Displaying publications 21 - 40 of 1905 in total

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  1. Mohd Sidik S, Azhar MZ, Abdullah MY
    Asia Pac Fam Med, 2004;3(1&2):1-8.
    The Community Follow-up Project involves a scheme by which clinical students follow the progress of patients after discharge from hospital. The Community Follow-up Project begins with the student choosing a hospital in-ward patient during their first clinical ward based attachment and follows this patient's progress after discharge from the hospital. The students do a series of home visits and also accompany their patients for some of their follow-ups to the hospital or government clinics; to their general practitioners and even to the palliative care or social welfare centres. The students assess the physical, psychological and social impact of the illness on the patient, family and community. This project supplements students' knowledge of the natural history of disease and emphasizes the importance of communication and the use of community resources. By commitment to the patient for a duration of time, the students are able to take an active role in patients' care, understand in depth the problems faced by patients and in assessing a patient's progress, students find themselves in the role of a teacher and advisor to their patient as well. We outline the main components of this project, describe its outcome and consider areas that invite further developments.
    Matched MeSH terms: Students; Students, Medical
  2. Jakiyah D, Azhary JMK, Mazkiah B, Mohd Hashim I, El-Sabban F
    JUMMEC, 1999;4:51-57.
    This paper involves the obtained results of an "Elective Program" project which was carried out by Phase I Medical Students of the 1998-1999 academic year at the Faculty of Medicine (FOM), University of Malaya (UM). A questionnaire was designed to survey the attitudes of teachers at FOM-UM, the subject of choice of a 4-student group who were supervised by a faculty member. Students obtained a list of faculty members (teachers) of all academic departments from the Dean's Office and rehearsed their interviewing skills prior to collecting the data of the questionnaire, within a 1-week period. Respondents were 146 out of 275 in total (53%), which included all academic ranks and clinical and non-clinical teachers. Results showed that respondents were well qualified, have enough teaching experience and teach in a variety of forms. All teachers liked to teach and were motivated; however, 15% felt unhappy about their teaching and 6% did not think that their teaching was effective. The nlajority (96%) of teachers liked their teaching to be evaluated and many revealed several means to assist and 111otivate students. Teachers felt that there was room for improvenlent in the aspect of student-teacher interactions. Results of this project revealed that FOM-UM is well endowed by qualified, motivated and caring teachers who wish for better interactions with their students. I
    Matched MeSH terms: Students; Students, Medical
  3. Rajhans V, Mohammed CA, Ve RS, Prabhu A
    Educ Health (Abingdon), 2021 7 3;34(1):22-28.
    PMID: 34213440 DOI: 10.4103/efh.EfH_69_20
    Background: Current trends in health professions education are aligned to meet the needs of the millennial learner. The aim of this study was to identify learners' perceptions of an ongoing journal club (JC) activity in the optometry curriculum and evaluate the utility and efficiency of this method in promoting student learning.

    Methods: A qualitative approach with a phenomenological research design was adopted. The perceptions of undergraduate and postgraduate optometry students about JCs were captured using focus group discussions. A narrative thematic analysis was done using the verbatim transcripts and moderator's notes. Results are reported using "consolidated criteria for reporting qualitative research" guidelines.

    Results: A total of 33 optometry students participated in the study. Data analysis revealed three major themes related to (i) The ongoing practice of JC, (ii) student perceptions of JC and its relevance in facilitating student learning, and (iii) suggestions for modification of JC for achieving optimal educational outcomes.

    Discussion: Student feedback indicates that an instructional redesigning of JC is necessary, considering the characteristics and expectations of the current generation of learners and the rapid strides made in the field of educational technology. The recommendations provided are likely to resurrect an age-old approach that still has educational relevance if blended with collaborative learning formats and appropriate technology.

    Matched MeSH terms: Students*
  4. Williams B, Sadasivan S, Kadirvelu A, Olaussen A
    Adv Med Educ Pract, 2014;5:149-56.
    PMID: 24876799 DOI: 10.2147/AMEP.S58094
    BACKGROUND: The literature indicates that medical practitioners experience declining empathy levels in clinical practice. This highlights the need to educate medical students about empathy as an attribute early in the academic curriculum. The objective of this study was to evaluate year one students' self-reported empathy levels following a 2-hour empathy workshop at a large medical school in Malaysia.
    METHODS: Changes in empathy scores were examined using a paired repeated-measures t-test in this prospective before and after study.
    RESULTS: Analyzing the matched data, there was a statistically significant difference and moderate effect size between mean empathy scores before and 5 weeks after the workshop (112.08±10.67 versus 117.93±13.13, P<0.0001, d=0.48) using the Jefferson Scale Physician Empathy (Student Version).
    CONCLUSION: The results of this observational study indicate improved mean self-reported empathy scores following an empathy workshop.
    KEYWORDS: Malaysia; empathy; medical students
    Study site: Jeffry Cheah School of Medicine and Health Sciences, Monash University Malaysia.
    Matched MeSH terms: Students, Medical*
  5. Lee WL, Rambiar PNIMS, Rosli NQB, Nurumal MS, Abdullah SSS, Danaee M
    Nurse Educ Today, 2022 Dec;119:105563.
    PMID: 36150294 DOI: 10.1016/j.nedt.2022.105563
    BACKGROUND: The COVID-19 restrictions and quarantines had led to increased dependence and usage of digital devices for various human activities and internet gaming to the extent of risking vulnerable individuals to develop addiction towards it. Little is known on such risks among populations of nursing students and its impact on their empathy skills or trait.

    OBJECTIVE: Determining the impact of digital use and internet gaming on empathy of nursing students undergoing remote learning during closure of learning institutions nationwide.

    DESIGN: Cross-sectional online survey was conducted from October to December 2020.

    SETTINGS: Two established public institutions located in Malaysia.

    PARTICIPANTS: A total of 345 nursing students pursuing diploma and bachelor nursing programs.

    METHODS: Toronto Empathy Questionnaire (TEQ), Digital Addiction Scale (DAS) and Internet Gaming Disorder Scale-Short form (IGDS9-SF) were self-administered via Google Form™. Following principal component analysis of TEQ using IBM-SPSS™ (V-27), path analyses was performed using SmartPLS™ (V-3).

    RESULTS: Despite the increased time spent on digital devices (∆ 2.8 h/day) and internet gaming (∆ 1 h/week) before and during the pandemic, the proportion of high digital users (1.4 %) and gamers (20.9 %) were low; and sizable ≈75 % had higher-than-normal empathy. Digital-related emotions and overuse of them were associated with lower empathy (β = -0.111, -0.192; p values < 0.05) and higher callousness (β = 0.181, 0.131; p values < 0.05); internet gaming addiction predicted callousness (β = 0.265, p 

    Matched MeSH terms: Students, Nursing*
  6. Harith S, Backhaus I, Mohbin N, Ngo HT, Khoo S
    PeerJ, 2022;10:e13111.
    PMID: 35382010 DOI: 10.7717/peerj.13111
    BACKGROUND: Poor mental health among university students remains a pressing public health issue. Over the past few years, digital health interventions have been developed and considered promising in increasing psychological wellbeing among university students. Therefore, this umbrella review aims to synthesize evidence on digital health interventions targeting university students and to evaluate their effectiveness.

    METHODS: A systematic literature search was performed in April 2021 searching PubMed, Psychology and Behavioural Science Collection, Web of Science, ERIC, and Scopus for systematic reviews and meta-analyses on digital mental health interventions targeting university students. The review protocol was registered in the International Prospective Register of Systematic Reviews PROSPERO [CRD42021234773].

    RESULTS: The initital literature search resulted in 806 records of which seven remained after duplicates were removed and evaluated against the inclusion criteria. Effectiveness was reported and categorized into the following six delivery types: (a) web-based, online/computer-delivered interventions (b) computer-based Cognitive Behavior Therapy (CBT), (c) mobile applications and short message service (d) virtual reality interventions (e) skills training (f) relaxation and exposure-based therapy. Results indicated web-based online/computer delivered-interventions were effective or at least partially effective at decressing depression, anxiety, stress and eating disorder symptoms. This was similar for skills-training interventions, CBT-based intervention and mobile applications. However, digital mental health interventions using virtual reality and relaxation, exposure-based therapy was inconclusive. Due to the variation in study settings and inconsistencies in reporting, effectiveness was greatly dependent on the delivery format, targeted mental health problem and targeted purpose group.

    CONCLUSION: The findings provide evidence for the beneficial effect of digital mental health interventions for university students. However, this review calls for a more systematic approach in testing and reporting the effectiveness of digital mental health interventions.

    Matched MeSH terms: Students/psychology
  7. Zhao H, Rafik-Galea S, Fitriana M, Song TJ
    PLoS One, 2022;17(11):e0278092.
    PMID: 36445890 DOI: 10.1371/journal.pone.0278092
    BACKGROUND: Smartphone addiction is very prevalent among college students, especially Chinese college students, and it can cause many psychological problems for college students. However, there is no valid research instrument to evaluate Chinese college students' smartphone addiction.

    OBJECTIVE: This study aimed to translate the Smartphone Addiction Scale-Short Version (SAS-SV) into Chinese and evaluate the psychometric characteristics of the Smartphone Addiction Scale- Chinese Short version (SAS-CSV) among Chinese college students.

    METHODS: The SAS-SV was translated into Chinese using the forward-backward method. The SAS-CSV was completed by 557 Chinese college students (sample 1: n = 279; sample 2: n = 278). 62 college students were randomly selected from the 557 Chinese college students to be meas- ured twice, with an interval of two weeks. The reliability of the SAS-CSV was evaluated by internal consistency reliability and test-retest reliability, and the validity of the SAS-CSV was evaluated by content validity, structural validity, convergent validity, and discriminant validity.

    RESULTS: The SAS-CSV presented good content validity, high internal consistency (sample 1: α = 0.829; sample 2: α = 0.881), and good test-retest reliability (ICC: 0.975; 95% CI: 0.966-0.985). After one exploratory factor analysis, three components (tolerance, withdrawal, and negative effect) with eigenvalues greater than 1 were obtained, and the cumulative variance contribution was 50.995%. The results of confirmatory factor analysis indicated that all the fit indexes reached the standard of good model fit (χ2/df = 1.883, RMSEA = 0.056, NFI = 0.954, RFI = 0.935, IFI = 0.978, TLI = 0.969, CFI = 0.978). The SAS-CSV presented good convergent validity for the factor loading of all the items ranged from 0.626 to 0.892 (higher than 0.50), the three latent variables' AVE ranged from 0.524 to 0.637 (higher than 0.50), and the three latent variables' CR ranged from 0.813 to 0.838 (higher than 0.70). Moreover, the square roots of the AVE of component 1 (tolerance), component 2 (withdrawal) and component 3 (negative effect) were 0.724, 0.778, and 0.798, respectively, higher than they were with other correlation coefficients, indicating that the SAS-CSV had good discrimination validity.

    CONCLUSION: The SAS-CSV is a valid instrument for measuring smartphone addiction among Chinese college students.

    Matched MeSH terms: Students*
  8. Sim SK, Myo N, Sohail M
    Med J Malaysia, 2023 Jan;78(1):61-67.
    PMID: 36715193
    INTRODUCTION: To evaluate the effectiveness of team-based self-directed learning (SDL) in the teaching of the undergraduate Year 5 surgical posting.

    MATERIALS AND METHODS: A quasi-experimental study was conducted to develop and administer a team-based SDL versus a conventional SDL to teach undergraduate surgical topics. One hundred and seventy-four medical students who underwent the Year 5 surgical posting were recruited. They were assigned to two groups receiving either the teambased SDL or the conventional SDL. Pre- and post-SDL assessments were conducted to determine students' understanding of selected surgical topics. A selfadministered questionnaire was used to collect student feedback on the team-based SDL.

    RESULTS: The team-based SDL group scored significantly higher than the conventional SDL group in the post-SDL assessment (74.70 ± 6.81 vs. 63.77 ± 4.18, t = -12.72, p < 0.01). The students agreed that the team-based SDL method facilitated their learning process.

    CONCLUSION: The study demonstrated that the use of a teambased SDL is an effective learning strategy for teaching the Year 5 surgical posting. This method encouraged peer discussion and promoted teamwork in completing task assignments to achieve the learning objectives.

    Matched MeSH terms: Students, Medical*
  9. Khairul Anhar Holder NA, Pallath V, Vadivelu J, Foong CC
    BMC Med Educ, 2023 May 05;23(1):310.
    PMID: 37147649 DOI: 10.1186/s12909-023-04285-2
    BACKGROUND: Academic failure is common among medical schools worldwide. However, the process behind this failure itself is underexplored. A deeper understanding of this phenomenon may avert the vicious cycle of academic failure. Hence, this study investigated the process of academic failure among medical students in Year 1.

    METHODS: This study employed a document phenomenological approach, which is a systematic process to examine documents, interpret them to attain understanding, and develop empirical knowledge of the phenomenon studied. Using document analysis, interview transcripts and reflective essays of 16 Year 1 medical students who experienced academic failure were analysed. Based on this analysis, codes were developed and further reduced into categories and themes. Thirty categories in eight themes were linked to make sense of the series of events leading to academic failure.

    RESULTS: One or more critical incidents commenced during the academic year, which led to possible resulting events. The students had poor attitudes, ineffective learning methods, health problems or stress. Students progressed to mid-year assessments and reacted differently to their results in the assessments. Afterwards, the students tried different types of attempts, and they still failed the end-of-year assessments. The general process of academic failure is illustrated in a diagram describing chronological events.

    CONCLUSION: Academic failure may be explained by a series of events (and consequences) of what students experience and do and how they respond to their experiences. Preventing a preceding event may prevent students from suffering these consequences.

    Matched MeSH terms: Students, Medical*
  10. Dujaili J, Ong WK, Kc B, Vordenberg SE, Mattingly AN, Lee RFS
    Curr Pharm Teach Learn, 2023 Jun;15(6):624-632.
    PMID: 37357124 DOI: 10.1016/j.cptl.2023.06.012
    BACKGROUND AND PURPOSE: Due to COVID-19 movement restrictions, institutes of higher learning had to deliver pharmacy curricula remotely. One major challenge was teaching practical lab skills, such as extemporaneous compounding, remotely due to the need for hands-on learning and its associated logistical requirements.

    EDUCATIONAL ACTIVITY AND SETTING: We present the approach to remote extemporaneous compounding teaching taken by three pharmacy schools: Monash University Malaysia, University of Michigan, and University of Maryland. Prior to delivery, students were either supplied with or asked to procure a set of easily accessible ingredients and equipment to conduct the extemporaneous practicals from home. We conducted lessons remotely using both synchronous and asynchronous delivery, and demonstrated, taught, and assessed practical lab skills using video conferencing modalities.

    FINDINGS: We successfully conducted remote teaching of extemporaneous compounding, where similar learning outcomes to the face-to-face implementation were achieved. At Monash University Malaysia, > 90% of students responding to the post-activity surveys found the remote extemporaneous sessions useful for their learning, and qualitative comments supported these views. Mean scores from the remote extemporaneous labs in 2021 were similar to those when conducted physically in 2019, supporting the effectiveness of the approach. The different approaches attempted by the three institutions highlighted the flexibility in implementation that can be considered to achieve similar outcomes.

    SUMMARY: Combining technology-based approaches with synchronous and asynchronous teaching and learning methods can successfully deliver extemporaneous compounding skills remotely.

    Matched MeSH terms: Students, Pharmacy*
  11. Lim AS, Lee SWH
    Simul Healthc, 2022 Apr 01;17(2):131-135.
    PMID: 33273417 DOI: 10.1097/SIH.0000000000000526
    INTRODUCTION: Objective Structured Clinical Examinations (OSCEs) are an accepted technique for evaluation of clinical competence in healthcare. However, the economic imperative requires faculty to control cost, using innovative educational strategies such as virtual simulation. The objective of this study was to evaluate the cost implications of implementing an online interactive learning module [Monash OSCE Virtual Experience (MOVE)].

    METHODS: All fourth-year pharmacy students enrolled in Monash University in 2017 were provided access to MOVE. Cost-minimization analyses were performed to evaluate the cost of introducing MOVE in the pharmacy course using the smallest cohort size (Malaysia campus) of 40 students as the base case. We also determined under what circumstances MOVE would be more cost-effective, considering the different operational situations such as when student numbers increased or when the number of simulation modules created were increased.

    RESULTS: The overall cost of setup and implementation of MOVE in the first year of implementation among 40 students was US $94.38 per student. In comparison, the face-to-face workshop cost was US $64.14 per student. On the second year of implementation, the ongoing cost of operation of MOVE was US $32.86 per student compared with US $58.97 per student using face-to-face workshop. A net benefit using MOVE was observed after the third year of implementation. Larger savings were noted when the cohort size extends larger than 100 students.

    CONCLUSIONS: Monash OSCE Virtual Experience was a flexible and cost-effective approach to aid students in preparation for an OSCE and enhanced students' learning experience. The wider applicability of these findings will need to be explored in other settings.

    Matched MeSH terms: Students, Pharmacy*
  12. Precha N, Totem K, Nuychoo L, Dom NC
    Rocz Panstw Zakl Hig, 2023;74(3):345-354.
    PMID: 37698275 DOI: 10.32394/rpzh.2023.0273
    BACKGROUND: Indoor airborne fungi are a significant health concern that can cause respiratory symptoms and other health problems. Indoor fungi are influenced by various factors such as meteorological conditions and dwelling characteristics.

    OBJECTIVE: This study aims to evaluate the association between indoor airborne fungi and environmental factors in a student dormitory in southern Thailand.

    MATERIAL AND METHODS: The study was conducted at Walailak University in southern Thailand from September toDecember 2020. Air samples were collected from rooms in thirteen dormitories, and the fungal load was determined using the passive air sampling method. The study also measured meteorological parameters and gathered data on occupant behaviors and exposure-related symptoms through a self-administered questionnaire.

    RESULTS: In a total of 135 student rooms, the average concentration (mean ± SD) of indoor airborne fungi was 409.72±176.22 CFU/m3, which showed the highest concentration on the first floor. For meteorological parameters, the averages of RH (%), temperature (°C), and CO2 (ppm) were 70.99±2.37, 31.11±0.56 and 413.29±76.72, respectively. The abundance of indoor airborne fungi was positively associated with an increase in RH (β=0.267, 95% CI: 5.288, 34.401) and building height (β=0.269, 95% CI: 16.283, 105.873), with values of 19.845 and 61.078, respectively. Conversely, temperature exhibited a negative effect on indoor airborne fungi (-92.224, β=-0.292, 95% CI: -150.052, -34.396).

    CONCLUSION: The findings highlight the influence of RH, temperature and building height on indoor airborne fungi in the student dormitory. Therefore, effective management strategies are necessary to improve indoor air quality and reduce associated health risks in student dormitories.

    Matched MeSH terms: Students*
  13. Lv H, Low J, Tan SK, Tang L, Li X
    BMC Med Educ, 2024 Jan 24;24(1):86.
    PMID: 38267919 DOI: 10.1186/s12909-024-05037-6
    BACKGROUND: Rain Classroom was one of the most popular online learning platforms in Chinese higher education during the pandemic. However, there is little research on user intention under the guidance of technology acceptance and unified theory (UTAUT).

    OBJECTIVE: This research aims to determine factors influencing students' behavioural intention to use Rain Classroom.

    METHODS: In this cross-sectional and correlational investigation, 1138 medical students from five medical universities in Guangxi Province, China, made up the sample. This study added self-efficacy (SE), motivation (MO), stress (ST), and anxiety (AN) to the UTAUT framework. This study modified the framework by excluding actual usage variables and focusing only on intention determinants. SPSS-26 and AMOS-26 were used to analyze the data. The structural equation modelling technique was chosen to confirm the hypotheses.

    RESULTS: Except for facilitating conditions (FC), all proposed factors, including performance expectancy (PE), effort expectancy (EE), social influence (SI), self-efficacy (SE), motivation (MO), anxiety (AN), and stress (ST), had a significant effect on students' behavioural intentions to use Rain Classroom.

    CONCLUSIONS: The research revealed that the proposed model, which was based on the UTAUT, is excellent at identifying the variables that influence students' behavioural intentions in the Rain Classroom. Higher education institutions can plan and implement productive classrooms.

    Matched MeSH terms: Students, Medical*
  14. Yao T, Yang X
    Occup Ther Int, 2022;2022:2661398.
    PMID: 35814354 DOI: 10.1155/2022/2661398
    This paper adopts the method of psychological data analysis to conduct in-depth research and analysis on the correlation between teachers' classroom teaching behaviors and students' knowledge acceptance. Firstly, this paper proposes a health factor prediction model, which is specifically divided into clustering and then classification model and a clustering and classification synthesis model. The classroom learning process is coded, sampled, and quantified to obtain data on students' learning behaviors, and a visualization system based on classroom students' learning behaviors is designed and developed to record and analyze students' behaviors in the classroom learning process and grasp students' classroom learning. These two models use algorithms to fine-grained divide the dataset from the perspective of subject users and mental health factors, respectively, and then use decision tree algorithms to classify and predict the mental health factor information by the subject user base information. Second, based on the collected datasets, we designed comparison experiments to validate the clustering-then-classification model and the integrated clustering-classification model and selected the optimal model for comparison. Teachers should increase effective praise and encouragement behaviors; teachers should increase meaningful teacher-student interaction behaviors; teachers should be proficient in teaching media technology to reduce unnecessary time wastage. Strategies to enhance teachers' TPACK include enriching teachers' knowledge base of CK, TK, and PK; developing teachers' integration thinking; and enriching teachers' types of activities for integrating technology.
    Matched MeSH terms: Students/psychology
  15. Nimbalkar S, Seow LL, Babar MG, Arunachalam S
    J Dent Educ, 2023 Dec;87 Suppl 3:1867-1869.
    PMID: 37322855 DOI: 10.1002/jdd.13299
    Matched MeSH terms: Students, Dental*
  16. Shoaib LA, Safii SH, Idris N, Hussin R, Sazali MAH
    BMC Med Educ, 2024 Jan 11;24(1):58.
    PMID: 38212703 DOI: 10.1186/s12909-023-05022-5
    BACKGROUND: Growing demand for student-centered learning (SCL) has been observed in higher education settings including dentistry. However, application of SCL in dental education is limited. Hence, this study aimed to facilitate SCL application in dentistry utilising a decision tree machine learning (ML) technique to map dental students' preferred learning styles (LS) with suitable instructional strategies (IS) as a promising approach to develop an IS recommender tool for dental students.

    METHODS: A total of 255 dental students in Universiti Malaya completed the modified Index of Learning Styles (m-ILS) questionnaire containing 44 items which classified them into their respective LS. The collected data, referred to as dataset, was used in a decision tree supervised learning to automate the mapping of students' learning styles with the most suitable IS. The accuracy of the ML-empowered IS recommender tool was then evaluated.

    RESULTS: The application of a decision tree model in the automation process of the mapping between LS (input) and IS (target output) was able to instantly generate the list of suitable instructional strategies for each dental student. The IS recommender tool demonstrated perfect precision and recall for overall model accuracy, suggesting a good sensitivity and specificity in mapping LS with IS.

    CONCLUSION: The decision tree ML empowered IS recommender tool was proven to be accurate at matching dental students' learning styles with the relevant instructional strategies. This tool provides a workable path to planning student-centered lessons or modules that potentially will enhance the learning experience of the students.

    Matched MeSH terms: Students, Dental*
  17. Qing H, Ibrahim R, Nies HW
    Sci Rep, 2024 Feb 26;14(1):4657.
    PMID: 38409430 DOI: 10.1038/s41598-024-54444-8
    The evolution of Internet technology has led to an increase in online users. This study focuses on the pivotal role of visual elements in web content conveyance and their impact on user browsing behavior. Therefore, the use of visual elements in web design based on big data has aroused widespread concern among web designers, they apply visual elements to their web design works to make the web more attractive. This study examines the composition and distribution characteristics of key visual elements identified through user behavior data in a big data environment and discusses the use of visual elements in web design in the era of network economy. In addition, this paper issued 200 questionnaires to investigate the degree of attention to visual elements in web pages for users of different occupations and different educational backgrounds. Our survey indicated that visual elements captured the attention of 41% of corporate employees, whereas a mere 1% of social welfare workers focused on web content; 36% of undergraduates pay attention to visual elements of web pages, but only 5% and 4% of postgraduates and doctoral degrees and above. Therefore, the visual elements of the designed web page need to conform to the user's cultural background and professional background.
    Matched MeSH terms: Students*
  18. Xing Q, Tan HP, Gan SW
    PLoS One, 2024;19(3):e0301017.
    PMID: 38517919 DOI: 10.1371/journal.pone.0301017
    As the industrial structure changes, the severe shortage of high-quality technical and skilled talent in China is one of the most significant factors affecting the high-quality development of China's economy. Bridging the gap between cultivating talent from new undergraduate vocational universities and the demand for industrial talent is regarded as an efficient strategy to address the talent shortage. In addressing the gap, China is hindered by a lack of clarity regarding student development goals and effective assessment instruments. Thus, this study aimed to use the Fuzzy Delphi Method (FDM) and the Analytical Hierarchy Process (AHP) to overcome the above challenges. Specifically, we used the FDM to establish a five-level undergraduate vocational education student development model with two 2nd-level indicators, three 3rd-level indicators, eight 4th-level indicators, and 33 5th-level indicators to clarify student development goals. Then, the AHP was applied to determine the indicator weights, and a student development assessment instrument was developed to help universities acquire student development data and improve the matching degree between talent supply and demand. This study could help undergraduate vocational universities cultivate high-quality technical and skilled talent quickly to meet the demand for China's new economic system and to promote industry independence and global competitiveness.
    Matched MeSH terms: Students*
  19. Spooner M, Reinhardt C, Boland F, McConkey S, Pawlikowska T
    Med Educ Online, 2024 Dec 31;29(1):2330259.
    PMID: 38529848 DOI: 10.1080/10872981.2024.2330259
    There are differing views on how learners' feedback-seeking behaviours (FSB) develop during training. With globalisation has come medical student migration and programme internationalisation. Western-derived educational practices may prove challenging for diverse learner populations. Exploring undergraduate activity using a model of FSB may give insight into how FSB evolves and the influence of situational factors, such as nationality and site of study. Our findings seek to inform medical school processes that support feedback literacy. Using a mixed methods approach, we collected questionnaire and interview data from final-year medical students in Ireland, Bahrain, and Malaysia. A validated questionnaire investigated relationships with FSB and goal orientation, leadership style preference, and perceived costs and benefits. Interviews with the same student population explored their FSB experiences in clinical practice, qualitatively, enriching this data. The data were integrated using the 'following the thread' technique. Three hundred and twenty-five of a total of 514 completed questionnaires and 57 interviews were analysed. Learning goal orientation (LGO), instrumental leadership and supportive leadership related positively to perceived feedback benefits (0.23, 0.2, and 0.31, respectively, p 
    Matched MeSH terms: Students, Medical*
  20. Fata Nahas ARM, Elkalmi RM, Al-Shami AM, Elsayed TM
    J Pharm Bioallied Sci, 2019 6 1;11(2):170-175.
    PMID: 31148894 DOI: 10.4103/jpbs.JPBS_263_18
    Background: High rates of psychological problems including depression among university students have been reported in various studies around the world. The objectives of this study were to explore the prevalence of depressive disorder, as well as the associated sociodemographic factors (gender, origin, school, and year of study) among health sciences students.
    Materials and Methods: This cross-sectional study was conducted among 425 students from 5 different schools of health sciences at International Islamic University Malaysia, using the Patient Health Questionaire-9 (PHQ-9).
    Results: With a response rate of 85.9% (n = 365), the results showed a depressive disorder prevalence of 36.4%. The mean PHQ-9 score of the respondents was 8.10 (SD = 4.9), indicating mild depression severity. A statistically significant association was revealed between gender and severity of depression (P = 0.03), as well as between students' origin and severity of depression (P = 0.02).
    Conclusion: The findings indicated high prevalence of depression among undergraduate health sciences students. While providing significant information to students' affairs department, the study findings suggest the necessity to address depressive disorder in health sciences university students in Malaysia. Future research is needed to confirm these results in larger samples.
    Study site: International Islamic University Malaysia (IIUM), Kuantan health campus, Pahang, Malaysia
    Matched MeSH terms: Students, Dental; Students, Health Occupations; Students, Medical; Students, Nursing; Students, Pharmacy
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