METHODS: A self-administered online questionnaire was distributed to undergraduate medical students at Universitas Indonesia. The study was conducted from September 2020 to February 2021. The questionnaire included a modified version of the Online Learning Environment Scale (OLES) and the Positive Emotion, Engagement, Relationships, Meaning and Accomplishment (PERMA) profiler. The OLES was used to evaluate students' perceptions of the online learning environment, whereas the PERMA Profiler was used to evaluate students' wellbeing. We validated the questionnaire before distribution. The content validity index was 1.0, with internal consistency coefficients of 0.87 and 0.89, respectively. Regression analyses were performed to evaluate the relationship between OLES and PERMA scores.
RESULTS: The questionnaire was completed by 274 undergraduate medical students. Students reported moderate to high degrees of positive perception towards online learning, high levels of positive emotions and moderate levels of negative emotions. Statistically significant differences were found across groups based on students' gender, year of study and academic programme. Almost all aspects of the online learning environment were significantly predictive of students' wellbeing, with personal relevance and evaluation and assessment being the two most important predictors (R 2 = 0.201; P < 0.001).
CONCLUSION: Medical students generally enjoyed online learning, although some challenges were presented. The online learning environment was positively associated with students' wellbeing; however, some students expressed negative emotions including loneliness, anxiety, anger and sadness.
METHODS: A total of 219 neonates with suspected clinical indications of congenital toxoplasmosis and/or cCMV infections from January 2022 to December 2022 were enrolled. The first samples for IgM and IgG antibodies were screened by electrochemiluminescence immunoassay. For positive results indicative of congenital toxoplasmosis and cCMV infections, second serum samples were requested and tested within a period of 2-4 weeks after testing the first sample.
RESULTS: From the 219 first serum samples, the overall seroprevalence of congenital toxoplasmosis antibodies in suspected cases was 53%; meanwhile, the overall seroprevalence of cCMV in the suspected cases was 98.6%. The results of the paired serum sample collected for investigating congenital toxoplasmosis cases revealed that 47% of the cases presented no serological evidence of exposure while the remaining 53% of cases might have acquired passive immunity from the mother. For cCMV, the number of cases with no serological evidence of exposure was 1.4%, whereas acute infection was 1.8% and possible passive immunity from the mother represented 96.8%.
CONCLUSION: This study found a high seroprevalence of congenital toxoplasmosis and cCMV infections, probably because they are suspected cases. This study also indicates that using paired sample analysis in the categorisation of cases can aid in accurate diagnosis and more effective treatment.
METHODS: Data were collected from 10 researchers from 10 different countries (Australia, China, the UK, Brazil, Pakistan, Bangladesh, Iran, Nigeria, Trinidad and Tobago, and Turkiye) using semi-structured interviews. NVivo was employed for data analysis.
RESULTS: Based on the responses, five themes about the influence of ChatGPT on academic and research writing were generated, i.e., opportunity, human assistance, thought-provoking, time-saving, and negative attitude. Although the researchers were mostly positive about it, some feared it would degrade their writing skills and lead to plagiarism. Many of them believed that ChatGPT would redefine the concepts, parameters, and practices of creativity and plagiarism.
DISCUSSION: Creativity may no longer be restricted to the ability to write, but also to use ChatGPT or other large language models (LLMs) to write creatively. Some suggested that machine-generated text might be accepted as the new norm; however, using it without proper acknowledgment would be considered plagiarism. The researchers recommended allowing ChatGPT for academic and research writing; however, they strongly advised it to be regulated with limited use and proper acknowledgment.