scholarly journals Long weekend sleep is linked to stronger academic performance in male but not female pharmacy students

2020 ◽  
Author(s):  
Rehana Khan Leak ◽  
Susan L. Weiner ◽  
Manisha N. Chandwani ◽  
Diane C. Rhodes
Keyword(s):  
Academic Performance ◽  
Real Life ◽  
The Body ◽  
Pharmacy Students ◽  
Poor Sleep ◽  
Men Students ◽  
Sleep Habits ◽  
Recovery Sleep ◽  
Central Hypothesis ◽  
Life Habits

AbstractIntroductionPoor sleep hygiene portends loss of physical and mental stamina. Therefore, maintaining a regular sleep/wake schedule on both weekdays and weekends is highly recommended. However, this advice runs contrary to the habits of university students, who may only experience recovery sleep if they sleep late on weekends. Pharmacy students at Duquesne University sit for frequent examinations, typically commencing at 7:30 AM, and they complain about fatigue. Here, we tested the central hypothesis that longer sleep durations on weekdays and weekends are linked to stronger academic performance in Pharmacy students.MethodsStudents in their first professional year were administered three surveys to collect data on sleep habits and factors that might influence sleep, such as roommates, long commute times, and sleep interruptions. GPAs were collected from the Dean’s office, with permission from the students.ResultsLonger weekend—but not weekday—sleep durations were significantly correlated with higher cumulative GPAs in men and not in women. Women achieved slightly higher cumulative GPAs than men. Students who fell asleep within 15 minutes of going to bed had higher professional-phase GPAs than those who fell asleep after an hour or more.ConclusionOur observations cannot establish causal links, but, given the body of prior evidence on the salutary properties of sleep, men in this cohort may reap benefit from recovery sleep on weekends. Rather than recommending that students force themselves awake early on weekends in an attempt to maintain a consistent sleep routine, the real-life habits of students should be given consideration.

scholarly journals Long weekend sleep is linked to stronger academic performance in male but not female pharmacy students

2020 ◽  
Vol 44 (3) ◽  
pp. 350-357
Author(s):  
Rehana Khan Leak ◽  
Susan L. Weiner ◽  
Manisha N. Chandwani ◽  
Diane C. Rhodes
Keyword(s):  
Academic Performance ◽  
Real Life ◽  
The Body ◽  
Pharmacy Students ◽  
Poor Sleep ◽  
Men Students ◽  
Sleep Habits ◽  
Grade Point ◽  
Recovery Sleep ◽  
Central Hypothesis

Poor sleep hygiene portends loss of physical and mental stamina. Therefore, maintaining a regular sleep/wake schedule on both weekdays and weekends is highly recommended. However, this advice runs contrary to the habits of university students who sleep late on weekends. Pharmacy students at Duquesne University sit for frequent examinations, typically commencing at 7:30 AM, and they complain about mental fatigue. Here, we tested the central hypothesis that longer sleep durations on both weekdays and weekends are linked to stronger academic performance in men and women. Students in their first professional year were administered three surveys to collect data on sleep habits and factors that might influence sleep, such as roommates, long commute times, and sleep interruptions. Grade point averages (GPAs) were collected from the Dean’s office, with individual permissions from the students. Longer weekend—but not weekday—sleep durations were significantly correlated with higher cumulative GPAs in men and not in women. Women achieved slightly higher cumulative GPAs than men. Students who fell asleep within 15 min of going to bed had higher professional-phase GPAs than those who fell asleep after an hour or more. Our observations cannot establish causal links, but, given the body of prior evidence on the salutary properties of sleep, men may reap more benefit from recovery sleep on weekends. Rather than recommending that students force themselves awake early on weekends in an attempt to maintain a consistent sleep routine, the real-life habits of students should also be given consideration.

scholarly journals Sleep Medication in Older Adults: Identifying the Need for Support by a Community Pharmacist

Healthcare ◽  
2022 ◽  
Vol 10 (1) ◽  
pp. 147
Author(s):  
Morgane Masse ◽  
Héloïse Henry ◽  
Elodie Cuvelier ◽  
Claire Pinçon ◽  
Margot Pavy ◽  
...  
Keyword(s):  
Older Adults ◽  
Sleep Disorders ◽  
Community Pharmacists ◽  
Structured Interview ◽  
Pharmacy Students ◽  
Poor Sleep ◽  
Sleep Patterns ◽  
Sleep Habits ◽  
Sleep Habit ◽  
Hypnotic Medication

Many older adults take benzodiazepines and sedative-hypnotics for the treatment of sleep disorders. With a view to considering the possible discontinuation of hypnotics, the objectives of the present study were to describe bedtime habits and sleep patterns in older adults and to identify the sleep medications taken. An expert group developed a structured interview guide for assessing the patients’ bedtime habits, sleep patterns, and medications. During an internship in a community pharmacy, 103 sixth-year pharmacy students conducted around 10 interviews each with older adults (aged 65 or over) complaining of sleep disorders and taking at least one of the following medications: benzodiazepines, benzodiazepine derivatives (“Z-drugs”), antihistamines, and melatonin. A prospective, observational study was carried out from 4 January to 30 June 2016. The pharmacy students performed 960 interviews (with 330 men and 630 women; mean ± standard deviation age: 75.1 ± 8.8). The most commonly taken hypnotics were the Z-drugs zolpidem (n = 465, 48%) and zopiclone (n = 259, 27%). The vast majority of patients (n = 768, 80%) had only ever taken a single hypnotic medication. The median [interquartile range] prescription duration was 120 (48–180) months. About 75% (n = 696) of the patients had at least 1 poor sleep habit, and over 41% (n = 374) had 2 or more poor sleep habits. A total of 742 of the patients (77%) reported getting up at night—mainly due to nycturia (n = 481, 51%). Further, 330 of the patients (35%) stated that they were keen to discontinue their medication, of which 96 (29%) authorized the pharmacist to contact their family physician and discuss discontinuation. In France, pharmacy students and supervising community pharmacists can identify problems related to sleep disorders by asking simple questions about the patient’s sleep patterns. Together with family physicians, community pharmacists can encourage patients to discuss their hypnotic medications.

176 Linear and Nonlinear Associations Between Sleep and Academic Achievement in Middle Childhood: The Role of Early Life SES

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A71-A72
Author(s):  
Gianna Rea-Sandin ◽  
Reagan Breitenstein ◽  
Leah Doane ◽  
Emily Vakulskas ◽  
Carlos Valiente ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Sleep Duration ◽  
Early Life ◽  
Sleep Problems ◽  
Poor Sleep ◽  
Sleep Habits ◽  
Nonlinear Associations ◽  
Linear And Nonlinear ◽  
Children’S Sleep

Abstract Introduction Elementary-aged children in low socioeconomic environments are more likely to experience poor sleep, which can negatively impact academic performance. However, it is unknown whether early-life socioeconomic status (SES) influences associations between sleep and academic achievement later in childhood. Using a demographically diverse sample of children followed longitudinally from 1 to 8 years, we tested linear and nonlinear associations between actigraphy-based sleep duration, midpoint time, sleep duration variability, and parent-reported sleep problems with academic achievement. In addition, we examined whether these associations varied by early SES. Methods The sample comprised 707 twins (52% female; Mage=8.44 years; 28.7% Hispanic/Latinx; 29.7% at or below the poverty line). SES was ascertained at 1 and 8 years, and children wore actigraph watches to assess sleep for 7 nights (Mnights=6.79) and completed the Applied Math, Picture Vocabulary, and Passage Comprehension subtests of the Woodcock-Johnson IV Tests of Achievement. Primary caregivers also reported on their children’s sleep and academic performance (Children’s Sleep Habits Questionnaire and Health and Behavior Questionnaire, respectively). Results Sleep was not linearly related to academic achievement, but there was a significant quadratic association between sleep midpoint with Picture Vocabulary (b=0.28, p<.01) and Passage Comprehension (b=0.17, p<.05). More parent-reported sleep problems were negatively related to Applied Problems performance for lower (b=-1.16, p<.001) and positively associated for higher early SES (b = 1.00, p < .01). More parent-reported sleep problems predicted lower Passage Comprehension for lower (b = -0.59, p < .05), but not higher early SES. Longer sleep duration predicted higher parent-reported academic achievement for lower early SES (b=0.14, p<.01) and lower achievement for higher early SES (b=-0.23, p<.001). Conclusion Our findings illustrate the complex, sometimes nonlinear associations between children’s sleep and academic performance. Many associations varied by early-life SES, suggesting that early childhood environments have long-lasting implications for child functioning, over and above the effect of concurrent SES. Increasing the quantity and quality of children’s sleep could improve academic outcomes, particularly for children who have experienced socioeconomic disadvantage. Support (if any) This research was supported by grants from NICHD (R01HD079520 and R01HD086085) and ASU T. Denny Sanford School of Social and Family Dynamics.

scholarly journals Sleep and circadian indices for planning post-pandemic university timetables

2022 ◽  
Author(s):  
Sara Montagnese ◽  
Lisa Zarantonello ◽  
Chiara Formentin ◽  
Gianluca Giusti ◽  
Chiara Mangini ◽  
...  
Keyword(s):  
Academic Performance ◽  
Sleep Quality ◽  
Sleep Deprivation ◽  
Ad Hoc ◽  
Poor Sleep ◽  
Sleep Habits ◽  
Timing Information ◽  
Sleep Timing ◽  
Hygiene Education ◽  
The University

The aims of the present study were to obtain sleep quality and sleep timing information in a group of university students, and to evaluate the effects of a circadian hygiene education initiative. All students of the University of Padova (approximately 64,000) were contacted by e-mail (major campaigns in October 2019 and October 2020) and directed to an ad hoc website for collection of demographics and sleep quality/timing information. Participants (n=5740) received one of two sets of circadian hygiene advice ('A regular life' or 'Bright days and dark nights'). Every month, they were then asked how easy it had been to comply, and provided with the advice again. At any even month from joining, they completed the sleep quality/timing questionnaires again. Information on academic performance was obtained post hoc, together with representative samples of lecture (n=5972) and exam (n=1800) timings, plus lecture attendances (n=25,302). 52% of students had poor sleep quality and 82% showed signs of sleep deprivation. Those who joined in October 2020, after several months of lockdown and distance learning, had better sleep quality, less sleep deprivation and later sleep habits. The 'Bright days and dark nights' advice resulted in earlier get-up time/midsleep compared to the 'A regular life' advice. Significant changes in most sleep quality and sleep timing variables were observed in both advice groups over time, also in relation to pandemic-related events characterising 2020. Early-chronotype students had better academic performances compared to their later chronotype counterparts. In a multivariate model, sleep quality, chronotype and study subject were independent predictors of academic performance. Taken together, these results underlie the importance of designing circadian-friendly university timetables.

298 Sleep Stability and Academic Performance in College Students

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A119-A119
Author(s):  
Alexandria Reynolds ◽  
Madelynn Shell
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Longitudinal Study ◽  
Sleep Quality ◽  
Transition To College ◽  
Sleep Efficiency ◽  
Poor Sleep ◽  
Sleep Patterns ◽  
Sleep Habits ◽  
Time Points

Abstract Introduction There is considerable research demonstrating poor sleep patterns in college students; however, few studies actually examine sleep stability over a typical undergraduate career. Considering that the transition to college involves significant shifts in independence and potentially creating a foundation of lifelong behavioral patterns, it is important to identify whether these poor sleep patterns change throughout college. Additionally, studies show that shorter sleep duration predicts poorer academic performance. In the current study, it was expected that students would report poor sleep on average, and that poorer sleep would predict worse academic performance. Methods Participants included 27 full-time first-year undergraduate students who completed an online survey every spring for four years to examine sleep habits as part of a larger longitudinal study on the transition to college at a small liberal arts school. The Pittsburgh Sleep Quality Index was used to assess total sleep time (TST), sleep efficiency, and quality; the Epworth Sleepiness Scale (ESS) was used to determine sleepiness. Semester GPA was obtained via college registrar records. Results Repeated measures ANOVAs revealed no differences in participants’ sleep variables (TST, sleep quality, sleep efficiency, and sleepiness) across all four time points. Average TST was 6.85 hours per night, and overall sleep quality (PSQI) was poor (M = 6.12). Mean sleep efficiency was 86.70%; mean ESS score was 5.35. Preliminary analyses revealed no significant differences between GPA values over the course of the four years; sleep factors did not predict GPA. Conclusion Overall, students reported short sleep, poor sleep quality, decent sleep efficiency, and borderline higher than normal daytime sleepiness. However, sleep factors and GPA were stable over all time points. These results suggest that poor sleep habits start early and continue throughout students’ college career, as opposed to developing throughout college, or starting out poor and improving. Surprisingly, preliminary results indicated that sleep factors did not predict academic performance. Limitations include subjective sleep assessments, limited testing, and small sample size; however, this longitudinal study sheds interesting light on the general sleep patterns of college students over the course of their entire academic career. Support (if any) None.

Real-life Bifurcation – Challenges and Potential Complications

2011 ◽  
Vol 7 (4) ◽  
pp. 283
Author(s):  
Inga Narbute ◽  
Sanda Jegere ◽  
Indulis Kumsars ◽  
Dace Juhnevica ◽  
Agnese Knipse ◽  
...  
Keyword(s):  
Stent Thrombosis ◽  
Real Life ◽  
Coronary Intervention ◽  
Side Branch ◽  
The Body ◽  
Chronic Total Occlusions ◽  
Vein Grafts ◽  
Procedural Complications ◽  
Drug Eluting ◽  
Bifurcation Lesions

Together with calcified lesions, saphenous vein grafts, chronic total occlusions and unprotected left main lesions, bifurcation lesions are complex lesions that remain among the outstanding challenges of treatment with percutaneous coronary intervention. Bifurcation lesions are associated with increased rates of procedural complications, restenosis and adverse events than lesions in the body of the vessel. The introduction of drug-eluting stents for the treatment of bifurcation lesions has dramatically decreased restenosis rates, especially in patients suffering from diabetes. However, abrupt side branch closure, side branch ostial restenosis and stent thrombosis remain areas where further improvement is needed. Although a provisional T-stent strategy is most often used when side branch stenting is required, there are true bifurcation lesions where the selected use of more complex bifurcation approaches (such as the crush technique, T-stenting or the culotte technique) seem appropriate, particularly when the main branch and side branch are larger vessels with more diffuse side branch disease. The major challenge with any technique is to ensure that the side branch is protected and there is a satisfactory final result. Many technical questions rise in trying to ensure this outcome and lower the risk of intra- and post-procedural complications such as side branch closure and restenosis, stent thrombosis, dissection and fracture of a jailed wire: how can difficult side branch access be solved? How can unfavourable side branch anatomy be re-wired after main vessel stent placement? How can fracture of a jailed wire be avoided? Is side-strut dilation beneficial?

The Relationship of University Students' Sleep Habits and Academic Motivation

NASPA Journal ◽  
2006 ◽  
Vol 43 (3) ◽  
Author(s):  
Kellah M. Edens
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Academic Motivation ◽  
College Health ◽  
Sleep Habits ◽  
Lack Of Sleep ◽  
Relationship Of ◽  
The Relationship

College students are sleeping less during the week than reported a few years ago. Lack of sleep among college students has been identified as one of the top three healthrelated impediments to academic performance by the American College Health Association’s National College Health Assessment survey; and it is associated with lower grades, incompletion of courses, as well as negative moods. This research examines the underlying dynamics of lack of sleep on academic motivation, a key predictor of academic performance. Specifically, the relationship of sleep habits with self-efficacy, performance versus mastery goal orientation, persistence, and tendency to procrastinate were investigated. Findings indicate that 42% of the participants (159 students out of a total of 377) experience excessive daytime sleepiness (EDS); and those identified with EDS tend: (1) to be motivated by performance goals rather than mastery goals; (2) to engage in procrastination (a self-handicapping strategy) to a greater extent than students who are rested; and (3) to have decreased self-efficacy, as compared to students not reporting EDS. Several recommendations for campus health professionals to consider for a Healthy Campus Initiative are made based on the findings.

scholarly journals Comparison of superficial wound documentation using 2D forensic photography, 3D photogrammetry, Botscan© and VR with real-life examination

2021 ◽  
Vol 17 (3) ◽  
pp. 422-430
Author(s):  
Federico Massini ◽  
Lars Ebert ◽  
Garyfalia Ampanozi ◽  
Sabine Franckenberg ◽  
Lena Benz ◽  
...  
Keyword(s):  
Gold Standard ◽  
3D Visualization ◽  
Real Life ◽  
The Body ◽  
Whole Body ◽  
Forest Plot ◽  
Technical Documentation ◽  
Forensic Photography ◽  
Head Mounted Display ◽  
Significant Difference

AbstractEvidence acquisition, interpretation and preservation are essential parts of forensic case work that make a standardized documentation process fundamental. The most commonly used method for the documentation and interpretation of superficial wounds is a combination of two modalities: two-dimensional (2D) photography for evidence preservation and real-life examination for wound analysis. As technologies continue to develop, 2D photography is being enhanced with three-dimensional (3D) documentation technology. In our study, we compared the real-life examination of superficial wounds using four different technical documentation and visualization methods.To test the different methods, a mannequin was equipped with several injury stickers, and then the different methods were applied. A total of 42 artificial injury stickers were documented in regard to orientation, form, color, size, wound borders, wound corners and suspected mechanism of injury for the injury mechanism. As the gold standard, superficial wounds were visually examined by two board-certified forensic pathologists directly on the mannequin. These results were compared to an examination using standard 2D forensic photography; 2D photography using the multicamera system Botscan©, which included predefined viewing positions all around the body; and 3D photogrammetric reconstruction based on images visualized both on screen and in a virtual reality (VR) using a head-mounted display (HMD).The results of the gold standard examination showed that the two forensic pathologists had an inter-reader agreement ranging from 69% for the orientation and 11% for the size of the wounds. A substantial portion of the direct visual documentation showed only a partial overlap, especially for the items of size and color, thereby prohibiting the statistical comparison of these two items. A forest plot analysis of the remaining six items showed no significant difference between the methods. We found that among the forensic pathologists, there was high variability regarding the vocabulary used for the description of wound morphology, which complicated the exact comparison of the two documentations of the same wound.There were no significant differences for any of the four methods compared to the gold standard, thereby challenging the role of real-life examination and 2D photography as the most reliable documentation approaches. Further studies with real injuries are necessary to support our evaluation that technical examination methods involving multicamera systems and 3D visualization for whole-body examination might be a valid alternative in future forensic documentation.

scholarly journals Digital Platform Ecosystems as Living Labs for Sustainable Entrepreneurship and Innovation: A Conceptual Model Proposal

2021 ◽  
Vol 13 (11) ◽  
pp. 6494
Author(s):  
Grzegorz Baran ◽  
Aleksandra Berkowicz
Keyword(s):  
Conceptual Model ◽  
Real Life ◽  
The Body ◽  
Innovation Development ◽  
Sustainable Entrepreneurship ◽  
Digital Platforms ◽  
Digital Platform ◽  
Living Labs ◽  
Platform Ecosystems ◽  
The Relationship

The main idea of the paper is to combine modern research methods (as living labs that enable research in a real-life setting) with the new technological opportunities for entrepreneurship and innovation development (as digital platforms) to search for innovative solutions, while addressing the sustainable development problems. Thus, the paper aims to explain how real value for society is created within digital platform ecosystems and how they employ to this end novel solutions that better address existing social problems. Consequently, it proposes a conceptual framework to research and develop sustainable entrepreneurship and innovation with the use of digital platforms. This research study takes a synthesizing conceptual approach that seeks to integrate the existing knowledge drawn on two major streams of research: living labs as a methodology and digital platform ecosystems to enrich the theory of sustainable entrepreneurship and innovation development. The paper contributes to the body of knowledge by proposing a novel conceptual model of digital platform ecosystems as living labs for sustainable entrepreneurship and innovation. The model depicts digital platform ecosystems examined as living labs and the implicit processes that include platform users in problem-solving and value-creation in real-life settings. The novelty of the model stems from framing these processes that capture the relationship between individuals and opportunities as the foundations of entrepreneurship and the relationship between the problem space and the solution space, where the opportunities occur.

scholarly journals A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Aisling Kerr ◽  
Judith Strawbridge ◽  
Caroline Kelleher ◽  
James Barlow ◽  
Clare Sullivan ◽  
...  
Keyword(s):  
Focus Groups ◽  
Communication Skills ◽  
Role Play ◽  
Real Life ◽  
Skills Training ◽  
Realist Evaluation ◽  
Communication Training ◽  
Pharmacy Students ◽  
Simulated Patients ◽  
Rank Test

Abstract Background Effective communication between pharmacists and patients is essential and improves health outcomes. Simulated patients (SPs) are trained to reproduce real-life situations and can help pharmacy students to develop and adapt their communication skills in a safe, learner-centred environment. The aim of this research was to explore how SP and pharmacy student role-play supports communication training. Methods A mixed methods realist evaluation approach was adopted to test an initial theory relating to SP role-play for pharmacy students. The intervention tested involved complex communication cases in a men’s and women’s health module in year three of a new MPharm programme. This SP session was the first such session, of the programme which exclusively focused on complex communication skills for the students. Data collected comprised video-recordings of both training and mock OSCE sessions, and from student focus groups. Communication videos were scored using the Explanation and Planning Scale (EPSCALE) tool. Scores from SP and mock OSCE sessions were compared using the Wilcoxon-signed rank test. Focus groups were conducted with students about their experience of the training and analysed thematically, through a realist lens. Data was analysed for Context-Mechanism-Outcome configurations to produce modified programme theories. Results Forty-six students (n = 46/59, 78 %) consented to their video-recorded interactions to be used. Students identified contextual factors relating to the timing within the course and the setting of the intervention, the debrief and student individual contexts. Mechanisms included authenticity, feedback, reflection, self-awareness and confidence. Negative responses included embarrassment and nervousness. They distinguished outcomes including increased awareness of communication style, more structured communication and increased comfort. However quantitative data showed a decrease (p < 0.001) in communication scores in the mock OSCE compared with scores from training sessions. Modified programme theories relating to SP training for pharmacy students were generated. Conclusions SP role-play is a valuable communication skills training approach. Emphasis should be placed on multiple stakeholder feedback and promotion of reflection. Time limits need to be considered in this context and adjusted to meet student needs, especially for students with lower levels of communication comfort and those communicating in languages different to their first language.

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