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Nature of science (NOS) has been a target of interest for decades. The main goal of this study is to explore the impact of the science, technology, society, environment (STSE) approach on students' understanding of NOS, taking "Galileo's study of free-fall motion" as an example. Participants in this study were 350 students of grade 10 from a public high school in China. The Student Science Understanding and Scientific Inquiry (SUSSI) instrument was used in the intervention and control groups to explore the impact on students' NOS. The intervention group (N = 210) participated in the STSE class, whereas traditional instruction was applied to the control group (N = 140). Results revealed that there was a significant difference between the two groups, and the learners in the intervention group understood NOS better than the control group. STSE approach is an effective way to enhance students' understanding of NOS. Despite the fact that the implementation is challenging for teachers, it appears that the STSE approach has positive effects on students' understanding of NOS, which offers some reference for physics classroom teaching. [ABSTRACT FROM AUTHOR]

Purpose: In Italy, the training of sports workers was carried out through national sports federations (NSF), sports promotion bodies (SPB) and associated disciplines (AD) since there were no laws regarding specific professional figures on a par with other labor sectors. New and recent legislation stipulates that specific training is the responsibility of universities, with the 3-year bachelor's degree program in Exercise and Sports Science (L22) for the cultural and scientific profiling of the new professional figure of the basic kinesiologist. The study measures the perceptions and opinions that students have with respect to the training in their studies and also analyze any gaps in terms of knowledge and skills to be applied in the professional field. Methods: A questionnaire was administered to 30 students consisting of 15 questions divided into three sections: Sect. 1 of sample identification, Sect. 2 assessing perceptions on knowledge acquired, and Sect. 3 assessing perceptions on skills learned. A chi-square (χ2) analysis was performed to check for significant differences. Results: The results showed a difference of opinion. Although 84.2% of the sample thought highly of the training offered, discordant data emerged on the knowledge and skills taught within the courses of study. Although this high percentage is convinced and entrusts their training to the university pathway, it is found that 19% have qualifications issued by NSF, 4.8% by other and 1.6% by SPB. In addition there is significance P =.001 demonstrating liking with respect to the training received. Conclusion: The basic kinesiologist is a key figure within sports organizations, and university training is also considered positive by those trained by NSF, SPB, and AD. [ABSTRACT FROM AUTHOR]

Embedding learning abroad as part of the curriculum has become popular in Australia, Canada, New Zealand, the US and European countries. In Australia, the government has actively promoted and committed to funding students' learning abroad in the Indo-Pacific region which is considered to be strategic to the nation's prosperity and public diplomacy. The majority of the literature on outbound student mobility has concentrated on its benefits to students' development of global competence and employability. However, little is known about how students are engaged in curriculum-specific learning and development of discipline-specific knowledge through short-term mobility experiences. This article responds to this gap in the existing literature. It aims to examine how a short-term mobility program to Japan affects Australian undergraduate students' curriculum-specific learning. The article draws on 45 interviews with science students across three rounds (pre-departure, in-country, and re-entry). It uses Barnett and Coate's framework of curriculum and Tran's concept of mobility as becoming to analyse whether and how the short-term mobility program engages students in their knowing, acting and becoming whereby they are able to construct, organise and build on what they know and can do to arrive at new knowledge, skills and ways of being/becoming. Based on the findings of the study, we discuss implications for how learning abroad in the Indo-Pacific can potentially enhance Australian students' deep and meaningful learning in not only cultural and social but also academic aspects. Practical principles for optimising students' curriculum-specific learning through short-term mobility programs are generated. [ABSTRACT FROM AUTHOR]

Background: Evaluating moral principles in the Society of Medical Sciences and health care workers (HCWs) is imperative due to their direct contact with the community and the significant impact of their attitudes and decisions on people's lives. This study aimed to determine the components related to ethical decisions in medical sciences students. Methods: One thousand two hundred thirty-five eligible students in the Alborz University of Medical Sciences participated in this descriptive study. We gathered their socio-demographic information, assessed their moral reasoning, and used the ethical decisions questionnaire, Lutsen moral sensitivity questionnaire, and general health questionnaire (GHQ) for data gathering. The data were analyzed with SPSS software version 25 and LISREL version 8.8. Results: According to the path analysis test findings, ethical reasoning significantly correlated with ethical decision-making (B = 0.40). The number of clinical courses passed, moral sensation (moral sensitivity), and the total number of passed academic semesters had the greatest positive and negative association with ethical decision-making, respectively. (B = 0.54), (B = 0.524) and (B = -0.11). Conclusion: Based on the findings of the moral reasoning test, the moral sensation was associated with ethical decision-making, which indicates the necessity of attending to ethical aspects, promoting moral reasoning, sensitivity, and students' accuracy. [ABSTRACT FROM AUTHOR]

Background & Objective: Bullying is a growing concern in the workplace. Medical sciences students, in particular, are vulnerable to bullying behaviors during their clinical placements. This study aimed to explore the phenomenon of bullying among medical sciences students in clinical placements. Materials & Methods: The study utilized a conventional qualitative content analysis method, conducting sixteen semi-structured individual interviews and six focus group discussions (FGDs) with medical sciences students from four fields of medicine. Data were collected for 3 months from November 2020 to February 2021. Results: The findings revealed that medical sciences students faced various challenges during their clinical education, including failure to meet clinical educational expectations, experiencing violence in clinical placement, and unsafe clinical environments. These challenges negatively impacted the students' learning experiences and overall well-being. Conclusion: This study provides valuable insights into the phenomenon of workplace bullying among medical sciences students, emphasizing the importance of promoting a positive and supportive learning environment in clinical placements. [ABSTRACT FROM AUTHOR]

One of the driving forces for a wider adoption of English as a Medium of Instruction (EMI) in higher education is that students may demonstrate improvements in English language proficiency through an increased English exposure from content learning. However, to what extent previous English exposure has an impact on students' learning experiences remains unanswered. This paper contributes to filling this gap by analysing quantitative data of 73 undergraduate science students from Hong Kong, classified by their prior English language exposure. Students completed a survey exploring their perceptions of their (1) exposure to EMI prior to university admission and the actual language use in classrooms; (2) English abilities in different learning activities; (3) English language challenges; and (4) learning strategies. Results showed that students' perceptions of EMI learning varied with their levels of English exposure prior to university admission. Despite encountering more difficulties in using English among first-year students with lower-level English exposure, all students perceived the importance of English skills in science education and adopted different learning strategies to overcome the EMI study challenges. [ABSTRACT FROM AUTHOR]

Previous research on document selection has found that college-level readers are generally able to differentiate trustworthy from less trustworthy sources. Yet, a preference for selecting trustworthy sources may depend on features of the reading situation and readers' beliefs in science. In the current study, college students were tasked with selecting documents for either a university assignment or a personal project (external context manipulation) using documents that varied in the type of source (i.e., a source with scientific expertise or a source with personal experiences) as a within-participants manipulation. Moreover, participants' beliefs about science and knowledge about how science works were assessed. In two experiments (N = 165 and N = 125), participants selected documents for further reading for four target topics. In Experiment 2, a personal condition was added that included mention of an external audience for the assignment. Like in previous studies, participants in both experiments preferred scientific-expertise sources over personal-experiences sources. However, their likelihood of selecting a personal-experiences source was higher in a personal context without an external audience (compared to university context). More positive beliefs about science as well as knowledge about how science works were associated with a lower probability of selecting sources with personal experiences. Experiment 2 replicated the results of Experiment 1 and extended the findings regarding external context. Although college-level readers generally prefer scientific sources, their selection of sources without scientific expertise also depends on the external reading context as well as on personal beliefs and knowledge about science. Educational Impact and Implications Statement: When university students select documents for further reading about science, the context in which they do this plays a role: If they are supposed to read for a school task, they select mainly sources featuring scientific expertise and fewer sources containing personal experiences than if they read for personal reasons. Moreover, their beliefs about science and their knowledge about how science works play a role: The more positively they regard science and the more knowledge they have about science, the less likely they are to select sources containing personal experiences over sources containing scientific expertise. Thus, these findings indicate the importance of fostering both knowledge and beliefs about science in education. [ABSTRACT FROM AUTHOR]

The Next Generation Science Standards regard biological structures at both the micro and macro levels as a core idea of life sciences and expect students to understand animals have external structures that perform diverse functions. Using the common creature of bees as a case, this study aimed to ascertain teenage students' ideas of bees through their visual representations. A total of 73 seventh-grade students aged approximately 13 years from two classes took part in a draw-bee(s) test (DBT), which requests them to create a drawing of a bee or bees. Then their completed drawings were scored against a tentative rubric of bees' basic external structures. The results highlight that many students hold alternative ideas about bees. Notably, a high number of students fail to depict bees' external structures scientifically, with some morphological features being most often missing, inaccurately numbered, inappropriately shaped, or disproportionately sized in their drawings. Based on these results, some implications are elucidated for improving students' understanding of bees in biological teaching. [ABSTRACT FROM AUTHOR]

Changes and needs in marine science (and natural science in general) training over the past six decades are discussed. Among these are: new technological advances; the loss of -ology courses; the loss of field courses and sense of place opportunities for students; the need for a more interdisciplinary approach to training natural science students; a need to better expose our students to threats to Earth's biocultural diversity; a need to include more humanities in our student training, including addressing diminished readership and appreciation of the great books; the nature of creativity; the perils of the internet; and university emphasis on faculty overhead dollars and high-profile publications at the expense of student training and more creative research. [ABSTRACT FROM AUTHOR]

Introduction: People skills play a crucial role in the professional development of Biomedical Scientists. A laboratory management and professional practice module was offered as part of the people skills development for Biomedical Science firstyear students. This study aims to describe the use of role-play to teach stress and anger management skills to Biomedical Science students and reports on students' opinions of role-play as a teaching-learning method. Methods: Students were divided into groups with 10 or 11 students per group. Each group of students presented a role-play for 15 to 20 min. This was followed by reflections by the group, feedback from other groups, and the facilitators. At the end of the session, student feedback was taken by a questionnaire using both closed (using a 5-point Likert scale) and open-ended questions. Statistical evaluation of the collected data was carried out using SPSS version 28 for Windows. Results: A total of 96 students from the 2021 and 2022 cohorts participated in the role-plays. The survey was completed by 48 students from the 2021 intake and 33 students from the 2022 intake. The overall response rate was 84.37%. Respondents perceived role-play to be enjoyable, useful, and helpful for developing stress and anger management skills. They wanted role-play to be used as a teaching-learning method in the future. Conclusions: Role-play can be effective to teach stress and anger management skills to undergraduate Biomedical Science firstyear students. [ABSTRACT FROM AUTHOR]

Analyses highlighting the epistemic dimension of students' participation in science have dominated science education literature for the past several years. While most of this literature has focused on how students learn together, the relational nature of these knowledge-building interactions has been under-examined. In response, this paper empirically examines how these epistemic interactions are also relational. Building upon Noddings' ethic of care and Maheux and Roth's argument that "being-in-the-know" in mathematics is always "being-in-the-know-with" others, I develop the construct of relationality as a moral and ethical orientation to teaching that is also visible in moment-to-moment interaction. I present a micro-interactional analysis of what enacting relationality can look like in the context of science teaching through two excerpts in which 8th grade students made unexpected bids to shift their participation. I illustrate how these relationally- and epistemically-entangled bids, and the teachers' attention and responses to them, precipitated role negotiations: explorations and expansions of what it could mean to "be-in-the-know-with" while building science knowledge. This analysis suggests that learning to notice students' bids for new roles and learning to interpret those bids as simultaneously relational and epistemic moves is an essential aspect of responsive teaching that cultivates trusting relationships as participation in sophisticated disciplinary practices. I conclude with a discussion of how micro-level relational dynamics function as a mechanism by which meso-level classroom cultures and macro-level social narratives are constituted and contested, and the implications of these constitutions and contestations for science, teachers, and science teacher education. [ABSTRACT FROM AUTHOR]

Monkeypox (MPOX) is a viral zoonotic disease affecting endemically the Central and Western regions of Africa. The ongoing outbreak in non-endemic countries has made this disease a global concern. While no cases have been reported in Algeria, it is important to raise awareness about the disease to prepare for a potential outbreak, especially in light of the cases reported in neighboring Middle East and North African (MENA) countries. This study aimed to evaluate the knowledge and attitude of Algerian Health and Life Sciences students toward MPOX and its vaccine through an anonymous online survey. A total of 196 students participated in this study. Students of medicine (64.3%), females (85.7%), and those under 20 years of age (55.1%) were the most represented. The results revealed a low level of knowledge represented by a score of only 42.8% for correct answers with multiple gaps in epidemiology, etiology, and clinical manifestations of MPOX. Students of veterinary sciences showed the highest levels of knowledge (OR: 6.71; CI95%: 1.23–36.77), while those aged between 20 and 30 years old (OR: 0.11; CI95%: 0.02–0.79) and those vaccinated against seasonal flu (OR: 0.42; CI95%: 0.21–0.85) were associated with low levels of knowledge. Regarding MPOX vaccination, the study found a moderate level of acceptance (48.5%) among the surveyed students with Natural and Life Sciences students and those having a high vaccine conspiracy belief score (VCBS) showing the lowest level of acceptance. These findings highlight the need for educational programs and intensified public awareness campaigns to improve knowledge about MPOX and emphasize the importance of vaccination in preventing outbreaks and overcoming vaccine reluctance. [ABSTRACT FROM AUTHOR]

Recent studies have posited that K-12 science, technology, engineering, and mathematics (STEM) education should go beyond traditional subject silos and take an interdisciplinary approach that integrates these core subjects into a cohesive curriculum to foster authentic problem-solving skills. The purpose of this study was to field test one of five proposed packages of interdisciplinary STEM lessons to examine its feasibility for further revisions of lesson development. The study employed a piecewise linear growth model to examine growth patterns of students' science vocabulary acquisition and contextualized problem-solving skills during a 40-week observation period. Results showed that all students with learning disabilities (N = 9) made significant knowledge gains in these two areas and maintained them for a long term—two and four weeks post intervention. Our findings are encouraging and provide initial evidence for effective lesson design to support STEM education for students with learning disabilities. [ABSTRACT FROM AUTHOR]

This paper analyses how 8th graders build epistemic practices of evaluation of knowledge. Guided by Ethnography in Education, we followed a group in their science lessons through one year, using participant observation. Following Kelly's propositions concerning epistemic practices, we selected key events towards an analysis of discursive interactions. The results indicate a trajectory of changes in constructing practices of evaluation of knowledge over time. The repertoire built by the group throughout 8th grade allowed students to evaluate knowledge claims in order to value alleged scientific evidence to the detriment of other rationalities. Evidence, in this case, was being used as a tool for students to support and communicate their propositions, but they were not evaluated. Events that broke with rationality based on the use of evidence generated opportunities for the group to start engaging in practices such as: evaluating the quality of alleged scientific evidence, pondering possible errors, or proposing alternative interpretations. Future events in the history of the group throughout 9th grade indicate that this type of practice became part of their discussions. We discuss implications for pedagogical practice and research in science education. [ABSTRACT FROM AUTHOR]

Children's interactions are inherently multimodal. Accordingly, when children engage in science in classroom communities, their interactions are grounded in material and embodied aspects of interactions with teachers and their peers. This study explores the nature of children's science interactions in a classroom community where students are working in a language they are also learning through examination of the ways in which open-ended pedagogical approaches mediated embodied and material science participation and sense-making. We employed multimodal interaction analysis layered with a critical ethnographic perspective to explore the embodied and materially-grounded experiences of a student working in an early-childhood classroom with peers and teachers in science through a language he is also working to learn. Multimodal interaction analysis allowed us to build views of how the classroom interactional spaces afforded embodied and material participation and learning in science, and uncovered the multimodal ways in which this mediated his engagement in science and communication of science meanings and wonderings. Open-ended pedagogical approaches afforded spaces in which this student was able to engage with phenomena, materials, and embodied interactions, regardless of his verbal participation. This embodied participation and materially grounded interactions entangle and unfold to become learning. Pedagogical implications for the teaching and learning of science with all children, and in particular with plurilingual children, through the use of open-approaches that afford resource-rich embodied engagement and learning are discussed. [ABSTRACT FROM AUTHOR]

With a growing new materialism paradigm and research on multimodality, there is an increasing attention on the role of material objects in science teaching and learning. However, there is currently no available framework, coding scheme, or method of inquiry to specifically analyze the use of material objects in science meaning-making. This paper presents and discusses two analytical frameworks developed to examine teachers' and students' interaction with material objects during classroom discourse. The first analytical framework was theoretically informed by multimodal interaction analysis (MIA), focusing on humans' situated interaction using embodied and disembodied modes located in the material world. The second framework was informed by social semiotics multimodal analysis (SSMA), focusing on material interaction as a semiotic mode with unique affordances for sign-makers to make meaning alongside other semiotic modes (e.g. speech, gesture). Both frameworks are used to analyze two vignettes of classroom discourse generated from video data to illustrate their applications, coding procedures, and interpretative potential. The MIA-informed framework highlighted the dynamic and reciprocal relations between students' experiences and the transformation of materials, while the SSMA-informed framework highlighted the subtle meanings constructed with the unique affordances of the material mode. The affordances and limitations of the two frameworks are discussed, along with their compatibility and complementary relations. This work contributes to the emerging field of materiality in science education research and provides a foundation for future studies on the analysis of material interaction in science meaning-making. [ABSTRACT FROM AUTHOR]

A perspective on the teaching of electrochemistry for science and engineering students is discussed followed by the elements and components of a wide-ranging course that can be adapted to the needs of each science and/or engineering students and, indeed, the scientific community and society at large. For all, there is a pressing need to be able to reflect critically on the knowledge gained, so that in their future careers they are able to take scientific, political and economic decisions involving different aspects of electrochemistry in the best way, particularly regarding energy, materials, health, foods and environment. [ABSTRACT FROM AUTHOR]

We have studied how first-year university science students construct graphs based on hypothetical qualitative physics scenarios. We gave students a questionnaire that asked them to complete two Cartesian graphs in one of three different scenarios (a ball rolling down a track, a beaker being filled with water, the resistance between different points on a metal bar) given as a written piece of text accompanied by a diagram of a hypothetical experiment that included three evenly spaced points on the set-up. Two of the three points were also indicated on the position axis of the partially drawn graph. We found that students can find it hard to translate equal spatial intervals in the experiment to a line graph. We found that most students either did not explain why they put the third point on the graph where they did, or did not plot the point at all. Some students drew unequal intervals on the position axis to indicate unequal time or resistance intervals. The difficulties became more prevalent as the levels of abstraction increased. Our findings suggest that constructing a scale on a qualitative graph requires significant mental effort from the students. [ABSTRACT FROM AUTHOR]

Background: The aim of this study was to examine the relationship between ego-resiliency and the intensity of health behaviors among Polish health sciences students. Methods: The study involved 483 students from health-related faculties in southern Poland, consisting of 314 women (63.7%) and 179 men (36.3%). The average age of the participants was 21.7 ± 2.5 years. To assess resiliency (ER), the Ego-Resiliency Scale (ER89-R12) by Block and Kremen was used in its Polish adaptation. The intensity of health behaviors was examined using the Health Behavior Inventory (HBI) developed by Z. Juczyński. Results: The results revealed a positive correlation between the intensity of health behaviors and ER (r = 0.43, p < 0.001), both for the general factor and its categories (positive mental attitude, proper eating habits, preventive actions, and prohealth activities). Students with a high level of health behaviors exhibited significantly higher ER (M = 38.95, SD = 5.15) compared to those with average (M = 35.93, SD = 5.03) and low (M = 32.97, SD = 5.12) HBI levels. Among the HBI categories, Positive Mental Attitude showed the strongest correlation with both general ER and its factors: optimal regulation (OR) and openness to life experiences (OL). Furthermore, the correlation was found to be stronger with the OR and weaker with OL. Conclusion: Higher ER in students is correlated with a greater frequency of health behaviors. Nurturing the development of ER may contribute to the maintenance of prohealth practices despite life difficulties and temporary loss of motivation. This, in turn, promotes the regularity of health behaviors, which is crucial for their positive impact on overall health. [ABSTRACT FROM AUTHOR]

Background: Psychometric studies of the FACES III scale in Spanish-speaking countries show a lack of agreement on the factorial structure of the scale. In addition, most of the studies have only performed exploratory analyses of its factorial structure. Objective: The objective of the present study was to confirm the structure and factorial invariance of the FACES III scale in nursing and obstetric students from Chile, Colombia, Peru, and Mexico. Methods: A total of 3303 students from the four countries participated in this study (Colombia = 1559, Chile = 1224, Peru = 215, Mexico = 305). Results: The results of the study showed that the Bi-factor model presents the best-fit indexes to the data from Colombia, Chile, and Mexico, but not from Peru. In addition, it was found that this model showed evidence of being strictly invariant among the three countries in the sequence of the invariance models proposed: metric invariance (ΔRMSEA =.000), scalar (ΔRMSEA =.008), and strict (ΔRMSEA =.008). The bi-factor model also showed adequate reliability indexes in the three countries. Conclusion: It is concluded that the FACES III scale shows adequate psychometric performance under a bi-factor model in nursing and obstetric students from Colombia, Chile, and Mexico. The lack of fit of the model in Peru could be associated with the small sample size. [ABSTRACT FROM AUTHOR]

The federal government and a number of nonprofit, non-governmental agencies have invested heavily in programs designed to provide research opportunities, financial support, and mentorship to undergraduates in science-related fields. These efforts are aimed at supporting students' matriculation in science majors and into science-related careers. This study used a quasi-experimental design to examine whether college students who participate in a federally sponsored intervention program develop significantly stronger science identities in their first year of college compared to their peers who do not participate in the intervention. Results suggest intervention participants develop significantly stronger science identities compared to their counterparts in the control group, but these benefits are somewhat mitigated after controls for mentoring enter the model. [ABSTRACT FROM AUTHOR]

Interprofessional education (IPE) aims to develop healthcare practitioners who work effectively in teams, demonstrate strong communication skills, respect others, and have a working knowledge of the roles and responsibilities of other professionals. Of identified research to date, it is unclear what students perceive as important for effective IPE delivery and learning. The purpose of this study was to identify graduate students' perceptions of facilitators and barriers to learning interprofessional practice using phenomenology. Three semi-structured focus groups were conducted including athletic training, occupational therapy, or speech-language pathology students and the transcripts were analyzed using thematic analysis. Four themes emerged about IPE teaching methods and delivery: (1) addressing roles and responsibilities (2) student collaboration and communication (3) engaging with faculty and (4) enhancing realism and diversity of experiences. The themes suggested that IPE can either facilitate or create barriers for students when learning roles and responsibilities, collaborating, and communicating with fellow students, and engaging with faculty. Enhancing the realism and diversity of represented professionals were perceived as potential facilitators for future IPE sessions. [ABSTRACT FROM AUTHOR]

This paper describes a teaching experiment in a Numerical Methods course for Master of Science students. The experiment uses scientific papers to develop modelling studies in the context of wine fermentation microbial interactions. The course involves theoretical and laboratory classes that focus on implementing numerical methods using Matlab for Initial Value Problems and Boundary Value Problems. The students are asked to formalise the mathematical model and build their own experiments using the information provided in the papers. Additionally, a parameter estimation experiment is organised, which involves generating synthetic data and computing noisy data to estimate the natural death rate of sensitive yeast. The results show that data noise significantly affects the parameter estimate and that scaling the data can help reduce the impact of measurement errors. The presented results can be used to investigate other possible assignments, such as how the evaluation of the Jacobian affects the estimation performance and compare different optimisation algorithms. [ABSTRACT FROM AUTHOR]

Teachers bring telescope data "down to Earth" to provide students with real-world science experiences. [ABSTRACT FROM AUTHOR]

To make sound science-related decisions in a global society, individuals must possess a science identity, or see themselves as capable of doing and understanding science. Science identity development begins in school-aged years, when multilingual students (MLs) are often marginalised in the classroom due to language challenges and low expectations placed on them. This descriptive multiple case study explores the science identities expressed by six US high school MLs in their biology classrooms. Data from semi structured interviews were analysed through qualitative coding methods. Secondary data sources included field notes from observations conducted in each student's classroom six times during the school year. Results revealed that all MLs expressed science identity indicators, including feeling like a scientist, having a personal interest in science, and seeing science as related to their worlds. Other important identity indicators were not expressed among all students, such as views of themselves as 'good' science students, doing or using science outside of school, and career aspirations. Over half of MLs cited language as a direct barrier to their science identities. The study makes several contributions to the field of science education, which are detailed. Implications are presented for nurturing MLs' science identities in the formal classroom. [ABSTRACT FROM AUTHOR]

Background: Previous studies have shown that symptoms of depression and anxiety were highly prevalent among health sciences students. This may lead to other professional and personal difficulties and a decrease in individuals' well-being. This study aimed to analyze levels of depression, anxiety and subjective happiness among health sciences students in Croatia. Methods: We conducted a cross-sectional study in 10 higher education institutions in Croatia during March 2023. Eligible participants were health sciences students. Participants filled out an online survey consisting of sociodemographic questions and validated scales for determining the levels of depression (9-question Patient Health Questionnaire, PHQ-9), anxiety (General Anxiety Disorder 7-item scale, GAD-7), and happiness (Subjective Happiness Scale, SHS). Results: Of 7460 invited students, 2137 students participated in the study (29% response rate). There were 41.4% of students that exhibited at least mild depressive symptoms, with 8% of students exhibiting moderately severe symptoms and 1.8% severe depressive symptoms. Mild anxiety was found in 36.8%, moderate anxiety in 23.9% and severe anxiety in 15.8% of students. The median SHS score was 19 (15.25–22). Women students had significantly higher levels of depression (p < 0.001) and anxiety (p < 0.001) than their men peers. Students in earlier study years showed higher levels of depression, anxiety and lower levels of subjective happiness compared to those in later study years. Students with lower self-assessed financial status had higher levels of depression (p < 0.001) and anxiety (p < 0.001). Students that failed an academic year had higher levels of depression (p < 0.001), but lower levels of anxiety (p = 0.005). Conclusion: In this study, we have shown that health sciences students exhibit high levels of depression and anxiety, at rates exceeding those in the general population reported in other studies. Our results may help educational institutions to put greater effort into the battle against mental health stigma, foster acceptance of mental health issues and encourage students to seek help when needed. Adequate mental health services are needed at universities to promote timely diagnosis and treatment of mental health problems. [ABSTRACT FROM AUTHOR]

Antibiotic-resistant bacteria (ARB) have been recognized as one of the global health issues affecting humans, animals, and the environment. A lack of knowledge, negative attitudes, and irrational drug use can make significant contributions to the spread of ARB. This study aimed to assess the knowledge, attitudes, and practices (KAP) regarding antibiotic use and resistance among health science (HS) and non-health science (NHS) students and to determine the factors that influence their KAP concerning antibiotic use and resistance. A cross-sectional study was conducted among 404 HS and NHS students in Southern Thailand from December 2021 to March 2022. The students who fulfilled the study inclusion criteria responded to a questionnaire that had five dimensions. Descriptive statistics were used to analyze the qualitative variables, and Fisher's exact test was applied to compare the demographic variables, KAP responses between the HS and NHS students. The KAP regarding antibiotic use and resistance for each variable were compared using the Mann–Whitney U test and Kruskal–Wallis H test. Spearman's correlation test was used to estimate the correlation between the variables and KAP. A total of 404 (HS,162; NHS,242) students completed the self-administered questionnaire. The students' highest score was for attitude, followed by practice and knowledge. Our findings revealed that the HS students had higher levels of KAP correlated with antibiotic use and resistance than the NHS students (P < 0.001). The higher KAP scores were among the more senior students, which indicates that instruction on antibiotics was effective in their curriculum. Antibiotic use and resistance knowledge and attitudes should be conveyed to all university students via academic curriculum. Such interventions could set the standard for rational antibiotic use as well as long-term prevention and control of antibiotic-resistant bacteria. [ABSTRACT FROM AUTHOR]

This article, published in the Arab Journal of Interventional Radiology, explores the awareness and concerns of radiological science students in Riyadh, Saudi Arabia, regarding artificial intelligence (AI) in the field of radiography. The study, conducted from February 2022 to June 2023, involved 209 students from 7 universities and colleges in the region. The majority of students (65.7%) were aware of AI and believed that it would increase their skills and capabilities. However, there was also fear among students that AI may replace their future careers. The authors recommend the inclusion of AI courses in the curriculum for applied medical sciences students to address these concerns. [Extracted from the article]

This study aimed to investigate and compare the energy and selected nutrient intakes of sport science and nonsport science university students of Southern Ethiopia. Multiple‐day dietary data were collected from 166 university students (76 sport science and 90 nonsport sciences). Average daily energy and nutrient intake, and inadequate intakes were calculated using NutriSurvey (NS). There were significant differences (p <.05) in the median intakes of energy, total carbohydrate, and vitamin B1 between female students from the sport science and nonsport science groups, but only the median intake of iron was significantly different (p <.05) between the male sport and nonsport science student groups. The prevalence of inadequate intake of vitamin B1 was significantly (p <.05) higher in the male and female from the nonsport science groups compared to the male and female student groups in the sport science, respectively, whereas the prevalence of inadequate iron intake by the male sport science students' group was significantly (p <.05) higher compared to their counterparts. Similarly, the prevalence of inadequate energy among the females from the sport science group was significantly (p <.05) higher compared to the female students from the nonsport science department group. The prevalence of inadequate intake of dietary energy and the majority of the nutrients (protein, fat, vitamin A, B1, B2, and magnesium) were high (>50%) in selected university students. The energy and majority of nutrient intakes by the students in the selected universities of southern Ethiopia were suboptimal. Therefore, activities that will improve the dietary intake of university students should include weekly meal plan revision considering their average recommended nutrient intake (RNI). This study aimed to investigate and compare the energy and selected nutrient intakes of sport science and nonsport science university students of Southern Ethiopia. The energy and majority of nutrient intakes by the students in the selected universities of southern Ethiopia were suboptimal. Therefore, activities that will improve the dietary intake of university students should include weekly meal plan revision considering their average recommended nutrient intake (RNI). [ABSTRACT FROM AUTHOR]

(1) Background: The purpose of this study is to present a scale for the assessment of interreligious competence (IRC) and to make a first descriptive appraisal of future educators, focused on their capacity to cope with conflicts. (2) Results: The relationship between IRC and strategies to cope with conflict is noteworthy. Significant correlations have been found between interreligious competence and coping strategies, mainly in emotional IRC. (3) Methods: A survey study included 1175 undergraduate students in educational science. Descriptive, correlational, and regression analyses were performed. (4) Conclusions: The IRC scale received empirical support regarding its validity and reliability and contributes to the repertoire of assessment tools which facilitate quantitative analysis of IRC. The results demonstrate that one's ability to manage the emotional climate that arises from conflict and interaction with others is in part explained by three types of coping associated with emotional IRC. Coping with conflicts due to involving individuals from different backgrounds, particularly in terms of religion, requires a multifaceted and culturally competent approach. Developing interreligious competence is crucial in fostering understanding, mitigating tensions, and promoting emotional and harmonious coexistence. [ABSTRACT FROM AUTHOR]

Laboratory learning in the life sciences is historically centered around following recipe-like instructions to complete activities with defined outcomes. The American Association for the Advancement of Science's Vision and Change report has called for a change in science teaching. The report emphasizes the importance of providing research experiences for students and the need to foster discovery, collaboration, and communication of science by students. In recent years, the course-based undergraduate research experience (CURE) has been introduced into science pedagogy. CUREs provide authentic, inquiry-based research experiences to undergraduate students from all backgrounds. There is evidence that CUREs produce students who have more concrete science identities, improved interdisciplinary collaboration and communication skills, and better understanding of the process of doing science compared with traditional courses. Students who participate in CUREs may be more likely than students without an authentic research experience to continue in the sciences. CUREs are often offered as single courses, but multi-semester CUREs increase the potential for undergraduate students to publish and present their science and benefit faculty supporters and their institutions. CUREs have revolutionized laboratory learning in the life sciences. In this article, we offer a review of current literature on the benefits and limitations of CUREs. [ABSTRACT FROM AUTHOR]

Insufficient or no use of the sense of sight undoubtedly affects learning activities negatively. Although visually impaired students are subject to special education, it is thought that there are still some difficulties in front of their learning. The aim of this study is to reveal the difficulties faced by visually impaired 8th grade students in learning Science. In the study, the special case method was applied by adhering to the qualitative research traditions. The study group consists of 10 8th grade students of Ali İhsan Arslan Visually Impaired Secondary School in Diyarbakır province in the 2022-2023 academic year. The data of the study were collected with a structured interview form prepared by the researcher. According to the findings of the study, visually impaired students stated that they had difficulty in subjects involving visual shapes in Science classes, and they also complained about the lack of laboratories. More space should be given to teaching materials and activities designed taking into account the individual needs of visually impaired individuals. [ABSTRACT FROM AUTHOR]

Science students learn about deceptive tactics in the media in a game format. [ABSTRACT FROM AUTHOR]

Background: Premenstrual dysphoric disorder (PMDD), now classified under mood disorders, is characterized by a group of cognitive, affective, and physical symptoms and is associated with socio-occupational dysfunction with poor quality of life. Most of the women in their reproductive ages suffer from discomfort before the onset of menses and this severe discomfort may also lead to stress. Aim: The aim of the study is to study the prevalence of PMDD among medical and allied medical science students and assess the stress associated with it. Materials and Methods: This cross-sectional, comparative study was conducted at a tertiary care cente in Jaipur, Rajasthan. One hundred and eighty-one students were enrolled from medicine, clinical dietetics, and physiotherapy branches. The study tools used for data collection included a semi-structured self-reporting questionnaire, a premenstrual symptom screening tool (PSST), and a perceived stress scale (PSS). The data were analyzed using SPSS software. The recorded data were evaluated and presented based on mean, standard deviation, and proportion. Results: One hundred and eighty-one students were enrolled with the average age of 20.4 ± 1.54 years. On screening by PSST, 29 qualified for PMDD, 43 students met the criteria for premenstrual syndrome (PMS), and the remaining 109 had no to mild premenstrual symptoms. Students with PMDD and moderate-to-severe PMS had significantly more stress as compared to students with no to mild premenstrual symptoms. Conclusion: Our study is a step forward in understanding the stress experienced by students suffering from PMS/PMDD. As students suffering from PMS or PMDD have higher stress levels, colleges or universities can give special focus to address these issues. [ABSTRACT FROM AUTHOR]

Populations affected by war may experience food insecurity, which could predispose them to eating disorders. A cross-sectional study was conducted among health sciences students in Northern Kosovo from November 2018 to March 2019. Data were collected using the sociodemographic Night Eating Questionnaire (NEQ), the Beck Depression Inventory (BDI), and the Beck Anxiety Inventory (BAI). The study sample comprised 534 students. The prevalence of students who had at least mild depression (BDI ≥ 10) was 20.6%. More frequent night eating was consistently associated with a higher EDI score in the total sample as well as in the subgroup of students whose EDI score was ≥ 10. In addition, having poorer sleep quality and having more anxiety symptoms were associated with having stronger depressive symptoms. In a population of health sciences students who live in a post-conflict region, night eating is associated with having stronger depressive symptoms. [ABSTRACT FROM AUTHOR]

Aim & Background: The purpose of this study was to gauge dental students' knowledge of new developments in materials used in maxillofacial prostheses. Patients find maxillofacial abnormalities unsightly, and they may have detrimental effects on their physical and physiological well-being as well as significant social, familial, and mental health issues. The quality of life of the patient is impacted by maxillofacial prosthesis. Multiple materials, methods, and clinical strategies have been employed in the field of maxillofacial prosthesis. Materials & Methods: A set of 10 questionnaires was created and an online survey was conducted among Faculty of Dental Science students. A statistical analysis was conducted on the survey responses, which were completed by 100 students. Results: 57% of students did not know about the latest developments in maxillofacial prosthesis materials, according to the data. Though 57% of students were unaware of its qualities, 59% of them were aware of silicone block polymer. Of the students, 53% were not familiar with polyphosphazenes. A-2186 (Factor 11) and silphenylenes were unknown to 56% of respondents. The creation of new materials is deemed necessary for the future of maxillofacial prostheses by 78% of students. Conclusion: The study highlights this fact, highlighting the students' ignorance of recent developments in the materials used in craniofacial prostheses. More awareness must be raised about new developments in maxillofacial prosthesis through seminars, CDE programs, and interactive lectures. [ABSTRACT FROM AUTHOR]

Background: COVID-19 has brought many hurdles, and people have had to adjust to new ways. The online class was one such adjustment. Students in health science and engineering streams have more practical learning than theory. The online classes halted the normal teaching-learning processes and brought in unique set of difficulties which was a challenge to both the teacher and the student. Purpose: This study was undertaken to understand the effect of online learning on achievement motivation among health sciences and engineering students during the COVID-19 pandemic and to find out if there is a significant difference across gender, age, type of internet connectivity, and rural/urban areas. Methods: This was a survey-based comparative study. The sample size was 440 and consisted of health science and engineering undergraduate college students, both male and female, in the age group of 17–24 years. Data were collected through the Achievement Motivation Scale given online. A descriptive, z-test, and ANOVA were used to analyze the data. Results: The average need for motivation was shown by 50% of engineering students and 54.55% of health science students. High motivation was shown by only 1.36% of engineering students and 0% of health science students. Females showed better achievement motivation than males, and those having good connectivity and staying in urban areas showed higher achievement motivation. Conclusion: Lockdowns cannot be predicted, but the government needs to be effective in its planning for the rural population with regards to internet connectivity. Policymakers concerned with education should come up with modified teaching strategies for better student engagement. Even during regular off-line teaching, one day a week should be devoted to online classes so that this becomes part of the regular curriculum. [ABSTRACT FROM AUTHOR]

This study investigated Turkish health sciences students' attitudes toward older adults. Data were collected using Kogan's Attitudes Toward Old People Scale (KAOPS). The sample consisted of 369 students from a public university in Turkey. Participants had low-level positive attitudes toward older adults. Age, grade level, income, curriculum on old age, and willingness to work for healthcare institutions and social services for older people affected their attitudes. Participants' KAOPS scores differed by desired distance from parents after marriage, the introduction of a curriculum on old age, and their willingness to live close to parents after marriage, take elective courses about old age, volunteer in activities and projects for older adults, and work for healthcare institutions and/or social services for older adults after graduation. The curricula should address older adults to improve students' attitudes toward them. Policymakers and administrators should evaluate young generations' attitudes toward older adults and develop policies based on evidence-based data. [ABSTRACT FROM AUTHOR]

During the Cultivating Diverse Talent in STEM (CDTIS), studies were designed to identify and cultivate talent in potential innovators from low socioeconomic status (SES) and cultural groups underrepresented in the region: American Indian and Hispanic. Comparisons were made between those identified using conventional measures (CI) and those identified using performance assessments of problem solving (PSI) in STEM domains. In this study, using Q Factor Analysis, 43 students clustered on 13 factors, explaining 81.18% of the variance. Factors included high and low achievers; students from diverse groups; and 11 other clusters. Profiles are described and compared with profiles in other studies and theories. Implications for theory and practice include a paradigm shift from gifted child to talent development. [ABSTRACT FROM AUTHOR]