scholarly journals A Serious Game for the Cardiovascular System Anatomy

2019 ◽  
Vol 7 (12) ◽  
pp. 115-128
Author(s):  
Karolini Conceição ◽  
Robson Lemos ◽  
Patricia Fiuza ◽  
Cristian Cechinel ◽  
Cristiane Rudolph
Keyword(s):  
Cardiovascular System ◽  
Undergraduate Students ◽  
Health Science ◽  
Serious Game ◽  
Human Anatomy ◽  
Study Group ◽  
Science Students ◽  
Computer Lab ◽  
Web Environment ◽  
3D Web

The study aims to investigate the effects of a serious game on the performance of health science students in the education of the cardiovascular system anatomy. Experiments were performed using a serious game to teach the cardiovascular system anatomy to Physiotherapy undergraduate students. Data collection was performed through pre and post-tests with a study group using knowledge questionnaires of the cardiovascular system anatomy. In addition, a usability scale and open-ended questions were answered by students and human anatomy experts following experiments in the computer lab. From the data analysis, it has been observed an increase in the educational performance of the students with the use of the serious game to aid teaching of the cardiovascular system anatomy in a virtual 3D Web environment.

Barriers to Female Condom Use among Undergraduate Health Science Students

2020 ◽  
Vol 22 (1) ◽  
Author(s):  
Bongekile T. Dlamini ◽  
Mduduzi Colani Shongwe
Keyword(s):  
Undergraduate Students ◽  
Female Condom ◽  
Sexual Pleasure ◽  
Health Science ◽  
Science Students ◽  
Tertiary Institution ◽  
Health Science Students ◽  
Inadequate Knowledge ◽  
Interview Guide ◽  
Depth Interviews

The female condom (FC), also known as the femidom, has been on the market since 1993, however, its use remains limited in many parts of southern Africa, including in Eswatini (formerly Swaziland). There is a dearth of literature on the reasons for the limited use of the FC, especially from the perspective of health science students who would otherwise be expected to be knowledgeable about and have favourable attitudes to it. The aim of this study was to explore and describe the barriers to FC use among undergraduate health science students at a selected tertiary institution in Eswatini. A qualitative, exploratory descriptive study was conducted among nine conveniently sampled, unmarried undergraduate students at a selected tertiary institution in the Hhohho region in Mbabane, Eswatini. Responses to an unstructured interview guide, using in-depth interviews were analysed thematically following Creswell’s steps of qualitative data analysis. Five themes emerged from the data: (1) inadequate knowledge about the FC, (2) the FC hinders sexual pleasure, (3) insertion of the FC is time-consuming and uncomfortable, (4) the FC is bigger than the vagina, and (5) fear of being labelled “promiscuous”. Generally, the participants stated that they did not use the FC because of societal myths. Therefore, there is a need to strengthen health education campaigns for the femidom to clear the myths and misconceptions that limit its use.

scholarly journals Magnitude of Mental Distress and its Determinants Among Medical and Health Science Regular Undergraduate Students at Jimma University: Institutional Based Cross-Sectional Study

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Liyew Agenagnew Gebeyaw ◽  
Desalew Tilahun ◽  
Yonas Tesfaye
Keyword(s):  
Undergraduate Students ◽  
Mental Distress ◽  
Cross Sectional Study ◽  
Health Science ◽  
Science Students ◽  
Sectional Study ◽  
Cross Sectional ◽  
Study Participants ◽  
Self Reporting Questionnaire ◽  
Jimma University

Background: Mental distress is a group of mental problems manifested by symptoms of insomnia, fatigue, irritability, forgetfulness, difficulty in concentrating, and somatic complaints. University students have more severe mental health problems than the general population. Objectives: Therefore, this study attempted to assess the magnitude of mental distress and its determinants among medical and health science regular undergraduate students at Jimma University. Methods: A descriptive institutional-based with cross-sectional study design was conducted at Jimma University from March to April 2017 on regular undergraduate medical and health science students of the Faculty of Health Science. Study participants were selected from each batch using simple random sampling techniques and from the department by lottery method. Mental distress was assessed by using Self-Reporting questionnaire-20. Participants with score of eight and above on the Self-Reporting questionnaire-20 were considered as having mental distress. Chi-square and descriptive statistics were done using SPSS-20. Results: From a total of 369 study participants, about 354 gave the response rate of (95.9%). The magnitude of mental distress among medical and health science students was 35.03 %. Most of the respondents were males by sex and the mean age of the respondents was 23 years with SD ± 6. Age, sex, year of study, the practice of religion, presence of family history of mental illness, department choice, and ever use of substance (chat chewing and alcohol) were predictor variables and significantly associated with mental distress at P < 0.05. Conclusions: The magnitude of mental distress in our study was 35.03% and it needs intervention and addressing the mentioned factors significantly associated with mental distress.

App Design and Implementation for Learning Human Anatomy Through Virtual and Augmented Reality

2021 ◽  
pp. 72-87
Author(s):  
Santiago González Izard ◽  
Juan Antonio Juanes Méndez
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Health Science ◽  
Human Anatomy ◽  
Science Students ◽  
Anatomical Structures ◽  
Transmission Of Knowledge ◽  
Virtual And Augmented Reality ◽  
Teaching Learning ◽  
App Design

The influence of augmented reality (RA) and virtual reality (RV) techniques is analyzed in the process of teaching-learning for the human anatomy subject, in particular in health science students. For this purpose, two applications have been designed for mobile devices and virtual reality glasses with the purpose of incorporating these techniques in teaching for the study of human anatomy to facilitate the students with better learning of anatomical body contents through these technological procedures. In this way it is intended to achieve a better transmission of knowledge to students in an effective, visual, interactive, and close way. The authors believe that these technological tools constitute an excellent complementary medium to the traditional atlases, facilitating the learning of the anatomical structures.

scholarly journals Mental Health of Health Science Students during COVID-19 Pandemic: A Cross-Sectional Study in a Medical College of Nepal

2021 ◽  
Vol 9 (02) ◽  
pp. 66-70
Author(s):  
Narayan Bahadur Mahotra ◽  
Sabita Kandel ◽  
Sanyukta Gurung ◽  
Bishal Joshi ◽  
Sagun Ballav Pant ◽  
...  
Keyword(s):  
Mental Health ◽  
Undergraduate Students ◽  
Sampling Technique ◽  
Risk Groups ◽  
Cross Sectional Study ◽  
Health Science ◽  
Science Students ◽  
Sectional Study ◽  
Cross Sectional ◽  
Health Science Students

INTRODUCTION: Mental health impact of COVID-19 is a well-known entity. Health science students are among the high risk groups for developing mental health issues due to lengthy and rigorous studies they undertake. This study aims to explore the mental health of health science undergraduate students of Maharajgunj Medical Campus, and Maharajgunj Nursing Campus during the COVID pandemic in Nepal. MATERIAL AND METHODS: A descriptive cross-sectional study was conducted from February 2021 to July 2021 using convenience sampling technique using Nepali version of DASS-21 to undergraduate health science students of Maharajgunj Medical Campus and Maharajgunj Nursing campus. RESULTS: Out of 164 participants, depression, anxiety and stress was seen in 43%, 33% and 29% respectively. Females showed more depression (47.6%) and anxiety (38.8%) and stress (32%) as compared to males CONCLUSION:Mental health of health science students is adversely affected during the COVID-19 pandemic.

scholarly journals TV medical dramas: health sciences students’ viewing habits and potential for teaching issues related to bioethics and professionalism

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Irene Cambra-Badii ◽  
Elisabet Moyano ◽  
Irene Ortega ◽  
Josep-E Baños ◽  
Mariano Sentí
Keyword(s):  
Undergraduate Students ◽  
Health Science ◽  
Science Students ◽  
Professional Behaviors ◽  
Good Doctor ◽  
Health Science Students ◽  
Medical Dramas ◽  
Health Sciences Students ◽  
Viewing Habits ◽  
Online Streaming

Abstract Background Medical dramas have been popular since their inception, especially among medical students. We hypothesized that the recent increase in the availability of TV medical series through online streaming platforms has probably changed health science students’ viewing habits as well as the representation of bioethical conflicts and health professionals. Methods We invited undergraduate students of medicine, nursing, and human biology to complete a self-administered questionnaire about their viewing habits and perceptions of the depictions of bioethical issues and professionalism in TV medical series. Results Of the 355 respondents, 98.6 % had watched TV in the last year, 93.5 % watched TV series, and 49.6 % watched medical dramas more than once a week. The most-viewed medical dramas were The Good Doctor, House MD, and Grey’s Anatomy. The most-remembered bioethical topics were medical errors, inappropriate professional behaviors, and death. Most students considered that ideals of professionalism were depicted positively and professionals were portrayed as intelligent, professionally qualified, and competent. Conclusions Medical dramas are very popular with health science students and are potentially useful as teaching tools for discussing issues related to bioethics and professionalism.

scholarly journals Evaluating an Instrument to Quantify Attitude to the Subject of Physiology in Undergraduate Health Science Students

2017 ◽  
Vol 14 (1) ◽  
pp. 62-72
Author(s):  
Stephen Brown ◽  
◽  
Sue White ◽  
Alex Bowmar ◽  
Nicola Power ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Negative Attitude ◽  
Health Science ◽  
Human Anatomy ◽  
Affective Component ◽  
Anatomy And Physiology ◽  
Cognitive Component ◽  
Good Internal Consistency ◽  
The Subject ◽  
Cognitive Attitude

The attitude toward a subject contributes to both academic engagement and success at university, yet it is not routinely measured in undergraduate students. Therefore, in two consecutive introductory courses in Human anatomy and physiology (HAP 1, n= 239, and HAP 2, n=329), an instrument to quantify undergraduate students’ attitude to the subject of physiology (ASPI) was evaluated using exploratory factor analysis (EFA). In both HAP 1 and HAP 2, EFA indicated two latent components – affective (component 1) and cognitive (component 2). Items comprising each component were consistent for both courses, and alpha coefficients >0.7 indicated good internal consistency. Differences in affective attitude and cognitive attitude between HAP 1 and HAP 2 indicated that students had a more negative attitude to physiology in HAP 2. The ASPI may be a useful instrument to quantify affective and cognitive attitude in undergraduates studying physiology, thus complementing routine assessment of academic performance.

scholarly journals Learner Analysis to Inform the Design and Development of a Serious Game for Nongaming Female Emerging Health Care Preprofessionals: Qualitative Sample Study

10.2196/16003 ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. e16003 ◽  
Author(s):  
Kevin Glover ◽  
Alec Bodzin
Keyword(s):  
Health Care ◽  
Serious Games ◽  
Health Science ◽  
Serious Game ◽  
Attitudes And Beliefs ◽  
Science Students ◽  
Design And Development ◽  
Design Elements ◽  
Learner Analysis ◽  
12Th Grade

Background Overall, 75% of health care practitioners are women, but half of all females do not play digital games of any kind. There is no consensus in the literature regarding optimal design elements to maximize the efficacy of serious games. To capitalize on the promise of serious games in health care education, it is important for instructional designers to understand the underlying learners’ values, attitudes, and beliefs that might motivate nongaming female health care preprofessional students to independently choose to persistently play serious games to mastery. Objective Specifically, the aim of this study was to seek answers to 2 questions. First, what values, attitudes, and beliefs contribute to the nongaming behaviors of 12th-grade female emerging health care preprofessionals? Second, how do the values, attitudes, and beliefs of 12th-grade female emerging health care preprofessionals align with important design features of serious games? Methods In this study, a learner analysis was conducted using semistructured interviews with 8 12th-grade college-bound female health science students to better understand learners’ values, attitudes, and beliefs to inform the design and development of a serious game. These interviewees represented a diverse subset of the female emerging health care preprofessionals who self-identified themselves as not playing games at all, not very often, or infrequently. Results The findings suggest that the study participants exhibited a complex fusion of desire for both accomplishment and affiliation. The participants were all independent, competitive, and prosocial leaders. They thought strategically and consciously self-limited their leisure time to achieve personally meaningful long-term goals. They embraced overcoming expected failures and aimed to achieve relevant high-stakes wins in all academic, athletic, extracurricular, and leisure activities they valued while consciously avoiding what they considered to be non–goal-oriented activities. Conclusions The results of this study reinforce the need for a robust learner analysis to identify the multifaceted behavioral characteristics of targeted learners before the design and development of serious games. The common characteristics of the 12th-grade female health science students in this study suggest that they will choose to invest their limited leisure time playing a personally meaningful, preprofessionally authentic serious game if the collective design elements are aligned with the students’ self-conceptualization of their present or future selves.

scholarly journals Learner Analysis to Inform the Design and Development of a Serious Game for Nongaming Female Emerging Health Care Preprofessionals: Qualitative Sample Study (Preprint)

2019 ◽  
Author(s):  
Kevin Glover ◽  
Alec Bodzin
Keyword(s):  
Health Care ◽  
Serious Games ◽  
Health Science ◽  
Serious Game ◽  
Attitudes And Beliefs ◽  
Science Students ◽  
Design And Development ◽  
Design Elements ◽  
Learner Analysis ◽  
12Th Grade

BACKGROUND Overall, 75% of health care practitioners are women, but half of all females do not play digital games of any kind. There is no consensus in the literature regarding optimal design elements to maximize the efficacy of serious games. To capitalize on the promise of serious games in health care education, it is important for instructional designers to understand the underlying learners’ values, attitudes, and beliefs that might motivate nongaming female health care preprofessional students to independently choose to persistently play serious games to mastery. OBJECTIVE Specifically, the aim of this study was to seek answers to 2 questions. First, what values, attitudes, and beliefs contribute to the nongaming behaviors of 12th-grade female emerging health care preprofessionals? Second, how do the values, attitudes, and beliefs of 12th-grade female emerging health care preprofessionals align with important design features of serious games? METHODS In this study, a learner analysis was conducted using semistructured interviews with 8 12th-grade college-bound female health science students to better understand learners’ values, attitudes, and beliefs to inform the design and development of a serious game. These interviewees represented a diverse subset of the female emerging health care preprofessionals who self-identified themselves as not playing games at all, not very often, or infrequently. RESULTS The findings suggest that the study participants exhibited a complex fusion of desire for both accomplishment and affiliation. The participants were all independent, competitive, and prosocial leaders. They thought strategically and consciously self-limited their leisure time to achieve personally meaningful long-term goals. They embraced overcoming expected failures and aimed to achieve relevant high-stakes wins in all academic, athletic, extracurricular, and leisure activities they valued while consciously avoiding what they considered to be non–goal-oriented activities. CONCLUSIONS The results of this study reinforce the need for a robust learner analysis to identify the multifaceted behavioral characteristics of targeted learners before the design and development of serious games. The common characteristics of the 12th-grade female health science students in this study suggest that they will choose to invest their limited leisure time playing a personally meaningful, preprofessionally authentic serious game if the collective design elements are aligned with the students’ self-conceptualization of their present or future selves.

scholarly journals Improvements in Research Orientation and Reductions in Barriers to Research Utilization among Undergraduate Students in Health Sciences

2018 ◽  
Author(s):  
Andrew Peachey ◽  
Stephanie Baller ◽  
Carolyn Schubert
Keyword(s):  
Undergraduate Students ◽  
Evidence Based Practice ◽  
Research Utilization ◽  
Health Science ◽  
Evidence Based ◽  
Science Students ◽  
Research Skills ◽  
Research Orientation ◽  
Professional Careers ◽  
The Impact

Purpose: Developing research skills while improving research orientation among undergraduate students may increase evidence-based practice later in their professional careers. Method: Undergraduate Health Science students (n=241) participated in a pretest-posttest design to determine the impact of a course that includes team-based, student initiated research projects completed within one semester. Modified versions of the Edmonton Research Orientation Survey (EROS) and the Barriers to Research Utilization Scale (BARRIERS) were completed at the beginning and end of the semesters. Results: Students reported gains in six research skills and improvements in two of the Edmonton Research Orientation Survey subscales: involvement in research and evidence-based practice. Students reported reductions in all four Barriers to Research Utilization Scale subscales: adopter, organization, innovation, and communication. Conclusion: Improvements in research orientation and reductions in perceived barriers due to high-impact learning activities may eventually facilitate evidence-based practice.

Examining Transnational Student Mental Health Responses to COVID-19 During the Transition to Remote Learning: A Longitudinal Study (Preprint)

2020 ◽  
Author(s):  
Laura Leticia Salazar Preciado ◽  
Sally Haack ◽  
Luis Renee González Lucano ◽  
Ricardo Javier Díaz Domínguez ◽  
Inbal Mazar
Keyword(s):  
Mental Health ◽  
Longitudinal Study ◽  
Alcohol Consumption ◽  
Sleep Time ◽  
Health Science ◽  
Science Students ◽  
Health Science Students ◽  
Survey Results ◽  
Survey Sample ◽  
Remote Learning

BACKGROUND COVID-19 represents a major global health crisis and has resulted in drastic changes to daily life. While even prior to the start of the pandemic college students had a high prevalence of mental health conditions, this group is even more at risk during the pandemic. OBJECTIVE To investigate the emotional impact of quarantine and transition to remote learning on health science students from two countries, regarding anxiety prevalence, mental wellbeing and coping behaviors during the first month of the COVID-19 outbreak. METHODS A total of 28 students from Tecnologico de Monterrey (TEC) in Guadalajara, Mexico and 19 students from Drake University (Drake) in Iowa, United States participated in the study. All students were studying health sciences, including degree programs such as medicine, pharmacy, and nutrition and wellness. This longitudinal study assessed students’ immediate psychological response during the COVID-19 pandemic by using an anonymous online questionnaire administered in April and again in May 2020. The survey was created to assess anxiety levels, coping mechanisms, and changes in daily habits. Demographics such as gender, age, non-academic working, living arrangements, household size, and number of roommates/co-habitants were also collected. RESULTS The April survey sample included 47 students and the May survey sample included 41 students. At least 50% of respondents were females, 20 to 21 years of age. The April survey results showed that more TEC students rated their food intake as higher than before the pandemic when compared to Drake students (p=0.032). Alcohol consumption reportedly stayed the same for Drake students and was lower for TEC students (p=0.004). The May survey results showed a statistically significant difference only for the alcohol consumption (p<0.001). Sleep time between April and May in TEC students showed a significant statistical difference, with students reporting less sleep time in May (p=0.016). The analysis for the level of anxiety according to the Beck Anxiety Inventory showed no statistically significant differences, neither when comparing between intra (TEC p=0.189 and Drake p=0.879) and inter group survey times (TEC vs Drake in April p=0.919 and TEC vs Drake in May p=0.305). The most common physical symptoms reported by students during both study periods were: feeling hot, nervous, fear of losing control, inability to relax, and fear of the worst happening. CONCLUSIONS There is growing concern surrounding the mental health status and needs of health science students during the pandemic. It is important to monitor changes in students’ mental health in response to the pandemic and to create interventions that target students appropriately.

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