Search Results (172)

Background: Regulatory restrictions and mandates typically offer short-term behaviour guidance, whereas interventions to improve knowledge and attitudes could result in more sustainable behavioural changes. Health authorities implemented awareness campaigns to enhance public knowledge and attitudes regarding COVID-19. This study explored the interplay between knowledge, attitudes and behaviours related to COVID-19 among university undergraduate students in Jordan, aiming to inform public health initiatives and educational programmes. Methods: A cross-sectional survey targeting undergraduate students enrolled at Yarmouk University in Jordan was conducted between January and May 2021. Participants consented to complete an anonymised validated self-administered questionnaire to evaluate their understanding of COVID-19 symptoms, treatment and transmission and attitudes and behaviours towards preventive measures. Data were analysed using descriptive and inferential statistics and structural equation modelling to investigate the associations between knowledge, attitudes and behaviours. Results: A total of 1375 undergraduate students participated in the survey. Knowledge of COVID-19 was low among most participants, with only 1.3% demonstrating high knowledge. Conversely, 58.5% exhibited good behaviour, and 31.4% reported full compliance with recommended behaviours. Significant differences were found in knowledge, attitudes and behaviours across different faculty clusters, with health faculties showing superior knowledge and more positive attitudes. Female participants (66.3%) were more likely to engage in positive behaviours than males (p-value = 0.02). Structural equation model (SEM) analysis showed that knowledge significantly influenced attitudes, which affected behaviours, confirming the model’s validity. Conclusions: The study highlights the critical role of knowledge and attitudes in shaping COVID-19-related behaviours among university students. Significant variations in knowledge and attitudes across different academic disciplines highlight the need for tailored educational interventions. The analysis supports the theoretical model linking knowledge, attitudes and behaviours, emphasising the importance of improving knowledge and attitudes to drive behaviour change. The findings suggest that comprehensive health education programmes targeting cognitive and affective aspects are essential for effective public health responses during pandemics. Full article

Background: Youth mental health needs are critically undertreated. Access and engagement remain challenging, particularly for disadvantaged youth, due to barriers such as limited clinic hours, insurance, transportation, bias, and stigma. School-focused collaborative approaches may reduce mental health care inequities. In this study, we illustrate a pilot intervention by process documentation, participant feedback, and two case studies. Method: To address local service gaps, a virtual collaborative care process was piloted with a child and adolescent psychiatrist (CAP) and psychologist from Project TEACH, a New York State Office of Mental Health funded Child Psychiatry Access Program (CPAP), primary care representatives, and multiple school mental health teams. Demographic data, participant feedback and the collaborative process is reviewed with two case studies created to highlight the collaborative process. Results: Most participants report utility and felt supported. The majority also report a positive impact on communication and collaboration between teams serving students; challenges with family follow up persist. Streamlined communication and consent was helpful. Demographic data suggests that this model can help reach disadvantaged youth. Conclusions: School-focused collaborative mental health requires regular communication and coordination between youth-serving providers. This pilot implementation study shows promise for reaching disadvantaged youth and providing multidisciplinary support. Full article

The internet is increasingly embedded in daily life; however, excessive use may lead to internet addiction, adversely affecting health and academic performance. This study aimed to determine the prevalence of internet addiction and its association with depressive symptoms among pharmacy students at Mahasarakham University. A cross-sectional survey was conducted between 1 October and 31 December 2025 among undergraduate pharmacy students (years 1–6) aged ≥18 years who provided voluntary consent. Data were collected via street-based and online self-administered questionnaires validated for content and reliability. Descriptive and inferential statistics were applied, and binary logistic regression was used to identify associated factors. Among 396 participants, the mean internet use was 9 h 43 min per day. The prevalence of excessive use (risk) was 75.95%, while 17.47% met criteria for internet addiction. High to very high psychological problems were significantly associated with internet addiction (aOR = 3.89; 95% CI: 1.70–8.89; p = 0.001). Risk of depression (2Q) was also significantly associated (aOR = 2.67; 95% CI: 1.39–5.15; p = 0.003). Internet addiction is strongly associated with mental health factors, highlighting the need for targeted prevention and institutional mental health interventions. Full article

Educational escape rooms have been widely used in education in recent years. On the other hand, capture the flag (CTF) competitions have been spreading from the cybersecurity area into other domains. In this paper, a fusion of both concepts is proposed in the form of a CTF-like escape room in order to carry out the assessment of a STEM course. Each puzzle within the escape room consisted of designing a short code snippet as part of a protocol engineering course, with up to three hidden hints available. Each hint incurred a 25% penalty, deducted from the score awarded for solving the puzzle, as is common in CTF environments. This approach can be applied to small problem-solving tasks across many disciplines and educational contexts. Data collection consisted of gathering the marks of all students enrolled in the courses on an anonymized basis, after they had provided informed consent, and data analysis was then performed using descriptive and inferential statistics. The results suggest a statistically significant increase in average academic performance compared to the previous academic year, during which assessment was conducted through written exams. In addition, engagement was measured using the ISA Engagement Scale, showing a high level of student involvement. Nevertheless, further research with a larger sample of students is needed in order to confirm these findings. In summary, a novel approach to STEM assessment is presented, as the solution of each puzzle requires not only recall but also critical thinking, technical proficiency, and application. Full article

Responding to the lack of academic research on how young people are impacted by deepfake sexual abuse or how schools should address these issues, this paper explores levels of awareness of AI technology and sexualized deepfakes in UK schools and how schools are responding to these newly emergent harms. Drawing on interviews with students and teachers from eight schools across the UK, we found that teachers and students express uncertainty about how AI deepfake technology works. Some teachers underestimated how easy the technology is to use, and they lacked uniform comprehension that sexualized deepfakes should be treated the same way as non-consensual nudes, leading to inconsistency and variations in school responses. Students similarly lacked basic literacy about AI, equating AI with LLMs like ChatGPT, and even though sexualized deepfakes were occurring in their school contexts, students reported having received no explicit education on the topic. Educators and students connected sexualized deepfakes to a rise in misogyny via social media influencers, with some of the students and teachers calling for more education on AI, sexual violence, and consent at earlier ages. We advance the concept of AI-generated image-based sexual abuse, arguing that these harms should be understood as elements of technology-facilitated gender-based violence (TFGBV). We argue this framing is necessary to support systematic understandings of this issue and develop appropriate school responses. Our discussion offers recommendations for improving AI literacy, including preventative AI education that engages critically with AI harms and supports victims. Full article

The protection of personal information has become a defining challenge for higher education institutions, particularly in developing contexts where regulatory frameworks are often strong on paper but weak in practice. This study investigates student perceptions of privacy within Zimbabwe’s higher education system, focusing on three constructs: awareness, expectations, and confidence across nine core privacy components derived from international principles (FIPPs, OECD, GDPR) and the Zimbabwe Data Protection Act (ZDPA). Using survey data from 287 students across diverse programmes and modes of study, descriptive and comparative analyses reveal a striking pattern: students demonstrate high awareness and very strong expectations, yet their confidence in institutional compliance remains significantly lower. The largest deficits were found in privacy education, consent, and notice/openness, suggesting that institutions are perceived as technically competent in data handling but weak in transparency, accountability, and student engagement. The research extends privacy perception models by considering the discrepancy between the students’ expectations and the institutional trust. It also encourages universities to go beyond mere compliance by implementing concrete measures such as privacy training, clear consent, and frequent data audits. The findings contribute to global debates on privacy by offering evidence from the Global South, showing that the key challenge is not student ignorance but institutional trustworthiness. Bridging this awareness-confidence gap is essential for building a privacy-conscious academic environment. Full article

Generative AI chatbots are becoming routine study companions in STEM, which raises a pedagogical question: what do students expect human lecturers to do differently when AI support is ubiquitous? This study examines STEM undergraduates’ expectations for a transformation of the lecturer role and their social ambivalence toward AI chatbots in Sino-foreign transnational education (TNE) programmes in China. We administered an online survey to 467 consenting undergraduates across four partnership institutions (three with sufficient subgroup sizes for institutional comparison). The survey instrument captured adoption readiness, perceived AI-enabled learning enhancement, expected changes to the lecturer role (multi-select), perceived social enhancement and social reduction mechanisms, and perceived support needs; it also asked an open-ended question, collecting 454 usable comments. We report descriptive statistics, χ² tests, Spearman correlations, and exploratory content analysis results. Students expected lecturers to shift from content delivery to facilitation: 52.7% anticipated that chatbots would handle routine questions, enabling more discussion and practical activities, and 49.7% expected greater emphasis on guiding deep thinking and problem solving. Perceived social impacts were strongly ambivalent: 92.2% endorsed at least one social enhancement and at least one social reduction mechanism, and enhancement and reduction indices were positively associated (ρ = 0.547, p < 0.001), a pattern that remained stable under alternative scoring and response-style trimming (ρ range = 0.526–0.590). Importantly, higher social ambivalence was linked to stronger expectations of lecturer governance and orchestration, including the curation of chatbot resources (42.5% vs. 9.7% in high vs. low ambivalence; χ²(1) = 44.12, p < 0.001) and accuracy checking (27.6% vs. 13.4%; χ²(1) = 8.82, p = 0.003). We therefore propose ambivalence literacy as a conceptual framework for responsible AI integration: a teachable capability to recognise and navigate simultaneous social benefits and risks of AI use, and to translate that recognition into concrete expectations for lecturer governance, orchestration, and facilitative teaching design in AI-integrated transnational STEM programmes. Full article

Background: Bone and soft tissue sarcomas, while rare, making up less than 2% of adult cancers with an incidence below 5 per 100,000 annually, present a significant challenge due to their varied and often obscure pathology. Additionally, the absence of global sarcoma awareness contributes to delayed interventions, necessitating more-aggressive treatments and increasing mortality risks. Conversely, cancers such as breast and colon have seen improved outcomes through effective screening and early-management strategies. Methods: In this cross-sectional study, out of the total number of participants approached, using a preset questionnaire, by trained medical students to participate in this study, 626 met the inclusion criteria. The questionnaire started with an informed consent process followed by a set of questions regarding sociodemographic characteristics and lifestyle. Subsequently, the questionnaire delved into their understanding and awareness of bone and soft tissue sarcomas, focusing on risk factors, recognizable signs and symptoms, and tendencies regarding health-seeking behavior. Results: In this study with 626 participants, demographic insights showed a young cohort, with 43.5% between 21 and 30 years, and a male predominance of 60.1%. Risk factor awareness was moderate; genetics and smoking were recognized as primary risks for sarcomas. Participants showed limited awareness of sarcoma signs, symptoms, and management, with a substantial percentage unsure about the most at-risk age group, gender differences in risk, and recognizability of symptoms. Barriers to seeking medical care included a passive attitude towards healthcare, fear, and accessibility issues. Most participants had limited knowledge of sarcomas, with 58% unaware of risk factors and 72.3% of signs and symptoms. Conclusions: This study emphasizes the necessity for targeted interventions to bridge the knowledge gap and promote early detection practices, which could significantly impact the prognosis of sarcoma patients. Full article

The economic and societal advantages of Science, Technology, Engineering, Mathematics, and Medicine (STEMM) occupations are considerable; however, access to STEMM education and training opportunities is unequal, especially for youth from low-socioeconomic-status (SES) areas. Young people from low-SES areas may experience sustained structural, financial, and social barriers that limit their ability to develop identities as STEMM practitioners and to persist in pursuing these fields. This case study describes the design, implementation, and evaluation of a community-based mini-medical summer camp held in a low-SES area to support the development of STEMM identities and to increase 6th–11th-grade students’ biomedical and medical knowledge and career interests. The program utilized partnerships with local entities to provide access to biomedical and medical content. Nineteen students completed the program; fifteen consented to and assented to assessment using pre- and post-tests of STEMM-related knowledge and self-efficacy, and completed all measurements. Students’ STEMM knowledge levels increased significantly; however, their STEMM self-efficacy did not change, possibly due to high initial confidence and the short duration of participation. Students reported high engagement and increased interest in the sciences and medicine. Overall, this study suggests that community-centered outreach programs can increase STEMM engagement and learning in low-SES environments. Full article

Background/Objectives: Intraoperative neuromonitoring (IONM) has improved safety in thyroid and parathyroid surgery, yet intermittent IONM (I-IONM) may miss traction injuries developing between stimulations. We evaluated the feasibility and clinical utility of a trend-based intermittent monitoring mode (NIM Vital NerveTrend®) that records closely spaced stimulations and plots amplitude and latency over time. Methods: We conducted a prospective observational study at a high-volume endocrine surgery unit (January–September 2025). Forty-four consecutive patients undergoing thyroidectomy and/or parathyroidectomy with NerveTrend® were enrolled. Electromyography (EMG) responses were categorized as Green (amplitude > 50% of baseline and latency < 110%), Yellow (amplitude < 50% or latency > 110%), Red (amplitude < 50% and latency > 110%), and Loss of Signal (LOS: amplitude <100 µV). Primary outcomes included LOS prevalence and the association between stimulation frequency and the appearance of Yellow trends. Ethical approval: AVEN protocol 486/2024/OSS/AOUPR; informed consent obtained. Results: Of 71 nerves at risk (NAR), 55 had a valid baseline and were analyzed; LOS occurred in 3/55 NAR (5.5%). The mean number of stimulations per NAR was 4.5 (range 1–9). Cases with both Green and Yellow points had a significantly higher mean number of stimulations than cases with only Green points (5.1 vs. 3.8; Student’s t-test p = 0.0059). One Red measurement occurred in a case that progressed to LOS. Conclusions: NerveTrend® provided near real-time functional feedback while maintaining the simplicity of I-IONM. Increased stimulation frequency was associated with early Yellow trend alerts, potentially signaling traction stress and enabling timely surgical adjustments. Larger multicenter studies and protocol standardization are warranted. Full article

Background/Objectives: Dental aesthetics has been shown to be associated with psychosocial functioning and self-perception, underscoring the importance of integrating psychosocial considerations into holistic patient care. This study assessed self-perceived dental aesthetics, self-esteem, and dental habits among dental medicine students in relation to socio-demographic factors and dental knowledge. Methods: A cross-sectional survey of 172 students from the Dental Medicine Faculty in Cluj-Napoca, Romania, was conducted. The sample was divided into two groups, based on their prior education in dentistry: Level 1 students at the beginning of their studies, without any prior dental medicine experience, and Level 2 students with basic knowledge in the field of dentistry at the end of their preclinical years. After informed consent, participants completed the Psychosocial Impact of Dental Aesthetics Questionnaire (PIDAQ), the Rosenberg Self-Esteem Scale (RSES), and questions on oral hygiene and socio-demographics. Subscale and overall questionnaire scores were computed and statistically analysed using Pearson’s correlations and independent-samples t-tests to examine relationships among self-perceived dental aesthetics and self-esteem and differences between variables. Results: A negative correlation was found between the psychosocial impact of dental aesthetics and overall self-esteem scores (p = 0.006). Greater aesthetic concerns were associated with lower self-esteem (p = 0.003), although the magnitude of correlation was small. Female participants had higher social impact scores for dental aesthetics (p = 0.039), whereas male students reported higher self-esteem (p = 0.047). Students from Level 2 group presented higher self-esteem than Level 1 (p = 0.016). Regarding oral hygiene, a small but statistically significant association was found between dental flossing frequency and aesthetic concern scores (p = 0.044). Additionally, individuals who frequently attended dental check-ups reported a more favourable self-image. Conclusions: Self-perceived dental aesthetics correlates with self-esteem among dental students, varying by gender and academic level. The Dental Self-Confidence subscale of the PIDAQ had the greatest perceived impact, underscoring the importance of self-image for dental students’ psychological and social well-being. Dental flossing and regular dental consultations appear to be linked to improved self-perceived dental aesthetics. Full article

The objective of this research was to optimize a technological package for the biosorption of heavy metals in water, using agricultural waste activated with lemon juice, as a sustainable development alternative. Heavy metals such as lead, cadmium, copper, and chromium were characterized in two stages (field and laboratory conditions) using the American Public Health Association (APHA) method, and morphological characterization was performed using electron scanning techniques. Cocoa pod husk (CPH) and banana stem (BS) waste was collected with the informed consent of the native communities to obtain charcoal activated with lemon juice (LJ). In addition, a portable filter was designed that could be adapted to the native communities. The efficiency and validation of the filter were also calculated in the field. Statistical analysis was performed using Student’s t-test and Pearson’s correlation. The results show a significant reduction in lead from 0.209 mg/L to 0.02 mg/L. With regard to morphological characterization, more compact structures were observed after activation with BS, favoring the absorption of heavy metals. The correlations were positive for copper and lead (1.000), evidently due to the alteration of anthropic factors. The efficiency of the cocoa filter reached 87.48% and that of the banana stem reached 88.77%. For the cadmium, copper, and chromium parameters, the values obtained were within the maximum permissible limit (LMP). The validation of the filters showed that 80% of the population agrees with using the filters and hopes for their large-scale implementation. These findings represent a new alternative for native communities and a solution to the problem of heavy metals in drinking water. Full article

Background/Objectives: Kidney donation remains a critical component of addressing end-stage renal disease. This study examines differences in awareness, willingness to donate, and concerns related to kidney donation among medical and non-medical university students. By comparing these groups within the context of Croatia’s presumed-consent system for organ donation, the study provides insights into how educational backgrounds shape attitudes in a setting with high transplantation rates but limited data on young adults. Methods: A cross-sectional observational study targeted at medical and non-medical university students in Croatia. Data were collected from 640 participants via a self-administered, close-ended, structured questionnaire with 33 items divided across three sections. Responses were analyzed using IBM SPSS Statistics program (v. 30.0), to identify significant differences. Due to the cross-sectional design, causal relationships could not be inferred. Results: Overall, 190 students (28.7%) reported willingness to donate a kidney during their lifetime, which was more common among medical students (N = 59; 39.0%) than non-medical students (N = 131; 26.8%). Collectively, willingness to donate postmortem was high in both groups (N = 527; 82.3%), as was willingness in a brain-dead state (N = 448; 70.0%). Medical and non-medical students mostly cited perceived health risks as a concern and concerns related to surgical complications. Regarding information sources, 33.2% of students reported inadequate knowledge of kidney donation, with social media and internet searches cited more frequently than healthcare professionals. Conclusions: Our findings indicate that medical and non-medical students exhibit distinct gaps in knowledge, risk perception and willingness toward kidney donation. Within Croatia’s presumed-consent framework, these findings highlight the importance of targeted educational strategies to support informed decision-making among future generations. Full article

Background/Objectives: Antimicrobial resistance (AMR) is a major global health threat that reduces antibiotic effectiveness and increases healthcare burdens. Countries in the Asia–Pacific region face a particularly high AMR burden, necessitating international collaboration, education, and practical training to combat this growing crisis. This study describes the design, implementation, and educational outcomes of the Infection Diagnosis Workshop, a short-term international program primarily targeting undergraduate medical sciences students that integrates AMR-focused hands-on clinical microbiology training and lectures, alongside cross-cultural collaboration and scientific English communication. Methods: The Infection Diagnosis Workshop was implemented as a four-day program combining lectures with hands-on laboratory activities. Training emphasizes the detection and analysis of antibiotic-resistant bacteria through environmental sampling, bacterial culturing, phenotypic and genotypic resistance detection, and species identification, core components that have remained consistent since the workshop’s establishment. Students also attended lectures on AMR science, global impact, and management strategies. Group discussions and collaborative tasks encouraged interdisciplinary learning. A thematic analysis of student feedback essays from previous workshop cohorts was conducted to identify key concepts, learning outcomes, and shared experiences. All participants provided informed consent for the use of their written feedback. Results: Thematic analysis revealed key learning outcomes categorized into three themes: (1) Knowledge, Awareness, and Technical Skills; (2) Cultural Understanding and Cross-Cultural Collaboration; and (3) English Language and Communication Skills. Students reported increased AMR knowledge, improved laboratory proficiency, enhanced cultural adaptability, and greater confidence in English communication. They also expressed a deeper appreciation for interdisciplinary and international approaches to AMR. Conclusions: The Infection Diagnosis Workshop effectively integrated practical laboratory training with international and cross-cultural engagement. The program strengthened student competencies and contributed to building global partnerships essential for combating AMR. Full article

Background: Human papillomavirus (HPV) is the leading cause of sexually transmitted infections (STIs). It is found in extragenital regions, including the oropharyngeal cavity. Its presence in this area is linked to the increased prevalence of oral and pharyngeal cancer cases in young individuals, which is associated with current sexual practices in the young population. Objective, the objective of this study was to estimate the prevalence of HPV infection in the oropharyngeal cavity and identify associated factors within the student community of the Engineering and Chemical Sciences Unit of the University of Veracruz. Methods: an observational, descriptive, and transversal study was conducted. The study included 136 sexually active students aged 18 to 25 without oropharyngeal infection. After obtaining informed consent from all participants, mouthwashes were collected from the oropharyngeal cavity for subsequent detection of viral DNA and HPV genotyping using the PCR-RFLP technique. Risk factors were further assessed through a private questionnaire. For statistical analysis, a bivariate analysis of the main risk factors was performed, and Odds Ratios (OR) and 95% Confidence Intervals (CI) were calculated. Results: The results showed that HPV was detected in 6 participants, resulting in a prevalence of 4.4% (95% CI, 0.92–7.91), with genotypes 11, 52 and 58 identified. Notably, participants with a sexual orientation other than heterosexual had a 7.5-fold higher association with HPV. Conclusions: these findings indicate that low- and high-risk HPV infection in the oropharyngeal cavity is associated with risky sexual behavior in young individuals. Therefore, understanding the specifics of sexual activities is necessary to better comprehend viral transmission and spread among HPV-positive students. Full article