OBJECTIVES: Anxiety is a common negative emotion. Under current social circumstances, university young teachers face multiple stressors and are more prone to anxiety, seriously threatening their physical and mental health. This study aims to investigate the impact of job insecurity on anxiety of university young teachers, while exploring the mediating roles of perceived stress and insomnia on this relationship. METHODS: Using convenience sampling, young teachers from a general university in a Chinese province were surveyed online. Scores of the Job Insecurity Scale, Perceived Stress Scale, Athens Insomnia Scale-Short Form, and Generalized Anxiety Disorder Scale were collected. A chain mediation analysis was conducted using the PROCESS macro. RESULTS: A total of 798 subjects were finally included. The detection rate of anxiety among university young teachers was 36.47%. Mediation analysis showed that job insecurity not only had a direct effect on anxiety, but also indirectly affected anxiety via perceived stress (46.42% of the total effect) and insomnia (7.45%), as well as through the chain-mediating path of perceived stress→ insomnia (13.18%; all P<0.05). CONCLUSIONS Job insecurity is a significant predictor of anxiety in young university faculty. Perceived stress and insomnia serve as sequential mediators in this relationship. Targeted interventions addressing job insecurity, stress perception, and sleep disturbances, alongside efforts to improve mental health literacy and the working environment, may help promote the overall well-being of university young teachers.
Humans ; Sleep Initiation and Maintenance Disorders/epidemiology* ; Universities ; Female ; Anxiety/psychology* ; Male ; Stress, Psychological/psychology* ; Adult ; Faculty/psychology* ; Surveys and Questionnaires ; China/epidemiology* ; Occupational Stress ; Job Security

BACKGROUND AND OBJECTIVES

The COVID-19 pandemic forced academic institutions to suspend face-to-face activities, causing a drastic shift to a remote and online setting for learning and teaching. While necessary, the sudden change created a lasting effect on the constituents of medical schools whose curriculum relied on lectures, clinical skills, and hospital experience in teaching its students. This study aims to describe the effect of the rapid digitalization on the medical faculty at the St. Luke’s Medical Center College of Medicine-William H. Quasha Memorial (SLMCCM) in Metro Manila, Philippines.

METHODS

Members of the medical faculty of the college were invited to participate in focus group discussions (FGDs) where four frames were discussed, namely content, pedagogy, technology, and mindset. Responses taken in the FGDs underwent thematic analysis to find commonalities and patterns among the concerns and comments of the faculty.

RESULTS

Analysis of faculty feedback regarding the four frames revealed a spectrum of responses, encompassing both positive and negative sentiments. Content-related feedback predominantly focused on strategies for effectively segmenting and synthesizing information within the online environment. Pedagogical concerns are primarily centered on adapting teaching methods and delivery styles to the online format. Technological feedback highlighted the perceived advantages and limitations of online platforms and tools, as well as the role of technological support in facilitating the transition to online instruction. Finally, a significant portion of the feedback addressed the psychological effects of the pandemic on faculty members as medical educators, with responses ranging from expressions of fear to statements of confidence.

CONCLUSION

In the context of the evolving educational landscape, particularly the accelerated adoption of online and hybrid learning models in medical education, faculty recognition of the necessity of digitalization is paramount. Despite the inherent challenges of this transition, the faculty's demonstrated openness to change and innovation presents a significant opportunity for institutional growth. By continuing to invest in these technologies, institutions can not only enhance the medical curriculum but also prepare future physicians for the increasingly digital nature of healthcare delivery.

Faculty ; Education, Medical ; Technology

INTRODUCTION

With the introduction of COVID-19 vaccines, schools around the world have slowly started to reimplement on-site classes with guidelines to prevent outbreaks. The University of Santo Tomas has devised their own set of guidelines, including safety protocols, vaccinations and daily health declarations. These were monitored using the
Thomasian Online Medical Services and Support (ThOMedSS).

METHODOLOGY

Through a case-control study design, the study aims to determine an association between the vaccination status of UST Faculty of Medicine and Surgery (UST-FMS) students and breakthrough COVID-19 infections in the first semester of the academic year 2022-2023, with population data acquired via records of students participating in face-to-face classes from the UST Health Service Office, and categorized based on breakthrough infections and vaccination status.

STATISTICAL ANALYSIS

Results were analyzed using Pearson’s chi-square test and Fisher’s exact test (pCONCLUSION

The study suggests that vaccination status did not have a statistically significant association (p = 0.3451) with breakthrough infections. The majority (99.94%) of students have received the complete primary COVID-19 vaccination series and only 6.61% of this population developed breakthrough COVID-19 infections, all occurring in those completely vaccinated. Breakthrough infections were 1.76 times more likely for those with booster shots than those without. The possible reason for this is the emergence of the Omicron variant. To improve the study, external exposures and individual behaviors must be considered as potential factors influencing infection rates.

Human ; Male ; Female ; Child: 6-12 Yrs Old ; Adolescent: 13-18 Yrs Old ; Young Adult: 19-24 Yrs Old ; Association ; Case-control Studies ; Covid-19 ; General Surgery ; Faculty ; Incidence ; Infections ; Medicine ; Universities ; Vaccination

Background and Objectives: The COVID-19 pandemic forced academic institutions to suspend face-to-face activities, causing a drastic shift to a remote and online setting for learning and teaching. While necessary, the sudden change created a lasting effect on the constituents of medical schools whose curriculum relied on lectures, clinical skills, and hospital experience in teaching its students. This study aims to describe the effect of the rapid digitalization on the medical faculty at the St. Luke’s Medical Center College of Medicine-William H. Quasha Memorial (SLMCCM) in Metro Manila, Philippines. Methods: Members of the medical faculty of the college were invited to participate in focus group discussions (FGDs) where four frames were discussed, namely content, pedagogy, technology, and mindset. Responses taken in the FGDs underwent thematic analysis to find commonalities and patterns among the concerns and comments of the faculty. Results: Analysis of faculty feedback regarding the four frames revealed a spectrum of responses, encompassing both positive and negative sentiments. Content-related feedback predominantly focused on strategies for effectively segmenting and synthesizing information within the online environment. Pedagogical concerns are primarily centered on adapting teaching methods and delivery styles to the online format. Technological feedback highlighted the perceived advantages and limitations of online platforms and tools, as well as the role of technological support in facilitating the transition to online instruction. Finally, a significant portion of the feedback addressed the psychological effects of the pandemic on faculty members as medical educators, with responses ranging from expressions of fear to statements of confidence. Conclusion In the context of the evolving educational landscape, particularly the accelerated adoption of online and hybrid learning models in medical education, faculty recognition of the necessity of digitalization is paramount. Despite the inherent challenges of this transition, the faculty's demonstrated openness to change and innovation presents a significant opportunity for institutional growth. By continuing to invest in these technologies, institutions can not only enhance the medical curriculum but also prepare future physicians for the increasingly digital nature of healthcare delivery
faculty ; education, medical ; technology

With the communicable diseases headlining several media platforms, hand washing remains the most effective way to remove germs and help prevent the spread of microorganisms -- when done correctly. Proper hand hygiene plays an essential role in reducing the occurrence of transmitting microbes. This descriptive quantitative research study primarily aims to assess the knowledge, practices, and skills of a Private Higher Educational Institution university personnel and students towards Proper Hand Washing. Data was obtained using Google Forms from 316 participants of Holy Angel University personnel and students aged 18 years old and above. The majority, or 54%, of participants had a high level of hand hygiene knowledge, good hand hygiene practices (52%), and proficient hand hygiene skills (72%). Overall, the university personnel and students demonstrated good knowledge and skills, and practices towards hand hygiene. Results can inform programs and policies to improve handwashing as a protective measure against viral infections.
Hand hygiene ; knowledge ; practices ; skills ; COVID-19 ; HEI ; students ; faculty

Most medical faculty members assume various roles such as educator, administrator, clinician, and researcher. (1) Furthermore, they act as role models for students and instruments to improve student wellness. Strategies geared towards the faculty can therefore promote a top-down approach to enhancing student wellness. (2) Unfortunately, there is a dearth of data about this. If we expect the faculty to take care of students’ wellness, then we must ascertain the faculty’s wellness as well.
Faculty, Medical ; Students

Nurse educators are vital in the future of healthcare and deserve recognition and benefits for this role they play. Nurse educators who are exposed to clinical and community settings are facing challenges different from those in the classroom setting. They are evidently at risk of exposure to numerous hazards, perils of life, and physical hardships when they do preceptorship to students. In accordance with the Commission on Higher Education (CHED) Memorandum Order (CMO) 15, a nurse educator must supervise a maximum of 10 students in clinical and community settings to complete the corresponding number of Related Learning Experience (RLE) contact hours equivalent to 1836 hours in every student. It is crucial that reforms and regulations be made to recompense nurse educators. Risk welfare is a financial benefit for nurse educators performing preceptorship in intensive nursing practice or RLEs. It is a payment to cover actual or potential threats or dangers associated with carrying out RLE activities. Proposed rates for the benefit may depend on the area and number of days of actual exposure; however, hospital settings may be considered at greater risk, warranting higher payment.
Faculty, Nursing

Faculty ; Female ; Humans ; Kidney ; Lipids ; Male ; Physical Fitness ; Universities

BACKGROUND: Contributing to the innovative behavior of individuals in the health management process is a desirable condition for increased health institution performance. The relationship between the sense of loneliness and individual innovation behaviors has not been studied and relevant literature is extremely limited. The purpose of this research was to examine the effect of an individual's sense of loneliness on their innovative behavior. METHODS: The research was performed between January and October 2018. The effects of loneliness feelings on the individual innovative behaviors of 451 health science faculty students were measured. The data were collected using the "Individual Information Form," the "individual innovation scale," and the "University of California Los Angeles loneliness scale." The reliability and validity of the scales were tested with Structural Equation Modeling. RESULTS: It was found that the female participants showed exhibited more innovative behavior than the men. However, there was no significant difference in the loneliness status of participants by gender. A group of 23-year-old individuals showed a significant difference in the risk taking dimension compared to other age groups. First-grade students had more points in the experimental openness and opinion leadership sub-dimension than the other classes. It was observed that the behavior is molded as the education level increases. The regression models showed that loneliness has a negative effect of -0.254 on experiential openness and the leadership of ideas, and has a negative effect of -0.216 on risk taking. There was no effect of the sub-dimensions of loneliness on change resistance. Moreover, on the individualistic behavior of physical loneliness, a -0.267 negative effect was observed. Emotional loneliness has no effect on the sub-dimensions of individual innovation. Finally, the total sense of loneliness was found to have a negative effect on total individual innovation. CONCLUSIONS The study results clearly show that physical loneliness has a negative effect on individual innovation. It can be said that individuals living in social environments exhibit more innovative behaviors. However, emotional loneliness has no significant effect on innovative behavior. In this context, designing social spaces in health institutions will stimulate individuals' innovative behaviors.
Adolescent ; Faculty ; Female ; Humans ; Loneliness ; Male ; Regression Analysis ; Students ; Surveys and Questionnaires ; Young Adult

OBJECTIVE: We aimed to assess the association between cord blood brain-derived neurotrophic factor (BDNF) concentration and maternal depression during pregnancy. METHODS: A total of 48 pregnant women, admitted for elective caesarean section to Department of Obstetrics and Gynecology, The Konya Research and Training Hospital and Konya Necmettin Erbakan University Meram Medical Faculty, were included in this study. The study group included 23 women diagnosed as having depression during pregnancy and the control group included 25 pregnant women who did not experience depression during pregnancy. RESULTS: The groups had similar sociodemographic characteristics. Cord blood BDNF concentration was significantly lower in babies born to mothers with major depression as compared with those in the control group. We didn't find any correlation between the umbilical cord blood BDNF levels and BDI scores. CONCLUSION: The results suggest that the existence of major depression in pregnant women may negatively affect fetal circulating BDNF levels.
Brain-Derived Neurotrophic Factor ; Cesarean Section ; Depression ; Faculty, Medical ; Female ; Fetal Blood ; Gynecology ; Humans ; Mothers ; Obstetrics ; Pregnancy ; Pregnant Women