Objective: To investigate the screen exposure status and influencing factors among 6-12 year-old children in Hainan Province, so as to provide insights into screen exposure intervention for children. Methods: Children aged 6-12 years from 18 counties (cities) in Hainan Province were selected using multi-stage stratified cluster sampling method from December 2020 to July 2021. Demographic information, parents' educational level, family type and screen time was collected using questionnaire surveys. The screen exposure rate of children was analyzed, and factors affecting screen exposure were identified using a multivariable logistic regression model. Results: A total of 27 501 children were surveyed, including 13 901 boys (50.55%) and 13 600 girls (49.45%). The mean age was (9.22±1.86) years. Among them, 3 925 children had screen exposure, with a screen exposure rate of 14.27%. Multivariable logistic regression analysis showed that gender (female, OR=0.859, 95%CI: 0.796-0.926), age (OR=1.078, 95%CI: 1.049-1.108), ethnicity (ethnic minorities, OR=1.147, 95%CI: 1.041-1.254), place of residence (rural area, OR=0.869, 95%CI: 0.801-0.944), father's educational level (high school or technical secondary school, OR=0.879, 95%CI: 0.788-0.981; college degree or above, OR=0.686, 95%CI: 0.589-0.818), mother's educational level (college degree or above, OR=0.706, 95%CI: 0.588-0.846), family type (others, OR=1.250, 95%CI: 1.105-1.414), and annual family income (>100 000 Yuan, OR=0.741, 95%CI: 0.619-0.885) were the influencing factors for screen exposure among children aged 6-12 years. Conclusion The screen exposure among children aged 6-12 years in Hainan Province was affected by gender, age, ethnicity, place of residence, parental education level, family type and annual family income.

OBJECTIVES: This study aimed to identify factors associated with initiation and adherence of osteoporosis medication from a patient perspective. METHODS: A web-based survey was developed based on health behavior theories. Descriptive analyses were conducted for all survey items. Analyses in a structural equation modeling framework were conducted to identify factors associated with treatment initiation and adherence. RESULTS: Five hundred forty-five women completed the questionnaire. A majority were currently receiving medications for osteoporosis (n = 376, 69.0%) and 25.0% of these patients (n = 94) were considered adherent to their treatment. Knowledge was strongly associated with osteoporosis treatment initiation (standard error [SE], 0.58). Greater knowledge of disease was associated with increased likelihood of initiating medication. Medication complexity (SE, 0.49) and perceived susceptibility to fracture and loss of independence (SE, −0.37) were also associated with initiation. Perceived barriers (SE, −0.85) such as inconvenience, lack of efficacy and financial burden were observed to be the greatest obstacle to adherence. The greater the perceived barriers, the less likely patients were to adhere to medication. Patients' perception of self-efficacy (SE, 0.37) also affected adherence. The greater the patient perception of ability to independently manage their medication, the more likely they were to adhere to the medication. CONCLUSIONS: Different factors were found to be associated with initiation and adherence of osteoporosis medication. Patient knowledge of their disease and the perception of barriers were found to be the most influential. Empowering patients with the knowledge to better understand their disease and decreasing the perception of barriers through education initiatives may be effective in improving patient outcomes.
Education ; Female ; Health Behavior ; Humans ; Japan* ; Osteoporosis* ; Patient-Centered Care

Objective: To explore the impact of online sexuality education courses on the sexual knowledge, attitudes and related behaviors of rural girls, so as to provide the practical guidance for promoting sexual health and development. Methods: From February to June 2023, by posting information online and through commonweal organization websites, rural primary schools in 12 provinces were recruited for a semester of online sexuality education courses from October to November 2023. A self compiled sexuality education questionnaire was used to survey the knowledge, attitudes, and behaviors of rural girls before and after the course intervention, with pre tests in September 2023 and post tests in December 2023. The eligible samples were 3 058 and 2 602 , respectively. Independent sample t tests and text frequency and sentiment analysis were used to process the data Results: In terms of sexual knowledge, the scores of rural girls before and after the test were (8.49±3.29) and (9.40±3.35), respectively, with the post test score being higher than the pre test ( t =-10.20, P <0.01). In terms of attitudes, the scores of rural girls before and after the test were (11.50±4.62) and (10.82±4.80), respectively, with a decrease in stigmatization towards physiological development in the post test ( t =5.40, P <0.01). Regarding sexual related behaviors, the frequency of sexualbased bullying among rural girls was (5.12±2.13) before and (4.89±2.18) after, with a statistically significant difference ( t =3.99, P <0.01). The frequency and willingness of rural girls to discuss sexual topics with significant others both increased on post test (pre test:8.45±2.62; post test: 8.73± 2.62) and (pre test:8.90±2.46, post test:9.16±2.46), with a statistically significant difference ( t =-3.91, -4.03, P < 0.01 ). Text analysis revealed that "boys" "girls" and "menstruation" were the most concerned topics among the participants, and compared to before receiving sex education (69.91%), the proportion of negative emotions among rural girls decreased ( 18.59 %). Conclusion Online sexuality education courses can improve the sexual knowledge of rural girls, reduce stigma and negative emotions towards sex, decrease the incidence of sexual based bullying and increase the frequency and willingness to discuss sexual topics with parents, teachers, and peers.

Objective:Taking medical microbiology in the pathogen biology as an example, to explore the effects of process evaluation in basic medicine teaching.Methods:Multiple methods, including classroom performance, stage test, case analysis, final examination, questionnaire survey and so on, were used in the study to systematically evaluate the teaching process. According to the students' suggestions, feedback problems and solutions were publically given to students in the form of PPT, forming a process evaluation with "evaluation-feedback-correction" loop as the core. Collected data were analyzed statistically with SPSS 16.0.Results:The students were impressed by the contents with various teaching methods and satisfied with the evaluation system. Most of them thought that their abilities had been improved in many ways during the learning process. 96.8% of the students supported the reform, and 88.6% of the students hoped to apply this system to other disciplines. The scores of case analysis, final examination and overall evaluation in the experimental group were significantly higher than those of the control group ( P<0.01). Conclusion:Both teachers and students got profit from the process evaluation based on feedback loop. The teaching quality of medical microbiology would be further improved by a constantly enhanced evaluation system.