Optimizing lornoxicam-loaded poly(lactic-co-glycolic acid) and (polyethylene glycol) nanoparticles for transdermal delivery: ex vivo/in vivo inflammation evaluation.

Aim: This study focused on developing a topical gel incorporating lornoxicam-loaded poly(lactic-co-glycolic acid) and polyethylene glycol (PLGA-PEG) blend nanoparticles to mitigate gastrointestinal (GIT) side effects and enhance therapeutic efficacy. Materials & methods: Synthesized nanoparticles were subjected to in vitro characterization, ex vivo permeation studies, and acute oral toxicity analysis post-incorporation into the gel using a S/O/W double emulsion solvent. Results & conclusion: The nanoparticles displayed a smooth, spherical morphology (170-321 nm) with increased entrapment efficiency (96.2%). LOX exhibited a permeation rate of 70-94% from the nanoparticle-infused gel, demonstrating favorable biocompatibility at the cellular level. The formulated gel, enriched with nanoparticles, holds promising prospects for drug-delivery systems and promising improved therapeutic outcomes for LOX.

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Investigating the internal structure of multiple mini interviews-A perspective from Pakistan.

BACKGROUND: Healthcare professionals require many personal attributes in addition to cognitive abilities and psychomotor skills for competent practice. Multiple Mini- Interviews are being employed globally to assess personality attributes of candidates for selection in health professions education at all level of entry; these attributes are namely, communication skills, critical thinking, honesty, responsibility, health advocacy, empathy and sanctity of life. Considering the high stakes involved for students, faculty, institutions and the society, rigorous quality assurance mechanisms similar to those used for student assessment must be employed for student selection, throughout the continuum of medical education. It is a difficult undertaking as these psychological constructs are difficult to define and measure. Though considered to yield reliable and valid scores, studies providing multiple evidences of internal structure especially dimensionality of Multiple Mini-Interviews are sparse giving rise to questions if they are measuring a single or multiple constructs and even if they are measuring what they are purported to be measuring. OBJECTIVE: The main objective is to provide statistical support of the multi-dimensional nature of our Multiple Mini Interviews, hypothesized a-priori, through CFA. Another objective is to provide multiple evidences for the internal structure. Our study highlights the link between content and internal structure evidences of the constructs, thus establishing that our Multiple Mini Interviews measure what they were intended to measure. METHOD: After securing permission from the Institutional review board, an a-priori seven factor-model was hypothesized based on the attributes considered most essential for the graduating student of the institution. After operationally defining the attributes through extensive literature search, scenarios were constructed to assess them. A 5-point rating scale was used to rate each item on the station. A total 259 students participated in the multiple mini interviews over a period of three days. A training workshop had been arranged for the participating faculty. RESULTS: The reliability coefficient using Cronbach's alpha were calculated (range from 0.73 to 0.94), Standard Error of Measurement (ranged from 0.80 to1.64), and item to station-total correlation ranged from 0.43-0.50 to 0.75-0.83. Inter-station correlation was also determined. Confirmatory factor analysis endorsed the results of Exploratory factor analysis in the study revealing a seven model fit with multiple indices of Goodness-of-fit statistics such as Root mean square error of approximation (RMSEA) value 0.05, Standardized root mean square residual (SRMR) value with less than 0.08. All these indices showed that model fit is good. The Confirmatory factor analysis confirmed the multi-dimensional nature of our MMIs and also confirmed that our stations measured the attributes that they were supposed to measure. CONCLUSION: This study adds to the validity evidence of Multiple Mini-Interviews, in selection of candidates, with required personality traits for healthcare profession. It provides the evidence for the multi-dimensional structure of Multiple Mini interviews administered with multiple evidences for its internal structure and demonstrates the independence of different constructs being measured.

pH-sensitive docetaxel-loaded chitosan/thiolated hyaluronic acid polymeric nanoparticles for colorectal cancer.

Aim: This study aimed to develop and evaluate pH-sensitive docetaxel-loaded thiolated hyaluronic acid (HA-SH) nanoparticles (NPs) for targeted treatment of colon cancer. Materials & methods: HA-SH, synthesized via oxidation and subsequent covalent linkage to cysteamine, served as the precursor for developing HA-SH NPs through polyelectrolyte complexation involving chitosan and thiol-bearing HA. Results & conclusion: HA-SH NPs displayed favorable characteristics, with small particle sizes (184-270 nm), positive zeta potential (15.4-18.6 mV) and high entrapment efficiency (91.66-95.02%). In vitro, NPs demonstrated potent mucoadhesion and enhanced cytotoxicity compared with free docetaxel. In vivo assessments confirmed safety and biocompatibility, suggesting HA-SH NPs as promising pH-sensitive drug carriers with enhanced antitumor activity for colorectal cancer treatments.

Impact of Self-Efficacy and Perfectionism on Academic Procrastination among University Students in Pakistan.

This study aimed to evaluate the impact of self-efficacy and perfectionism on academic procrastination among university students and its differences among genders in Pakistan. It was hypothesized that self-efficacy and perfectionism would significantly impact academic procrastination and that there is a significant difference in students' views concerning their gender. The sample comprised 405 university students, 104 male and 301 female. The study used the general self-efficacy scale, the multidimensional perfectionism scale, and the academic procrastination scale to measure the constructs. SmartPLS 4 was applied for the analysis of the data. The results indicated that all three variables-self-efficacy, perfectionism, and academic procrastination-were present among university students. Perfectionism showed a significant effect on academic procrastination. However, self-efficacy showed no significant effect on academic procrastination. Further, no significant difference was found in students' views concerning their gender. The findings provide significant evidence for stakeholders to improve academic procrastination among university students.

Estimation of poverty bounds for Pakistan using synthetic panel data.

Poverty is a big threat to prosperity in developing countries like Pakistan. Alleviating poverty needs concerted efforts including how to measure and analyze poverty. Therefore, this paper employs synthetic panel technique and uses repeated cross-sections household survey dataset (Household Integrated and Economic Survey (HIES)) of Pakistan for 2010-11 and 2015-16, to derive poverty bounds for Pakistan. The findings of the paper suggest that 17% of population still remains in poverty in 2015-16 as they were in 2010-11. They don't move in or out of poverty. In the same periods 19% population affected by poverty. The 2.5% poor's of 2010-11 moves out of poverty in 2015-16. This constitutes the first attempt to provide an insight into poverty dynamics in Pakistan using the available survey data.

Acceptance of Smart Technologies in Blended Learning: Perspectives of Chinese Medical Students.

Smart technologies are essential in improving higher education teaching and learning. The present study explores the factors that influence students' behavioural intentions to adopt and use smart technologies in blended learning. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT2) model, a survey of 305 students was conducted to collect data. A structural equation model was applied to analyse the data. The findings show that adopting smart technologies requires appropriate social context and organizational support. Moreover, the data indicated that performance expectancy, effort expectancy, social influence, hedonic motivation, and habit are vital in determining students' behavioural intention to use smart technologies. However, facilitating conditions and price value were found to have no significant impact on the students' behavioural intention to use smart technologies. The study contributes to a better understanding of the nexus of blended learning and smart technologies, thus improving students' experiences in blended learning settings.

Fostering ICT Competencies in Blended Learning: Role of Curriculum Content, Material, and Teaching Strategies.

The study examined the direct and indirect influence of information communication technology (ICT)-integrated curriculum content, material, and teaching strategies on ICT competencies of students in blended learning. The ICT-integrated teaching strategies were used as a mediator in between the relationships of curriculum content, material, and ICT competencies. We used a survey questionnaire containing 26 items on the variables of research in this study. The data were collected from six universities in the Hunan Province of China. The target population consisted of undergraduate students of blended learning. In total, 486 participants participated in the study. Partial least squares-structural equation modeling (PLS-SEM) was applied to measure the relationships among variables. The results revealed that there were significant and positive relationships among ICT-integrated curriculum content, material, teaching strategies, and ICT competencies of students. Furthermore, it was also revealed that ICT-integrated teaching strategies in blended learning mediated the relationships in between ICT integrated curriculum content, material, and ICT competencies. It was concluded that the effective curriculum content, curriculum material, and teaching strategies are the critical predictors of ICT competencies. Moreover, teaching strategies worked as an intervening factor between the curriculum content, curriculum material, and ICT competencies. The practical implications and directions for future research are also presented in this study.

Assessing the Association Between Pakistani Women's Religious Beliefs and Sports Participation.

Women's participation in physical activities has been discouraged for a variety of reasons, especially in Muslim countries. This study aims to highlight Pakistani women's religious beliefs about sports. It focuses on whether their religion contradicts their participation in sporting activities, and it does so by using an adapted version of the Santa Clara Strength of Religious Faith Questionnaire (SCSRFQ) in the theoretical context of feminism in sports. The snowball sampling method was used to select women (n = 357) from the Sindh province of Pakistan, who completed a questionnaire incorporating the SCSRFQ that was specially designed for the current study. The results were unexpected, revealing that religious beliefs have no negative impact on Pakistani women's participation in sports. Few participants (14 out of 357, 3.9%) believe that religion is an obstacle to their participation in sports. The results of the study challenge the traditional view by most of the previous studies that Islam is against women's sports. It also challenges cultural limitations, such as some unwritten rules in Pakistani culture according to which women cannot participate in sports. These efforts should lead to enhanced female sports participation in the Pakistani context.

How curriculum delivery translates into entrepreneurial skills: The mediating role of knowledge of information and communication technology.

This research examines how curriculum delivery predicts entrepreneurial skills, with knowledge of information and communication technology (ICT) as a mediator. Curriculum delivery with the multiple dimensions of objectives, contents, teaching strategies, and feedback and assessment was used in this study, and a quantitative research design was adopted. A questionnaire survey was used to collect data from 482 students at six universities in Lahore, Pakistan, and the partial-least-squares structural equation model in SmartPLS 3.2 was used for data analysis. The results show that all dimensions of curriculum delivery (i) do not influence entrepreneurial skills and (ii) positively influence the knowledge of ICT. Also, in the indirect relationships, all dimensions of curriculum delivery (i.e., objectives, contents, teaching strategies, and feedback and assessment) are associated positively with ICT knowledge. Therefore, ICT knowledge plays a mediating role between curriculum delivery and entrepreneurial skills. The results also show that curriculum delivery for educational entrepreneurs is not working effectively and efficiently in Pakistani universities, and it is concluded that curriculum delivery and ICT knowledge boost entrepreneurial skills. Finally, the conclusions, limitations, and practical implications of this study are presented in detail.

Early Childhood between a Rock and a Hard Place: Early Childhood Education and Students' Disruption in Khyber Pakhtunkhwa Province, Pakistan.

Looking through the lens of ecological system theory, this paper used a mixed-method approach, based on 20 interviews and 208 Early Childhood Education (ECE) teacher questionnaires, to elaborate the position of ECE in Pakistan. The study indicates that ECE is between a rock and a hard place in Khyber Pakhtunkhwa, Pakistan. The findings further show that ECE is provided by less qualified and inexperienced teachers, who give less attention to the physical and psychological needs of the students. The classrooms are overcrowded and lack relevant teaching-learning materials. Moreover, the single-teacher policy and overcrowded classrooms hinder students' motivation, the delivery of quality education and the development of good behaviors. These challenges are also the main causes of students' dropouts. This paper increases people's understanding of ECE and its challenges in Pakistan. For ECE development, the paper recommends separating ECE from primary schools and giving it a budget to purchase adequate and relevant resources.

The Impacts of Emotional Intelligence on Students' Study Habits in Blended Learning Environments: The Mediating Role of Cognitive Engagement during COVID-19.

Emotional intelligence is a main area in educational psychology and a key factor in the academic life of students. It deals with deviant behavior through self-awareness and self-motivation, regulates emotional and social skills, and converts emotional energy into positive energy. This study examined direct and indirect relationships between emotional intelligence and study habits in blended learning environments. Blended learning is conceptualized as a hybrid learning approach that combines online learning opportunities and the traditional classroom approach. Furthermore, the study explored the mediating role of cognitive engagement in the relationship between emotional intelligence and study habits. We used 26 items in a paper-based questionnaire in a quantitative study to collect data on emotional intelligence, cognitive engagement and study habits from health sciences students (N = 338) enrolled in blended learning courses in universities in the Hunan province of China. Emotional intelligence included self-awareness, self-motivation, and the regulation of emotion; social skills were also examined. A partial least squares structural-equation modeling approach was applied through SmartPLS software to explore the relationships. The results indicate that self-awareness and self-motivation have direct, significant, and positive connections with study habits. Similarly, the results indicate that all four dimensions of emotional intelligence (self-awareness, self-motivation, emotion regulation and social skills) had indirect, significant, and positive relationships with study habits using cognitive engagement as a mediator variable. It was concluded that students face higher-than-usual challenges in building study habits in blended learning environments during the COVID-19 pandemic, and that emotional intelligence helps them to develop their study habits to greater effect. Similarly, it was concluded that cognitive engagement strengthens the connection between emotional intelligence and study habits. Therefore, it is recommended that universities take specific measures to enhance students' emotional intelligence and cognitive engagement, which will ultimately improve their study habits. Moreover, valuable and practical implications for teachers, practitioners, and university management were also discussed in the study.

How Emotional Intelligence Influences Cognitive Outcomes Among University Students: The Mediating Role of Relational Engagement During the Covid-19 Pandemic.

This study investigated the relationships among emotional intelligence (EI), relational engagement (RE), and cognitive outcomes (COs). A survey questionnaire containing 34 statements was completed by 338 undergraduate students from the four universities of China, with responses recorded on a 7-point Likert-type scale. The relationships were examined using the partial least squares structural equation modeling. The findings showed that EI influenced the COs directly and indirectly during the pandemic. In the forms of self-regulation (SR) and social skills (SS), the high levels of EI improved the COs of the students. Further, the aspects of EI, such as SR, self-awareness (SA), empathy (E), motivation (M), and SS were found to improve the RE of the students. The RE was positively correlated with the COs, indicating its potential for improving critical thinking among university students. Finally, the RE was a key mediator of the relationship between the EI and COs. It is concluded that the students with higher levels of EI and RE may achieve better COs. The implications of the research and suggestions for future studies are also discussed.

A Systematic Review of Systematic Reviews on Blended Learning: Trends, Gaps and Future Directions.

Blended Learning (BL) is one of the most used methods in education to promote active learning and enhance students' learning outcomes. Although BL has existed for over a decade, there are still several challenges associated with it. For instance, the teachers' and students' individual differences, such as their behaviors and attitudes, might impact their adoption of BL. These challenges are further exacerbated by the COVID-19 pandemic, as schools and universities had to combine both online and offline courses to keep up with health regulations. This study conducts a systematic review of systematic reviews on BL, based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, to identify BL trends, gaps and future directions. The obtained findings highlight that BL was mostly investigated in higher education and targeted students in the first place. Additionally, most of the BL research is coming from developed countries, calling for cross-collaborations to facilitate BL adoption in developing countries in particular. Furthermore, a lack of ICT skills and infrastructure are the most encountered challenges by teachers, students and institutions. The findings of this study can create a roadmap to facilitate the adoption of BL. The findings of this study could facilitate the design and adoption of BL which is one of the possible solutions to face major health challenges, such as the COVID-19 pandemic.

Social Media Improves Students' Academic Performance: Exploring the Role of Social Media Adoption in the Open Learning Environment among International Medical Students in China.

Numerous studies have examined the role of social media as an open-learning (OL) tool in the field of education, but the empirical evidence necessary to validate such OL tools is scant, specifically in terms of student academic performance (AP). In today's digital age, social media platforms are most popular among the student community, and they provide opportunities for OL where they can easily communicate, interact, and collaborate with each other. The authors of this study aimed to minimize the literature gap among student communities who adopt social media for OL, which has positive impacts on their AP in Chinese higher education. We adopted social constructivism theory (SCT) and the technology acceptance model (TAM) to formulate a conceptual framework. Primary data containing 233 questionnaires of international medical students in China were collected in January 2021 through the survey method. The gathered data were analyzed through structural equation modeling techniques with SmartPLS 3. The results revealed that perceived usefulness, perceived ease of use, and interactions with peers have positive and significant influence on OL. In addition, OL was found to have positive and significant influence on students' AP and engagement. Lastly, engagement showed a positive impact on students' AP. Thus, this study shows that social media serves as a dynamic tool to expedite the development of OL settings by encouraging collaboration, group discussion, and the exchange of ideas between students that reinforce their learning behavior and performance.

Increased Household Income Improves Nutrient Consumption in Pakistan: A Cross-Sectional Study.

The provision of high-quality food is a primary factor in ensuring adequate nourishment and preventing malnourishment-related diseases in Pakistan. This study, therefore, aimed to quantify the impact of income on nutrient consumption in Pakistan, with the hypothesis that income has a primary role in reducing malnourishment in the developing world. To do this, we estimated nutrient-income elasticity-defined as the proportion of change in nutrient consumption in response to a change in income-for total calories, macronutrients, and micronutrients, using the nationally representative Household Integrated Economic Survey data (2010-2011) for Pakistan. Nutrient-income elasticity values were derived using several parametric regression approaches. We also assessed the non-linearity and endogeneity of the relationship. Calorie-income elasticity was found to be significantly different from zero, irrespective of the estimation technique used. Income elasticity for macronutrients and micronutrients was also found to be significantly different from zero, ranging from 0.29 to 0.65. This study, therefore, supports the hypothesis that increased household income likely improves nutrient consumption.

Performance, Health, and Psychological Challenges Faced by Students of Physical Education in Online Learning during COVID-19 Epidemic: A Qualitative Study in China.

The spread of COVID-19 has led students to take classes online (rather than face-to-face) worldwide, including in China. For this study, we conducted qualitative focus group discussions to identify the experience of and difficulties faced by online physical education students in higher education taking online classes, including the impact on their physical activity performance, as well as some health problems they face while taking online classes during the quarantine period, such as weight gain, depression, and anxiety. Finally, utilizing Mayer's learning model as a conceptual framework, we propose a method that addresses how to effectively manage an optimal future learning system for physical education students, both during and after the COVID-19 outbreak situation. During the isolation period of COVID-19, the required equipment for the participants was rarely available at home while attending the online classes, which inevitably reduced the number of physical education units that could be conveyed. This resulted in a transfer of attention from competition to underperformance, weight gain, and adverse psychological conditions. We conclude that it is important to review and systematize the methods of online physical education learning, particularly highlighting the cultural and educational characteristics of different countries, and to investigate the effectiveness of online physical education as a whole.

The Effect of Emotional Intelligence and Academic Social Networking Sites on Academic Performance During the COVID-19 Pandemic.

BACKGROUND: During the COVID-19 pandemic, there has been an increase in the use of digital platforms for educational purposes, and increased use of smartphones and social media has affected the academic performance of students. In this study, we explored how emotional intelligence can, directly and indirectly, influence academic performance, with academic social networking sites (ASNS) as a mediator. METHODS: A survey questionnaire comprising 42 items was used to collect data on emotional intelligence, ASNS, and academic performance. In total, 305 undergraduate university students participated in the study. Partial least squares structural equation modeling (SmartPLS-SEM 3.2.2) was used to measure the effects of emotional intelligence and ASNS. RESULTS: Two dimensions of emotional intelligence, namely, self-regulation and self-awareness, showed significant positive effects on academic performance. Similarly, emotional intelligence and subscales of self-regulation, self-awareness and social skills showed a positive effect on ASNS. Likewise, ASNS showed a significant positive effect on academic performance. Looking at indirect influence, three dimensions of emotional intelligence, including self-regulation, self-awareness, and social skills, exerted a significant positive indirect influence on academic performance. Thus, outcomes of this study indicate that ASNS worked as a mediator between emotional intelligence and academic performance. CONCLUSION: Emotional intelligence contributes directly and indirectly to increased academic performance. Together with emotional intelligence, ASNS played a positive and significant role in nurturing academic performance during the COVID-19 pandemic.

Social Media for Knowledge Acquisition and Dissemination: The Impact of the COVID-19 Pandemic on Collaborative Learning Driven Social Media Adoption.

During the COVID-19 outbreak, educational institutions were closed, and students worldwide were confined to their homes. In an educational environment, students depend on collaborative learning (CL) to improve their learning performance. This study aimed to increase the understanding of social media adoption among students during the COVID-19 pandemic for the purpose of CL. Social media provides a learning platform that enables students to easily communicate with their peers and subject specialists, and is conducive to students' CL. This study addresses the key concept of CL during the COVID-19 pandemic by assessing social media use among students in higher education. The relationship between social media use and students' performance is crucial to understanding the role of social media during a pandemic. This study is based on constructivism theory and the technology acceptance model. Structural equation modeling was used to analyze the conceptual model using SmartPLS. The research findings indicate that social media plays an important role during the pandemic because it provides opportunities for students to enhance CL under the aforementioned situations. This study makes noteworthy theoretical and practical contributions.

Physical Inactivity, Non-Communicable Diseases and National Fitness Plan of China for Physical Activity.

BACKGROUND: China has the world's largest population, going under health transition due to industrialization, urbanization, and a sedentary lifestyle. About 82% of China's disease burden is due to the prevalence of non-communicable diseases (NCDs). Physical activity (active travel) is the best preventive measure against NCDs. The Chinese government has introduced several steps to improve national fitness and overcome NCDs among the aging population. Exercise and sports play a vital role in promoting physical activity and helpful in accomplishing the national fitness level for Healthy China under the national fitness plan (NFP). OBJECTIVE: The current study aimed to explore the role of national fitness plan (NFP) in promoting physical activity and health well-being preventing NCDs under built environment intervention. METHODS: The study was exploratory, and the mixed-method approach was used to analyze the primary and secondary data. Quantitative content analysis was used to analyze the collected data. A purposive sampling technique was used to collect the primary data from those individuals rich in knowledge about the National Fitness Plan (NFP) of China and its role in promoting physical activity for physical fitness. RESULTS: The majority of the participants (32.0%) said that the national fitness plan helps promote sports environment and health. About 28.0% reported that NFP helps promote cycling and walk environments for physical activity and health promotion and preventing non-communicable diseases (NCDs). CONCLUSION: Participation in physical exercise and sports is the preferred approach to prevent different diseases. In the context of rising active living among the Chinese people, the facilities such as built environment and green parks under the national fitness plan (NFP) for sports play a crucial role in the mitigation of NCDs.

Pedagogical Applications, Prospects, and Challenges of Blended Learning in Chinese Higher Education: A Systematic Review.

In recent years, blended learning (BL) has grown to occupy an important space in Chinese educational practice. Policymakers have developed many application strategies and platforms and are continuing to develop BL for future use. In order to apply BL in practice, key stakeholders have been using different learning management systems (LMSs), digital platforms, games, hybrid courses, and various forms of social media to create a framework for BL. This study asserts that many visible opportunities have emerged in Chinese higher education through the applications of BL. The advantages of BL are that it fosters stronger academic achievement, student engagement, and cognitive engagement and understanding as well as flexible and quick communication skills, faster interaction skills, technical skills, and adaptability to ever-changing educational practices. On the other hand, BL has brought about some pedagogical and technical difficulties for both learners and practitioners. This study found that most BL courses are not as effective as they could be because they do not have a strong pedagogical framework. Moreover, BL suffers from the technical incompetence of teachers and students, the inefficiency of LMSs, and the unavailability of required resources, such as certain devices and the Internet. Some higher education institutions have become pioneers in Chinese educational practice and been able to successfully adopt BL frameworks and integrate Moodle as well as other platforms and techniques. However, many other institutions' attempts to adopt BL approaches have not been as effective. In order to better understand how and in what ways BL is being integrated into the educational system, this study overviews the current situation and discusses the strengths and weaknesses of BL in Chinese higher education.