The influence of adolescents essential and non-essential use of technology and Internet addiction on their physical and mental fatigues.

This study explores the impact of Internet addiction (IA), age, and essential and non-essential technology usage time on the physical and mental fatigue of adolescents. The research surveyed 477 adolescents from Qatar and employed the Internet Addiction Diagnostic Questionnaire (IADQ) and Chalder's Fatigue Scale for data collection. Multiple linear regression and Mann-Whitney U tests were utilized for analysis. The findings indicate that IA, non-essential usage time, and age are positively associated with overall fatigue among adolescents. IA and non-essential usage time are positively linked to physical fatigue, while IA, non-essential usage time, and age are positive predictors of mental fatigue. However, essential usage time is negatively associated with mental fatigue. These results highlight the importance of distinguishing technology usage based on intent and necessity, as well as differentiating between physical and mental fatigue when examining problematic technology usage. This study is among the few conducted in the Middle Eastern context.

University students' and staff attitudes toward the implementation of a "tobacco-free" policy: A view from Qatar.

Objectives: Tobacco-free campus policies are needed to create environments conducive to prevention or quitting in the Eastern Mediterranean Region (EMR), where the use of various tobacco products is on the rise among university students. The objectives of this study were to assess overall support for a 100% tobacco-free campus policy and its predictors among different stakeholder groups at the largest national university in Qatar and to understand attitudes towards specific policy components. Study design: A cross-sectional online survey of faculty and students. Methods: We measured sociodemographic variables, tobacco use, and support for components of a 100% tobacco-free campus policy. A total score for support was calculated, and associations with selected predictors were assessed using multivariable linear regression. Results: 413 respondents participated in the survey. A majority of faculty/staff and students (76.6% and 75.5%, respectively) supported the implementation of a 100% tobacco-free campus policy, with a majority supporting extension of the policy beyond cigarettes. Support for other components of the policy varied. Among students, overall support was lower among males and tobacco users and higher among the married. Among faculty and staff, support was lower among Qatari nationals and tobacco users. Conclusion: In the context of a growing tobacco crisis in the EMR, implementing and understanding the impact of tobacco-free campus policies is essential. This paper underscores the importance of addressing diverse stakeholder attitudes and providing empirical evidence to guide policy implementation and evaluation.

Correction: Using Assessment Design Decision Framework in understanding the impact of rapid transition to remote education on student assessment in health-related colleges: A qualitative study.

[This corrects the article DOI: 10.1371/journal.pone.0254444.].

Using Assessment Design Decision Framework in understanding the impact of rapid transition to remote education on student assessment in health-related colleges: A qualitative study.

Maintaining integrity and validity with online assessment is a significant issue that is well documented. Overt policies encouraging educators to adopt e-Learning and implement digital services coupled with the dramatic change in the education system in response to the challenges posed by COVID-19, has furthered the demand for evidence-based approaches for the planning and delivery of assessments. This study employed the Assessment Design Decision Framework (ADDF), a theoretical model that considers key aspects of assessment design, to retrospectively investigate from a multi-stakeholder perspective the assessments implemented following the rapid transition to remote learning during the COVID-19 pandemic. One-to-one semi-structured interviews were conducted with faculty and students from the Colleges of Pharmacy, Medicine and Health Sciences. After inductive and deductive thematic analysis three major themes were identified. These reflected on the impact of sudden transition on assessment design and assessment plan; changing assessment environment; and faculty-student assessment related interactions which included feedback. The use of a comprehensive validated framework such as ADDF, to plan assessments can improve validity and credibility of assessments. The strengths of this study lie in the innovative adoption of the ADDF to evaluate assessment design decisions from both an educator and student perspective. Further, the data yielded from this study offers novel validation of the use of ADDF in circumstances necessitating rapid transition, and additionally identifies a need for greater emphasis to be attributed to the significance of timeliness of the various activities that are advocated within the framework.