Exploring the relationship between contextual factors and health-promoting lifestyle profile (HPLP) among medical students: A cross-sectional study.

Background and Aims: The present study was conducted with the aim of investigating the relationship between health-promoting lifestyle profile (HPLP) among medical students and contextual factors such as gender, age, field of study, academic level, marital status, history of physical and mental illnesses, and smoking. Methods: The present research was conducted in a cross-sectional method in 2021 on 500 students of Shiraz University of Medical Students. An e-questionnaire link was sent to them via email. The research tool was the HPLP questionnaire consisting of 52 questions in six domains in a 4-point Likert scale. Data were analyzed using SPSS software version 24 with one-sample t-test, independent t-test, analysis of variance, and Tukey's post hoc test. Results: A total of 500 students fully answered the questions completely. All components of a healthy lifestyle-except for exercise-obtained a score higher than the cut-off point. The component of Self-Actualization (spiritual growth) (3.035 ± 0.68) had the highest score, while the lowest score was related to exercise and physical activity (2.126 ± 0.60). Married individuals had a better average health score compared to singles (p = 0.047). The average health score did not have a significant relationship with gender, but significantly related to age, field of study (p < 0.001), history of mental illnesses (p < 0.001) and Smoking (p < 0.001). Conclusion: It seems that university officials should pay more attention to the health domain of students' lifestyles, such as nutrition, the development of exercise and physical activities, and the management of stress and mental health. Additionally, providing necessary awareness and considering training courses, as well as developing sports and recreational facilities, can be effective in creating a better environment for the growth and development of students and ensuring their well-being.

The effect of video-based multimedia training on knowledge, attitude, and performance in breast self-examination.

BACKGROUND/OBJECTIVES: Breast neoplasm is one of the most common cancers in Iranian women due to the late diagnosis. Awareness of breast neoplasm and using Breast Self-Examination (BSE) assist in the early detection and treatment of cancer. This study examined the effectiveness of video-based multimedia training versus face-to-face training in awareness of breast neoplasm and BSE and possible factors affecting their effectiveness. METHODS: This research was a pre-test, a post-test experimental study comparing the knowledge, attitude, and performance of women about BSE across two training intervention groups (face-to-face versus video-based multimedia). The study was conducted at Shiraz University of Medical Sciences (SUMS), and 100 women between 20 to 60 years old were allocated to each intervention group via multi-stage cluster sampling (n:110). Three valid and reliable researcher-made questioners were used. Data were analyzed using SPSS 24 with independent t-test, paired t-test, and ANOVA. RESULTS: Both video-based multimedia and face-to-face training methods significantly increased the participant's knowledge, attitude, and skills about breast self-examination (P < 0.001). In the sub-categories, the results showed that the face-to-face training improved negligence and forgetfulness in applying BSE (P = 0.03) and correcting or modifying the previous knowledge around the issue (P = 0.02). The effect of the video-based method on participants with university education was more than on non-university (P = 0.04). CONCLUSION: Incorporating video-based multimedia training in awareness of breast neoplasm and breast self-examination provides an easy, flexible, and affordable way for detection, particularly considering crisis restrictions. This can be of particular attention in more populated, developing/low-income countries and rural and remote areas to enhance equitable access to training and facilitation diagnosis and treatment if applicable.

Effect of a multimedia training programme for pain management on pain intensity and depression in patients with non-specific chronic back pain / Efecto del entrenamiento con multimedia sobre la intensidad del dolor y la depresión en pacientes con dolor de espalda crónico no específico / Efeito do treinamento com multimídia sobre a intensidade da dor e a depressão em pacientes com dor nas costas crónico não específico

Objective. To determine the effect of multimedia training on pain intensity and depression in patients with chronic low back pain. Methods. In this randomized controlled trial study, the intervention group was trained about pain management consisted of communication skills, assertiveness, stress management, lifestyle enhancement skills and physical activity prepared in seven CDs using multimedia method and the control group received routine training included physician's visits, medication prescriptions and receiving the recommendations of the physician and healthcare providers. Beck Depression Inventory and Jensen Pain Questionnaire were completed for the two groups in three stages: pre-training, post-training and 2 months thereafter. Results. The results showed that there were no significant statistical difference between two groups in terms of demographic variables indicated homogeneity of research groups. Repeated measure ANOVA showed that the mean scores of pain intensity and depression changed significantly over time in both control and intervention groups (p<0.001); however, the effect of the group was not significant (p=0.565, p=0.748, respectively). Hence, the results of time-group interaction showed that there was significant difference between the two groups in terms of pain intensity and depression (p<0.001, p=0.003, respectively). The effect size revealed that the difference between mean scores of depression before and after the intervention in the both group was high (1.04 and 1.45, respectively). Conclusion. The study results indicated that multimedia training has the potential in relieving pain intensity and depression in patients with non-specific chronic low back pain.

Objetivo. Determinar el efecto del entrenamiento con multimedia sobre la intensidad del dolor y la depresión en pacientes con lumbalgia crónica. Métodos. Ensayo clínico controlado y aleatorizado: el grupo de intervención recibió educación sobre el manejo del dolor consistente en unos temas (habilidades de comunicación, asertividad, manejo del estrés, habilidades para mejorar el estilo de vida y actividad física) disponibles en siete CD mediante el método multimedia; y el grupo de control recibió la educación rutinaria brindada durante las visitas al médico, consistente en la prescripción de medicamentos y la recepción de las recomendaciones del médico y de otros profesionales sanitarios. El Inventario de Depresión de Beck y el Cuestionario de Dolor de Jensen se aplicaron a los dos grupos en tres momentos: antes del entrenamiento, después del entrenamiento y dos meses después de acabar la intervención. Resultados. El ANOVA de medidas repetidas mostró que las puntuaciones medias de la intensidad del dolor y de la depresión cambiaron significativamente a lo largo del tiempo tanto en el grupo de control como en el de intervención (p<0.001); sin embargo, el efecto del grupo no fue significativo (p=0.565, p=0.748, respectivamente). Por lo tanto, los resultados de la interacción tiempo-grupo mostraron que sí había una diferencia significativa entre los dos grupos en cuanto a la intensidad del dolor y la depresión (p<0.001, p=0.003, respectivamente). El tamaño del efecto reveló que la diferencia entre las puntuaciones medias de depresión antes y después de la intervención en ambos grupos era alta (1.04 y 1.45, respectivamente). Conclusión. Los resultados del estudio indicaron que el entrenamiento multimedia tiene potencial para aliviar la intensidad del dolor y la depresión en pacientes con lumbalgia crónica inespecífica.

Objetivo. Determinar o efeito do treinamento com multimídia sobre a intensidade da dor e a depressão em pacientes com lombalgia crónica. Métodos. Ensaio clínico controlado e aleatório, o grupo de intervenção recebeu educação sobre o manejo da dor consistente nuns temas (habilidades de comunicação, assertividade, manejo do estresse, habilidades para melhorar o estilo de vida e atividade física) disponíveis em sete CD mediante o método multimídia; e o grupo de controle recebeu a educação rotineira brindada durante as visitas ao médico, consistente na prescrição de medicamentos e a recepção das recomendações do médico e de outros profissionais sanitários. O Inventário de Depressão de Beck e o Questionário de Dor de Jensen se aplicaram aos dois grupos em três momentos: antes do treinamento, depois do treinamento e dois meses depois de acabar a intervenção. Resultados. O ANOVA de medidas repetidas mostrou que as pontuações médias da intensidade da dor e da depressão mudaram significativamente ao longo do tempo tanto no grupo de controle como no de intervenção (p<0.001); porém, o efeito do grupo não foi significativo (p=0.565, p=0.748, respectivamente). Por tanto, os resultados da interação tempo-grupo mostraram que se havia uma diferença significativa entre os dois grupos enquanto à intensidade da dor e a depressão (p<0.001, p=0.003, respectivamente). O tamanho do efeito revelou que a diferença entre as pontuações médias de depressão antes e depois da intervenção em ambos os grupos era alta (1.04 e 1.45, respectivamente). Conclusão. Os resultados do estudo indicaram que o treinamento multimídia tem potencial para aliviar a intensidade da dor e a depressão em pacientes com lombalgia crónica inespecífica

Comparison of the effect of electronic learning and blended learning on the empowerment of the caregivers of cancer patients under chemotherapy.

OBJECTIVE: Cancer is a chronic disease that affects individuals as well as their families. E-learning is a common method of education for patients and caregivers. The present study aimed to compare the impact of E-learning and blended learning on the empowerment of caregivers of cancer patients under chemotherapy. METHODS: This clinical trial was performed in the main chemotherapy center of Shiraz University of Medical Sciences during October 2018-December 2020. A total of 123 caregivers of cancer patients who were under chemotherapy were selected through simple random sampling and were divided into two intervention groups and one control group. The empowerment of the caregivers was evaluated using the caregivers' empowerment questionnaire in all three groups at the beginning of the study, immediately after the intervention, and 1 month after the intervention. The data were analyzed by descriptive statistics and statistical tests using the SPSS software, version 22. RESULTS: The results revealed no significant difference between the two groups regarding the knowledge score (p = 0.3). However, the first intervention group had a better attitude compared to the two other groups after the intervention (p = 0.003). Moreover, the mean score of performance increased significantly in both intervention groups (p = 0.000). No significant differences were observed among the three groups in terms of the demographic data, knowledge, attitude, and performance (p > 0.05). CONCLUSION: The results indicated that both electronic and blended learning affected the attitude and performance of the patients' caregivers. Therefore, blended learning can be applied for enhancing the empowerment of caregivers.

Effect of an Interactive Training on Choosing Delivery Method among Primiparous Pregnant Women: An Interventional Study.

OBJECTIVES: To evaluate the effect of interactive training conducted during pregnancy on choosing delivery method among primiparous women. METHODS: Quasi-experimental study carried out in 2017 in two hospitals in the city of Bushehr (Iran), with the participation of 108 primiparous pregnant women in an educational program consisting of eight 2-hour sessions every two weeks in which interactive training activities were performed (group discussions, classroom sessions, and delivery of printed educational material) on themes related with physiological delivery, painless vaginal delivery methods, and complications of cesarean delivery without indication, among others. Before and after the intervention, the Knowledge and Preferred Method of Delivery Questionnaire by Moradabadi et al., was used to obtain information. RESULTS: The results indicated that the level of knowledge in the group of mothers increased significantly between the pre-intervention and post-intervention assessment (13.2 versus 19.4, of 20 possible maximum points; p < 0.001). Additionally, significant difference was observed in the selection of the vaginal delivery method before and after the intervention (74.1% versus 98.1%; p < 0.001). CONCLUSIONS: Implementation of interactive training increased knowledge of pregnant women on the delivery and induced a positive effect to encourage the primiparous mothers to have a vaginal delivery.

Effect of an Interactive Training on Choosing Delivery Method among Primiparous Pregnant Women: An Interventional Study

Objective. To evaluate the effect of interactive training conducted during pregnancy on choosing delivery method among primiparous women. Methods. Quasi-experimental study carried out in 2017 in two hospitals in the city of Bushehr (Iran), with the participation of 108 primiparous pregnant women in an educational program consisting of eight 2-hour sessions every two weeks in which interactive training activities were performed (group discussions, classroom sessions, and delivery of printed educational material) on themes related with physiological delivery, painless vaginal delivery methods, and complications of cesarean delivery without indication, among others. Before and after the intervention, the Knowledge and Preferred Method of Delivery Questionnaire by Moradabadi et al., was used to obtain information. Results. The results indicated that the level of knowledge in the group of mothers increased significantly between the pre-intervention and post-intervention assessment (13.2 versus 19.4, of 20 possible maximum points; p <0.001). Additionally, significant difference was observed in the selection of the vaginal delivery method before and after the intervention (74.1% versus 98.1%; p<0.001). Conclusion. Implementation of interactive training increased knowledge of pregnant women on the delivery and induced a positive effect to encourage the primiparous mothers to have a vaginal delivery.

Objetivo. Evaluar el efecto de un entrenamiento interactivo realizado durante el embarazo sobre la elección del método de parto en mujeres primíparas. Métodos. Estudio cuasiexperimental realizado en 2017 en dos hospitales de la ciudad de Bushehr (Irán). 108 mujeres embarazadas primíparas participaron en un programa educativo consistente en ocho sesiones de dos horas de duración cada dos semanas, en las que se realizaron actividades de capacitación interactiva (discusiones grupales, clases magistrales y entrega de material educativo impreso) sobre temas relacionados con el parto fisiológico, los métodos de parto vaginal sin dolor, las complicaciones del parto por cesárea sin indicación, entre otros. Antes y después de la intervención se utilizó, para la toma de información, el Knowledge and Preferred Method of Delivery Questionnaire de Moradabadi et al. Resultados. Los resultados indicaron que el nivel de conocimiento en el grupo de madres aumentó significativamente entre la evaluación preintervención a la posintervención (13.2 versus 19.4, de 20 puntos máximos posibles; p<0.001). Además, se observó una diferencia significativa en la selección del método de parto vaginal antes y después de la intervención (74.1% versus 98.1%; p<0.001). Conclusión. La implementación de la capacitación interactiva aumentó el conocimiento de las embarazadas sobre el parto e indujo un efecto positivo para alentar a las madres primíparas a tener un parto vaginal.

Objetivo. Avaliar o efeito de um treinamento interativo realizado durante a gravidez na escolha do método de parto em mulheres primíparas. Métodos Estudo quase experimental realizado em 2017 em dois hospitais na cidade de Bushehr (Irã). 108 gestantes primíparas participaram de um programa educacional composto por oito sessões de duas horas a cada duas semanas, nas quais foram realizadas atividades de treinamento interativas (discussões em grupo, master classes e entrega de material educacional impresso) sobre questões relacionadas ao parto métodos fisiológicos, parto vaginal sem dor, complicações do parto cesáreo sem indicação, entre outros. Antes e após a intervenção, o Questionário de Conhecimento e Método Preferido de Entrega de Moradabadi et al. Resultados Os resultados indicaram que o nível de conhecimento no grupo de mães aumentou significativamente entre a avaliação pré-intervenção e a pós-intervenção (13.2 versus 19.4, de 20 possíveis pontos máximos; p<0.001). Além disso, foi observada diferença significativa na seleção do método de parto vaginal antes e após a intervenção (74.1% versus 98.1%; p<0.001). Conclusão A implementação do treinamento interativo aumentou o conhecimento das gestantes sobre o parto e induziu um efeito positivo para incentivar as primíparas a terem um parto vaginal.