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Introduction: Intrapartum cardiotocography (CTG) was used for several decades to detect a stressed fetus so that delivery can be expedited to prevent birth asphyxia. The main aim of the study was to calculate the risk of neonatal acidemia (pH ≤ 7.10) according to duration of the 2nd stage of labor and occurrence of the International Federation of Gynecology and Obstetrics (FIGO) 2015 CTG classification parameters. Materials and Methods: This was a retrospective case-control study on 552 pregnancies receiving continuous CTG monitoring in labor and immediate hemogasanalysis at birth. Cases with umbilical artery (UA) pH ≤ 7.10 and controls with UA pH ≥ 7.10 were matched for parity and gestational age at delivery, with ratio 1:5. Logistic regression analysis, adjusted for the expected risk in the general population, was used to calculate the baseline risk of UA pH ≤ 7.10 in the absence of any CTG pathological feature and those associated with pathological CTG patterns occurring in the 2nd stage according to FIGO 2015. Results: Seventy-three cases and 387 controls reached 2nd stage and were included in the analysis. For those reaching 2nd stage, the mean adjusted risk of acidemia associated with nonpathological CTG was 1.6%. Stratification of risk according to duration of the 2nd stage yielded risks of neonatal acidemia of 1.23, 2.08, 5.81, and 15.22% at 30, 60, 120, and 180 min, respectively. Bradycardia >10 min was associated with risk of neonatal acidemia of 9.9 and 15.8% for 2nd-stage durations of 30 and 60 min, respectively. Risks associated with 1 prolonged deceleration >5 min were 6.80, 11.08, 27.0, and 51.0% at 30, 60, 120, and 180 min, respectively. Repetitive late or prolonged decelerations >30 min were associated with risk of neonatal acidemia of 2.43, 4.14, 11.17, and 26.45% at 30, 60, 120, and 180 min, respectively. Conclusion: The risk of neonatal acidemia is directly proportional to duration of the 2nd stage, irrespective of the presence of CTG abnormalities, increasing 12-fold (1.2–15.3%) from 30 to 180 min. Occurrence of FIGO 2015 pathological CTG patterns showed a decreasing impact from bradycardia >10 min to decelerations >5 min, recurrent later or prolonged decelerations >30 min, and nonpathological CTG.

Background Students' mental health is a growing concern. COVID-19 pandemic resulted in academic and non-academic challenges which caused students' burnout, anxiety, and reduced empathy. Objectives The study objectives were to assess burnout amongst QU Health students, determine the relationship between burnout and anxiety, and burnout and empathy, and to determine the students coping strategies. Methods A convergent mixed-methods design was used: (1) a cross-sectional survey using validated instruments. Maslach Burnout Inventory-General Students Survey (MBI-GS(S)) to measure burnout, Generalized Anxiety Disorder 7-item Scale (GAD-7) to measure anxiety, and Interpersonal Reactivity Index (IRI) to measure empathy; (2) focus groups to get a deeper insight of the students' experiences and coping strategies. Descriptive and multivariate statistical analyses were used for the survey while the focus groups were analysed using deductive thematic analysis following the coping reserve model. Results 21.45% of students responded to the survey. Burnout was reported according to the subscales. MBI-Exhaustion (MBI-EX) subscale (mean= 4.07, SD= 1.56), MBI-Cynicism (MBI-CY) subscale (mean= 2.63, SD= 1.53), and MBI-Professional Efficacy (MBI-PE) subscale (mean= 3.97, SD= 1.22). MBI-EX and MBI-CY were associated with GAD-7 scores. MBI-EX and MBI-CY were associated with IRI-Empathic Concern (IRI-EC) and IRI-Personal Distress (IRI-PD) while MBI-PE was associated with IRI-Perspective Talking (IRI-PT) and IRI-EC. The students used many coping strategies to build resilience. Conclusion QU Health students experienced burnout during the spring 2020 semester. Many burnout causes and coping strategies were identified. It is suggested for QU to start mentorship programs and mental health initiatives to promote students' resilience.

Building Information Modelling (BIM) is an emerging technological process which highly promotes a better collaborative working environment in the Architecture, Engineering and Construction (AEC) industry. It is essential that the Higher Education (HE) sector innovates its education system to integrate between different disciplines in the AEC industry to encourage the adoption of BIM. In conjunction with this, BIM Intensive Training was conducted for a selected number of final year undergraduate students at Universiti Teknologi Malaysia. They were assigned a real time construction project, utilizing BIM software applications for model authoring, model review, 4D modelling and project coordination. It was observed that the participants were able to overcome various challenges through information sharing and team collaboration. A BIM coordination workflow was produced during the training to assist them in organizing their work. Although their existing knowledge of BIM and their skills using the software applications were quite limited, they were capable in learning expeditiously as the assignment provided them with real-world problems. A year after the training, more than half of the participants agreed that the training had helped them to secure their employment and excel in their current involvements in BIM-based projects. However, due to the current scenario many firms are yet to embrace BIM, there are participants who could not utilize the training. Hence, the establishment of a dynamic and continuous collaboration between professionals and HE sector is the way forward in transforming the traditional structure of AEC industry into a more collaborative and technological approach.