The Impact of the COVID-19 Pandemic and Emergency Distance Teaching on the Psychological Status of University Teachers: A Cross-Sectional Study in Jordan

Evidence map on burnout syndrome in higher education teachers and its relationship with ergonomic and biopsychosocial factors: a scoping review

Objectives. This study aimed to map the evidence on burnout syndrome in higher education teachers and its relationship with ergonomic and biopsychosocial factors. Methods. We performed a scoping review of articles published up to 2021, extracting the location, study design, sample characteristics and assessment methods, and investigated ergonomic and biopsychosocial factors. Results. Eighteen studies were found in 12 countries, and most used a cross-sectional design (n = 17/18, 94%). The Maslach burnout inventory was the most used assessment method (n = 9, 50%). There is a consensus that burnout syndrome in higher education teachers requires more attention, as it can be related to physical, mental and social factors. Conclusions. In the professional environment, physical ergonomic characteristics or those related to work organization deserve greater attention, as well as psychosocial factors, as they are strongly associated with burnout syndrome.

Lifestyle, meal times, and sleep patterns changes in higher education professors during COVID-19: Association with non-communicable chronic diseases

BACKGROUND

In response to the COVID-19 pandemic, educational institutions had to swiftly adapt and transition to remote teaching in order to maintain academic activities. However, these changes presented a number of challenges for professors, which could have negative effects on their health.

OBJECTIVE

To analyze the association between changes in dietary and sleep habits, physical activity level, and sedentary behavior with the development of non-communicable diseases (NCDs) among Brazilian higher education professors during the pandemic period.

METHODS

This is a cross-sectional and retrospective study conducted using an online form. Generalized linear models, adjusted for age, sex, and body mass index, were used to verify the difference between pre-pandemic and pandemic periods. Logistic regression models were used to predict the odds ratio (OR) for the development of NCDs according to physical activity time, sedentary behavior time, dietary and sleep patterns.

RESULTS

A total of 936 professors residing across Brazil participated in the survey. The duration of sedentary behavior increased, sleep duration slightly decreased, and meal times shifted to earlier during the pandemic. A total of 22.9%of the participants reported the diagnosis of some NCDs during this period. Physical activity practice was associated with a lower risk of diseases during the pandemic, regardless of the intensity performed. On the other hand, late eating habits and excessive food consumption during the pandemic were associated with a higher risk.

CONCLUSION

The results provide data that can help in the development of public policies that promote health actions to minimize the consequences associated with the pandemic period.

Just as Essential: The Mental Health of Educators During the COVID-19 Pandemic

OBJECTIVE

The coronavirus disease 2019 (COVID-19) pandemic deleteriously impacted physical and mental health. In the summer of 2020, return-to-learn plans were enacted, including virtual, hybrid, and in-person plans, impacting educators and students. We examined (1) how return-to-learn plan was related to depressive and social anxiety symptoms among educators and (2) how psychological flexibility related to symptoms.

METHODS

Educators (N = 853) completed a survey via Qualtrics that assessed internalizing symptoms, psychological flexibility, and occupational characteristics. Two one-way analyses of variance (ANOVAs) examined between-group differences in return-to-learn plans across depression and social anxiety. Two hierarchical linear regressions examined the relation between psychological flexibility components and depressive and social anxiety symptoms.

RESULTS

Median T-scores were well above the national normative means for General Depression (median T-score: 81) and Social Anxiety (median T-score: 67). There were no significant differences between reopening plans in general depression nor social anxiety T-scores. Psychological flexibility accounted for 33% of the variance in depressive symptoms and 24% of the variance in social anxiety symptoms.

CONCLUSIONS

Results indicated high levels of psychiatric symptoms among educators during COVID-19, and psychological flexibility was associated with lower symptoms. Addressing educator mental health is of utmost importance in future research.

Abrupt introduction of distance learning during the covid-19 pandemic: What psychological impact on teachers?

As soon as the COVID-19 pandemic appeared, the Moroccan education ministry decided to adopt distance learning (DL). Our target was to study the psychological impact of DL on Moroccan teachers during the pandemic. This cross-sectional study used an online questionnaire based on the Hospital Anxiety and Depression Scale. Among 148 responses, 64.9% were women, and the average age was 41.1±11.5 years. 79.1% participated in DL, 58.8% were required to acquire DL tools and 71.6% had never received DL training. Between the start and the end of confinement, we noticed a decrease in the motivation of teachers.36.2% had definite depressive symptomatology and 41.3% had certain anxiety symptomatology with a significant predominance in women. The frequencies of depression and anxiety were higher in those who had participated in DL, but the association was not significant. Depression was significantly frequent among teachers who were obliged to acquire tools to practice DL P=0.02, those who had never received training DL P=0.046, and those who were not satisfied with the situation P=0.03. We didn't find a direct association between DL and anxiety and depression, which the small sample size may explain, but we did find an association with the variables related to DL.

Prevalence of Depression and Anxiety Among High School Teachers During the COVID-19 Pandemic in Riyadh, Saudi Arabia

Objectives We aimed to determine the prevalence of anxiety and depression among high school teachers and assess the functionality of teachers with anxiety and depression during the COVID-19 pandemic. Methods This cross-sectional survey was conducted during the COVID-19 pandemic. High school teachers participated in the study in Riyadh, Saudi Arabia, between June and December 2022. The online questionnaire barcode was distributed physically to 382 male and female teachers. The questionnaire asked participants to provide demographic data and respond to questions about their feelings of depression and anxiety during the pandemic. Results Of the 382 participants, 62.3% were women, 44.2% were aged between 36 and 45 years, 77.5% were married, and 44.2% had 16 years or more of teaching experience. More than two-thirds (68.3%) of the participants were experiencing a moderate level of anxiety, and 73.8% were moderately depressed. The mean depression score (16.76±5.59) was significantly higher for those aged 25-35 (p=0.05). Female teachers scored higher in generalized anxiety disorder (13.83±4.77) than male teachers (12.79±3.89) (p=0.03). Participants with a master's degree had a higher mean score of generalized anxiety disorder (13.75±3.91) (p=0.05). Most subjects overcame the pandemic's psychological effects and coped with their daily routines. Conclusion Over half of the participants reported experiencing anxiety or depressive symptoms during the pandemic. However, this research provides policymakers and educators in Saudi Arabia with a unique perspective on a particular geographic area and educational context, which can be of great value. It stresses the need for mental health services in schools to support the well-being of students and teachers. It underscores the significance of addressing mental health concerns among educators during times of crisis. Therefore, school authorities and policymakers should focus on establishing and promoting mental health services during future pandemics.

Psychological impact of COVID-19 among undergraduate students in Jordan: A cross-sectional study

Background

Psychopathology could be brought on by an immune system disruption triggered by an infection. Psychiatric residual effects have been noted following prior coronavirus outbreaks.

Method

This study is a cross-sectional study that examined the psychopathological influence of the COVID-19 pandemic among survivor students compared to students who have never been diagnosed as positive COVID-19 patients (i.e., healthy students). Further, the study identified the relationship between sociodemographic profiles and mental health. To examine the significance of psychological health differences we used the DASS-21, to measure depression, anxiety, and stress scales. There were seven questions to assess each dimension within the psychological scales. The respondents were selected randomly via online sources and completed the online self-reporting questionnaire between August 23 and October 2, 2021.

Results

A total of 750 students completed the online questionnaire, with 677 participants (90.27% of those originally surveyed) included in the final analysis of this study. The mean score of the stress scale for healthy students (M = 16.88, SD = 12.3, N = 537) demonstrated a significantly lower mean compared to COVID-19 survival students (M = 21.7, SD = 11.01, N = 140), t(675) = -4.22, p < 0.001. The mean of the depression scale for healthy students (M = 16.18, SD = 11.94) demonstrated significantly lower mean compared to COVID-19 survival students (M = 20.91, SD = 11. 90), t(675) = -4.18, p < 0.001. The mean of the anxiety scale for healthy students (M = 12.50, SD = 10.72) demonstrated significantly lower mean compared to COVID-19 survival students (M = 19.43, SD = 11. 25), t(675) = -6.74, p < 0.001.

Conclusion

University students who were infected with COVID-19 had a traumatic experience, and thus developed psychological symptoms greater than students with no history of this infection.

Students' Perspectives of the Economic, Financial, and Psychological Effects of Online Learning and Its Gender Association: A Cross-Sectional Study in Jordanian Universities

INTRODUCTION

Jordan declared a quarantine in March 2020 and shut down all educational institutions in response to the COVID-19 outbreak. E-learning was a novel way to continue the educational process in the wake of the pandemic. The study evaluates online learning (OL), aiming to examine the economic, financial, and psychological effects of OL on students, as well as their concentration, university instructors' efficiency, and satisfaction with OL. This research also explores the gender association of OL effects in Jordanian universities.

METHODS

This is a cross-sectional study. A self-filled questionnaire was generated using an online form and distributed to students at public and private universities through social media. The questionnaire utilized a five-point Likert scale to assess various aspects related to OL. The main evaluation involved a Chi-square test and posthoc test to examine gender-based differences in the factors associated with OL. The reliability of the questionnaire was assessed using a Kaiser-Meyer-Olkin (KMO) value of 0.721 and a Cronbach's Alpha of 0.7.

RESULTS

A total of 720 responses were collected and analyzed. The results revealed a significant gender association with the economic/financial (P=0.001) and psychological (P=0.002) effects of OL. It was observed that 65.3% of students reported feeling depressed due to online learning. Moreover, a significant correlation was found between students' concentration and university instructors' efficiency (P=0.00). Interestingly, only 14.72% of students believed university instructors were 100% efficient in teaching theoretical and practical subjects. Additionally, 55% of the students expressed their desire for university instructors to record lectures for ease of access.

CONCLUSION

The study concludes that OL's poor economic/financial effects disproportionately affect female students. On the other hand, male students were more likely to strongly disagree with the poor psychological effects of OL. Moreover, female students were more inclined to strongly disagree with the notion that OL has no psychological effect. Lastly, significant findings indicate that both students and university instructors share equal responsibility for the success of OL in Jordanian universities.

Impact of COVID-19 Pandemic on Mental Health among the Population in Jordan

BACKGROUND

Mental health is a key indicator for public health measures. Jordan is one of the countries that has a high prevalence of mental illness and disorders. The COVID-19 pandemic has affected all health services in the country with a high refugee population. The aim of this review is to assess the impact of the pandemic on mental health in Jordan and identify key factors affecting it, in addition to addressing lessons learned from the pandemic.

METHODS

A systematic search was conducted on Medline Plus, Embase, Web of Science, EBSCOHost Psycinfo and Cinhal, following the PRISMA guidelines. Articles were selected based on predefined inclusion and exclusion criteria. Data were extracted and synthesized using narrative descriptive analysis.

RESULTS

The pandemic had a significant impact on PTSD, psychological distress, anxiety, depression and stress. Predictors of a higher impact on mental health were related to gender, socio-economic status and comorbidities. The healthcare workers group was the most affected by mental disorders.

CONCLUSIONS

The COVID-19 pandemic's impact on mental health was associated with high levels of PTSD, anxiety, depression and stress. In a country with a high prevalence of mental disorders, prompt and quick measures are needed to support the health system to absorb the effect of the pandemic and be responsive to dealing with the existing high prevalence.

Understanding and Fostering Mental Health and Well-Being among University Faculty: A Narrative Review

In recent years, there has been increasing recognition of mental health concerns in academia, with stress, burnout, anxiety, and depression being reported among faculty members. The demanding work environment, the need to balance personal and professional duties, and the constant pressure of productivity while navigating multiple tasks of teaching, research, mentorship, professional development, and service all impact the mental health and overall well-being of faculty. Higher education institutions have structurally changed as has the research landscape. These changes as well as faculty-specific and student-specific factors coupled to the effect of the COVID-19 pandemic have led to profound effects on the mental health of academics. This paper is a narrative review of the pertinent literature describing faculty mental health and well-being. It summarizes the available evidence on factors influencing faculty mental health and shows the prevalence of anxiety, depression, stress, and burnout among faculty from various academic fields and along the whole academic ladder. Using a suggested framework that collates the efforts of leaders and faculty, the paper concludes by exploring strategies that promote work-life balance among academics and suggesting effective interventions to improve their mental health outcomes.

On the Influence of the University Tenure on the Digital Pandemic Stress in Higher Education Faculty

This paper conducts quantitative research on the levels of stress generated in Latin American professors due to the abrupt digitalization of higher education resulting from the COVID-19 pandemic. Specifically, the differences in this digital stress between professors from private and public universities are analyzed. For this purpose, a validated questionnaire has been used and passed to a sample of 750 professors from 20 different Latin American countries, whose responses have been statistically analyzed. As results, it has been obtained that there are no significant differences between the average levels of digital stress of professors of private and public universities due to the pandemic. However, the way in which this digital stress has affected Latin American professors according to gender and age is different depending on the university tenure. As a consequence, some implications and recommendations derived from the results are presented.

Teacher profiles in higher education: the move to online education during the COVID-19 crisis

During the COVID-19 pandemic, teachers were forced to move their teaching completely online. While some seized the opportunity to learn and innovate, others experienced difficulties. This study provides insights into the differences between university teachers during the COVID-19 crisis. A survey among university teachers (N = 283) was conducted to investigate their attitudes towards online teaching, beliefs about students' learning, level of stress experienced, self-efficacy and beliefs about their own professional development. Employing a hierarchical cluster analysis, four distinct teacher profiles were found. Profile 1 was critical but eager; Profile 2 was positive but stressed; Profile 3 was critical and reluctant; Profile 4 was optimistic and easy-going. The profiles differed significantly in their use and perception of support. We suggest that teacher education research should carefully consider sampling procedures or take a person-centred research approach and that universities should develop targeted forms of teacher communication, support and policy.

Prevalence of Burnout among Teachers during the COVID-19 Pandemic: A Meta-Analysis

Since the start of the COVID-19 pandemic, many studies have found that there has been a lot of teacher overload. One of the additional burdens has been that they have had to teach online. In addition, when they returned to face-to-face classes, they had to follow all the hygiene rules so that the COVID-19 virus would not spread. It is therefore not surprising that, during this pandemic period, high levels of psychological symptoms have been reported among teachers. Among this symptomatology, burnout has been very frequent among teachers. Therefore, the aim of this study is to conduct a meta-analysis to determine the overall prevalence of burnout among teachers during the COVID-19 pandemic. For this purpose, a search was conducted for cross-sectional studies listed in PubMed from 1 December 2019 to 14 February 2022 that reported on the prevalence of burnout among teachers. A total of nine studies from eight different countries in Africa, Asia, Europe, and North and South America, were included in this study. The pooled prevalence of burnout among teachers was 52% (95% CI 33-71%), which is higher than burnout rates reported for health professionals. There was significant heterogeneity between studies (I² = 99%, p-value < 0.001), and the prevalence of burnout was higher in women and school teachers (compared to university educators), and lower in American studies. This meta-analysis concludes that teachers worldwide experienced a high rate of burnout during the COVID-19 pandemic. This has implications not only for the teachers themselves, but also for the quality of the education they were able to provide. This education has an influence on the student population. The possible long-term effects are yet to be determined.

The Impact of the COVID-19 Pandemic on the Mental Health of Teachers and Its Possible Risk Factors: A Systematic Review

(1) Objective: The objective was to analyze the development of psychiatric pathologies/burnout syndrome and their possible risk factors in teachers in the context of the COVID-19 pandemic. (2) Methods: A qualitative systematic review was carried out, according to the PRISMA protocol, in the PubMed, Scopus, and Web of Science databases using a combination of the following descriptors [MeSH]: "mental health", "mental disorders'', "covid-19" and "school teachers''. Articles selected were written in English, Portuguese and Spanish, published between November 2019 and December 2022. (3) Results: The most common psychiatric pathologies were generalized anxiety disorders and depression. Burnout syndrome was also quite prevalent. Of the 776 articles identified, 42 were selected after applying the eligibility criteria. Although there is variability among the analyzed studies, the risk factors most correlated with increased morbidity in teachers were: (i) being female; (ii) age below the fifth decade of life; (iii) pre-existence of chronic or psychiatric illnesses before the pandemic; (iv) difficulty in adapting to the distance education model; (v) family/work conflicts; (vi) negative symptoms caused by the pandemic. (4) Conclusions: Therefore, the COVID-19 impact on mental health appears to be more common in female teachers in their fifth decade of life and with pre-existing psychiatric comorbidities. However, prospective studies are needed to better map this situation.

The psychological impact of COVID-19 restrictions on undergraduate students in Jordan

Introduction

COVID-19 has spread all over the world since December 2019 causing millions of deaths. The pandemic has not only caused a risk of death from the infection but also caused psychological unbearable stress on people due to restrictions.

Methodology

A sample of students from Jordanian different universities using a questionnaire has been conducted. The questionnaire has been prepared with different personal questions to correlate the answers with anger episodes/week.

Results

750 students participated and indicated that 13.6% and 20.9% of students have been facing severe anger episodes (>2) or moderate anger episodes (1-2) every week. Moreover, stable family income ((OR=0.901, 95%CI = 0.799-0.998), studying at private universities (OR=0.0.724, 95%CI = 0.627-.833) and living in the city centre (OR=0.0.698, 95%CI = 0.492-0.897) have a protective effect on anger episodes. However, student gender and study level have no significant effect on anger severity.

Conclusion

Undergraduate and master's students have faced severe conditions during the Covid-19 lockdown which had a direct psychological effect on them. Students' situations and students' study levels should be taken into consideration to provide a mental health program for whom under huge stress.

Exploration of college teachers' psychological adaptation to online teaching during the COVID-19 pandemic using potential profile analysis

The present study used a person-centered approach to examine college teachers' psychological adaptation to online teaching and its relationship with demographic variables. A total of 2104 college teachers were surveyed using the Psychological Adaption to Online Teaching Scale between March 25 and March 31, 2020. Data were analyzed using latent profile analysis, chi-square test, and multinomial logistic regression analysis. Based on their psychological adaptation during online teaching immediately after the coronavirus disease 2019 (COVID-19) outbreak, college teachers were divided into three latent profiles: common, maladaptive, and positive. Among these, the common type accounted for the largest proportion (56.1%), while the maladaptive type accounted for the smallest (10.9%). There were significant differences in the distribution of psychological adaptation latent types in college teachers with different educational backgrounds and professional titles. A better educational background and higher professional title is closely related with college teachers' psychological adaptation to online teaching.

Changes in psychological distress among Polish medical university teachers during the COVID-19 pandemic

Our study aims to update knowledge about psychological distress and its changes in the Polish group of academic medical teachers after two years of a global pandemic. During the coronavirus disease, teachers were challenged to rapidly transition into remote teaching and adapt new assessment and evaluation systems for students, which might have been a completely novel situation that was not addressed before, especially in medical universities in Poland. We conducted a cross-sectional study at Poznan University of Medical Sciences from March to April 2022. The questionnaire included self-reported information on anxiety, stress, and depression. We found that post-pandemic levels of anxiety, stress, and depression have significantly (p<0.001) improved compared to initial levels at the beginning of coronavirus disease. In multivariate models, females had higher odds of improving levels of anxiety (OR  =  0.46; 95% CI  =  -1.58-(-0.03); p  =  0.04), stress (OR  =  0.36; 95% CI  =  -1.83-(-0.22); p  =  0.01), and depression (OR  =  0.0.37; 95% CI  =  -1.58-(-0.12); p  =  0.03). Anxiety, stress, or depression were not significantly associated with years of experience, the number of taught subjects, and weekly teaching hours, but only with the academic work during COVID-19 (Spearman ranxiety = 0.37, rstress = 0.32, rdepression = 0.37, p<0.001). For the virtual learning concerns, 79% of teachers reported that students might engage less; and it was correlated with higher weekly teaching hours (r = 0.19, p<0.05). Even though only 29.8% reported cheating as a concern, it was correlated with a higher number of taught subjects (r = 0.2, p<0.05). Levels of anxiety, stress, and depression have improved as time passed, not affecting teachers' academic performance. Concerns about virtual learning have been raised, suggesting it may be conjoined with classroom learning but not as an alternative. Universities should highlight the importance of seeking psychological support and provide essential programs to employees. Teachers' coping skills with psychological distress should be further studied.

Religiousness in the first year of COVID-19: A systematic review of empirical research

The COVID-19 pandemic emerged suddenly in early 2020, posing a serious health threat and creating tremendous stress and distress across the world. Religion has been shown to play important and varied roles in previous disasters and health crises, but its roles in the pandemic have yet to be outlined. We aimed to summarize the research conducted on religion and COVID-19 in the first year of the pandemic with a systematic review of studies that specifically involved individual-level religiousness and COVID-19. Searches were conducted in PubMed, Scopus, CINAHL, and PsycINFO covering a one-year period from the first published mention of the novel coronavirus (Jan. 5, 2020) through January 4, 2021. We included articles about COVID-19 that were peer-reviewed and empirical, measured and reported results on religion on an individual level, and were available in English. Our search produced 137 empirical articles that met the inclusion criteria. In the course of sorting studies by their primary focus, eight categories of empirical findings emerged: general distress and wellbeing (53 articles), COVID-19-specific stress (24 articles), beliefs in science, conspiracies, and misinformation (15 articles), COVID-19 public health behaviors (12 articles), perceived risk of COVID-19 (10 articles), perceived growth or positive changes taking place during the pandemic (nine articles), health behaviors (three articles), and consumer behavior (three articles). Findings indicated that religiousness was associated with both unique benefits and challenges and played a significant role in the pandemic. Religiousness was associated with a broad range of outcomes across geographical regions and populations during the first year of COVID-19. It was a commonly reported coping mechanism with varying levels of favorable associations with mental health and COVID-19-related behaviors.

The influence of the Fourth Industrial Revolution on organisational culture: An empirical investigation

The Fourth Industrial Revolution (4IR) is known to transform and create opportunities for the world of work. However, little is known about how the future workforce, such as university students, are being equipped and exposed to 4IR technologies and ways of thinking in a South African (SA) context. This study's findings contribute to understanding the influence of organisational culture on the uptake of 4IR technology within higher education (HE) in SA during a pandemic. The study uses Edgar Schein's theoretical framework to explore the organisational culture at a university in the Gauteng province. The article responds further to the questions on how 4IR technology and principles are understood and applied within the context, and how to investigate to what extent the 4IR is reflected upon or embedded in the university's culture. A qualitative research design is used, and data are gathered through in-depth, semi-structured interviews from seven purposively selected academic and senior management staff members. Thematic analysis uncovered that the university's ambitious and competitive culture contributed to a positive uptake of 4IR technology and principles, even pre-COVID-19. Furthermore, the specific influence of the university's Vice-Chancellor to build 4IR thinking into the university helped shape more 4IR thinking and technologies, such as artificial intelligence, whilst still considering the existing disparities of SA, as a developing country.

Psychological and educational learning strategies and models during the COVID-19 pandemic: A comparative bibliometric analysis

This paper undertakes a literature review of psychological, Educational Learning Strategies, and Models during the COVID-19 Pandemic. It examines data from 359 publications relating to this subject, published on the Web of Science, Scopus, and ScienceDirect between 2020 and 2021 using bibliometric analysis adapted with VOSviewer software. The review discusses the following approaches (keywords, authors, references (research papers), research work, countries, and research institutions). It concluded that bibliometric analysis is fundamental for detailing the theoretical literature and developing an integrated theoretical framework for psychological and Educational Learning Strategies. The psychological impact on students and potential stress needs to be closely monitored and evaluated, to plan effective policies while adopting these pedagogical approaches.

The Impacts of Work-Life Balance on the Emotional Exhaustion and Well-Being of College Teachers in China

UN Sustainable Development Goal 3 states that “Ensuring healthy lives and promoting well-being at all ages is essential to sustainable development.” The sustainable well-being of college teachers deserves attention. Currently, college teachers in China are facing enormous challenges and pressures, which may increase their emotional exhaustion (EE) and hinder the sustainable development of their well-being (WB). Therefore, this study examined Chinese college teachers’ well-being in relation to their work-life balance (WLB) and EE. An online survey was conducted. The valid subjects included 586 college teachers (367 females, 62.6%). We assessed their WLB, EE, and WB. The results revealed that among the Chinese college teachers, (1) WLB was negatively correlated with EE, but positively correlated with WB; EE was negatively correlated with WB; (2) EE partially mediated the relationship between WLB and WB; and (3) College teachers who are male, class tutors, and in public colleges scored higher on EE and lower on WLB and WB than those who are female, non-class tutors, and in private colleges, respectively. The findings indicated that WLB is an important factor for the sustainable development of the well-being of college teachers, and special attention should be paid to college teachers who are male, class tutors, and in public colleges in China.

The Increased Alcohol and Marijuana Use Associated with the Quality of Life and Psychosocial Aspects: a Study During the Covid-19 Pandemic in a Brazilian University Community

The primary practice adopted to reduce Covid-19 contamination is social distancing (SD). SD had significant consequences on alcohol/drug use, quality of life, and psychosocial aspects. In the university community specifically, SD produces a collective traumatic event with changes in the work routine by the suspension of presence. This study aims to identify and analyze the associations of increased alcohol and marijuana consumption on the quality of life and psychosocial aspects of the university community (students, professors, and technical and administrative staff) at a Brazilian public university during SD due to Covid-19 pandemic. This descriptive and cross-sectional study used an online questionnaire to obtain information from 2790 university community participants. Data were analyzed using IBM SPSS Statistics version 22. The analysis included descriptive associations performed using Spearman's correlation coefficient and p < 0.05 was taken as statistically significant. The participants' majority was 62% female, 95.4% students, 73% were 17-25 years old, 33.4% had income between 1 and 3 minimum wage, and 48% of the university community "totally adhered to SD." The increased alcohol consumption during SD was associated with a worsening in quality of life (p = 0.001), health satisfaction (p = 0.015), the meaning of life (p = 0.040), ability to concentrate (p = 0.001), satisfaction with yourself (p = 0.029), and frequency of negative feelings (p = 0.001); in contrast, increased alcohol use improved satisfaction with peer support (p = 0.042), as well as increased marijuana use improved satisfaction with sex life (p < 0.001). The increased alcohol use was higher in women (30.5%) than in men (26.7%) and was negatively associated with more quality of life and psychosocial aspects among women than men. Students were the segment that presented the highest frequency of associations with increased alcohol and/or marijuana use in the three domains analyzed. This study innovated by associating increased alcohol and/or marijuana use with worsening quality of life and psychosocial aspects rather than evaluating them apart. Future studies must identify whether this association between increased alcohol use, mainly, and the worsening quality of life and psychosocial aspects during the SD period is maintained or improved with the return to face-to-face activities at the university, with particular attention to women and students. Psychologists and other mental health professionals should be called upon to develop interventions to meet emerging mental health needs.

Returning to work at school during the COVID -19 pandemic, is it stressful for schoolteachers? Assessment of immediate psychological effects: a cross sectional study

Background: The adoption of remote classes for students has been in vogue since the onset of the pandemic. Schools reopened in a phased manner after the second wave of coronavirus disease 2019 (COVID-19) in India. Reverting to the regular face-to-face teaching for students became a challenge to the teachers and students, especially at times when there was an impending third wave on the way. The study aimed to assess the presence of symptoms of depression, anxiety, and stress in teachers who attended reopened schools in the scenario of face-to-face classes. In addition, we studied the association of psychological symptoms with teachers' age groups, gender, school boards, and school institution type. Methods: A cross-sectional study was conducted between October to December 2021 after schools had reopened. Data was collected using Google Form questionnaires in 124 schoolteachers. The Depression, Anxiety, and Stress Scale - 21 Items (DASS-21) questionnaire assessed the psychological symptoms. Results: Of 124 schoolteachers, 108(87.1%) were female, 112 (90.3%) were from private institutions, and 70(56.5%) were from Central Board of Secondary Education (CBSE) school boards. The prevalence of depression, anxiety, and stress in teachers was 30.6%, 45.2%, and 20.2%, respectively. Nearly 80% of the female teachers expressed depression, anxiety, and stress symptoms. Amongst all the age groups, symptoms were higher in 40-49 group. We found anxiety to be statistically significant when compared with gender (p-0.042). We found no statistically significant differences concerning age groups, school boards, or school institutions with any psychological symptoms. Conclusions: The prevalence of psychological symptoms was high among schoolteachers after schools reopened for regular face-to-face teaching. Gender was associated with anxiety in teachers. We agree that identifying teachers' symptoms and providing adequate psychological counseling/support would improve their mental health status and thereby the quality of teaching to students.

The Role of Intersectoral Action in Response to COVID-19: A Qualitative Study of the Roles of Academia and the Private Sector in Colombia

BACKGROUND

The integration of health services with other sectors is hypothesised to support adaptation of health systems in response to coronavirus disease 2019 (COVID-19). This study identified barriers and enablers associated with intersectoral coordination at an early stage of the pandemic. The study focused on the roles played by the academic and private sector in different areas of public health planning and delivery concerning COVID-19 in Colombia.

METHODS

A qualitative approach was used to understand stakeholders' experiences and perceptions of intersectoral working in response to COVID-19 in three Colombian cities (Bogotá, Cali and Cartagena). Between March and November 2020, data was collected via semi-structured interviews conducted online with 42 key actors, including representatives of governmental bodies, universities, and professional associations. The dataset was analysed thematically using a combination of inductive and deductive methods.

RESULTS

Organizations adjacent to the health system, including universities and the private sector, supported responses to COVID-19 by providing evidence to inform decision-making, additional service capacity, and supporting coordination (eg, convening intersectoral "roundtables"). The academic and private sector involvement in intersectoral coordination was stimulated by solidarity (being the "right thing to do") and motivation for supporting local companies (reopening the economy). Intersectoral working was influenced by pre-existing (substantive) and emerging (situational) enablers and barriers.

CONCLUSION

This study showed that intersectoral coordination has played an important role in responding to COVID-19 in Colombia. Coordination was influenced by substantive and situational enablers and barriers. Based on our findings, policy-makers should focus on addressing substantive barriers to coordination, including the pre-existing tensions and mistrust among national and local healthcare actors, strict regulations and limited financial and human resources, while providing support for situational enablers, including alignment of public and private actors' interests, intersectoral government support and establishing frequent communication channels and formal spaces of interaction among sector, in processes of decision-making.

[Chances and challenges of increasing digitalization of teaching in the discipline anesthesiology from the perspective of students]

BACKGROUND

The coronavirus pandemic caused a sudden change in medical education worldwide and induced a shift towards digital teaching. Previously, most courses were organized for students in physical presence on campus, while a few institutions already complemented these with blended learning methods, combining digital teaching with clinical presence; however, the use of digital teaching was heterogeneous, ranging from the use of PowerPoint slides to the application of virtual patients and telemedicine.

OBJECTIVE

This study aimed to identify challenges and opportunities arising from the different tools used in digital teaching, such as recorded lectures or online seminars, and the role of hands-on clinical experience. In addition, the study examined student attitudes and experiences with the nearly all-digital semester beginning in spring 2020. These findings may help to better understand the impact of digital teaching on students and provide guidance on how to optimize digital medical teaching in the future.

METHODS

A questionnaire with a 5-point Likert scale was developed to assess students' experiences with digital teaching at the onset of the COVID-19 pandemic in a cross-sectional study. The questionnaire was distributed to all medical students at the University of Mainz, Germany, who attended an anesthesiology course with asynchronously recorded lectures replacing traditional on-campus lectures during the pandemic. A total of 766 students in 4 courses met these criteria and received the online questionnaire for anonymous and voluntary response.

RESULTS

A total number of 141 students responded, resulting in a response rate of 18.4%. Almost all students had access to the appropriate technology to participate in digital courses and 80.9% indicated seeing more recorded lectures compared to previous face-to-face lectures on campus. Moreover, 67.4% reported that they paused the asynchronous lectures to look up additional information and 95.7% stated that they appreciated the possibility to view lectures regardless of time and location. Hence, 84.3% said they would prefer digital lectures over face-to-face lectures in the future; however, 28.4% missed the interaction with teachers during lectures. Thus, 94.3% of the students appreciated the online seminars in terms of theoretical knowledge but the majority missed the practical aspects in the courses. Overall, 78.0% responded that the digital availability of material and digital teaching formats helped them to enhance their independent learning abilities.

CONCLUSION

This study highlights several opportunities and challenges associated with digital teaching. The availability of prerecorded lectures at any time and place seems to facilitate access and increases student motivation. It also promotes individualization of student learning. Main disadvantages are the lack of communication with teachers and other students as well as the missing opportunity to reinforce the theoretical knowledge through application in practical courses, which, however, are essential for medical education. Therefore, a possible solution in the future could be the introduction of the "inverted classroom" concept, as it focuses on application and deepening of clinical skills in interactive classes, while the theoretical knowledge acquisition is taught in a digital teaching environment. The present study proposes the introduction of blended learning concepts to enhance the benefits of digital teaching while minimizing the identified disadvantages.

Examining Perceived Stress and Coping Strategies of University Students during COVID-19: A Cross-Sectional Study in Jordan

COVID-19 has changed our lives in all arenas, including higher education and psychological well-being. Three objectives were set forth in this study. We started by examining issues related to online education during the pandemic in Jordan, particularly for students pursuing business studies. Second, we assessed academic, behavioural, and financial stressors that business students experience at Jordanian higher education institutions. Lastly, we examined the possible coping methods students employed to cope and adapt during the pandemic. A descriptive cross-sectional study was conducted based on the perceived stress scale distributed to 473 Jordanian undergraduate students (18–27 years of age), across both public and private universities. Results showed an association between academic, behavioural, and financial stressors and students’ perceived stress. While students perceived various levels and types of stress during COVID-19, including academic, behavioural, and financial, they also experienced new online skills. However, despite coping with stress, some students (especially females) displayed more stress because of the deficient course content, which added to their perceived stress and left them feeling unmotivated. This study contributes to bettering the university students’ mental health.

The era of E-learning from the perspectives of Jordanian medical students: A cross-sectional study

Introduction

Online learning is becoming a crucial part of the educational process worldwide, especially after the recent COVID-19 pandemic. This study was designed to assess medical students’ perception toward online learning and their perceived preparedness and barriers during the COVID-19 pandemic.

Methods

An electronic-based, cross-sectional survey was used to recruit eligible students in Pharmacy, Doctor of Pharmacy, Medicine, Nursing, Dentistry, and Veterinary Medicine programs at various Jordanian universities (public and private). Descriptive and linear regression analysis were conducted using S.P.S.S. software. The perception score was calculated based on a 5-point Likert scale.

Results

A total of 939 students agreed to participate in this study. The prominent category was females (n = 691, 73.6%), the median age of students was 22.0 years (IQR = 2.0), and around 56% of the students study in private universities (n = 520, 55.6%). More than half of the students reported that their experiences were unsatisfactory or very unsatisfactory (n = 510, 54.3%). The majority of students preferred face-to-face communication with their professors and colleagues and considered it more effective (n = 682, 72.6%). The median of the mean perception score was 2.4 (IQR = 1.1). Regarding challenges and barriers, more than 70% reported weak internet connection, E-learning boredom, and lack of motivation (n = 723, 77.0%).

Conclusion

This study reported inadequate satisfaction and perception towards the current experience in E-learning during the COVID-19 pandemic. It also discussed the barriers and challenges hindering this transition, such as weak internet connection and the lack of motivation, indicating a need for implementing new pedagogies to enhance students’ experiences regarding online education.

The Impact of the Coronavirus Pandemic on the Learning Process among Students: A Comparison between Jordan and Turkey

COVID-19 was declared by the WHO as a pandemic affecting several aspects of human lives. Follow-up investigations showed that the pandemic affected tertiary education. This study was designed to assess the online learning process among students living in Turkey and Jordan during the COVID-19 pandemic. This descriptive cross-sectional study was conducted via an online survey. The survey was followed by a focus group. Data were analyzed using the Statistical Package for Social Science (SPSS). A total number of 214 students participated in this study. Most of the participants were female, single, and undergraduates. Regarding the theory courses, the percentage of Turkish and Jordanian students who evaluated the online learning as ‘excellent’ or ‘very good’ or ‘good’ was greater than that for the practical courses. With regards to the practical training, more than half of the Turkish students (57.5%) ranked their experience in practical training as ‘excellent’ or ‘very good’ or ‘good’, while a lower proportion was reported by Jordanian students (47.7%). During the focus group, the cons of online learning were more numerous than the pros. The tertiary education in Turkey and Jordan was affected during the pandemic.

Are Personal Resources and Perceived Stress Associated with Psychological Outcomes among Israeli Teachers during the Third COVID-19 Lockdown?

Teachers’ psychological responses during a pandemic, such as COVID-19, play an important role in their adaptation to the new routine. This research aimed to explore the association between personal resources (sense of control, social support), perceived stress, and three psychological outcomes (resilience, depression, loneliness) among teachers during the third COVID-19 lockdown in Israel. A cross-sectional study was conducted among 208 teachers. Significant associations were found between perceived stress, resilience, depression, and loneliness. Sense of control was significantly associated with perceived social support. The research model was tested using Structural Equation Modeling. The model yielded appropriate indices of fit (χ2(10) = 10.31, χ2/df = 1.03, p = 0.413, NFI = 0.970, NNFI = 0.997, CFI = 0.999, RMSEA = 0.012, 95%CI RMSEA = 0.077), demonstrating that the model fits the data well. Findings suggest that in order to improve teachers’ psychological health during a virus outbreak, it is recommended to pay attention to their personal resources and perceived stress.

COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis

BACKGROUND

As millions of teachers have been forced to rely upon remote teaching due to the closure of schools during the COVID-19 pandemic. It is particularly important to understand the extent to which teacher's psychological wellbeing has been affected by this global health crisis.

OBJECTIVE

The aim of this comprehensive systematic review and meta-analysis was twofold: 1) ascertain the prevalence of stress, anxiety, depression among teachers during the COVID-19 outbreak; 2) identify the associated factors of these psychological wellbeing domains of the teachers.

METHODS

Academic Search Premier, Eric, PsycInfo, Scopus, and Web of Science were searched for articles published from December 2019 and July 2021, using search terms including "COVID-19" "anxiety" "depression" "stress", and "teachers".

RESULTS

This study included 54 studies synthesising data from 256,896 teachers across 22 countries. The meta-analysis showed higher prevalence of stress (62.6%, 95% Confidence Interval [CI]: 46.1-76.6), compared to anxiety (36.3%, 95% CI: 28.5-44.9) and depression (59.9%, 95% CI: 43.4-74.4) among teachers. Teachers' experiences of these psychological issues were associated with various socio-demographic and institutional factors, including gender, nature of online teaching, job satisfaction, teaching experience, and the volume of workload. Additionally, several protective factors, such as regular exercises and provision of technical support for online teaching, reduced teachers' negative psychological experiences.

CONCLUSION

There is a need for authorities to formulate educational policies to improve teachers' wellbeing at the time of global crisis. Special attention should be paid to assist female teachers in overcoming physical and mental stressors.

How Do Different Types of University Academics Perceive Work from Home Amidst COVID-19 and Beyond?

The COVID-19 pandemic resulted in a massive and unintentional shift to work from home (WFH) or working remotely, as well as broad adoption of web-based platforms. The goal of this research is to uncover the attitudes to WFH among different types of academics in the Sri Lankan higher education sector. An online questionnaire survey was conducted amidst a severe COVID-19 wave during June–September 2021, and 337 valid responses were received. The questionnaire contained 49 questions under four sections excluding demographic questions. The gathered data were analysed using multiple regression models. Results of the study ascertained a significant (p < 0.01) positive attitude among academics towards online teaching (academic orientation), other than academics who from disciplines with more practical components, and there was a significant (p < 0.01) positive attitude among academics to conducting research (research orientation) while WFH. Further, the findings indicate a significant (p < 0.01) negative attitude to WFH when disseminating knowledge and engaging in community services with various stakeholders. When considering the criticality of demographics variables in the new normal, a hybrid working model can be introduced by reaping the benefits of WFH based on different types of academic orientations and their favourability towards the WFH model, rather than reverting to a full physical academic working environment. As a developing country, Sri Lanka can formulate policies on effective hybrid working models for academics to realise the potential from the lessons learned. This experience will enable the country to accomplish or move towards accomplishing the fourth goal of SDGs, quality education by 2030.

The Impacts of COVID-19 on Technological and Polytechnic University Teachers

University teachers have adapted to different situations during the development of distance learning due to the pandemic caused by the COVID-19 virus. This study was conducted by assigning a data collection instrument to 993 teachers who are part of 15 technological universities (TUs) and 7 polytechnic universities (PUs) to determine how they were affected by COVID-19. The questions asked were related to the social, economic, academic, emotional, and health effects experienced. The results show that 63% of the teachers working online complained that online teaching invaded their family privacy; 56% pointed out that working from home and the virtual classes affected their performance as teachers; 90% of the teachers thought that they dedicated too much extra to preparing for their classes; 15% were stressed; 4% felt negative under the new teaching scheme of virtual classes; finally, 38% of the teachers stated that repeated interaction with electronic devices had a lot of negative impacts on their emotional wellbeing. By means of a G-test, it was determined that gender was independent from the studied effects. Through a multiple correspondence analysis (MCA), it was determined that, of the total number of teachers who responded to the questionnaire, half were comfortable with the online teaching model and the other half were not. The most impacted effects were the economic, training and connectivity independently from the gender.

Factors that affect the perceived stress and organizational commitment of women nurse academicians in the COVID-19 pandemic: a descriptive cross-sectional study

Our aim in this descriptive and cross-sectional study was, to determine the factors affecting the perceived stress and organizational commitment of women nurse academicians in the COVID-19 pandemic process. The sample of the study consisted of 234 academicians, who were reached through a survey through the Google Forms web. The perceived stress increased and commitment to the institution decreased due to the COVID-19 pandemic in women nurse academicians. It is recommended that university administrators evaluate the perceived stress and organizational commitment of academicians, receive feedback from academicians, provide online psychological support and consultancy.

Educators' Psychosocial Burdens Due to the COVID-19 Pandemic and Predictive Factors: A Cross-Sectional Survey of the Relationship with Sense of Coherence and Social Capital

This study aims to identify the social and psychological burdens placed on educators during the third wave of the COVID-19 pandemic in Japan and to propose an optimal form of support. We investigated educators' perceptions of psychological and socioeconomic anxieties and burdens, sense of coherence, and social capital using a questionnaire survey of 1000 educators in January 2021. Multivariate regression analyses were conducted to analyze the associations between the variables. Results: Approximately 80% of the respondents considered COVID-19 a formidable, life-threatening illness. Our results revealed that the higher the social capital, the greater the fear of COVID-19, and the higher the sense of coherence, the lower this fear. Conclusions: The anxiety burden of implementing infection prevention was higher than the anxiety burden associated with distance learning. The predictive factors for educators' perceptions of burden included sense of coherence, gender, and age. Our findings suggest the importance of having the government and educational institutions provide multidimensional assistance that matches educators' individual characteristics.

Impact of the COVID-19 pandemic on student' sleep patterns, sexual activity, screen use, and food intake: A global survey

Background

The education sector experienced substantial impacts during the COVID-19 pandemic resulting from worldwide restrictions.

Purpose

To examine differences in the sleep patterns, sexual activity, screen use, and food intake of students and non-students during the COVID-19 pandemic.

Methods

This was a global cross-sectional study conducted in the second half of 2020 using multiple social media platforms to recruit study participants globally. A close-ended questionnaire was administered anonymously in English, French, Spanish, Portuguese, and Arabic to adults ages 18 and older. The outcome variables considered in analyses were changes in sleep pattern, sexual activity, screen use, and food intake. The explanatory variable was student status categorized as students vs. non-student. T-test, chi-square, and Mann Whitney U tests were used to assess differences between student and non-student populations. One logistic regression model was built for each outcome variable. Country of residence and country income level were included in the adjusted models.

Results

There were 17,008 participants of which 3,793 (22.3%) were students. Of the total sample, 4,889 (28.7%) reported changes in sleep, 4,642 (31.8%) reported increases in sexual activity, 10,278 (70.7%) reported increases in screen use, and 5,662 (40.2%) reported increases in food intake during the pandemic. Compared to non-students, students had significantly higher odds of reporting changes in sleep (AOR = 1.52), increases in sexual activity (AOR = 1.79), and increases in screen use (AOR = 1.36) but lower odds of reporting increase in food intake (AOR = 0.87).

Conclusion

Students displayed higher risk of experiencing changes in sleep, sexual behavior, and screen use during the COVID-19 pandemic. This has the potential to lead to broader adverse effects on students’ overall wellbeing. The findings and implications raise further obligations on the education sector to put extra-curricular support systems in place that address COVID-19 related behavior changes that have the potential to adversely impact students’ wellbeing.

Disadvantages of using Traditional, Interactive and Distance Learning Methods when Studying the Specialty "Pharmacy"

<p>Interactive and remote technologies are being actively introduced into the training process in the specialty “Pharmacy.” In addition to ease of use, they have several advantages and disadvantages for all stakeholders. The purpose of the work is to analyze the disadvantages of traditional, interactive, and remote methods of teaching in the specialty “Pharmacy” at the Far Eastern State Medical University. This is a sociological survey of students of the Faculty of Pharmacy and Biomedicine (higher education), as well as the Medical-Pharmaceutical College (secondary education). Statistical processing was performed using the non-parametric Mann-Whitney, Kruskal–Wallis, Spearman’s rank correlation coefficient. Traditional teaching methods are characterized by the inconvenience of tight time frames. During on-line classes, it is more difficult to use an individual methodology for the student and change the teaching method. The most characteristic shortcomings of distance learning include the lack of motivation and the possibility of violations (writing off, forgery, etc.) by the student. Despite the geographical remoteness of the regions, material, and technical difficulties in switching to distance learning, as a rule, did not arise. The lack of an individual approach and the subjectivity of student assessments in distance and traditional teaching methods are due to the high occupancy of groups and their frequent combination (10-25 people) during the class. The disadvantage of remote methods is the complexity of regular control by the teacher, the lack of secure personality identification systems when sending written works and testing on-line, and the low level of consciousness of future specialists. According to the results of the questionnaire, the least number of shortcomings have interactive teaching methods, implying the active participation of the student himself and an individual approach.</p>

Beliefs Toward Smoking and COVID-19, and the Pandemic Impact on Smoking Behavior and Quit Intention: Findings from a Community-Based Cross-Sectional Study in Jordan

BACKGROUND

The relationship between smoking and coronavirus disease-2019 (COVID-19) is still topical with mixed epidemiological evidence. However, the pandemic may affect people's beliefs toward smoking as well as their smoking behavior and quit intentions. Considering high smoking rates in Jordan, our current study aimed to assess the following domains in a community-based sample from Jordan: (i) the beliefs that surround smoking/vaping and COVID-19 and (ii) the pandemic impact on smoking behavior and quit intention.

METHODS

A cross-sectional study was conducted in Jordan from March 9 to March 16, 2021, utilizing a web-based structured questionnaire. The questionnaire comprised 13 items on sociodemographic, health, and smoking profiles, 14 items to assess beliefs surrounding COVID-19 and the use of combustible cigarettes (CCs), waterpipe (WP), and electronic cigarettes (ECs), and 12 items to assess the pandemic impact on smoking behavior and quit intention.

RESULTS

Of 2424 survey respondents who participated in our study, there were 1163 never-smokers, 1044 current smokers, and 217 ex-smokers. The mean age of participants was 35.2 years (SD: 11.06). Most participants have reported anti-smoking beliefs with around 72.9% believed that WP smoking is related to the risk of contracting COVID-19. Also, 71.7% believed that smoking CC may worsen the COVID-19 clinical course, while 74.1% of respondents believed that smoking has no protective effect against COVID-19. During the pandemic, about 28.1% and 19.3% of current smokers reported increased or reduced smoking, respectively. Besides, 459 current smokers have expressed their plans/intention to quit smoking during the pandemic, of whom 27.5% (n = 126) confirmed that the driving force for their decision is a COVID-19-related reason, such as self-protection (n = 123) and protection of family members (n = 121) which were the most cited reasons. Also, around 63 participants have successfully ceased smoking during the pandemic. However, only 22 of them reported that the main driving motivation of their successful quit attempt was the COVID-19 pandemic.

CONCLUSION

Most participants' beliefs and attitudes were against smoking during the pandemic. Nevertheless, the double-edged effect of the pandemic on smoking habits should be carefully considered, and reliable anti-smoking measures should be strengthened and sustained in the country.

The untold story of the COVID-19 pandemic: perceptions and views towards social stigma and bullying in the shadow of COVID-19 illness in Jordan

Stigmatization towards COVID-19 patients can lead to negative outcomes like social exclusion and bullying, and it may hinder the willingness of people to undergo testing. This study aimed to measure and explore the perception of stigmatization and bullying towards COVID-19 patients in Jordan. This was a web-based cross-sectional survey. Participants were recruited from social media platforms employing a snowball convenience sampling. The perception of bullying, beliefs regarding social consequences of infection, views on measures towards violators of patients' privacy, and how to reduce the stigma were assessed by self-reported measures. 397 participants returned completed questionnaires. The majority of respondents believed that COVID-19 patients in Jordan are getting bullied (n = 255, 64.3%) and over 80% believed that people enjoy sharing identities, or news about COVID-19 patients. Although most respondents had adequate knowledge regarding transmission/prevention of COVID-19, they believed that all or some of the COVID-19 patients practiced something wrong to get infected (n = 358, 90.2%). Moreover, 86.9% of respondents reported that people in Jordan were crossing their lines with bullying behaviors towards COVID-19 patients. However, these negative views would not discourage most respondents to get tested and follow the government's instructions if they or any of their acquaintances were suspected to be infected. Our study sheds the light on a high degree of stigma and bullying of COVID-19 patients during the early stage of the pandemic in Jordan. Hence, there is a need to develop and implement effective anti-stigma/anti-bullying campaigns that refute the misperception, raise public knowledge about COVID-19, and spread encouraging messages.

Psychological Distress and Happiness of Men Who Have Sex With Men and Transgender People During the Coronavirus Disease-19 Pandemic: Is There a Need for Public Health Policy Intervention?

Since the global onset of COVID-19 in early 2020, the disease has significantly impacted mental health. This impact is likely to be further exacerbated for groups who were already marginalized. This paper shares results from a broader study of men who have sex with men (MSM) and transgender people in Bali, Indonesia and includes a focus on psychological distress and happiness during the COVID-19 pandemic; applying sociodemographic and epidemiological characteristics as potential mediators. Psychological distress and the level of happiness were measured by The Kessler Psychological Distress (K10) and the Subjective Happiness Scale (SHS). A cross-sectional survey was conducted from July to September 2020. Of the 416 participants, complete data were available for 363 participants. The majority of participants were aged 26-40 years, currently single, were born outside Bali, were currently living in an urban area, and over one-third were living with HIV. While all were MSM, the majority identified as homosexual/tend to be homosexual (71.3%), however 54 (14.9%) identified themselves as heterosexual. The majority (251, 69.1%) reported moderate to very high psychological distress during the COVID-19 pandemic. The binary logistic regression analysis identified five factors to be significantly associated with higher psychological distress: being a student, reporting higher levels of stigma, had ever experienced discrimination, felt better prior to the COVID-19 pandemic, and less happy than the average person. When homosexual were compared with heterosexual participants, those who identified themselves as being homosexual reported significantly lower psychological distress compared to those identified themselves as heterosexual, which may be associated with these participants not disclosing their status as MSM and the stigma around MSM. Those who considered themselves to be less happy than the average person (316, 87.1%) were more likely to live with a partner and to report moderate to very high psychological distress. Based on the findings, interventions should focus on strategies to reduce stigma, provide non-discriminatory services, and improve access to essential health services.

Prevalence of Anxiety, Depression, and Stress among Teachers during the COVID-19 Pandemic: A Rapid Systematic Review with Meta-Analysis

BACKGROUND

Since the beginning of the COVID-19 pandemic, teachers have been accumulating adverse psychological symptoms due to the closure of educational centers and the need to adapt to different teaching modalities.

METHODS

Medline and PubMed were searched for studies on the prevalence of depression, anxiety, stress, and burn-out in teachers, published from 1 December 2019 to 15 June 2021.

RESULTS

In total, eight studies were included in this study. The results show that teachers report levels of anxiety (17%), depression (19%), and stress (30%). In Asia, there has been more anxiety compared to other continents. Overall, anxiety has been higher among teachers in schools compared to universities. However, stress levels have been higher among teachers in universities compared to schools. Statistically, there were no significant differences regarding gender and age in any of the symptoms.

CONCLUSIONS

The results suggest that teachers at different educational levels are experiencing adverse psychological symptomatology during the COVID-19 pandemic, and that anxiety levels vary between different countries. However, more international studies are needed to fully understand the impact of the pandemic on teachers' mental health.

The Experiences of Nurses and Physicians Caring for COVID-19 Patients: Findings from an Exploratory Phenomenological Study in a High Case-Load Country

Various changes have affected health services delivery in response to the repercussions of the COVID-19 pandemic, and this may exhibit unprecedented effects on healthcare workers (HCWs). This study aimed to explore the lived experience of physicians and nurses caring for patients with COVID-19 in Jordan. An interpretative phenomenology approach was used, and sampling was purposively performed. Data were collected through semi-structured interviews using an online meeting platform (Zoom®). Interviews were audio-recorded, transcribed verbatim, and analyzed. The data were obtained from 26 physicians and nurses caring for patients with COVID-19. The mean age of the participants was 29.41 years (SD = 2.72). Six main themes and 17 subthemes were identified: (i) emotional reactions; (ii) preparation; (iii) source of support; (iv) extreme workload; (v) occupational challenges, and (vi) work-related concerns. The results showed that nurses and physicians caring for COVID-19 patients in Jordan were experiencing mental and emotional distress and were practicing under inadequate work conditions. This distress could be multifactorial with personal, organizational, or cultural origins. Our findings may guide policymakers to consider the potential factors that significantly affect working environment in healthcare settings, the physical and mental wellbeing of HCWs, and the required professional training that can help in enhancing resilience and coping strategies amidst crises.

Predicting the epidemic curve of the coronavirus (SARS-CoV-2) disease (COVID-19) using artificial intelligence: An application on the first and second waves

Objectives

The COVID-19 pandemic is considered a major threat to global public health. The aim of our study was to use the official epidemiological data to forecast the epidemic curves (daily new cases) of the COVID-19 using Artificial Intelligence (AI)-based Recurrent Neural Networks (RNNs), then to compare and validate the predicted models with the observed data.

Methods

We used publicly available datasets from the World Health Organization and Johns Hopkins University to create a training dataset, then we employed RNNs with gated recurring units (Long Short-Term Memory - LSTM units) to create two prediction models. Our proposed approach considers an ensemble-based system, which is realized by interconnecting several neural networks. To achieve the appropriate diversity, we froze some network layers that control the way how the model parameters are updated. In addition, we could provide country-specific predictions by transfer learning, and with extra feature injections from governmental constraints, better predictions in the longer term are achieved. We have calculated the Root Mean Squared Logarithmic Error (RMSLE), Root Mean Square Error (RMSE), and Mean Absolute Percentage Error (MAPE) to thoroughly compare our model predictions with the observed data.

Results

We reported the predicted curves for France, Germany, Hungary, Italy, Spain, the United Kingdom, and the United States of America. The result of our study underscores that the COVID-19 pandemic is a propagated source epidemic, therefore repeated peaks on the epidemic curve are to be anticipated. Besides, the errors between the predicted and validated data and trends seem to be low.

Conclusion

Our proposed model has shown satisfactory accuracy in predicting the new cases of COVID-19 in certain contexts. The influence of this pandemic is significant worldwide and has already impacted most life domains. Decision-makers must be aware, that even if strict public health measures are executed and sustained, future peaks of infections are possible. The AI-based models are useful tools for forecasting epidemics as these models can be recalculated according to the newly observed data to get a more precise forecasting.

Predicting the epidemic curve of the coronavirus (SARS-CoV-2) disease (COVID-19) using artificial intelligence: An application on the first and second waves

OBJECTIVES

The COVID-19 pandemic is considered a major threat to global public health. The aim of our study was to use the official epidemiological data to forecast the epidemic curves (daily new cases) of the COVID-19 using Artificial Intelligence (AI)-based Recurrent Neural Networks (RNNs), then to compare and validate the predicted models with the observed data.

METHODS

We used publicly available datasets from the World Health Organization and Johns Hopkins University to create a training dataset, then we employed RNNs with gated recurring units (Long Short-Term Memory - LSTM units) to create two prediction models. Our proposed approach considers an ensemble-based system, which is realized by interconnecting several neural networks. To achieve the appropriate diversity, we froze some network layers that control the way how the model parameters are updated. In addition, we could provide country-specific predictions by transfer learning, and with extra feature injections from governmental constraints, better predictions in the longer term are achieved. We have calculated the Root Mean Squared Logarithmic Error (RMSLE), Root Mean Square Error (RMSE), and Mean Absolute Percentage Error (MAPE) to thoroughly compare our model predictions with the observed data.

RESULTS

We reported the predicted curves for France, Germany, Hungary, Italy, Spain, the United Kingdom, and the United States of America. The result of our study underscores that the COVID-19 pandemic is a propagated source epidemic, therefore repeated peaks on the epidemic curve are to be anticipated. Besides, the errors between the predicted and validated data and trends seem to be low.

CONCLUSION

Our proposed model has shown satisfactory accuracy in predicting the new cases of COVID-19 in certain contexts. The influence of this pandemic is significant worldwide and has already impacted most life domains. Decision-makers must be aware, that even if strict public health measures are executed and sustained, future peaks of infections are possible. The AI-based models are useful tools for forecasting epidemics as these models can be recalculated according to the newly observed data to get a more precise forecasting.

Distance education during COVID 19: an Italian survey on the university teachers' perspectives and their emotional conditions

BACKGROUND

Following the COVID-19 pandemic, distance education (DE) replaced traditional "face-to-face" teaching and has become the main method of teaching. The aim of this study was to 1) evaluate the impact of DE by teachers in our department during the second semester of the 2019-20 academic year following the March-May 2020 Italian national lockdown and 2) evaluate the relationship between DE and the emotional well-being of teachers during the period of home confinement.

METHODS

Ninety-seven university teachers (51.5% women; most represented age group 60-69 years range, 40.2%) responded to an anonymous online cross-sectional survey between July 15 - September 30, 2020, on the advantages and disadvantages of DE, developed by one online teacher focus group. The emotional conditions were assessed by a short version of the Beck Depression Inventory-II (BDI-II). The internal consistency reliability survey and the 10-item BDI-II were measured by Cronbach's alpha. A correlation analysis (r-Pearson) was conducted between the overall evaluation of the experience of DE and the variables included in the study.

RESULTS

Teachers reported difficulties in technical aspects, and in psychological factors, as the discomfort of "speaking in the void" (64.7%). The absence of "face-to-face" eye contact with the students was complained by 81% of teachers. Significant impairments in sleep patterns and loss of energy were reported, with female teachers having greater difficulty concentrating than their male colleagues. A quarter of teachers showed depressive symptoms of varying severity. The most satisfied teachers were those most stimulated by DE (r = 0.752, p < 0.000), who showed a lower impact of depressive symptoms (r = - 0.289, p = 0.005). The teaching load in hours influenced the perception of disadvantages (r = 0.214, p = 0.035) and contributed to a lower appreciation of the challenges of DE. The more significant the manifestation of depressive symptoms during the lockdown was, the greater the subjective recovery of a good emotional condition once the domestic confinement was over (r = 0.344, p = 0.001), despite maintaining DE.

CONCLUSIONS

Our study highlights the impact of technical, didactic, and psychological difficulties of DE, reported by our teachers. The appreciation of their new learning promoted by DE seemed related to better emotional well-being of university teachers accepting this "challenge" in their important role in the high-education system, influencing good learning and promoting students' professional success.

Arabic COVID-19 Psychological Distress Scale: development and initial validation

Objective

To develop a psychometrically reliable instrument to assess psychological distress during the COVID-19 pandemic across Arab countries.

Design

The new instrument was developed through the review of relevant literature. We adapted multiple items from the following tools: The Fear of COVID-19 Scale, Social Phobia Inventory, Health Anxiety Inventory, Swine Influenza Anxiety Scale and the Arabic Scale of Death Anxiety to design our new assessment tool which is called COVID-19 Psychological Distress Scale (CPDS). For psychometric analyses and validation, we conducted a cross-sectional study that solicited data through a web-based survey using the newly developed CPDS.

Setting and participants

This validation study was conducted in four Arab countries, including Algeria, Kuwait, Saudi Arabia and Yemen. A total of 1337 participants from these countries have voluntarily responded to our survey questionnaire that included the newly developed scale.

Results

The final version of the CPDS comprised 12 items. Participants from Algeria (n=447), Kuwait (n=437), Saudi Arabia (n=160) and Yemen (n=293) have completed the 12-item CPDS. Exploratory factor analysis (used on the Algerian sample) suggested a two-factor structure of the CPDS. The two-factor structure was then supported by the confirmatory factor analysis with an independent sample. Additionally, Rasch analyses showed that all the items fit well in their embedded construct; only one item showed somewhat substantial differential item functioning across gender and country.

Conclusion

The 12-item CPDS was found to be measurement invariant across country and gender. The CPDS, with its promising psychometric properties, might help healthcare professionals to identify people with COVID-19-induced psychological distress.

Beyond equity: Advocating theory-based health promotion in parallel with COVID-19 mass vaccination campaigns

Despite the challenges in managing the COVID-19 pandemic waves in different contexts and capacities, the vaccines that were recently approved for use have created a window of hope to fight this pandemic more effectively by achieving herd immunity. However, the rates of vaccination coverage vary considerably between countries. While looking at COVID-19 vaccination from a different perspective, it brings up the following question: is equitable vaccine delivery and access the only critical issue? Assessing facilitators and barriers to successful vaccination initiatives should be carefully considered and addressed by subsequent actions. The COVID-19 vaccination campaigns as part of disease prevention programs could be embedded in the core of theories for a more systematic approach to enhance vaccine acceptance among people. For effective implementation of public health programs, it is imperative to understand human health behaviours and to have sufficient knowledge about cultural and environmental influences. Sufficient and satisfactory COVID-19 vaccine uptake is not only challenged by the availability of vaccines or their distribution, but also by cultural and social norms in the community as well as the complexity of human behaviours. Therefore, the global efforts should target communities with theory-based health promotion and awareness programs in parallel with vaccination campaigns as a part of public health practice.

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The COVID-19 pandemic is one of the most devastating events that impacted

various life domains globally.

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The recent development and approval of various COVID-19 vaccines has created

a window of hope to effectively combat the pandemic.

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Social, political, economic, and behavioural factors may play important roles in

COVID-19 vaccine uptake among people.

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Theory-based health promotion initiatives better be side by side with COVID-19

vaccination campaigns to enhance vaccine acceptance among people.

A swaying between successive pandemic waves and pandemic fatigue: Where does Jordan stand?

This article highlights the main aspects of Jordan's public health response in combating the COVID-19 pandemic. Also, it briefly describes the main characteristics of the pandemic waves. Although Jordan has successfully implemented various stringent control measures at the early stage of the pandemic which resulted in a slow pace of COVID-19 spread in the country, the dramatic and sudden surge in COVID-19 cases and deaths since September 2020 raises many concerns and questionable debates regarding the effectiveness of Jordan's COVID-19 mitigation strategies, the earlier epidemiological surveillance process, decision-making and decisions' execution at various sectors, as well as the degree of commitment to precautionary measures among the general population. Jordan has passed through three distinct pandemic stages so far, and each stage provides lessons that can be used to improve the national preparedness and response plan in the future. This pandemic has afflicted most life domains; thus, sharing the responsibility and efforts between the government and people in combating it, is expected to be more efficient and effective than a one-sided response. Pandemic fatigue can act as a major risk factor for losing such a battle. The people of Jordan have been already through an unforgettable 2020 year that impacted them physically, emotionally, and even financially. Therefore, reliable actions should be considered by the decision-makers to provide sufficient support for the society. Also, strengthening the government-public partnership is a cornerstone for a successful, solid, and effective public health response, especially in times of an exhaustive pandemic crisis like the COVID-19.

Occupational burnout and job satisfaction among physicians in times of COVID-19 crisis: a convergent parallel mixed-method study

BACKGROUND

Healthcare professionals including physicians were subjected to an increased workload during the COVID-19 crisis, leaving them exposed to significant physical and psychological distress. Therefore, our present study aimed to (i) assess the prevalence of burnout and levels of job satisfaction among physicians in Jordan, and (ii) explore physicians' opinions, experiences, and perceptions during the pandemic crisis.

METHODS

This was a mixed-method study that utilized a structured web-based questionnaire and semi-structured individual interviews. The 10-Item Burnout Measure-Short version (BMS), and the 5-Item Short Index of Job Satisfaction (SIJS) were adopted to assess occupational burnout and job satisfaction, respectively. Semi-structured interviews were conducted, based on a conceptual framework that was developed from Herzberg's Two-Factor Theory of Motivation and Job Demands-Resources Model. Descriptive statistics and regression models, as well as inductive thematic analysis, were used to analyze quantitative and qualitative data, respectively.

RESULTS

A total of 973 survey responses and 11 interviews were included in our analysis. The prevalence of burnout among physicians was (57.7%). Several significant factors were positively associated with burnout, including female gender, working at highly loaded hospitals, working for long hours, doing night shifts, lack of sufficient access to personal protective equipment, and being positively tested for SARS-CoV-2. Regarding job satisfaction, regression analysis revealed that age was positively associated with higher levels of job satisfaction. On contrary, being a general practitioner or specialist, working at highly loaded hospitals, low salaries, and suffering from burnout have predicted lower levels of job satisfaction. Besides, four themes have emerged from the thematic analysis: (i) Work-induced psychological distress during the pandemic, (ii) Decision-driven satisfactory and dissatisfactory experiences, (iii) Impact of the pandemic on doctor-patient communication and professional skills, and (iv) Economic impacts of the pandemic crisis and lockdown.

CONCLUSION

A significant physical and psychological burden was associated with the COVID-19 pandemic. Reliable efforts should be implemented aiming at protecting physicians' physical and mental wellbeing, enhancing their working conditions, and raising awareness about burnout. Evidence-based decisions and proper utilization of financial and human resources at institutional and national levels are believed to be crucial for the sustainability of the health workforce, especially in crises.

Health anxiety, perceived stress, and coping styles in the shadow of the COVID-19

Background

In the case of people who carry an increased number of anxiety traits and maladaptive coping strategies, psychosocial stressors may further increase the level of perceived stress they experience. In our research study, we aimed to examine the levels of perceived stress and health anxiety as well as coping styles among university students amid the COVID-19 pandemic.

Methods

A cross-sectional study was conducted using an online-based survey at the University of Debrecen during the official lockdown in Hungary when dormitories were closed, and teaching was conducted remotely. Our questionnaire solicited data using three assessment tools, namely, the Perceived Stress Scale (PSS), the Ways of Coping Questionnaire (WCQ), and the Short Health Anxiety Inventory (SHAI).

Results

A total of 1320 students have participated in our study and 31 non-eligible responses were excluded. Among the remaining 1289 participants, 948 (73.5%) and 341 (26.5%) were Hungarian and international students, respectively. Female students predominated the overall sample with 920 participants (71.4%). In general, there was a statistically significant positive relationship between perceived stress and health anxiety. Health anxiety and perceived stress levels were significantly higher among international students compared to domestic ones. Regarding coping, wishful thinking was associated with higher levels of stress and anxiety among international students, while being a goal-oriented person acted the opposite way. Among the domestic students, cognitive restructuring as a coping strategy was associated with lower levels of stress and anxiety. Concerning health anxiety, female students (domestic and international) had significantly higher levels of health anxiety compared to males. Moreover, female students had significantly higher levels of perceived stress compared to males in the international group, however, there was no significant difference in perceived stress between males and females in the domestic group.

Conclusion

The elevated perceived stress levels during major life events can be further deepened by disengagement from home (being away/abroad from country or family) and by using inadequate coping strategies. By following and adhering to the international recommendations, adopting proper coping methods, and equipping oneself with the required coping and stress management skills, the associated high levels of perceived stress and anxiety could be mitigated.