scholarly journals Correlation of Breakfast Consumption Frequency and Grade Point Average in Preclinical Medical Students

2021 ◽  
Vol 2 (1) ◽  
pp. 2-8
Author(s):  
Tobin Thuma ◽  
Marco Lawandy ◽  
Christine Lomiguen
Keyword(s):  
Academic Success ◽  
Medical Students ◽  
Correlation Analysis ◽  
Eating Habits ◽  
Well Being ◽  
Grade Point ◽  
Breakfast Consumption ◽  
Breakfast Eating ◽  
Preclinical Medical Students ◽  
Eating Breakfast

Abstract Background: Due to its nutritious, metabolic, and overall energy-providing benefits, studies have emphasized the value of breakfast, resulting in support of breakfast as “the most important meal of the day,” and subsequently, essential for academic success. However, limited research exists on the impact of habitual breakfast consumption on medical students. How does eating breakfast contribute to the academic success and well-being of medical students? Methods: A voluntary survey was distributed to preclinical medical students to gather information on their breakfast-eating habits as well as other indicators of well-being, including mental health, physical health, and stress. Participants indicated the average number of times per week they consumed breakfast. They also recorded the likelihood of eating breakfast on the day of an exam and various components of well-being on a five-point Likert scale. Subjects also provided student identification (ID) numbers. To measure academic success, grade point averages (GPAs) were then extracted using each student's ID number. A correlation analysis was performed between the breakfast-eating habits of medical students and their GPA. Results: 121 surveys met the inclusion criteria. A correlation analysis showed that frequency of eating breakfast was positively correlated with GPA (r=0.35, p<0.001). Eating breakfast on the day of an exam was also positively correlated with GPA (r=0.32, p<0.001). Eating breakfast had no significant correlation with indices of well-being. Conclusion: Consistently eating breakfast may contribute to greater academic performance among medical students. However, eating breakfast appears to have no impact on well-being. Based on this research, eating breakfast regularly may help preclinical medical students boost their academic performance.

scholarly journals Understanding the Cumulative Burden of Basic Needs Insecurities: Associations With Health and Academic Achievement Among College Students

2020 ◽  
pp. 089011712094621 ◽  
Author(s):  
Cindy W. Leung ◽  
Sara Farooqui ◽  
Julia A. Wolfson ◽  
Alicia J. Cohen
Keyword(s):  
College Students ◽  
Academic Success ◽  
Online Survey ◽  
Basic Needs ◽  
Well Being ◽  
Anxiety And Depression ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Grade Point ◽  
Fair Poor

Purpose: Food insecurity is a concern on college campuses and is correlated with other basic needs insecurities. We examined the cumulative burden of food, financial, and housing insecurities on college students’ health and academic performance. Design: Cross-sectional survey. Setting: Large, public Midwestern university. Sample: A total of 793 college students completed an online survey in 2018 (43% response rate). Measures: Food, financial, and housing insecurity were measured using validated instruments. Primary outcomes were general health status, anxiety and depression, and grade point average (GPA). Analysis: Weighted linear and logistic regression analyses were used to examine associations between cumulative basic needs insecurities and primary outcomes. Results: Approximately 11% of students experienced all 3 insecurities. Compared to fully secure students, students with all 3 insecurities were more likely to have anxiety and depression (odds ratio [OR] = 4.65, 95% CI: 4.31-5.01), fair/poor health (OR = 4.06, 95% CI: 3.73-4.42), and lower GPA (β = −0.19, 95% CI: −0.30 to −0.09), adjusting for sociodemographic characteristics. Conclusion: Interventions that address multiple basic needs insecurities are needed to promote college students’ well-being and foster academic success.

scholarly journals Relationship of Pass/Fail Grading and Curriculum Structure With Well-Being Among Preclinical Medical Students: A Multi-Institutional Study

2011 ◽  
Vol 86 (11) ◽  
pp. 1367-1373 ◽  
Author(s):  
Darcy A. Reed ◽  
Tait D. Shanafelt ◽  
Daniel W. Satele ◽  
David V. Power ◽  
Anne Eacker ◽  
...  
Keyword(s):  
Medical Students ◽  
Well Being ◽  
Curriculum Structure ◽  
Preclinical Medical Students ◽  
Relationship Of

scholarly journals Breakfast Eating Habits among Medical Students

2014 ◽  
Vol 48 (2) ◽  
pp. 66 ◽  
Author(s):  
EM Ackuaku-Dogbe ◽  
B Abaidoo
Keyword(s):  
Medical Students ◽  
Eating Habits ◽  
Breakfast Eating

scholarly journals The Relationship between Metacognitive Awareness and Academic Success of Medical students at Shahid Beheshti University of Medical Sciences

2021 ◽  
Author(s):  
M Akbarilakeh ◽  
T Sharifi¬Fard
Keyword(s):  
Academic Success ◽  
Medical Students ◽  
Pearson Correlation ◽  
Reliability And Validity ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Medical Sciences ◽  
Strategy Analysis ◽  
Grade Point ◽  
The Relationship

Introduction: Students' academic success is one of the important indicators of evaluating the performance of the higher education system. One of the factors influencing academic success is metacognitive awareness and knowledge and control of thinking and cognition. Therefore, assessment of its status helps in planning its promotion. The study aimed to investigate the relationship between metacognitive awareness and academic success of medical students at Shahid Beheshti University of Medical Sciences. Methods: Pearson parametric correlation was performed after stratified sampling method concerning 255 medical students with Metacognitive Awareness Inventory (MAI) of Schraw & Dennison (1994) with eight subscales and scoring of zero (incorrect) and one (correct). For  academic success, the total grade point average was measured. The reliability and validity of the inventory were also determined. Result: Out of 255 participants, 95 (37.3%) were male and 160 (62.7%) were female. The minimum and maximum ages were 19 and 26 years, respectively. Totally, 85 first-year students, 85 after-the-basic-sciences exam students, and 85 senior learners were present. The lowest and highest grade point averages were 10.9 and 19.6, respectively. The relationship between academic success and metacognitive awareness in general in all students using Pearson correlation coefficient was 0.791 at a significant level of 0.0001. There was the highest correlation between GPA and subscales of real knowledge as for metacognition and metacognition control, and information management. In all students, the highest mean rank of metacognitive skills was related to the dimension of performance effectiveness and strategy analysis. Conclusion: There exists a relationship between students' metacognitive awareness and academic success at Shahid Beheshti University of Medical Sciences which can be used in educational planning.

scholarly journals Using A Facebook Group to Facilitate Faculty-Student Interactions during Preclinical Medical Education: A Retrospective Survey Analysis

2019 ◽  
Author(s):  
David S. Henry ◽  
William D Wessinger ◽  
Nikhil K. Meena ◽  
Nalin Payakachat ◽  
Jerad M. Gardner ◽  
...  
Keyword(s):  
Medical Students ◽  
Online Survey ◽  
Well Being ◽  
Discussion Group ◽  
Survey Analysis ◽  
Student Interactions ◽  
Faculty Interaction ◽  
Teacher Relationships ◽  
Asking Questions ◽  
Preclinical Medical Students

Abstract Background: Strong learner-teacher relationships are associated with more successful learning outcomes. With shortened modular curricula and increased availability of online resources, fostering faculty interaction with preclinical medical students has become more challenging. We sought to enhance learner-teacher relationships by engaging in discussion with preclinical medical students in their own online space. Methods: We utilized a closed Facebook discussion group, where faculty and students voluntarily joined in informal discussions and shared announcements related to their courses. The closed discussion group allowed only participating students and faculty to see others’ posts within the group. This provided a platform to freely interact within the confines of the group while maintaining privacy for the personal Facebook accounts of both faculty and students. We utilized the discussion group through 3 separate organ system-based modules for 14 weeks. Afterward, students were asked to complete a voluntary online survey about their experience. Results: 94.1% (160/170) of enrolled second-year medical students joined the voluntary FB discussion group. There were 214 posts, 628 comments, and 4166 reactions in this discussion group during the three modules. Of the students in the group, 74.4% (119/160) responded to the online survey. Overall, students strongly agreed that the Facebook discussion group fostered better rapport with faculty, helped content learning, and improved emotional well-being. Also, they felt more comfortable seeking academic help after using the discussion group. They reported a slight preference for Facebook over email as a medium for asking questions, but no preference for either as a medium for distributing announcements. Students overwhelmingly recommended that the discussion group should be continued in future years. Conclusion: The Facebook discussion group was a free, efficient, and effective method of cultivating the learner-teacher relationship with the preclinical medical students, resulting in reported enhancement in learning and morale.

scholarly journals Guidance on Healthy Eating Habits from the Medical Student’s Perspective

2019 ◽  
Vol 43 (1) ◽  
pp. 126-135
Author(s):  
Talita Cardoso Rossi ◽  
Vânia Hercilia Talarico Bruno ◽  
Fernanda Martin Catarucci ◽  
Ivan da Silva Beteto ◽  
Pedro Henrique Leonetti Habimorad ◽  
...  
Keyword(s):  
Medical Students ◽  
Healthy Eating ◽  
Eating Habits ◽  
Treatment Success ◽  
Premature Death ◽  
Well Being ◽  
Good Health ◽  
Structured Interviews ◽  
Undergraduate Medical Students ◽  
Healthy Eating Habits

ABSTRACT Although nutrition is one of the most significant aspects of good health and well-being, preventing many diseases and reducing premature death and disability, most medical curricula still do not cover this topic in depth, devoting only a few hours to it. This leaves an important gap in the training of medical professionals, in a context of an increase in chronic diseases, where healthy eating is essential, not only for prevention but also to guarantee treatment success. The present study interviewed medical students from the first to the sixth years of graduation, in order to understand what they consider to be a healthy diet and whether they consider themselves capable of guiding their future patients in the adoption and practice healthy eating habits. This is a qualitative study in which semi-structured interviews were conducted with 28 undergraduate medical students of a public university in the state of São Paulo. The data were analyzed using the technique of Content Analysis, with a thematic representational approach. Two major themes emerged, showing possible gaps in the students’ knowledge about nutrition and the difficulty they have in helping their patients switch to healthier eating habits, given that they themselves have difficulty doing the same. There is a need for medical schools to promote students’ health, both physical and mental, in response to the high demands of the courses. This may include health promotion activities aimed at the students themselves, encouraging them to adopt healthier lifestyles, especially healthier eating habits, so that they can share their own experiences with future patients. This may benefit their professional practice, giving them greater confidence when giving nutrition guidance to their patients, as they will have already experienced and applied the principles in their own lives. Patient-centered care can be a way to address this system and help patients effectively switch to healthier habits, thereby reducing suffering and improving quality of life. Empowerment through activities that receive and support the student and the patient is an essential tool for behavioral change.

Interrelationships among stress, coping and psychological well-being among preclinical medical students

2014 ◽  
Vol 155 (33) ◽  
pp. 1312-1318 ◽  
Author(s):  
Bettina Pikó
Keyword(s):  
Medical Students ◽  
Perceived Stress ◽  
Stress Level ◽  
Satisfaction With Life ◽  
Coping Styles ◽  
Well Being ◽  
Study Data ◽  
Psychosomatic Symptoms ◽  
Preclinical Medical Students ◽  
And Coping

Introduction: Because the level of stress is rather high among medical students, it would be important to prepare them for preventing it. Aim: The aim of the authors was to investigate the perceived stress level of medical students, their psychosomatic symptoms, coping strategies and satisfaction with life. Method: Preclinical medical students from the University of Szeged, Hungary (N = 155) participated in the study. Data collection was performed by groups, in self-administered, anonymous and voluntary form. Results: Levels of stress load and satisfaction with life among medical students were similar to previous international and national data. There were no gender differences in the levels of life satisfaction, however, levels of perceived stress and psychosomatic symptoms were higher among girls. Satisfaction with life was primarily related to perceived stress level and the coping methods. Conclusions: The results suggest that there are significant interrelationships among in the levels of perceived stress, psychosomatic symptoms and coping styles among in preclinical students. During medical education there is also a need for improving skills, such as coping and stress management. Orv. Hetil, 2014, 155(33), 1312–1318.

scholarly journals Relationship of Learning Styles and Attitudes Toward Problem-based Learning with Academic Achievement in Preclinical Medical Students

2021 ◽  
Vol 20 (2) ◽  
Author(s):  
Servet Aker ◽  
Mustafa Kurşat Şahin
Keyword(s):  
Academic Success ◽  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Problem Based Learning ◽  
Mean Value ◽  
Independent Learning ◽  
Study Results ◽  
Preclinical Medical Students ◽  
Relationship Of

Background: A large number of factors affect the learning process. Objectives: This study aimed to assess the relationship of learning styles and attitudes towards problem-based learning with academic success in preclinical medical students. Methods: This cross-sectional study was conducted at the Medical Faculty of Ondokuz Mayıs University (Samsun, Turkey) during May 1st and 31st, 2019. First, second, and third-year students were included in the study. Survey was used as the data collection method. Grasha-Riechmann Learning Style Scale and Problem-Based Learning (PBL) Attitude Scale were included in the survey form besides a socio-demographics form. Overall, 612 (72.3%) students participated in the study. Results: The highest mean value regarding the learning styles of the medical students was related to the independent learning style, and the lowest mean value was related to the competitive learning style. It was determined that the independent learning style was more dominant in the preclinical medical students; there was a correlation between learning style and the attitude towards PBL. Also, there was a correlation between learning style and attitudes towards PBL and academic success. Independent and avoidant learning styles and attitudes towards PBL were found to be critical variables in predicting academic performance according to multiple regression analysis. Conclusions: It is important to raise awareness in educators and students on learning styles.

scholarly journals Mental Well-being, and Coping Strategies during Stress for Preclinical Medical Students in Vietnam

2020 ◽  
Vol 28 (2) ◽  
pp. 116-129
Author(s):  
Huynh Ho Ngoc Quynh ◽  
◽  
Chanuantong Tanasugarn ◽  
Mondha Kengganpanich ◽  
Punyarat Lapvongwatana ◽  
...  
Keyword(s):  
Medical Students ◽  
Coping Strategies ◽  
Well Being ◽  
Preclinical Medical Students ◽  
And Coping ◽  
Mental Well Being

scholarly journals Using a Facebook Group to Facilitate Faculty-Student Interactions during Preclinical Medical Education: a Retrospective Survey Analysis

2020 ◽  
Author(s):  
David S. Henry ◽  
William D Wessinger ◽  
Nikhil K. Meena ◽  
Nalin Payakachat ◽  
Jerad M. Gardner ◽  
...  
Keyword(s):  
Medical Students ◽  
Online Survey ◽  
Well Being ◽  
Discussion Group ◽  
Survey Analysis ◽  
Student Interactions ◽  
Faculty Interaction ◽  
Teacher Relationships ◽  
Asking Questions ◽  
Preclinical Medical Students

Abstract Background: Strong learner-teacher relationships are associated with more successful learning outcomes. With shortened modular curricula and increased availability of online resources, fostering faculty interaction with preclinical medical students has become more challenging. We sought to enhance learner-teacher relationships by engaging in discussion with preclinical medical students in their own online space. Methods: We utilized a closed Facebook discussion group, where faculty and students voluntarily joined in informal discussions and shared announcements related to their courses. The closed discussion group allowed only participating students and faculty to see others’ posts within the group. This provided a platform to freely interact within the confines of the group while maintaining privacy for the personal Facebook accounts of both faculty and students. We utilized the discussion group through 3 separate organ system-based modules for 14 weeks. Afterward, students were asked to complete an anonymous, voluntary online survey about their experience. Results: 94.1% (160/170) of enrolled second-year medical students joined the voluntary FB discussion group. There were 214 posts, 628 comments, and 4166 reactions in this discussion group during the three modules. Of the students in the group, 74.4% (119/160) responded to the online survey. Overall, students strongly agreed that the Facebook discussion group fostered better rapport with faculty, helped content learning, and improved emotional well-being. Also, they felt more comfortable seeking academic help after using the discussion group. They reported a slight preference for Facebook over email as a medium for asking questions, but no preference for either as a medium for distributing announcements. Students overwhelmingly recommended that the discussion group should be continued in future years. Conclusion: The Facebook discussion group was a free, efficient, and effective method of cultivating the learner-teacher relationship with the preclinical medical students, resulting in reported enhancement of learning and morale.

Sign in / Sign up

Export Citation Format

Share Document