From fears of evaluation to social anxiety: The longitudinal relationships and neural basis in healthy young adults

Background: Social anxiety disorder (SAD) is a common mental health problem, and its core cognitive manifestation is the persistent fear of being evaluated, including both negatively (FNE) and positively (FPE). This study aimed to examine the longitudinal relationships of FNE, FPE and SAD and explore their neural basis. Methods: Three samples were retrieved in this study. First, the data of 649 college students who completed a survey and fMRI scan were used to explore the neural basis of FNE, FPE, and SAD symptoms. Next, the data of 450 participants who completed the same survey twice were used to examine the longitudinal relationships of the variables. Finally, the overlapping of the two samples (N = 288) who completed two surveys and the fMRI scan were used to establish a brain-behavior model. Results: Both FNE and FPE predicted SAD, and SAD also predicted FPE. The neural signals of subregions in prefrontal cortex were correlated with the scores of FNE, FPE and SAD. Abnormal prefrontal signals influenced SAD symptoms via fears of evaluation. Conclusions: Our findings explain the behavioral and neural underpinnings of social anxiety from a fear of evaluation angle. This contributes to a better theorical understanding of SAD and clinical practice. (AU)

Changes in mental health across the COVID-19 pandemic for local and international university students in Australia: a cohort study.

PURPOSE: Previous research has indicated that university students experienced substantial mental health issues during the global COVID-19 pandemic, but few studies have considered changes relative to pre-pandemic levels across population groups. Hence, the aim of this study was to compare changes in mental health and associated stressors across the pandemic for international and local university students studying in Australia. METHODS: In a cohort of 4407 university students, we assessed depression (Patient Health Questionnaire 2), anxiety (Generalized Anxiety Disorder-2), social support (Medical Outcomes Study-Social Support Survey), inability to afford food, fear of partner, and experiences of discrimination, both pre-pandemic (April-May 2019) and during the pandemic (September-October 2020). Change in prevalence between local and international students were estimated with logistic regression, adjusting for baseline factors. RESULTS: Compared to local students, international students experienced an increase in probable major depression (odds ratio (OR) 1.43, 95% Confidence Interval (CI) 1.23, 1.66), low social support (OR 2.63, 95% CI 2.23, 3.11), inability to afford food (OR 5.21, 95% CI 3.97, 6.83) race-based discrimination (OR 2.21, 95% CI 1.82, 2.68) and fear of partner (OR 3.46, 95% CI 2.26, 5.13). Interaction analyses indicated that these issues were more likely to be experienced by students living outside their country of origin, inclusive of international students based in Australia (depression p value interaction term 0.02). CONCLUSION: The pandemic had a substantial negative impact on international students, particularly those living outside of their country of origin during the pandemic. The inequalities exacerbated by the pandemic were present prior to the pandemic and are likely to continue post-pandemic without action. Interventions to build the supports for international students need to be urgently explored.

[Practices and challenges of joint education at two medical schools utilizing online pharmacology role-playing].

The pharmacology role-play, in which students impersonate medical personnel and patients to explain illness and drug treatment, is one of the active learning of pharmacology. However, until now, it has been carried out only within one facility, and has not been carried out between different multi-facility facilities with a larger scale. However, the spread of COVID-19 infection in 2020 was a turning point that drastically changed the way of medical school education centered on traditional face-to-face lectures. Above all, remote real-time lessons using Zoom etc. have the advantage that about 300 students can be conducted at multiple facilities without having to gather them in one place at the same time. With the Korona-ka as a strange currency, the infrastructure has been set up to carry out joint education in pharmacological role-playing between different multi-institutions. We are the first in Japan to conduct a pharmacology role-play jointly by Fujita Medical University and Aichi Medical University, so we would like to introduce the contents.

[Education Aimed at Patient Safety Management of Chemotherapy Conducted at University Education Sites].

The School Education Law was revised in 2006, and the university pharmacy education system and the national pharmacist examination system were changed. In line with the advancement of medical technology and the division of labor, 16 years have passed since the length of undergraduate pharmacy education was extended from 4 to 6 years in order to foster highly qualified pharmacists. During this period, the curriculum for practical training has been revised, and lectures and exercises focused on clinical education have been incorporated to foster pharmacists who can be useful in the medical field. In the area of cancer drug therapy, the university provides students with opportunities to learn about the basic mechanisms of action and side effects of anticancer drugs, but there is little coverage of clinical guidelines and pharmacological management of the latest therapies, such as cancer immunotherapy. Prior to my arrival at Hoshi University, I was involved in clinical work and clinical research at an oncology hospital for 13 years. Since my arrival, I have been exploring the gap between oncology pharmacotherapy and pharmacy education, and have been working to fill it. We have incorporated new curricula, such as exercises in formulation suggestions, lectures to deepen understanding of guidelines and supportive care, and information on the latest cancer drug therapies, such as cancer immunotherapy. This paper outlines the pharmacy education required to produce pharmacists who can practice safe cancer drug therapy.

[Standard Process for Palliative Sedation in Peking Union Medical College Hospital].

End-stage patients experience unbearable pain because of refractory symptoms.Palliative sedation is a form of palliative care which relieves patients' agony by lowering their consciousness.Standard palliative sedation can help patients die with dignity.It is distinct from euthanasia and does not alter the survival of patients.Sufficient palliative care is the premise of palliative sedation.Repeated and detailed clinical evaluation,as well as multidisciplinary involvement,is necessary for the standardized implementation of palliative sedation.Here,we proposed the standard process and specifications of palliative sedation in Peking Union Medical College Hospital.Furthermore,we reported a case of palliative sedation for an advanced cancer patient with refractory delirium and living pain to demonstrate its application in clinical practice.

Quantitative Biology at Community Colleges, a Network of Biology and Mathematics Faculty Focused on Improving Numerical and Quantitative Skills of Students.

Mastery of quantitative skills is increasingly critical for student success in life sciences, but few curricula adequately incorporate quantitative skills. Quantitative Biology at Community Colleges (QB@CC) is designed to address this need by building a grassroots consortium of community college faculty to 1) engage in interdisciplinary partnerships that increase participant confidence in life science, mathematics, and statistics domains; 2) generate and publish a collection of quantitative skills-focused open education resources (OER); and 3) disseminate these OER and pedagogical practices widely, in turn expanding the network. Currently in its third year, QB@CC has recruited 70 faculty into the network and created 20 modules. Modules can be accessed by interested biology and mathematics educators in high school, 2-year, and 4-year institutions. Here, we use survey responses, focus group interviews, and document analyses (principles-focused evaluation) to evaluate the progress in accomplishing these goals midway through the QB@CC program. The QB@CC network provides a model for developing and sustaining an interdisciplinary community that benefits participants and generates valuable resources for the broader community. Similar network-building programs may wish to adopt some of the effective aspects of the QB@CC network model to meet their objectives.

Development and psychometric study of the scale of the positive relationship PRIM + 19 in peruvian university students.

BACKGROUND: Positive relationships are one of the most important components within the PERMA model since they facilitate the development of the other components. However, in the scientific literature, few instruments have been identified with solid psychometric properties that measure positive relationships in university students and adequately represent the construct. Therefore, the study aims to develop and study the psychometric properties of the PRI + 19 positive relationships scale through Confirmatory Factor Analysis, factorial invariance, and relationship-based validity with other variables. METHOD: A pilot sample of 201 university students (43.8% men and 56.2 women) between the ages of 18 and 34 (M = 20.9; SD = 2.74) was collected. The confirmatory sample consisted of 450 university students of both sexes (30.2% men and 69.8 women) between the ages of 18 and 35 years (M = 21.9; SD = 3.15). Along with the PRI + scale, other instruments were applied to measure satisfaction with life and psychological well-being. RESULTS: In the pilot study, the Exploratory Factor Analysis showed the presence of three factors that could explain 54.5% of the items. In the confirmatory study, the Confirmatory Factor Analysis showed that the model of three dimensions related to 19 items presents the best adjustment indexes compared to other models (χ2 = 541.61; df = 149; CFI = 0.97; TLI = 0.97; RMSEA = 0.077 [IC90% 0.070 ‒ 0.084]). The scale also showed evidence of being strictly invariant for the groups of men and women. Finally, it was shown that the development of the positive bonds dimension positively predicts psychological well-being (0.35) and life satisfaction (0.20). The positive relationship management dimension positively predicts psychological well-being (0.28) and life satisfaction (0.29). Similarly, the integration dimension positively predicts psychological well-being (0.48) and life satisfaction (0.52). CONCLUSION: This study suggests that the PRIM + 19 scale is a useful tool from which valid and reliable interpretations of positive relationships in Peruvian university students can be obtained.

INTEGRAL METHOD FOR ASSESSING THE EFFICIENCY OF DENTAL CARIES PREVENTION.

This is a part of research work of the Therapeutic Dentistry Department of the Poltava State Medical University (PSMU). The name of this research work is "Development of pathogenetic prevention of pathological changes in the oral cavity in patients with internal diseases" (state registration No. 0121U108263).

Actitudes sexuales y violencia en estudiantes de la Universidad de Huelva / Sexual attitudes and violence in students of the University of Huelva

Introducción: Las actitudes sexuales están relacionadas con las normas y costumbres que se consideran adecuadas según la época en la que se vive; suelen ser más restrictivas para las mujeres. Objetivo: El objetivo de este estudio es analizar de qué forma las actitudes sexuales (erotofilia-erotofobia y doble moral sexual) pueden predisponer hacia la violencia sexual (actitudes favorables a la violación). Material y métodos: La muestra está formada por 868 estudiantes de la Universidad de Huelva (723 mujeres y 145 hombres), con edades comprendidas entre los 17 y los 57 años. Se ha utilizado la Escala de Doble Moral, la Escala de Actitud Favorable a la Violación y la Encuesta Revisada de Opinión Sexual. Resultados: Las personas que se muestran más erotofílicas son las bisexuales (x̄=99,10) y las personas que se consideran de izquierda en política (x̄=96,91). Las puntuaciones más altas en doble moral las obtienen los hombres (x̄=18,50), estudiantes de máster (x̄=18,58), asexuales (x̄=20,50) y personas que se consideran de centro (x̄=18,24). En cuanto a actitudes favorables a la violación, se destacan los hombres (x̄=37,72), heterosexuales (x̄=33,29) y personas que se consideran de derecha (x̄=37,35). Las diferencias encontradas entre los grupos son estadísticamente significativas. Conclusiones: Se confirma que las actitudes sexuales pueden predisponer a la violencia sexual, lo que muestra la necesidad de seguir trabajando en esta línea para así fomentar experiencias sexuales placenteras. (AU)

Introduction: Sexual attitudes are related to the norms and customs that are considered appropriate according to the era in which one lives, usually showing themselves more restrictive for women. Objective: The aim of this study is to analyze how sexual attitudes (erotophilia-erotophobia and sexual double standards) may predispose to sexual violence (attitudes in favor of rape).Material and methods: The sample consisted of 868 students from the University of Huelva (723 women and 145 men), aged between 17 and 57 years. The Double Moral Scale, the Rape Favorable Attitude Scale and the Revised Sexual Opinion Survey were used. Results: People who are more erotophilic are bisexuals (x̄=99.10) and people who consider themselves left-wing in politics (x̄=96.91). The highest double standards scores are obtained by men (x̄=18.50), master's students (x̄=18.58), asexuals (x̄=20.50) and people who consider themselves centrist (x̄=18.24). In terms of pro-rape attitudes, men (x̄=37.72), heterosexuals (x̄=33.29) and people who consider themselves right-wing (x̄=37.35) stand out. The differences found between the groups are statistically significant. Conclusions: It is confirmed that sexual attitudes can predispose to sexual violence, which shows the need to continue working in this line in order to promote pleasurable sexual experiences. (AU)

Análisis de las características de la docencia de pregrado de Dermatología en las universidades españolas. ¿Los contenidos teóricos se aproximan a la casuística de los médicos de Atención Primaria y dermatólogos generales? / Analysis of Undergraduate Dermatology Syllabi at Spanish Universities: Does the Weight of Theoretical Content Match the Skin Conditions Seen in Primary Care and General Dermatology Practices?

Introducción La docencia de pregrado de Dermatología varía entre las casi 50 facultades de Medicina españolas. El presente estudio pretende describir las características de las asignaturas y analizar si la carga lectiva de los temarios se ajusta a la casuística de los médicos de Atención Primaria y dermatólogos generales del sistema de salud español. Material y método Estudio de corte transversal realizado en 2021-2022. Se recabaron datos de universidades a partir de las guías docentes. Se comparó la carga docente de una universidad pública y otra privada con la carga asistencial de médicos de familia y dermatólogos a partir de estudios previos. Resultados La mayor parte de las facultades imparten Dermatología como asignatura semestral, con una mediana de 4,5 créditos, con una media de 24 temas teóricos y 9 temas en seminarios y talleres. Existe una clara divergencia entre la carga docente relativa de los temas teóricos y la carga asistencial por enfermedades cutáneas en Atención Primaria y Dermatología general. Discusión La carga lectiva infrarrepresenta en gran medida las enfermedades cutáneas más comúnmente consultadas en Atención Primaria y Dermatología general. Resulta oportuno reevaluar qué contenidos deben adquirir o recuperar una mayor representación en la carga docente de la asignatura de Dermatología. Con base en los resultados obtenidos, consideramos óptimo incrementar, idealmente mediante metodologías de apoyo a la docencia teórica, la carga docente referida a cuadros de dermatitis, dermatosis infecciosas, acné, psoriasis, urticaria y, finalmente, las neoplasias benignas y su diagnóstico diferencial con las malignas (AU)

Introduction Undergraduate dermatology courses vary in the nearly 50 Spanish medical faculties that teach the subject. This study aimed to describe the characteristics of these courses and to analyze whether the weight assigned to dermatology topics reflect the caseloads of primary care physicians and general dermatologists in the Spanish national health system. Material and method Cross-sectional study of syllabi used in Spanish medical faculties during the 2021-2022 academic year. We determined the number of teaching hours in public and private university curricula and compared the weight of dermatology topics covered to the dermatology caseloads of primary care physicians and general dermatologists as reported in published studies. Results Most medical faculties taught dermatology for one semester. The median number of credits offered was 4.5. On average, lectures covered 24 theoretical topics, and seminars and workshops covered 9 topics. We identified a clear disparity between the percentage of time devoted to dermatology topics in course lectures and the skin conditions usually managed in primary care and general dermatology practices. Discussion The skin diseases most commonly treated by primary care physicians and general dermatologists are underrepresented in the curricula of Spanish medical faculties. The topics that should be given more weight in syllabi, or recovered for inclusion in dermatology courses, should be re-examined. Our findings show that the topics that ideally should be emphasized more are types of dermatitis, infectious skin diseases, acne, psoriasis, rashes, and the differential diagnosis of benign and malignant neoplasms. There should be additional support for the theoretical teaching of these topics (AU)

[Translated article] Analysis of Undergraduate Dermatology Syllabi at Spanish Universities: Does the Weight of Theoretical Content Match the Skin Conditions Seen in Primary Care and General Dermatology Practices? / Análisis de las características de la docencia de pregrado de Dermatología en las universidades españolas. ¿Los contenidos teóricos se aproximan a la casuística de los médicos de Atención Primaria y dermatólogos generales?

Introduction Undergraduate dermatology courses vary in the nearly 50 Spanish medical faculties that teach the subject. This study aimed to describe the characteristics of these courses and to analyze whether the weight assigned to dermatology topics reflect the caseloads of primary care physicians and general dermatologists in the Spanish national health system. Material and method Cross-sectional study of syllabi used in Spanish medical faculties during the 2021-2022 academic year. We determined the number of teaching hours in public and private university curricula and compared the weight of dermatology topics covered to the dermatology caseloads of primary care physicians and general dermatologists as reported in published studies. Results Most medical faculties taught dermatology for one semester. The median number of credits offered was 4.5. On average, lectures covered 24 theoretical topics, and seminars and workshops covered 9 topics. We identified a clear disparity between the percentage of time devoted to dermatology topics in course lectures and the skin conditions usually managed in primary care and general dermatology practices. Discussion The skin diseases most commonly treated by primary care physicians and general dermatologists are underrepresented in the curricula of Spanish medical faculties. The topics that should be given more weight in syllabi, or recovered for inclusion in dermatology courses, should be re-examined. Our findings show that the topics that ideally should be emphasized more are types of dermatitis, infectious skin diseases, acne, psoriasis, rashes, and the differential diagnosis of benign and malignant neoplasms. There should be additional support for the theoretical teaching of these topics (AU)

Introducción La docencia de pregrado de Dermatología varía entre las casi 50 facultades de Medicina españolas. El presente estudio pretende describir las características de las asignaturas y analizar si la carga lectiva de los temarios se ajusta a la casuística de los médicos de Atención Primaria y dermatólogos generales del sistema de salud español. Material y método Estudio de corte transversal realizado en 2021-2022. Se recabaron datos de universidades a partir de las guías docentes. Se comparó la carga docente de una universidad pública y otra privada con la carga asistencial de médicos de familia y dermatólogos a partir de estudios previos. Resultados La mayor parte de las facultades imparten Dermatología como asignatura semestral, con una mediana de 4,5 créditos, con una media de 24 temas teóricos y 9 temas en seminarios y talleres. Existe una clara divergencia entre la carga docente relativa de los temas teóricos y la carga asistencial por enfermedades cutáneas en Atención Primaria y Dermatología general. Discusión La carga lectiva infrarrepresenta en gran medida las enfermedades cutáneas más comúnmente consultadas en Atención Primaria y Dermatología general. Resulta oportuno reevaluar qué contenidos deben adquirir o recuperar una mayor representación en la carga docente de la asignatura de Dermatología. Con base en los resultados obtenidos, consideramos óptimo incrementar, idealmente mediante metodologías de apoyo a la docencia teórica, la carga docente referida a cuadros de dermatitis, dermatosis infecciosas, acné, psoriasis, urticaria y, finalmente, las neoplasias benignas y su diagnóstico diferencial con las malignas (AU)

The Pittman Scholar Program for junior faculty recognition at the University of Alabama at Birmingham Heersink School of Medicine.

The University of Alabama at Birmingham Heersink School of Medicine established the Pittman Scholars Program in 2015 to elevate scientific impact and to support the recruitment and retention of highly competitive junior faculty. The authors examined the impact of this program on research productivity and on faculty retention. The authors evaluated publications and extramural grant awards and available demographic data for the Pittman Scholars compared to all junior faculty in the Heersink School of Medicine. From 2015 to 2021, the program awarded a diverse group of 41 junior faculty members across the institution. For this cohort, ninety-four new extramural grants were awarded and 146 grant applications were submitted since the inception of the scholar award. Pittman Scholars published a total of 411 papers during the term of the award. The faculty retention rate of the scholars was 95%, comparable to that of all Heersink junior faculty, with 2 recipients being recruited to other institutions. The implementation of the Pittman Scholars Program has been an effective strategy to celebrate scientific impact and acknowledge junior faculty members as outstanding scientists at our institution. The Pittman Scholars award allows junior faculty to use funds for their research program, publications, collaborations, and career advancement. The Pittman Scholars are recognized at local, regional, and national levels for the work they are contributing to academic medicine. The program has served as an important pipeline faculty development program and an avenue for individual recognition for research-intensive faculty.

Diagnosis of Anaplasma marginale in cattle at the Iowa State University veterinary diagnostic laboratory 2003-2021.

Anaplasma marginale is a blood-borne rickettsia-like organism that infects cattle erythrocytes and causes anaplasmosis. This study reviews diagnostic data of all A. marginale diagnostics performed from 2003 to August 2021 in the Iowa State Veterinary Diagnostic Laboratory. Typically, the referring veterinarian's initial tentative diagnosis was based on presenting clinical signs or necropsy findings. Confirmatory testing at the ISU-VDL consisted of light microscopy evaluation of stained blood smears or molecular diagnostic procedures. A total of 94 cases were submitted with tissue samples from deceased animals, of which 79 were from Iowa and 15 were from other states. The most typical gross lesions were widespread yellow adipose tissue and splenomegaly. Typical histopathological lesions included marked bile stasis and hemosiderin-laden macrophages in the liver and spleen, respectively. Starting in 2013, when PCR was implemented to confirm cases of anaplasmosis, 315/1125 (28%) were positive to A. marginale, and 810 were negative, using a cut-off of 35.0 Ct. The average (±SD) of the positive PCR Ct was 19.5 (±6.0), and the first and third quartiles were 14.9 and 23.4. Most cases occurred between August and November, peaking in September, whether from necropsies or positive blood samples by PCR. The most common tick observed in Iowa, Dermacentor variabilis, is likely the main vector for transmission. Further surveys should be conducted to estimate seroprevalence by geographical location, the density of cattle populations, distribution of known vectors according to season, and strains of A. marginale.

Coronavirus fear of contagion and compliance with social distancing measures: evidence for a sample of a Spanish university community.

Background: Social distancing measures have been one of the core pillars of the strategy against COVID-19 in all the countries. This study aims at understanding what motivates behaviours and compliance with social distancing measures among students and workers from a Spanish public university. Methods: We carry out two logistics models considering two different dependent variables: not maintaining social relation with non-cohabiting people and not to leave home except for emergencies (n = 507, sample is formed by students and workers from the University of Cantabria in the North of Spain). Results: Being very concerned about getting ill suggests higher risk of not maintaining social relation with non-cohabiting people. Getting older increase the probability of not leaving home except for emergencies as happens with those who are very concerned about getting ill. Young people often living with vulnerable older relatives may affect students' behaviour. Conclusions: Our findings suggest that compliance with social distancing measures depends on several factors related to age, the number or kind of cohabiting people and level of concern about getting ill. Policies should address all these factors through a multidisciplinary perspective.

Our clinical experiences in the earthquake victims who came to our university after the 2020 Aegean Sea earthquake during the COVID-19 pandemic.

BACKGROUND: Earthquakes are natural disasters that threaten human life and cause loss of life and property in a very short time. In our study, we aim to carry out the medical analysis of the earthquake victims who came to our hospital after the Earthquake in the Aegean Sea and to share our clinical experiences. METHODS: We retrospectively analyzed patients the medical data records of earthquake victims brought to our hospital or the injured who applied due to the Aegean Sea earthquake. Patients demographic data, their complaints and diagnoses, hour of admission, their clinical courses, hospital arrangements (admission, discharge, and transfer), time spent until the operation, anesthesia methods, surgical intervantions, intensive care needs, crush syndrome, presence of acute renal failure, number of dialysis, mortality, and mor-bidity were reviewed. RESULTS: A total of 152 patients were brought to our hospital due to the earthquake. The most intense period of admission to the emergency department was the 1st 24-36 h. Mortality rate was found to be higher depending on the increase of age. While the most common cause of admission for the mortal earthquake survivors was to be trapped in the wreckage, the survivors applied for other reasons as well such as falling down. The most common type of fracture observed in survivors was the lower extremity fractures. CONCLUSION: Epidemiological studies can make an important contribution to the management and organization of the future earthquake-related injuries by healthcare institutions.

A Smart Service System for Spatial Intelligence and Onboard Navigation for Individuals with Visual Impairment (VIS4ION Thailand): study protocol of a randomized controlled trial of visually impaired students at the Ratchasuda College, Thailand.

BACKGROUND: Blind/low vision (BLV) severely limits information about our three-dimensional world, leading to poor spatial cognition and impaired navigation. BLV engenders mobility losses, debility, illness, and premature mortality. These mobility losses have been associated with unemployment and severe compromises in quality of life. VI not only eviscerates mobility and safety but also, creates barriers to inclusive higher education. Although true in almost every high-income country, these startling facts are even more severe in low- and middle-income countries, such as Thailand. We aim to use VIS4ION (Visually Impaired Smart Service System for Spatial Intelligence and Onboard Navigation), an advanced wearable technology, to enable real-time access to microservices, providing a potential solution to close this gap and deliver consistent and reliable access to critical spatial information needed for mobility and orientation during navigation. METHODS: We are leveraging 3D reconstruction and semantic segmentation techniques to create a digital twin of the campus that houses Mahidol University's disability college. We will do cross-over randomization, and two groups of randomized VI students will deploy this augmented platform in two phases: a passive phase, during which the wearable will only record location, and an active phase, in which end users receive orientation cueing during location recording. A group will perform the active phase first, then the passive, and the other group will experiment reciprocally. We will assess for acceptability, appropriateness, and feasibility, focusing on experiences with VIS4ION. In addition, we will test another cohort of students for navigational, health, and well-being improvements, comparing weeks 1 to 4. We will also conduct a process evaluation according to the Saunders Framework. Finally, we will extend our computer vision and digital twinning technique to a 12-block spatial grid in Bangkok, providing aid in a more complex environment. DISCUSSION: Although electronic navigation aids seem like an attractive solution, there are several barriers to their use; chief among them is their dependence on either environmental (sensor-based) infrastructure or WiFi/cell "connectivity" infrastructure or both. These barriers limit their widespread adoption, particularly in low-and-middle-income countries. Here we propose a navigation solution that operates independently of both environmental and Wi-Fi/cell infrastructure. We predict the proposed platform supports spatial cognition in BLV populations, augmenting personal freedom and agency, and promoting health and well-being. TRIAL REGISTRATION: ClinicalTrials.gov under the identifier: NCT03174314, Registered 2017.06.02.

International Postgraduate Study in the United Kingdom: An Exploration of Nursing Students.

BACKGROUND: This study explored the experiences of international postgraduate nursing students from the Gulf Cooperation Council region as they transitioned from home to a university in the United Kingdom and then again as they reintegrated to work and life at home after completing their studies. METHOD: This research was grounded in Schlossberg's transition theory. A two-phased qualitative approach was followed, and semistructured interviews were conducted. RESULTS: Analysis of qualitative data revealed the following themes: the presence of social integration, retransition, and readjustment. CONCLUSION: International students faced challenges as they adapted socially and academically to living in another country and also on their return home. The mechanisms students use to negotiate and make sense of the transition process suggest a need for universities to consider increasing preparation and orientation of students, supporting host and international student friendships, and ensuring students are equipped to reintegrate to their careers and cultures on their return home. [J Nurs Educ. 2023;62(3):125-132.].

FEATURES OF FORMING SELF-EDUCATIONAL COMPETENCE OF FUTURE DOCTORS.

OBJECTIVE: The aim: To analyse the self-educational competence formation for future doctors in higher education institutions. The process has to be analyzed from the presence of motives regarding the educational activity of the individual to personal need for self-improvement. PATIENTS AND METHODS: Materials and methods: The diagnostic stage, which was conducted in 2020-2021, included 300 sixth-year students from three higher educational institutions: I. Horbachevsky Ternopil National Medical University, Danylo Halytsky Lviv National Medical University, Ivano-Frankivsk National University. RESULTS: Results: Comparative analysis shows that the level of self-educational competence formation for future doctors in higher education institutions depends on the form of educational activityto a large extent. It was established that 196 (65%) future doctors prefer practical training at the patient's bedside, 92 medical students (31%) study in simulation centers, and 12 young people (4%) consider combined classes and generalizing conferences to be important. CONCLUSION: Conclusions: Research and experimental verification of the effectiveness of the self-educational competence formation for future doctors took place during the training of sixth-year students at a higher educational institution. Innovative methods of developing critical thinking, information and interactive tech¬nologies were used.