The impact of the COVID-19 pandemic on the lifestyle and behaviours, mental health and education of students studying healthcare-related courses at a British university

Prevalence of adverse cardiometabolic health markers in UK undergraduate university students: an observational cohort study

OBJECTIVES

The prevalence of adverse cardiometabolic health markers has increased substantially in UK young adults, and university students now make up a significant proportion of this population. Their health-related behaviours are poorer than age-matched normative data, and students' anthropometric outcomes deteriorate during their university career. The influence of university on cardiometabolic health markers is unclear, and men and students of Minoritised Ethnicity are often under-represented in student health research. This study aimed to determine the prevalence of adverse cardiometabolic health markers in undergraduate university students and assess differences between genders, ethnic groups and year of study.

DESIGN

Observational cohort study.

SETTING

A higher education institution in Nottingham, UK.

PARTICIPANTS

Three independent cohorts of undergraduate university students (total n=1,299) completed five physiological tests and provided demographic information. One-way ANOVAs assessed differences between year of study and ethnic groups, and paired samples t-tests assessed differences between genders.

MAIN OUTCOME MEASURES

Body mass index (BMI), waist circumference, waist to hip ratio (WHR), waist to height ratio (WHtR), blood pressure (BP) and glycated haemoglobin concentrations (HbA1c).

RESULTS

34.5% had overweight or obesity, 7.6% had a 'very high' waist circumference, 11.0% had a high WHR, 25.5% had a high WHtR, 12.7% were classified as hypertensive and 3.0% had an HbA1c ≥42 mmol/mol, indicating impaired glucose regulation. Differences between year groups were present for diastolic BP and HbA1c (p<0.01). Gender and ethnic group differences (p<0.05) were present for all variables other than BMI (gender) and diastolic BP (gender and ethnic group).

CONCLUSION

Overall, these data demonstrate the prevalence of adverse cardiometabolic health markers in UK undergraduate university students, highlighting differences between year groups, genders and ethnic groups. These findings should be considered when developing strategies to promote healthy lifestyles in higher education.

The Value of a Peer Mentorship Programme for Postgraduate Students in New Zealand: A Qualitative Study

Postgraduate students face significant challenges such as feelings of isolation, lack of guidance, and negotiating multiple identities. Navigating these challenges can adversely impact wellbeing, self-efficacy, and achievement. To combat these issues, a peer mentorship 'buddy' programme was piloted. This buddy programme formed buddy groups, consisting of one doctoral student (as the buddy group leader) with three to four pre-doctoral postgraduate students (as the buddies), which met fortnightly during the semester. Ten participants engaged in semi-structured interviews, and the transcripts were analysed using a thematic analysis approach. Identified benefits to participants of the buddy programme included improved social resources, expanded skillsets, improved confidence, increased enjoyment and motivation, career advancement, improved ability to navigate postgraduate applications, improved sense of belonging, improved coping through COVID-19 lockdowns, and increased collegiality. More specifically, benefits of the buddy programme, as voiced by the participants, included gains in wellbeing, academic attainment, and resilience. Given the estimated cost of NZD$400 per buddy group, as well as the openly provided resources developed from this study, tertiary institutions may consider implementing similar low-cost programmes to support their postgraduate student populations.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40670-024-02189-4.

Comparative Analysis of Healthy Lifestyles in Peruvian University Students During and After the COVID-19 Pandemic

The COVID-19 pandemic has provoked a worldwide mental health crisis, affecting university students in an exacerbated way, exposing them to the risk of emotional isolation and development of eating disorders. The present study aimed to examine the quality of healthy lifestyle practices in university students from the Faculty of Human Medicine and the Faculty of Education of a Peruvian university during and after the COVID-19 pandemic. This study was conducted during the academic period 2020 and 2023. Data collection was performed between July and August 2020, during the first wave of the COVID-19 pandemic (M1) and between November and December 2023, post-pandemic (M2). In M1 and M2, 370 and 82 students participated, respectively. The results of the Mann-Whitney test revealed significant differences between the total healthy lifestyle score of students in M1 and M2. In the nutrition domain, there are significant differences between the scores obtained in M1 and M2, revealing a decrease in nutritional care. Significant differences were also found between both faculties in substance use in M1 and physical activity practice in M2. Although a trend toward the adoption of healthy habits was observed in the initial stages, the longitudinal analysis reveals a generalized decrease in concern for health and well-being. Medical students, on the other hand, showed greater resilience and more successful adaptation to new circumstances, evidencing the importance of academic training in the promotion of healthy lifestyles. These results underscore the need to implement intervention strategies aimed at promoting healthy habits in the student population, especially in contexts of health crisis.

Characterising the activity, lifestyle behaviours and health outcomes of UK university students: an observational cohort study with a focus on gender and ethnicity

BACKGROUND

Health-related outcomes and behaviours in university students are known to be poor relative to the general population. The substantial contextual shifts related to the COVID-19 pandemic, combined with increased numbers of students from minoritised ethnicity backgrounds and presenting as trans and gender diverse (TGD), means that up-to-date information is unavailable. The primary aim of this study was therefore to characterise the current movement, dietary and lifestyle behaviours, mental health, and Body Mass Index (BMI) of UK university students and assess differences between genders and ethnic groups.

METHODS

An online, self-report survey was administered across three years (2021-2023). Three independent cohorts of university students' (n = 6,327) completed the survey on four key topic areas. One-way ANOVAs were used to assess differences between genders (men, women, TGD), and independent samples t-tests were used to assess differences between ethnic groups (White, Minoritised Ethnicity).

RESULTS

30% of students were not meeting physical activity guidelines, 54% were sedentary for ≥ 6 h·d- 1, 83% had poor diet quality, 51% were in high or increased risk groups for alcohol consumption, 18% experienced terrible or poor sleep quality, and 32% were overweight or obese. Gender differences were present for all variables other than walking physical activity (WPA) (P < 0.05), with men having better mental health and engaging in healthier movement and sleeping behaviours, whereas women had more healthful dietary and drinking behaviours, and TGD students had poorer outcomes compared to cis-gender students in most domains. Differences between White and minoritised ethnicity students were present for all variables other than sedentary behaviour, diet quality, WPA and BMI (P < 0.05); students of minoritised ethnicity engaged in better movement, drinking and sleep behaviours in addition to having more positive mental health than White students.

CONCLUSION

The findings of the current study provide an update on the landscape of UK university students' health and health-related behaviours. Overall, health-related outcomes and behaviours are poor in this population and these data suggest that gender and ethnicity play a role in determining students' health and health-related behaviours. Therefore, these factors should be considered when developing strategies to promote healthy living in the context of higher education.

A qualitative exploration of the views of paramedics regarding the use of dark humour

Introduction

Dark humour, often known as black comedy or gallows humour, is a distinct kind of humour that explores subjects that are generally taboo or uncomfortable. Identifying the function and impact of black humour is important given the prevalence of life-or-death situations, crucial clinical judgements and emotionally charged situations in the pre-hospital environment. The primary aim is to investigate the world of dark humour within the setting of experienced paramedics.

Methods

A qualitative approach was employed. Ten paramedics, each with over 24 months' experience, were recruited via word of mouth and snowball sampling. Semi-structured interviews were conducted between October 2023 and January 2024, and data were studied using thematic analysis.

Results

Four themes were identified: the perceptions of dark humour from the public, students and colleagues; the use of dark humour in building resilience and improving perseverance; the negatives to mental health of prolonged use of black humour; and the benefits of humour use to develop camaraderie within the ambulance service.

Conclusion

The study explored the views of a small sample of paramedics on this subject. Dark humour was identified as both a beneficial coping mechanism for resilience and a means of fostering camaraderie. Conversely, a chronic reliance on dark humour can have negative mental health implications. Utilising the usage of coping mechanisms such as dark humour as a yardstick to measure mental well-being could be an important first step in adopting a more holistic approach to mental health within the paramedic community.

Physical activity, weight management, and mental health during COVID-19 lockdown: A cross-sectional study of healthcare students in China

BACKGROUND

There is growing evidence that the social blockade brought about by the COVID-19 pandemic has dramatically affected college students' physical activity; however, their weight management behaviors and mental health have not been fully explored, especially among healthcare students. This study aimed to assess physical activity, weight management behaviors, and mental health among healthcare students during the campus lockdown and to analyze the factors influencing physical activity.

METHODS

A cross-sectional survey of 1,216 healthcare students from March 24, 2022, to April 11, 2022. To collect information about students' physical activity, weight management behaviors, and mental health, they were asked to complete the Physical Activity Questionnaire-Short Form (IPAQ-SF), 11 issues related to weight management behavior, and the World Health Organization 5-Item Well-Being Index (WHO-5) questionnaire. Binary logistic regression was performed to determine the factors influencing physical activity.

RESULTS

Almost half of the participants had low levels of physical activity (45%), the mean score for weight management behavior was 39.55±6.26, and 54.6% had low levels of well-being. Healthcare students without exercise habits during the non-epidemic period reported lower levels of physical activity (OR = 1.81; 95%CI = 1.41-2.34, P<0.001). Participants with poor weight management behavior were more likely than other participants to report lower levels of physical activity (OR = 0.92; 95%CI = 0.90-0.94, P < 0.001). Likewise, the odds of being physically inactive were higher among the happier participants (OR = 0.98; 95%CI = 0.96-0.99, P = 0.031).

CONCLUSIONS

During the COVID-19 lockdown, most healthcare students in Gansu province lack physical exercise and have a low health level. Significant correlation factors for low physical activity levels were grade level, non-lockout exercise habits, weight management level, and well-being. These findings demonstrate the importance of developing targeted policies and programs encouraging physical activity among medical students.

Lifestyles and academic stress among health sciences students at the National University of Chimborazo, Ecuador: a longitudinal study

Background

The significant changes experienced by university students in their training are inherent to educational processes. Social isolation caused by the COVID-19 pandemic, online education and the reopening of higher-education institutions produced substantial variations in the lifestyle of university students in health sciences and generated academic stress and perceived stress. This study was conducted at the National University of Chimborazo (UNACH), a public institution located in Riobamba, central Ecuador, the diverse student's population provided an ideal setting for examining the interplay between academic and perceived stress, lifestyle factors, and learning modalities. The research focused on health sciences students across six academic programs. The university's geographical position and demographic characteristics offered a representative sample for investigating these factors within the context changing.

Aim

To compare academic and perceived stress and university students' lifestyles at two different periods: (1) during the mandatory social confinement caused by the COVID-19 pandemic with an online learning modality (T1); (2) in the post-pandemic period with a return to face-to-face activities (T2).

Design

An observational, analytical, quantitative, and longitudinal study.

Participants

Students from six programs (Nursing, Physiotherapy, Clinical Laboratory, Medicine, Dentistry, and Clinical Psychology) from the Faculty of Health of the National University of Chimborazo-Ecuador (n = 2,237) participated voluntarily, the students had one mean age of M = 21.31 (SD = 2.36) at T1 and M = 22.94 (SD = 2.40) at T2. Non-probability convenience sampling was employed due to the accessibility of the student population and the importance of including the maximum number of relevant individuals within the study population.

Methods

The following instruments were used: Nola Pender's Lifestyle Profile Questionnaire, Cognitive Systemic Inventory for the study of academic stress, and Cohen's Perceived Stress Scale.

Results

In T1 and T2, students reported high levels of stress, and increased unhealthy lifestyle increased with the return to classrooms. Additionally, upon returning to face-to-face activities (T2), the mean score applied to the responses of Nola Pender's Lifestyle Profile Questionnaire decreased from M = 113.34 (SD = 23.02) to M = 107.2 (SD = 29.70; p < 0.001). There was significant difference (p < 0.001) in academic stress in T1 [M = 66.25 (SD = 15.66)] and T2 [M = 64.00 (SD = 17.91)].

Conclusions

Upon returning to university classrooms (T2), the number of students who reported an "unhealthy" lifestyle increased. Academic stress was high in T1 and T2 and was reported higher in online activities during social isolation.

Lifestyles and Academic Stress in University Students of Health Sciences: A Mixed-Methodology Study

The global health emergency generated by the COVID-19 pandemic (caused by the SARS-CoV-2 virus) led to the implementation of extraordinary measures such as confinement and isolation in many countries to mitigate the spread of the virus. (1) This study analyzes the lifestyles and academic and perceived stresses of university students of health sciences during the period of online learning due to the COVID-19 pandemic. The relationship between lifestyles and academic stress was examined. (2) A parallel mixed-method convergent study was conducted, with a correlational non-experimental design. Quantitative and qualitative data were collected and analyzed in parallel, with parametric and nonparametric testing for quantitative data and Miles and Huberman's approach to qualitative analysis. The qualitative findings complemented the quantitative results. The number of students who participated in this study was 2734, from six programs in health, nursing, medicine, clinical laboratory, physiotherapy, dentistry, and clinical psychology at the University of Chimborazo, Ecuador. (3) Overall, the health science students had "Unhealthy or health-compromising lifestyles", medical students being the ones who have healthier lifestyles. However, more than 80% experienced and perceived stress during the period of online learning and social isolation due to the pandemic, women being the ones who experienced it at a higher level. (4) The online learning modality during the COVID-19 pandemic modified lifestyles and generated stress in health science students, due to changes in daily routines, sedentary lifestyle, and stress, as a result of social isolation. Therefore, the students prefer face-to-face teaching, perceived as enabling more enriching interactions with their teachers and peers and the opportunity to develop essential practical skills in their health practice.

The struggle is real: Facilitating pharmacy student success on rotations when challenges arise

Pharmacy preceptors are pivotal to facilitating and maximizing student learning on experiential rotations. However, preceptors may encounter a variety of behaviors or barriers that can hinder student success. Although some guidance exists for preceptors, emerging learner challenges along with new educational outcomes call for an updated practical approach to promoting student success on rotations. This paper provides preceptors with a structured approach to facilitate success for students who exhibit challenges on rotations. Four categories that preceptors can use to identify behaviors and barriers to learning are outlined - knowledge, skills, professional attitudes and behaviors, and external factors including the Social Determinants of Learning™. We describe strategies to help preceptors identify and categorize these challenges and provide a stepwise approach to facilitate student success.

Opinion of medical students and instructors on the challenges of in-person learning postcoronavirus disease 2019 pandemic

BACKGROUND

Several universities switched back to face-to-face teaching in 2022 after 2 years of online classes during the coronavirus disease 2019 (COVID-19) crisis. There is no data from these students/teachers on the challenges in postpandemic face-to-face teaching and learning. The current study's aim was to identify the challenges of face-to-face teaching and learning postpandemic from the perspective of students and instructors.

MATERIALS AND METHODS

Undergraduate medical students (n = 210) registered in Imam Abdulrahman Bin Faisal University and instructors (n = 72) filled out online questionnaires from November 2022 to March 2023 on teaching-learning challenges in the postpandemic period. The questionnaires asked students about their interest in education, scores, degree of shyness, how clear the voices of the instructors wearing face masks were, fear of COVID-19, preferred mode of teaching, and advantages/disadvantages of face-to-face teaching. Descriptive statistics included frequencies and percentages for qualitative variables; Chi-square test was applied to assess association between categorical variables.

RESULTS

Students reported a decrease in their educational interest postpandemic (47.1%), diffidence in interaction (42.4%), blurred teachers' voices because of the face masks (63.3%), and lack of teachers' empathy (47.6%). There was a significant association between preclinical year students and a decrease in educational interest (P = 0.002), diffidence in class interactions (P = 0.001), and fear of contracting COVID-19 infection while interacting with teachers (P = 0.04). Instructors complained of a decrease in students' interest in education (65.3%), especially the instructors of the clinical years (16.7% vs. 2.1%; P = 0.022). About 10% students reported taking leave from university on purpose due to fear of contracting COVID-19 infection; students and instructors both supported lecture recordings (98.6% and 63.9%, respectively). The students' and instructors' preferred platform for learning was "hybrid" (80.5% and 63.9%, respectively).

CONCLUSION

Challenges faced by the students include decreased interest in learning, drop in scores, muffled voices because of the face masks, increased shyness, waste of time in commutes, lack of flexibility in schedules, increased workload, and fear of catching COVID-19 infection. There is strong support for hybrid/blended learning and recording lectures.

Impact of COVID-19-Induced Academic Stress on Insomnia and Suicidal Ideation among Taiwanese Health Trainees and Junior Doctors

BACKGROUND Clinical training for allied health trainees (AHTs) and postgraduate-year (PGY) doctors needed to go online during the outbreak of coronavirus disease 2019 (COVID-19), which may have caused academic stress and consequent outcomes among this cohort. MATERIAL AND METHODS To evaluate academic-related stress, clinical confidence, psychological distress, and insomnia, an online survey-based study was conducted among Taiwanese AHTs and PGY doctors between July and December, 2022, during the COVID-19 pandemic. The survey included the 21-item Depression, Anxiety, and Stress Scale (DASS-21), the Insomnia Severity Index (ISI), and self-designed questions. It was distributed using convenience sampling and snowball sampling and was completed by 522 participants. RESULTS Structural equational modelling showed that academic stress was negatively associated with clinical confidence (standardized coefficient [ß]=-0.382, p<0.001). Clinical confidence was negatively associated with psychological distress (ß=-0.397, p<0.001), which was associated with insomnia (ß=0.648, p<0.001). Additionally, clinical confidence and psychological distress were the significant mediators. Results indicated that higher academic stress was associated with higher level of insomnia via the mediation of clinical confidence and psychological distress. CONCLUSIONS Academic stress related to changes in clinical training may have led to insomnia among AHTs and PGY doctors during the pandemic. Factors to reduce academic stress should be investigated to promote good mental health while providing sufficient clinical training, especially during events that can cause increased stress (eg, epidemics, pandemics).

The challenges of mental health in Chilean university students

Mental health is a crucial issue in Chile and worldwide, gaining even more relevance following social events in Chile in 2019, including the sociopolitical crisis and the COVID-19 pandemic. In Chile, over 20% of adolescents experience mental health problems such as anxiety, depression, and stress, with many going untreated due to limited access or the stigma associated with these issues. The COVID-19 pandemic has exacerbated this situation, with a 25% increase in the prevalence of anxiety and depression. The university population is particularly vulnerable to mental health challenges due to the unique pressures of the academic environment, including increased academic demands and the acquisition of university-related behaviors that can negatively impact physical and mental health, with notable gender differences. Effectively addressing these issues is essential for ensuring the emotional and psychological well-being of university students. Specific policies and programs are needed to address the mental health needs of university adolescents and ensure that they have access to mental health services required to navigate the challenges of daily life. A methodology reflective of the essayistic approach guides this exploration, which is characterized by critical reflection and structured argumentation.

The impact of COVID-19 on medical students

Objective

The outbreak of COVID-19 has disrupted social order and placed a heavy burden on the healthcare system. The pandemic also has an unprecedented impact on medical students.

Methods

We searched PubMed for articles related to COVID-19 and medical students from January 2020 to December 2022. A total of 5358 studies were retrieved and after screening, 176 studies were finally included in this review.

Results

The impact of COVID-19 on medical students is widespread and profound. First reflected in the transformation of educational models. In the early days, education model quickly shifted from offline to online. In terms of clinical exposure, most students have been suspended from internships, while in some areas with staff shortages they have the opportunity to continue clinical work. Scientific research of medical students is also difficult to carry out due to COVID-19. The epidemic has also seriously damaged students' mental health, and this impact won't simply disappear with the improvement of the epidemic situation. The career intentions of medical students may also become firmer or change due to COVID-19. International medical electives have also been negatively affected by COVID-19 due to travel restriction. Even in the postpandemic era, with the gradual resumption of work, production and school, medical students are still affected in some ways by COVID-19.

Conclusion

The COVID-19 pandemic has had a profound impact on both the education of medical students and their personal development. Through COVID-19, we should reflect on what models of medical education should be developed in the future. Based on the experiences learned from COVID-19, we believe that a more flexible blended education model may be the most promising.

The relationship between anxiety and academic identity and the motivation to study nursing and midwifery in the covid-19 pandemic: A structural model

BACKGROUND

The coronavirus disease (COVID-19) pandemic had a great psychological effect on health service providers and students of related fields. The study aimed to investigate the relationship between COVID-19 anxiety and academic identity and the motivation to study nursing and midwifery during the COVID-19 pandemic.

MATERIALS AND METHODS

In a cross-sectional study 221 nursing and midwifery students at-University of Medical Sciences in 2020 using census sampling were studied. The questionnaires were GADQ-7, the student's academic identity standard questionnaire, the coronavirus anxiety scale, and academic motivation in nursing and midwifery. Pearson's correlation coefficient, regression coefficient, and path analysis were used in statistical software AMOS (version 21) and SPSS (version 22).

RESULTS

The results showed that motivation and anxiety with a significant overall effect of 0.43 and -0.36 were the main determining variables of academic identity respectively (P < 0.001). COVID-19 anxiety was recognized as responsible for 24% of the changes in motivation to study nursing (P < 0.001).

CONCLUSIONS

Academic identity and motivation to study nursing and midwifery have been affected by the COVID-19 pandemic. The need for psychological attention in this situation is required for nursing and midwifery students.

The Effects of the COVID-19 Pandemic on the Clinical Practicum of Undergraduate Nursing and Midwifery Students in Jordan: A Descriptive Survey

Introduction

The effects of COVID-19 lockdowns and the discontinued face-to-face clinical practicum had negative consequences on nursing and midwifery students at many levels. The clinical learning environment includes all the training and learning experiences that nursing students undergo during their clinical practicum.

Objectives

This study aimed to assess the effects of the COVID-19 lockdowns on the nursing and midwifery students' practicum training in governmental and private universities and academic faculties of nursing in Jordan.

Methods

A descriptive cross-sectional study of 1025 nursing and midwifery students from academic faculties of nursing of both governmental and private Jordanian universities was conducted in September 2021. The research group from two Jordanian universities designed and validated a 13-item survey to determine and evaluate the impact of mass lockdowns on nursing and midwifery students' practicum training. The responses were assessed using descriptive and inferential analyses.

Results

The findings revealed that the lockdown had a negative impact on nursing and midwifery students' self-confidence and competency in performing nursing procedures. The academic year of the students was a significant independent predictor of their self-confidence and competency levels in performing nursing procedures.

Conclusion

The study concluded that nursing and midwifery students were dissatisfied with their clinical education during the COVID-19 pandemic, which led to poor self-confidence in performing nursing procedures. The study group recommended repeating the clinical practicum, incorporating extensive laboratory and hospital courses, and implementing a one-year internship for newly graduated nurses and midwives to address the training gap and enhance self-confidence in clinical procedures.

Locus of Control and Self-Directed Learning Readiness of Nursing Students during the COVID-19 Pandemic: A Cross-Sectional Study from Saudi Arabia

BACKGROUND

Coronavirus disease (COVID-19) has caused one of the worst global pandemics in recent decades. It has disrupted education systems worldwide, leading to a forced shift from traditional face-to-face to blended or fully distanced learning, requiring a higher level of student readiness for self-directed learning (SDL) and a more internal locus of control (LOC).

OBJECTIVE

This study explored the relationship between locus of control and level of readiness for SDL among Saudi nursing students and whether the COVID-19 pandemic has impacted this relationship.

METHODS

A cross-sectional correlational descriptive study was conducted to survey 277 Saudi nursing students enrolled in the bachelor program at one of the reputable universities in Saudi Arabia. An E-questionnaire containing two scales, the Self-Directed Learning Readiness Scale for Nursing Education, and the Locus of Control Scale, was used to collect data in addition to the selected participants' characteristics.

RESULTS

Nursing students had a moderate-to-low level of readiness for SDL (mean = 144.0), and the majority had an external LOC. There was a significant association between locus of control and level of readiness for self-directed learning (r = 0.19 *, p = 0.001), and the internal locus of control was more significantly associated with self-directed learning (r = 0.22 *, p = 0.0001) than with external locus of control.

CONCLUSION

The study findings indicate a propensity of respondents indicating an external locus of control, whereas most of the respondents' reported levels of readiness ranged between low and moderate across all dimensions of self-directed learning. This study was not registered.

Impact of the COVID-19 pandemic on physical activity, smoking, alcohol use, and mental well-being-A longitudinal study of nursing students at Wroclaw Medical University in Poland

Introduction

From the moment the first cases of coronavirus disease were detected in December 2019 until the announcement and duration of the pandemic, it was a negative experience for people around the world in various spheres of life. In connection with it, there have been many changes in our daily lives related to lifestyle, physical activity, or the mental sphere. The aim of the following paper is to determine the correlation between the COVID-19 pandemic and alcohol drinking, smoking, physical exercise, and lifestyle among nursing students in Poland.

Methods

The study was conducted among nursing students at Wroclaw Medical University before and during the COVID-19 pandemic. The survey consisted of completing the same anonymous online questionnaires five times by the same research group. The majority of respondents were women in the age between 18 and 30 years old and the significance level of data analysis was set at p < 0.05.

Results and discussion

In October 2020, we recorded a large number of respondents experiencing anxiety/fear or being more stressed. Between the measurements, the highest average level of alcohol addiction (p < 0.001) was in October 2021 (8.71). Moreover, the percentage of respondents who felt as before increased (p = 0.021). As the pandemic continued, there was a systematic decline in the physical activity level (p < 0.001). In conclusion, the COVID-19 pandemic had a serious impact on the daily lives of the students.

Factors affecting academic performance of college students in China during COVID-19 pandemic: a cross-sectional analysis

Introduction

Understanding the factors that affected academic performance of students during the COVID-19 pandemic will help design effective interventions for improving students' academic performance during emergency situations as well as during regular academic environment. This cross-sectional study aimed to identify the factors that explain academic performance of students in China during the pandemic.

Methods

Data on college students from the 2020 China Family Panel Studies were used, and the final sample consisted of 728 students. Ordered probit regression models were estimated to explain students' relative performance in the semester when the in-person classes were suspended by using various student and household-related variables and characteristics. To compute missing values in selected variables, a multiple imputation technique was applied.

Results

The odds of poor academic performance declined with higher Internet use for academic purposes, but Internet use for entertainment increased the probability of being in the poor academic performance. College students who spent more time studying on college work were less likely to have poor academic performance.

Discussion

This study identified the factors (Internet use and study time) associated with academic performance among Chinese college students during the COVID-19 pandemic. These results can be used to design policies to improve educational outcomes and to address educational inequalities.

A comparative study of subjective well-being, interpersonal relationship and love forgiveness among Chinese college students before and after the COVID-19 epidemic

During the period that COVID-19 pandemic outbreak, Chinese universities have adopted a new teaching method combining online and offline and banned students from entering and leaving campus at will in line with the epidemic prevention policy. As a result, college students' learning and life styles have been greatly changed. In order to explore how the epidemic and specific prevention policies have influenced the psychology and behavior of Chinese college students, this study used three questionnaires of college students' subjective well-being, interpersonal relationship and love forgiveness to collect the data after the epidemic and compared with the data of college students before the epidemic. The result showed that before and after the epidemic, college students had obvious changes in their level of interpersonal relationship, subjective well-being and love forgiveness. Relationships among the three variables had changed. Meanwhile, the demographic variables of college students had certain changes in the three questionnaires. College students with and without romantic experience also had significant differences in the three questionnaires. It can be seen that the epidemic and specific prevention policies have a certain impact on the physical and mental health of college students, and there is also a gap in the forgiveness level of college students with and without romantic experience. These findings remind relevant departments that it should give greater consideration to the physical and mental health of college students, provide some references for dealing with new outbreaks and formulating the epidemic prevention policies subsequently, and suggest psychological counselors to change the way of dealing with the intimate relationship of college students.

The effectiveness of a health education intervention to reduce anxiety in quarantined COVID-19 patients: a randomized controlled trial

INTRODUCTION

The COVID-19 pandemic is regarded as a serious public health concern that boosts levels of stress and anxiety which could be explained by several reasons, including social isolation. In this regard, we aimed to assess the impact of health education on the anxiety level of COVID-19 patients during the isolation period.

METHODS

This is a randomized controlled trial conducted between February 2021 and June 2021. Patients tested positive for Covid-19 with mild to moderate forms were randomized to Education (n = 267) or control (n = 269). The education group received a phone health education session on day 1 (D1) following the diagnosis. The three components of the health education intervention were an explanation of the coronavirus disease, what to do in the event of complications, and the recommended preventive measures. The two groups received a telephone evaluation of their Hospital Anxiety and Depression scores on D1 and day seven D7 following the positive diagnosis. The primary outcome was the rate of anxiety reduction in each group on D7 based on a HAD-A score ≥ 8. Secondary outcomes were the rate of anxiety reduction on D7 based on a HAD-A score ≥ 11, the percentage of people complying with isolation and the scores of adherences to preventive measures during the isolation in each group.

RESULTS

Hundred and ninety-six patients in the intervention group and 206 patients in the control group completed the study. The sociodemographic, clinical, and initial anxiety level features of the intervention and control groups were comparable at baseline (p ≥ 0.05). On D7, the education group's anxiety level (HAD-A ≥ 8) decreased from 26 to 16.3% (p = 0.013) while in the control group it increased from 19.4 to 22.8% (p = 0.37). Thus, the percentage change in anxiety between D1 and D7 (delta D7 - D1) was - 9.7% in the Education group and + 3.4% in the Control group. Using the HAD-A ≥ 11 thresholds, the percentage of anxiety decreased from 15.3 to 11.2% (p = 0.26) between D1 and D7, while it increased in the control group from 9.7 to 15.7% (p = 0.045). Thus, the education group's change in anxiety (delta D7 - D1) was - 4.1%, while the control group's change was + 6%.

CONCLUSION

During an outbreak, providing health education to quarantined patients may be beneficial to reduce the psychological impact of the disease.

TRIAL REGISTRATION NUMBER

ClinicalTrials.gov Identifier: NCT05715593, retrospectively registered on 8/02/2023 https://clinicaltrials.gov/ct2/results?term=NCT05715593&Search=Search .

UK medical students' mental health during the COVID-19 pandemic: a qualitative interview study

OBJECTIVES

To understand the impact of COVID-19 on medical students with mental health problems.

DESIGN

Qualitative study employing in-depth semistructured interviews with medical students which were analysed using reflexive thematic analysis.

SETTING AND PARTICIPANTS

A purposive sample of 20 students originating from 8 geographically spread UK medical schools were selected, representing various mental health issues and demographic characteristics.

RESULTS

Three themes were identified: (1) medical schools' response to the pandemic-schools increased awareness-raising of mental health support and increased flexibility in regards to academic requirements; (2) disruption to the medical degree-COVID-19 brought change and uncertainty to medical education and missed learning opportunities reduced students' confidence and (3) psychological consequences of the pandemic-COVID-19 had a negative impact on mental health, most notably raising stress and anxiety but also triggering new or existing conditions.

CONCLUSIONS

While there were many negative aspects of the pandemic for medical students experiencing mental ill health, there were also positives. Students felt that the increased focus on mental health support during the pandemic had reduced stigma towards mental health. Given stigma has been identified as a key barrier for help-seeking in medical students, future research should investigate the longer-term impacts of the pandemic and whether medical students are more likely to seek help for mental health difficulties postpandemic.

A national longitudinal cohort study of factors contributing to UK medical students' mental ill-health symptoms

Background

The mental health of current medical students is predictive of their mental health as future doctors. The prevalence of anxiety, depression and burnout is high among medical students, but less is known about the occurrence of other mental ill-health symptoms, such as eating or personality disorders, and factors contributing to mental ill-health.

Aims

(1) To explore the prevalence of various mental ill-health symptoms in medical students and (2) to investigate what medical school factors and students' attitudes contribute to these mental ill-health symptoms.

Methods

Between November 2020 and May 2021, medical students from nine geographically spread medical schools in the UK participated by completing online questionnaires at two points in time, approximately 3 months apart.

Results

Of the 792 participants who filled in the questionnaire at baseline, over half experienced medium to high somatic symptoms (50.8%; 402) and drank alcohol at hazardous levels (62.4%; 494). Adjusted longitudinal data analysis of 407 students who completed the follow-up questionnaire demonstrated that less supportive educational climates that were more competitive and less centralised around the students, lower feelings of belongingness, greater stigma towards mental ill-health and lower intentions to seek help for mental ill-health, all contributed to students' mental ill-health symptoms.

Conclusions

Medical students experience a high prevalence of various mental ill-health symptoms. This study suggests that medical school factors and students' attitudes towards mental ill-health are significantly associated with students' mental health.

"We're Not Going to Be as Prepared": A Qualitative Study of Healthcare Trainees' Experiences after One Year of the COVID-19 Pandemic

The COVID-19 pandemic had significant impacts on the mental health and academic experiences of healthcare trainees. Building on findings from earlier in the pandemic, we explore the impacts on healthcare trainees after a sustained pandemic period of 12-14 months, involving multiple lockdowns, changes in government COVID-19 regulations and the delivery of health education. A qualitative study was conducted between March-May 2021. Participants were 12 healthcare trainees (10 women, 2 men) of medicine, nursing, and midwifery, registered at one of three higher education institutions in the United Kingdom. Interviews were fully transcribed, and data were thematically analysed using a combination of deductive and inductive approaches. We identified three key themes with eight subthemes: (i) academic experiences (adjustment to online learning, loss of clinical experience, confidence in the university), (ii) impacts on wellbeing (psychosocial impacts, physical impacts, pandemic duration and multiple lockdowns), and (iii) support frameworks (university preparedness for increased student support needs, importance of relationship with academic tutors). Findings shed light on the long-lasting and emerging impacts of the pandemic over time. We identify support needs for trainees both during their academic studies, and as they move forwards into professional roles within the healthcare workforce. Recommendations are made for higher education institutions and healthcare employers.

Using the Health Belief Model to Assess the Physical Exercise Behaviors of International Students in South Korea during the Pandemic

International students have the special status of being isolated in a foreign country during a pandemic. As Korea is a worldwide leader in education, it is important to understand the physical exercise behaviors of international students during this pandemic to assess the need for additional policies and support. The health belief model was used to score the physical exercise motivation and behaviors of international students in South Korea during the COVID-19 pandemic. In total, 315 valid questionnaires were obtained and analyzed for this study. The reliability and validity of the data were also assessed. For all variables, the values for combined reliability and the Cronbach's α were higher than 0.70. The following conclusions were drawn by comparing the differences between the measures. The results of the Kaiser-Meyer-Olkin and Bartlett tests were also higher than 0.70, confirming high reliability and validity. This study found a correlation between the health beliefs of international students and age, education, and accommodation. Consequently, international students with lower health belief scores should be encouraged to pay more attention to their personal health, participate in more physical exercise, strengthen their motivation to participate in physical exercise, and increase the frequency of their participation.

Incidence of Asthma, Atopic Dermatitis, and Allergic Rhinitis in Korean Adults before and during the COVID-19 Pandemic Using Data from the Korea National Health and Nutrition Examination Survey

The prevalence of allergic diseases has been increasing globally prior to COVID-19. The pandemic resulted in changes in lifestyle and personal habits such as universal mask-wearing and social distancing. However, there is insufficient information on the impact of the COVID-19 pandemic on the prevalence of allergic conditions such as asthma, atopic dermatitis, and allergic rhinitis. We analyzed the incidence rate for self-reported and doctor-diagnosed cases of allergic diseases of asthma, atopic dermatitis, and allergic rhinitis. A total of 15,469 subjects were registered from a national cohort dataset of the National Health and Nutrition Examination Survey. Using multiple logistic regression analysis, we calculated the adjusted odds ratio (OR) for each disease in 2020 compared to 2019. Subgroup analyses were performed according to age and sex. There were no statistically significant differences between the incidence of doctor-diagnosed and current allergic diseases in 2019 and 2020 (asthma, p = 0.667 and p = 0.268; atopic dermatitis, p = 0.268 and p = 0.973; allergic rhinitis, p = 0.691 and p = 0.942, respectively), and subgroup analysis showed consistent results. Among the Korean population from 2019 to 2020, the incidence of the allergic diseases asthma, atopic dermatitis, and allergic rhinitis did not decrease as expected.

Prevalence of mental health problems among stranded international students during the COVID-19 pandemic

BACKGROUND

The novel coronavirus disease (COVID-19) spread fast throughout China and the rest of the world, prompting the World Health Organization to declare a worldwide pandemic on March 11, 2020. Many countries have implemented travel bans, lockdowns, and stay-at-home policies to combat the spread of the COVID-19 pandemic. This study aimed to investigate the risk factors of mental health problems among international students stranded outside of China during the pandemic.

METHODS

A qualitative study was conducted among non-Chinese international students enrolled at Chinese universities who were stranded in their home countries. The participants were recruited using a purposive sampling technique. Following informed consent, in-depth interviews were conducted with the help of a semi-structured guide. Two independent investigators transcribed and coded the interview data. The investigators established themes after going through a detailed discussion.

RESULTS

Participants reported several mental health risk factors, such as a rise in hopelessness and level of uncertainty, worry, lost interest and focus, lack of support, unemployment and financial hardships, social pressure, behavioral and mood changes, sleep disorder, and increased smoking. These mental health problems will affect the concentration and deep learning, thereby increasing academic stress. In addition, we found that the outbreak of the delta-variant led to a further increase in these mental health risk factors.

CONCLUSIONS

The pandemic scenario, along with international travel restrictions, increased the likelihood of mental health problems among stranded international students. Thus, preventing further rises in mental health disorders and reducing the effects of pandemic-related measures on stranded international students, such as researchers and policymakers can mitigate the pandemic's effects and achieve national or international health and educational goals. Adequate intervention for this group is strongly recommended.

COVID-19: Ramifications and Effects on University Healthcare Students

AIM

This study was carefully designed to analyze the perceived psychological impact of the COVID-19 pandemic among Roseman dental students. Students assessed their perceived changes in stress, self-esteem, and lifestyle behavior changes based on the impact of the pandemic.

MATERIALS AND METHODS

A self-designed, anonymous, 18-item questionnaire was administered to Roseman dental students after being approved by the Institutional Review Board. Independent samples t-test and one-way ANOVA were utilized for comparison of psychological factors toward gender, as well as year of study. Chi-square correlations between stress and self-esteem, as well as lifestyle behavior, were also reported.

RESULTS

In total, 313 students with a mean age of 28.15 (SD:4.21) completed the survey. Statistically significant differences were shown between students based upon age and year of study, with regard to stress and lifestyle behavior changes. Cross-tabulations of stress with self-esteem and lifestyle behavior changes showed positive relationships, as students with higher levels of stress showed significant self-esteem problems and lifestyle behavior changes. The largest frequency of stress/anxiety and lifestyle behavioral changes was found in the age range of 25-34 years old, particularly in the Class of 2024 and 2025.

CONCLUSION

The COVID-19 pandemic has imposed a significant psychological impact on dental students at Roseman. However, further studies are needed to assess the long-lasting impacts of the pandemic on University healthcare students as a whole.

CLINICAL SIGNIFICANCE

The pandemic has not only affected the way in which dental students progress academically but also as healthcare providers now and into the future.

Barriers to Seeking Mental Help and Interventions to Remove Them in Medical School during the COVID-19 Pandemic: Perspectives of Students

Medical students are at increased risk for psychological morbidity but the majority of those with mental health problems do not seek professional care. We aimed to uncover the viewpoints of medical students regarding barriers and facilitators to using university mental health services and their attitudes and preferences towards online counselling. Four semi-structured focus groups were conducted (n = 26, mean age = 21.8, ±1.88, 73% males). After reaching data saturation, interviews were audio-recorded, transcribed and content-analysed by two independent coders. Intrapersonal barriers emerged to be perceived low risk, excessive self-reliance, lack of belief in the effectiveness of service, lack of openness. Interpersonal factors were the following: assumed long waiting list, insufficient provision of service information, fear of exposure, and not being familiar with the counsellor and the process. Extrapersonal barriers such as insurance problems, the number of available sessions, adverse sociocultural attitudes, fear of stigmatisation were identified. Students suggested that the university should provide psychoeducation and routine screening, apply social marketing and stigma reduction campaigns, improve information flow, and offer not only personal but also online video counselling to target removing these barriers. The results provide a reference for the redesign of mental health services to facilitate their access by students. Implications and limitations are discussed.

Lifestyle, Physical Activity and Dietary Habits of Medical Students of Wroclaw Medical University during the COVID-19 Pandemic

The new disease COVID-19, induced by SARS-CoV-2, causes acute respiratory infection. Many countries, including Poland, began to set a variety of different restrictions to reduce the spread of the virus. Most students had problems with online lessons. The study was conducted among second year medicine students of the Medical University of Wroclaw, and after the entire process of verification 200 respondents were accepted. The research consisted of completing the same anonymous online questionnaires twice in March and October 2020. This finally allowed for a critical assessment of the impact of the pandemic and its restrictions on the students’ daily lives. During the online classes, low levels of physical activity persisted (p = 0.718), whereas time spent sitting increased (p < 0.001). Despite positive changes in declared snacking (p = 0.061), we observed significant drops in the index of healthy diet (p = 0.001) and nutritional knowledge (p < 0.001) as well as an increase in the consumption of fast-food (p < 0.001) and energy drinks (p = 0.019). Reduced nutritional knowledge can cause a decrease in attention to healthy food preparation and much more frequent consumption of fast-food.

Development of Computational Thinking Using Microcontrollers Integrated into OOP (Object-Oriented Programming)

Nowadays, the theme of computer thinking is a common topic for educational research. The scientific literature on the subject has gradually appeared, in which psychologists emphasize the need for the development of thinking of children. Research often relates only to the development of computational thinking at elementary and high schools. Nowadays, almost everything is digitalized, so it is important to also develop the computational thinking skills of students at higher levels. In our study, we present the results of the conducted data analysis in which we examined the development of students’ efficiency. On the basis of the results, we propose a possible solution for the development of computational thinking. Using data research processes, we examined the results of the object-oriented (OO) planning and programming subject of Budapest Business School, going back 5 years. The results show that the level of particular computational thinking could be measured using the exam results, and teacher advancement (experience) improved the level of particular computational thinking. Today, education has been greatly influenced by COVID-19, challenging not only teachers but also students. The production of particular computational thinking under COVID-19 or online is much more effective than the pursuit of full computational thinking through traditional teaching.