant improvement in scores as compared to the control group (P < 0.05).

The results of this study showed that the face‑to‑face training and telemedicine methods were proper methods for self‑care education in pregnant adolescent women. It is recommended to use these methods in promoting self‑care in pregnant adolescent women.

During clinical practicum, nursing students are subjected to stressors that can affect their well‑being, academic performance, and technical skills. The purpose of this study was to evaluate the psychometric properties of the Arabic version of the Perceived Stress Scale of Clinical Practicum (PSS‑CP) in a sample of Moroccan nursing students.

In this study, a translation and back‑translation method and comparisons were made with the original version. The study population consisted of 215 nursing students. The construct validity of PSS‑CP was measured using exploratory (EFA) and confirmatory factor analysis (CFA). Convergent validity was demonstrated by correlation with the Arabic version of the Depression, Anxiety, and Stress Scale (DASS‑21). For reliability, Cronbach’s alpha and test– re‑test reliability (with a 10‑day interval) were used. Data were analyzed using IBM SPSS Statistics V. 23.0 (SPSS) and AMOS V.21.0 (SPSS) software.

The results showed that the PSS‑CP is a reliable and valid scale with good internal consistency and test–re‑test reliability. In terms of convergent validity, the PSS‑CP showed a positive and significant correlation with the DASS‑21 scale items. The results of this study led to a two‑factor model consisting of 29 items.

The PSS‑CP is a valid and reliable instrument for assessing clinical stressors among nursing students in Morocco.

Adopting a healthy lifestyle is necessary to maintain and promote health. The aim of this study was to determine the effect of teach‑back method on improving the lifestyle of health ambassadors in Urmia.

In this quasi‑experimental study, 200 health ambassadors were participated. The research sample was obtained using simple random sampling method. Data collection tool was a questionnaire including demographic characteristics and lifestyle standard. The educational intervention was performed in 4 sessions of 45 min based on the teach‑back method. Data were collected through a lifestyle questionnaire before and 3 months after the educational intervention. Then, the data were analyzed by mean and standard deviation, independent t‑test, paired t‑test, and Chi‑square test through SPSS 19.

The results showed that 24% of the control group and 21% of the intervention group had a good lifestyle before the educational intervention. After the educational intervention 27% of the control group and 54% of the intervention group were in good lifestyle. The results also showed that the mean score of total lifestyle and all its dimensions in the intervention group increased compared to the control group after the educational intervention and the difference between the mean score of total lifestyle and all its dimensions in the intervention group after the intervention was significant (P < 0.05).

Among health ambassadors, teach‑back communication is more effective in improving the lifestyle. Therefore, it is suggested that this method must be used in designing training programs for health ambassadors.

Cervical cancer is the leading cause of death worldwide, especially in developing countries. More than one‑fifth of newly diagnosed cervical cancer cases are occurring in India. Cervical cancer is a highly preventable and curable cancer compared with other types of cancer, if detected at an early stage. The present study has been carried out to assess whether a community‑based, multicomponent, nurse‑led intervention program improves cervical cancer screening behavior of women.

An experimental randomized controlled trial was carried out by recruiting 419 women in the age group of 30–60 years (246 in the experimental group and 173 in the control group) residing in a selected rural community (selected tribal settlements) of Idukki district of Kerala, India, using multistage cluster sampling. The intervention comprising small group education followed by reinforcement session, telephonic reminders, navigation and guidance for Pap smear, and follow‑up visit by the investigator was administered to the experimental group, and the control group did not receive any intervention. Knowledge, attitude, and screening behavior of women related to prevention of cervical cancer were assessed before and twice after the intervention.

The experimental and control groups were homogenous in all baseline sociodemographic variables. The community‑based intervention program was effective in improving knowledge(P< 0.001), attitude (P < 0.001), and screening behavior (P < 0.001) of women regarding the prevention of cervical cancer. A significant moderate positive correlation was found between knowledge and screening behavior (r = 0.408). Significant association was found between knowledge, attitude, and practice regarding prevention of cervical cancer with education, age at the time of marriage, and number of pregnancies.

The community‑based, multicomponent, nurse‑led intervention program was effective in improving cervical cancer screening behavior among women. Repeated motivation and reinforcement are needed to bring behavioral change and to increase uptake of screening services among rural women.

During the course of their education, medical students must attain moral competence. The current study aims at designing a formative structured examination that would create the opportunity for learners to practice and interact with simulated patients under expert supervision.

This article reports an experience in developing and implementation of a formative assessment of moral competence and the point of view of medical students. In this study, the formative structured examination of medical ethics for 80 medical students in 2 rounds with eight stations was designed. In each station, a scenario was proposed, and the opportunity was provided to the learners to interact with a simulated patient under the supervision of a medical ethics expert. Then, the learners would receive structured feedback in accordance with their performance. All learners expressed their experience in reflective writing, and their opinions were put under content analysis.

The content analysis of this reflective writing revealed three main categories, namely “Deeper understanding of ethical subjects,” “Collaborative thinking and synergy with peers,” and “Effective feedback of supervisors.”

Within the framework of a formative structured examination of medical ethics, a safe space was created for interacting with simulated patients and practicing ethical reasoning, as well as dimensions of moral competence.

Coronavirus disease (COVID‑19) causes significant psychological distress among nursing students. College‑bound nursing students might have preferred different types of coping strategies to deal with psychological distress. This study aims to measure the psychological distress and role of coping styles to mediate the stress level among the baccalaureate nursing students amid the COVID‑19 pandemic.

A cross‑sectional online survey was conducted in December 2020 at a nursing college attached to a tertiary care teaching hospital, North India. Nearly 251 baccalaureate nursing students completed the Impact of Event Scale‑Revised (IES‑R) and Coping Orientation to Problems Experienced Inventory (Brief‑COPE) scale to report their psychological distress and coping styles, respectively. Chi‑square test, independent sample t‑test followed by binary and multivariable regression were used to identify the factors associated with distress in students during the pandemic.

Students’ mean age was 22.22 ± 1.24 years. The mean IES‑R was 19.59 ± 12.45 in nursing students. Psychological distress found a significant association with age (P = 0.022), academic class (P = 0.016), travel history (P = 0.034), and being positive reverse transcription–polymerase chain reaction (RT‑PCR) for COVID‑19 status of self (P = 0.018) and family members in the medical profession (P = 0.013). In binary logistic regression, stress level found a significant association with first‑year academic level (OR: 3.250, 95% CI: 1.429–7.390, P = 0.005) and family members in the medical profession (OR: 4.44, 95% CI: 1.019–19.382, P = 0.047). Adaptive coping styles were more frequently preferred than maladaptive coping styles (54% vs 41%). Adaptive (r = 0.295, P < 0.001) and maladaptive coping (r = 0.403, P < 0.001) shows a significant positive relationship with stress in students, respectively.

Coronavirus pandemic causes significant distress among nursing students. Students were able to manage stress using acceptance and religious/spiritual coping strategies. During the pandemic, stress management to support mental health is highly recommended.

Congenital heart disease (CHD) is one of the underlying medical conditions that put children at increased risk for coronavirus. This study aimed to predict preventive behaviors of COVID‑19 among children with CHD based on the protection motivation theory (PMT).

This cross‑sectional study was conducted from March 2021 to April 2021, on 240 children 3–7 years with CHD whose data had been registered in Persian Registry of Cardiovascular Disease/CHD (PROVE/CHD) System in Isfahan, Iran. The research variables were measured using an online researcher‑made questionnaire that was based on PMT constructs. The collected data were analyzed using statistical tests (e.g., Pearson correlation coefficient and linear regression analysis).

From a total of 240 participants (mean age of 4.81 ± 1.50) in the present study, 122 (50.8%) were girls. The most common types of CHD among children participating in this study were related to atrial septal defect (ASD) (29.2%, n = 70) and ventricular septal defect (VSD) (26.7%, n = 64), respectively. Protective behaviors showed a significant correlation with all constructs of PMT. The PMT constructs explained 41.0% of the variances in protective behavior, in which the perceived reward (β = 0.325) and perceived self‑efficacy (β = 0.192) was the most important, respectively.

The results of this study showed well the effectiveness of PMT on the preventive behaviors of COVID‑19 in children with CHD. This theory can be used to teach preventive behaviors of COVID‑19 to children with CHD in education programs.

Diagnostic dilemma arises when patients with clinical suspicion of COVID‑19 disease having moderate‑to‑severe respiratory symptoms yield negative result for COVID‑19 in reverse transcription polymerase chain reaction (RT‑PCR). This study evaluated the clinical, laboratory and HRCT thorax findings among RT‑PCR‑negative COVID‑19 suspects with moderate‑to‑severe disease.

A hospital‑based retrospective observational study was conducted between July 2021 to December 2021, among 60 moderate and severe symptomatic COVID‑19 suspects admitted in the severe acute respiratory illness (SARI) ward and intensive care unit (ICU), who were negative for COVID‑19 in RT‑PCR. Data were abstracted from the medical records section of the hospital using a predesigned data abstraction form and presented by descriptive statistics.

Mean age of study participants was 55.5 years (SD 14.1 years), and majority were males (n = 43, 71.7%). Common presenting symptoms were fever (n = 60, 100%), dyspnea (n = 57, 95%), and cough (n = 54, 90%). The common laboratory findings were rise of C‑reactive protein (n = 60, 100%), NLR (n = 49, 81.7%), d‑dimer (n = 47, 78.3%), ferritin (n = 46, 76.7%), and LDH (n = 40, 66.7%). HRCT scan of thorax revealed ground glass opacities with or without consolidations located bilaterally with diffuse or peripheral distribution, interlobar septal thickening (n = 43, 74.1%), vascular thickening (n = 35, ≥58.3%), and sub‑pleural lines (n = 32, 53.3%). Median CT‑SS value was 15 (IQR 11–19), and majority (n = 56, 93.3%) belonged to CO‑RADS ≥4.

Diagnosis of COVID‑19 can be presumed in RT‑PCR‑negative suspected COVID‑19 patients with moderate‑to‑severe disease, with marked rise of inflammatory markers and HRCT revealing typical findings of COVID‑19 pneumonia.

Crises are often unavoidable events that occur around the world. Hospitals play an important role in treating patients and preventing extensive injuries in times of crisis, requiring adequate preparedness. In order to design a proper planning system, it is essential to be aware of the challenges of hospitals during a crisis. The purpose of this study was to explain the challenges of hospitals admitting COVID‑19 patients in the city of Mashhad, Iran, from the perspective of their managers.

This study employed a qualitative approach, using the method of conventional content analysis and was conducted from May to July 2020. A purposive sampling method was used to recruit the senior managers of hospitals admitting COVID‑19 patients in Mashhad. The interviews were conducted face to face, with open‑ended questions following an interview guide based on semi‑structured questions, and continued until data saturation was reached. Data were analyzed using Atlas Ti software.

After the implementation of the interviews, first 665 initial codes were extracted from the data, and after removing the overlapping sequences, a total of 115 codes were obtained. Three categories (organizational challenges, extra organizational challenges, and challenges related to information domain), 13 sub‑categories, and 33 codes were extracted from the content analysis of the interviews. The main themes propounded in the field of challenges of COVID‑19 referral hospitals in Mashhad were organizational challenges, extra organizational challenges, and information domain challenges.

The results of this study showed that the hospitals admitting COVID‑19 patients in Mashhad faced many challenges. To improve the quality of services in postcrisis phase, replacing hospitals’ equipment, revising curriculums at medical universities, staff retraining, recruiting skilled human resources, and creating a supportive community context are necessary.

For sure, the COVID‑19 crisis will not be the last one, we have to be prepared for the bigger health crisis.

The COVID‑19 pandemic has affected face‑to‑face teaching across the globe. The sudden shift in learning methods has impacted learning experiences significantly. Students’ perception about online compared to blended learning might affect learning. The objective of this study was to evaluate physiotherapy students’ perception of blended compared to online learning.

This mixed‑method study documents physiotherapy students’ perception about the courses delivered through blended learning (BL) mode during the COVID‑19 pandemic. Physiotherapy graduates and postgraduate students who completed their evidence‑based physiotherapy practice courses at Sri Ramachandra Institute of Higher Education and Research, Chennai (N = 68) participated in this study. The participants’ perceived experience about synchronous online mode and BL during the pandemic was assessed using a questionnaire and focus group discussion.

All the participants felt that the course outcomes were met and that they gained knowledge and skills in evidence‑based practice. Most of the students (93%) recommended a blended mode of learning compared to online learning alone. Thematic analysis of the focus group discussion (FGD) identified enhanced learning experience, collaborative learning as enablers to BL, and availability of gadgets and quality of online contents as barriers.

Participants showed par preference for blended learning over online learning as it provided flexibility and facilitated active learning compared to online learning alone.

There have been criticisms that local authorities develop disaster planning independently, which led to less sensitiveness and responsibility of community‑based organizations (CBOs). Disasters planning should incorporate into CBOs’ management processes. This study aims to set goals of a community‑based plan based on preparedness capacities that CBOs need to have in the COVID‑19 pandemic.

This cross‑sectional study used a prevalidated and reliable questionnaire assessing (CBOs). The tool assesses preparedness in the field of planning, training, and infrastructure. Forty CBOs met the inclusion criteria as assisting or cooperating agencies during the COVID‑19 pandemic. Then, key informants, who simultaneously have been working in the health system and CBOs, prioritized low‑scale items that have shown capacity gaps according to effects on the vulnerable group, sustainability, and capability of the health system. Descriptive statistics performed using SPSS18 software (SPSS Inc., Chicago, USA).

The results showed that the preparedness of CBOs was weak in the field of planning, training, and infrastructure. Besides, overlaps of CBOs’ resources and covering the clients’ medical needs in the COVID‑19 pandemic were the most priority that needs to be intervened.

Providing medical needs by CBOs require legal legitimacy assigned by health authority, especially in epidemic‑prone diseases. In addition, assigning a coordinator to set a priority list and mutual agreements authoried by health departments can solve the problem of overlapped resources. Therefore, functional roles of CBOs in the pandemic should focus mostly on resource allocation and the medical needs of clients to set goals and functional objectives.

In this novel intervention, we have tried to incorporate case‑based learning with creative and critical thinking. Creative thinking indulges students to generate and apply new concepts in specific situations, seeing current situations in a new light, identifying alternative theories, and exploring new links that help generate a positive outcome. This may involve combining various hypotheses to form something original, sifting and refining ideas to discover possibilities, constructing new theories, and acting on intuition.

This is a quasi‑experimental study on educational intervention. First Bachelor of Medicine and Bachelor of Surgery (MBBS) students (N = 80) in their First MBBS students were randomly divided into control (n = 40) and study (n = 40) groups after they had undergone case‑based learning in their first semester. The study group was asked to prepare three cases each on type II diabetes mellitus (DM), Fe deficiency anemia, and obstructive jaundice by discussion. Each case was prepared with a) an introduction consisting of presenting complaints, b) body comprising laboratory findings, and c) five questions related to the case. The cases were reviewed by a facilitator and presented to the other groups for discussion. Pretest and posttest questionnaires were collected and analyzed.

Based on the pretest scores, students were grouped as low, average, and high performers. Wilcoxon signed rank test was performed, which revealed significant improvement in the posttest scores of all students in the study group.

By designing new case histories themselves, students were able to understand the biochemical concepts of common diseases and apply these concepts in causation of diseases. Thus, case‑based learning in this setting helped to foster creative and critical thinking skills of first MBBS students.

The expansion of pregnancy‑related mobile applications has led to an increase in the usage of these applications by Iranian women, which has the potential to have a long‑term impact on women’s pregnancy health and, as a result, community health. The goal of this research was to investigate the state of pregnancy‑related mobile applications in Iran.

This was a descriptive‑applied research approach which was conducted in 2020. One hundred and fifty‑seven pregnancy apps from different Iranian mobile app markets were installed and were examined in terms of the resources used and their validity, subject distribution, participation of obstetricians in the app development, apps volume, rank acquired by users and distribution of apps according to the developers. The relationship between the number of resources used and user rankings was also tested.

A total of 157 apps were categorized into 12 subject categories based on their content. Only 1.3% of the apps were developed with the participation of obstetricians. Only 5% of the apps had used reliable information resources. Furthermore, the number of resources referenced in the studied apps did not have a significant relationship with star ratings (r = 0.03, P = 0.64), according to the Pearson correlation test.

Iranian mobile applications in the field of pregnancy have grown significantly in terms of quantity, subject diversity, and user acceptance; however, the credibility of the information in these apps cannot be validated. This serves as a reminder to users to exercise caution while using such apps.

Increase in competitive demands has led to the promotion of seminar presentation by the students to increase active learning and for the assessment of learning. Portfolios are an important tool for assessment for learning. The objectives of the study were to compare the gain in knowledge among the conventional and the blended seminar groups (intervention group), analyze the working portfolios to assess for learning, and to gather the perception of students.

This was an interventional study (2016) with convenience sampling that included 27 students each in the conventional and interventional groups. It was conducted in a medical college in central India. The conventional group was teacher led and the blended seminar group was student led with interaction with the students regarding the contents of the portfolio. Student’s unpaired and paired t tests were used for statistical analysis. P < 0.05 was considered as the level of significance. Class average normalized gain (g) was used as a measure of effectiveness of the intervention. Quantitative questions were analyzed using percentages and qualitative data using categorization.

Significant difference was found between the conventional and intervention groups (P < 0.05) with gain “g” being 0.52 for the intervention group. On evaluation of the feedback, students commented regarding its interactive nature and progress during the learning process. The reflections were coded as text as the unit of coding and student as the unit of coding. It was also found that the students who were critical reflectors were the ones who scored > 50% in the posttest scores.

The present study showed that seminar when blended with portfolio yielded positive results in the process of learning, and hence was effective in assessment for learning.

Today, the increasing process with the using internet is a kind of disease among adolescents, especially in the COVID‑19 pandemic. The activities such as learning–educational process and online games will become one of the problems for families. This study aimed to determine the relationship between internet addiction and parent–child relationships in high school girls in Isfahan.

This descriptive‑correlational study was conducted in girls’ high school in Isfahan, Iran. One hundred and sixty students and one of their parents had participated through cluster sampling method. They filled out the Young Internet Addiction Questionnaire and the Fine et al.’s Child‑Parent Questionnaire (PCRS). Data were analyzed using descriptive statistical tests and Pearson correlation test. The significance level of the data was considered 0.05.

The mean score (standard deviation) of internet addiction was 52.15 (5.67). 62.5% of the participants were not addicted to the use of the nternet. The mean score of the parent–child relationship was 118.24 (85.35). The results of the Pearson correlation test show that there is a significant negative correlation between parent–child relationships and Internet addiction in adolescent girls (P < 0.01).

Therefore, in the girl high school students who have a stronger parent–child relationship, the rate of Internet dependence is lower. Due to the current situation of the COVID‑19 pandemic in terms of Internet addiction and the parent–child relationship, the present study can help nurses, teachers, and educational planners to provide a suitable information for appropriate intervention.

Learning helps acquire knowledge or skills. COVID‑19 outbreak severely affected the progress of education all across the globe. Pandemic‑induced alternative methods of teaching promoted the progress of online education. Hence, this study is undertaken to assess an overview of teaching learning strategies in the COVID‑19 pandemic so as to explore the direction of medical education and help perk up the teaching learning methods in medical education.

The cross‑sectional study involves first year medical undergraduate students of 2020–2021 batch studying at Dr.VMGMC, Solapur. It involves complete enumeration of students of 2020-2021 batch. Due to the second wave of COVID‑19 pandemic hematology, classes were continued and completed by the same faculty by online live teaching using Microsoft teams. As this being an online survey, it was ethically exempted. A comparison of questionnaires between offline and online classes was done by using χ2 test and a P value less than 0.05 was considered as significant. Quantitative data generated by the dichotomous question and five‑point Likert scale questions were analyzed using descriptive statistics and frequency analysis. Out of 189 respondents, majority of students preferred traditional offline classes over online classes. Self‑directed learning was feasible in both methods of teaching.

Traditional offline classes were more interactive and enthusiastic than online classes. Offline classes helped students to revise, recollect, and reproduce necessary information as their attention span was better in offline teaching than online teaching.

Holistic understanding and better learning were experienced through traditional offline classes. Although teachers take double efforts for online teaching, the overall learning effect and impact of traditional offline classes were much better than online classes. It definitely motivates andrgaogy and helps understand the concept on their own.

The capacity of self‑authoring one’s own beliefs, identity, and relationships is core to many expected outcomes of future health‑care professionals. Students’ personal and professional development for self‑authorship can be promoted by the variety of developmentally effective “crossroads” experiences that they encounter. Identifying the characteristics of the crossroads experiences in clinical rotations can provide a foundation for medical educators to provide an environment that can foster self‑authorship.

A cross‑sectional qualitative survey was conducted using a researcher developed semi‑structured questionnaire which had three open questions and asked medical interns to describe their internship experiences that stimulated their thinking along the self‑authorship dimensions of identity, relationships, and ways of knowledge acquisition. Data were analyzed using Braun and Clarkes’ thematic analysis method.

The survey was completed by 167 medical interns (response rate: 83%). The key features of significant crossroads experiences and their effects were created into six themes: Experiences by being respected and validated; experiences by involvement in patient management; experiences by participation in interactive learning environments; experiences by participation in authentic clinical work environments; experiences by the observation of professional behaviors; experiences through the uniqueness of different specialties.

Authentic experiences of patient management in the real world of clinical settings with a high interactive environment have the potential to promote interns’ self‑authorship development. Educators can support learners by respecting and validating their capacities and by role modeling of professional behaviors.

The ability to interact and communicate effectively is one of the factors affecting the performance of faculty members, which is considered one of their basic competencies. The purpose of this study was to identify the factors affecting on interaction of faculty member with student and colleague, through the synthesis of literature.

The research method was qualitative with a meta‑synthesis approach. Meta‑synthesis was performed with Sandelowski and Barroso method. After the research of databases in the period 1995–2021, 259 studies were collected and finally 48 sources were selected and were included in the analysis phase. Coding method was used to analyze the data.

Analyzing the findings of previous researchers and synthesizing the results, 155 codes, 18 subcategories, and 6 categories were identified and validated through kappa coefficient. The categories included “emotional‑cognitive factor,” “sociocultural factor,” “communication factor,” “professional factor,” “educational factors,” and “management factor.”

Based on the findings of this study and the importance of faculty members’ interactions in medical universities, it is recommended that university officials and administrators use the results of this study to provide a suitable platform for creating and strengthening these interactions through holding workshops.

Linking anatomy with the clinical approach for creating an inquisitive mind for a millennium via the digital platform is the need of the hour. Traditional lecturing makes students have rote memorization of the human anatomy. The inquiry‑based project will allow undergraduate medical students to have a deeper understanding of human anatomy along with team building and interpersonal skill development. This approach of teaching would allow students to link the content taught for human anatomy with its clinical applicability and probably generate inquisitiveness for further exploring the course content. The study aimed to appraise and assess the perception of medical students and faculty about the inquiry‑based digitalized project presentation.

A descriptive cross‑sectional study was conducted for inquiry‑based project presentation where students were divided into 15 groups with 15 inquiries, which were presented as projects on a digital platform under the guidance of the facilitator. The perception of students and faculty for the inquiry‑based approach was collected using a validated survey questionnaire. The quantitative data were analyzed by SPSS‑version 15, using descriptive statistics, Friedman’s rank, and thematic analysis for qualitative data.

In total, 117 students participated in the pre‑test and 129 in the post‑test part of the study. Also, 79.1% of students appreciated that the inquiry‑based project presentation approach allowed them to link anatomy with different courses; 73.6% agreed that this approach has a positive impact on their attitude toward learning anatomy. Then, 75.2% students appreciated of learning new skills using the digital platform. They agreed to have developed leadership (65.1%) and team‑building skills (83.7%) and self‑directed learning (SDL) improvement (71.3%). However, some students (9.3%) and faculty (16.7%) had been ostracized for presenting their inquiry‑based projects on a digital platform, whereas 65.1% of students appreciated this approach.

Inquiry‑based learning approach would allow students to have a deeper understanding of the subject knowledge and skills for the SDL and learn strategies for the usage of virtual technology for literature search.

Patients with a vegetative state (VS) are completely dependent on caregivers in all physical aspects of their lives. Caring for such patients comes with a great deal of difficulty for family caregivers. As a result, family caregivers must be fully trained and prepared for this role. The present qualitative study was conducted to investigate the educational challenges faced by family caregivers of VS patients for home care preparedness.

The present qualitative study was conducted through the conventional content analysis method from August 2020 to September 2021 in two provinces of Iran (Sistan and Baluchestan Province; and Razavi Khorasan Province). Fourteen family caregivers of patients in a VS were included in the study. Semi‑structured and in‑depth interviews were employed to collect data. The Graneheim and Lundman method was utilized to conduct the data analysis using MAXQDA2020 software. Data collection continued until data saturation and the identification of main categories.

As indicated by the data analysis, three categories of “unmet educational needs,” “confused caregiver,” and “searching for practical knowledge” which included 19 sub‑categories described the experiences of family caregivers of patients in a VS concerning challenges they went through in preparation for patient care at home. Participants’ experiences revealed that despite the inadequacy of educations provided by health‑care providers on knowledge and skills required by family caregivers, they were committed to caring for the patient and trying to acquire the required knowledge.

Results indicated that inadequate education and the lack of family caregivers’ contribution to caring for the patient in the VS during their stay in the hospital impedes their acquisition of adequate knowledge and skill to care for patients at home. Therefore, healthcare system policymakers should be planning to eliminate the educational barriers faced by family caregivers and expand the educational activities of hospitals’ homecare centers to provide educational support of family caregivers after the patient’s discharge.

Working conditions play a significant role in the process that causes cardiovascular disease. In this regard, it is required to monitor the health conditions of workers to design proper interventions to encourage healthy behaviors. This investigation was performed to determine preventive behaviors against cardiovascular disease based on the health belief model (HBM).

This research was a cross‑sectional and descriptive study with 228 subjects of oil industry workers under shift work schedules in the oil regions of Khuzestan, Iran. The HBM questionnaire provided the theoretical framework for this study. Participants completed the questionnaires in person at work. Data were analyzed using SPSS 24.0. Descriptive statistics including frequencies, percentages, and means, and linear regression analysis were calculated for variables.

Findings of the study showed that most workers were of a weak level of knowledge (55.3%), self‑efficacy (82.5%), perceived severity (83.8%), perceived susceptibility (75.4%), perceived benefit (57.5%), and behavior (82.5%). Furthermore, results showed that most of the workers considered smoking (3.51 out of 5) and proper diet for good heart function (2.54 out of 5). In this study, the item of exercise was the lowest among all the preventive behaviors (1.39 out of 5). Self‑efficacy was the strongest predictor of health belief about cardiovascular disease.

To decrease the increasing burden of cardiovascular disease in our population, and fight against this rank‑one killer, multiple useful prevention strategies must be adopted. Educational theory‑based interventions and applying designed programs to improve the adoption of preventive behaviors are a necessity.

Coronavirus disease 2019 (COVID‑19) pandemic has created unprecedented challenges for the Indian health‑care system. Nurses, being vital partners of health care, experience tremendous challenges and job stress to deliver quality health care with limited resources. Drastic surge in health‑care demands during COVID‑19 pandemic amplified the challenges for nurses, yet it remains a neglected area of concern. Job resources like working conditions, team support, and job demands like workload, stress, and ethical dilemmas greatly affect the job satisfaction and health outcomes in nurses. The study aims to identify the job demands and resources among nurses in connection to COVID 19.

A quantitative cross‑sectional design was adopted to assess the impact of job demands and resources among registered nurses (N = 102).Those in the age group of 21–58 years and working in regular and COVID‑19 patient care were included. Semi‑structured interview schedule was used, and psychological impact was assessed through DASS‑21 scale. Data analysis was done by descriptive and analytical statistical applications using Statistical Package for the Social Sciences (SPSS) 20. The level of significance was P ≤ 0.05.

The study findings revealed that 66.67% of the nurses frequently experienced work pressure, 72.55%experienced frequent moral distress, and 80.4%were dissatisfied due to being non‑participatory inpatient care decision making. Of all, 67.3% agreed that they hadjob dissatisfaction and 79.4% felt conflicting work climate.

Nurses, being key players in the health care, experience constant challenges in the delivery of safe and quality patient care. Addressing the challenges of job stress and promoting job resources can positively impact their job satisfaction, perceived autonomy, job morale, and commitment, which directly influence positive health outcomes.

The coronavirus disease 2019 (COVID‑19) pandemic has negatively affected the medical services, particularly cancer diagnosis and treatment, for vulnerable cancer patients. Although lung cancer has a high mortality rate, monitoring and following up of these patients can help to improve disease management during the pandemic. Telemedicine has proven to be an effective method of providing health care to these patients. As a result, the purpose of this study was to identify telemedicine applications in the management of lung cancer patients during the COVID‑19 pandemic. In this scoping review, studies published in online scientific databases such as Web of Science, Scopus, and PubMed between January 1, 2020 and September 1, 2021 were systematically searched and screened. The studies were chosen using predetermined inclusion and exclusion criteria. The bibliometric information and technological aspects of included studies were collected using a data extraction form and the data was analyzed using the content analysis approach. A total of 68 articles were found, from which four articles were finally selected based on specific inclusion/exclusion criteria. Real‑time consultation was one of the most common applications of telemedicine to deliver health‑care services to cancer patients. Health‑care providers used applications such as Zoom, Facetime, WeChat, and e‑mail, as well as devices including PCs, phones, and smartphones to provide real‑time consultation to patients via videoconferencing, phone calls, and messaging, as well as store and forward consultation via e‑mail. Telemedicine in the COVID‑19 pandemic provides health‑care services to lung cancer patients at their homes by enabling physicians and patients to communicate in real time. Several telemedicine services are still unavailable for patients with lung cancer. As a result, health experts, politicians, and entrepreneurs must pay special attention to this issue.

Coronavirus disease 2019 (COVID‑19) constrained the regular teaching in educational institutions and hampered the teaching–learning process across the globe. E‑learning method is widely used in higher education in the current situation. the objective is to assess the beliefs and expectations of the students on e‑learning among adult learners of a tertiary level health‑care institution.

A single group pre‑post design was adopted. Microsoft Go two‑in‑one devices were used to find the effectiveness of e‑learning, including digital exam solution. Depending on the availability of device, 25 participants were selected for the study from three different steams. A 5‑point Likert scale was used for assessing the quality, adoptability, and acceptance of digital education developed by the researchers. Chi‑square/Fisher’s exact or McNemar’s test was used to test the association between independent or related categorical variables. Comparison of the average score between different courses was performed using the Kruskal–Wallis test.

Twenty‑two participants who completed the final assessment were retained for the analysis. Majority of the participants believed that e‑learning helps to achieve personal learning goals or objectives and bridge skill or knowledge gaps and caters to learning preferences. However, the overall quality score across the study groups was found to be statistically insignificant (Kruskal–Wallis statistic: 1.26; P value: 0.533).

The findings show that the adult learners in higher education, irrespective of their age differences, believe that intense e‑learning support with Microsoft Go two‑in‑one device has a complementary effect on their learning outcome.

There are no studies pertaining to resilience related to novel coronavirus focusing primarily on doctors and undergraduate medical students in India. The objectives of this survey were to assess the resilience and its various domains that are needed for dealing with novel coronavirus among doctors, interns, and undergraduate students and to see its correlation with various sociodemographic factors.

An online cross-sectional survey was done among doctors and undergraduate medical students during the first COVID-19 wave from May 19, 2020 to June 8, 2020. A total of 434 responses were recorded during the study period. All the recorded full responses were considered for data analysis. Snowball sampling was used for this study. Resilience was assessed using three items, which were taken from the Brief Resilience Scale (BRS).

Out of 434 responses, 51.7% (224/433) of the respondents were non‑resilient. The presence of the elderly at home was significantly associated with poor resilience (P = 0.02). Resilience was not significantly associated with other socio‑demographic factors. Younger respondents (P = 0.019) and females (P =0.0004) were of the opinion that they recovered late from stressful events. Elderly respondents (P = 0.003) and those with chronic illness (P = 0.008) reported that it is hard for them to snap back if something bad happens (P = 0.003).

More than half of the doctors and undergraduate medical students were found to be non-resilient, underscoring the urgent need to take steps to improve the resilience of this group of frontline workers.

Play therapy is an intelligent tool in cognitive–behavioral therapies. In today’s world, the Internet and technology play a key role in all aspects of people’s life including mental health. The present study explores the feasibility of using Internet‑assisted play therapy to solve children’s psychological issues in primary healthcare systems.

The present qualitative research was conducted by the content analysis approach on 20 experts working in the healthcare centers, who were selected purposefully. The sample was saturated with these 20 participants. Data were collected through semi‑structured interviews and were coded manually. Then, they were analyzed in the Atlas.ti software package.

The results revealed 15 themes and 10 sub‑themes. The themes included (1) safety, (2) efficiency, (3) client‑orientedness, (4) organizational growth, (5) time, (6) effectiveness, (7) justice‑orientedness, (8) access, (9) feedback, (10) analysis, (11) children’s computer game room, (12) reward, (13) group game, and (14) capability to be integrated into other electronic programs.

It seems that Internet‑based play therapy is plausible to be used as a service in primary healthcare to tackle the psychological problems of children in the target population if the challenges related to the exploratory themes are taken care of.

Many academicians suggested the supplementary use of 3D‑printed models reconstructed from radiological images for optimal anatomy education. 3D‑printed model is newer technology available to us. The purpose of this systematic review was to capture the usefulness or effectiveness of this newer technology in anatomy education.

Twenty‑two studies met the inclusion and exclusion criteria for quantitative synthesis. The included studies were sub‑grouped according to the interventions and participants. No restrictions were applied based on geographical location, language and publication years. Randomized, controlled trial, cross‑sectional and cross‑over designs were included. The effect size of each intervention in both participants was computed as a standardized mean difference (SMD).

Twenty‑two randomized, controlled trials were included for quantitative estimation of effect size of knowledge acquisition as standardized mean difference in 1435 participants. The pooled effect size for 3D‑printed model was 0.77 (0.45–1.09, 95% CI, P < 0.0001) with 86% heterogeneity. The accuracy score was measured in only three studies and estimated effect size was 2.81 (1.08–4.54, 95% CI, P = 0.001) with 92% heterogeneity. The satisfaction score was examined by questionnaire in 6 studies. The estimated effect size was 2.00 (0.69–3.32, 95% CI, P= 0.003) with significant heterogeneity.

The participants exposed to the 3D‑printed model performed better than participants who used traditional methodologies. Thus, the 3D‑printed model is a potential tool for anatomy education.