Does high school health education class satisfaction influence student perceptions of public health and pandemic response?

BACKGROUND: The COVID-19 pandemic significantly affected high school students. Little is known about the mediators of student perceptions of infection prevention and public health entities. We piloted a survey to evaluate the relationship between student perceptions of COVID-19 topics and satisfaction with their most recent health class. METHODS: Students from one private high school in southeast Michigan completed a survey in early 2022. The primary outcomes were 4 domains: vaccination knowledge, intervention effectiveness, intervention impact, and willingness to readopt an intervention. We assessed the associations between health class satisfaction and these outcomes using multiple linear regression. RESULTS: One-hundred ninety students reported their health class satisfaction and were eligible for analysis. Students reported high confidence in vaccines (93%) but limited knowledge of COVID-19 vaccination (45%). Students perceived COVID-19 interventions as highly effective (range, 72% [hand hygiene]-93% [vaccination]) and reported a willingness to readopt them (range, 73% [stay-at-home orders]-96% [vaccination]). Health class satisfaction (54%) was positively associated with composite scores on vaccination knowledge and intervention effectiveness. DISCUSSION: Assessing students' intrapandemic perspectives on infection prevention illuminated areas of strength (ie, intervention confidence) and areas for improvement (ie, intervention knowledge and institutional confidence). CONCLUSIONS: Students reported favorable perceptions regarding common infection prevention interventions. Future work should investigate the role of educational satisfaction in mediating confidence in public health interventions and institutions.

Study-related wellbeing, behavior, and attitudes of university students in the Netherlands during emergency remote teaching in the context of COVID-19: A longitudinal study.

Introduction: During the COVID-19 pandemic, emergency remote teaching was implemented at all conventional Dutch universities; however, the degree of limitations in on-campus teaching and learning varied during the pandemic dependent on the strictness of the measures. In the present study, it will be investigated how study-related experiences of university students changed in the face of varying limitations in on-campus teaching and learning. Methods: The study had a longitudinal natural experiment design with three points of measurement during the academic year 2020-2021: November-December 2020 (t1; campuses partially open), March 2021 (t2; campuses fully closed) and June-July 2021 (t3; campuses partially open). In total, 680 Dutch university students (65.9% female; age: M = 21 years, SD = 2.06) filled in online surveys measuring study-related wellbeing (academic burnout and study-engagement), study-related behavior (study effort), and study-related attitudes (education satisfaction, online self-efficacy, and attitudes toward online education). Results: Overall, students reported moderate levels of academic burnout, study engagement, study effort, education satisfaction, and online self-efficacy; their attitudes toward online education were rather negative. Students' study-related wellbeing and education satisfaction decreased in the period when on-campus teaching and learning was impossible (t2) compared to periods in which on-campus teaching and learning was possible at a low level with several restrictions (t1 and t3). Students' attitudes toward online education and online self-efficacy slightly increased at the end of the academic year (t3); however, the attitudes toward online education remained negative. Discussion: The findings indicate that students' academic burnout, study engagement, and education satisfaction varied over the course of the academic year in the context of changing limitations in on-campus teaching and learning. To facilitate positive study-related experiences, universities are advised to offer as much on-campus education as possible in times of pandemics.

Peer relationships buffer the negative association of online education with education satisfaction and subsequently with study engagement among undergraduate medical students.

BACKGROUND: Due to the COVID-19 pandemic, undergraduate medical students had to follow high amounts of online education. This does not match their preferences and might negatively affect their education satisfaction and study engagement. As low levels of education satisfaction and study engagement are risk factors for burnout and dropout, resources that mitigate these possible negative consequences of forced online education need to be identified. Therefore, the current study investigated 1) the associations of the amount of online education with education satisfaction and study engagement, and 2) whether quantitative (i.e., network size) and qualitative (i.e., perceived support) aspects of peer relationships can buffer the expected negative associations. METHODS: In a cross-sectional study, 372 undergraduate medical students from all eight Dutch medical schools (79.8% female; mean age: 20.4 years) completed an online survey assessing the relevant variables. Data were analysed using correlation and moderated mediation analyses. RESULTS: The amount of online education was significantly negatively related to education satisfaction and study engagement. Additionally, higher amounts of online education were indirectly associated with lower levels of study engagement through lower levels of education satisfaction. More importantly, both quantitative and qualitative aspects of peer relationships significantly buffered this negative indirect association. Specifically, among medical students with a large peer network or high levels of perceived peer support, the amount of online education was no longer significantly negatively related to education satisfaction and subsequently to study engagement. CONCLUSIONS: The current study underlines the importance of peer relationships in the educational context, since our findings indicate that both the peer network size and the perceived peer support protect medical students' education satisfaction and study engagement when confronted with study demands, such as forced online education during the COVID-19 pandemic. These findings may be translated into educational efforts that stimulate collaborative learning and the formation of formal peer networks.

Validity and reliability evidence for the scale of distance education satisfaction of medical students based on item response theory (IRT).

BACKGROUND: The objective of this study is to reveal on the basis of the item response theory (IRT) the validity and reliability evidence for the data obtained from the scale prepared to determine the satisfaction with distance education in students studying in medical schools. METHODS: This is a quantitative study exploring IRT and measurement invariance evidence in developing a scale. The scale whose IRT evidence was explored was the Distance Education Satisfaction Scale (DESS). The data were obtained from 1332 medical school students who were studying at various universities. The data were analysed using the confirmatory factor analysis (CFA), multidimensional and unidimensional IRT, and measurement invariance. RESULTS: A 20-item construct with 3 sub-factors was found for DESS. This construct was unable to pass the iteration limit in the multidimensional IRT analysis. A unidimensional IRT was used assuming that the 3 sub-factors were locally independent. CONCLUSIONS: The least informative items were item 23, 24 and 25 in Factor 1, item 3 in Factor 2, and items 13 and 18 in Factor 3. The most informative items of DESS were those that had adaptive, useful expressions that had meaningful content and were able to provide educator support, which are the properties emphasized in the literature with respect to satisfaction with distance education. A measurement invariance test made based on gender revealed that DESS satisfied measurement invariance by meeting the compliance indexes required for configural, metric, scalar and strict invariance as recommended in the literature. The results showed that it is possible to make comparisons on the basis of gender using DESS.

Effect of an Infertility Counseling Education Program on Education Satisfaction and Counseling Competency of Nurses.

The purpose of this study is to investigate the effects of an infertility counseling education program on education satisfaction and counseling competency of nurses. The study used a one-group pretest-posttest design. Participants were 135 nurses in Korea. Data on demographic characteristics on education satisfaction, and counseling competency were collected. After participating in the infertility counseling education program, the level of counseling competency increased significantly over that before participating in the infertility counseling education program. The infertility counseling education program improved the counseling competency of the participating nurses. Use of such an infertility counseling education program is recommended when nurses counsel patients facing infertility. It is necessary to repeat this study in the future to clarify the effects of these counseling education programs.

Education Satisfaction among Pharmacy Graduates in Sweden.

Education satisfaction is considered important for development of a professional identity and to increase learning. The aim was to investigate and compare education satisfaction over time among pharmacists who have graduated from the pharmacy programs at Umeå University, Sweden. Data concerning education satisfaction were collected using an alumni survey of pharmacists who graduated between 2015 and 2018. This was compared with pharmacists graduating between 2006 and 2014. The majority of the pharmacy graduates were very satisfied with their education (96%) and thought that the programs gave them a clear professional identity (92%). No differences in education satisfaction between graduation years 2015 and 2018 and 2006 and 2014 were found. A majority of the graduates considered that the knowledge and skills acquired during their education were useful in their present job (83%). Of the graduates who thought that the studies gave them a clear professional identity, a higher proportion were satisfied with their job (p < 0.001) and thought that their work duties reflected their studies (p = 0.005). Exploring education satisfaction may help educators to further develop the education and to better prepare the students for their professional working life.

Factors Associated with Burnout and Frustration among Minimally Invasive Gynecologic Surgery Fellows.

STUDY OBJECTIVE: Determine the prevalence of burnout and frustration among participants currently completing a fellowship in minimally invasive gynecologic surgery (FMIGS). DESIGN: Cross-sectional survey. SETTING: An anonymous survey was distributed to fellows in November 2018. PARTICIPANTS: Current FMIGS fellows. INTERVENTIONS: Not applicable. MEASUREMENTS AND MAIN RESULTS: A total of 57 of 83 (67.7%) FMIGS participants in American Association of Gynecologic Laparoscopists-accredited programs completed a survey regarding fellowship characteristics and experiences. Overall, 40 participants (70.2%) indicated that they were satisfied with their fellowship program experience. There were 33 participants (57.9%) who reported burnout, and 38 participants (66.7%) had experienced anxiety, depression, or extreme fatigue during the last month. Of those who reported burnout, 26 (76.5%) reported that they did not receive support from their fellowship program. Participants who experienced burnout were more likely to be in their second year (p = .003), spent less time per week doing scholarly activities (p = .048), and were less satisfied with their fellowship experience (p <.001). Participants who experienced anxiety, depression, or extreme fatigue had more cofellows in their program (p = .031), worked on average more hours per week (p = .020), and were more often required to practice obstetrics in their fellowship (p = .022). CONCLUSION: Burnout symptoms are common among physicians across multiple specialties. Our findings suggest that this issue is prevalent among FMIGS participants. In addition, there is a lack of access to emotional and psychologic support programs for fellows experiencing burnout. We hope that this study will prompt attention to this important topic by both individual programs and American Association of Gynecologic Laparoscopists as a society to increase awareness and access to resources and promote wellness for fellows.

North/South Differences Among Italian Emerging Adults Regarding Criteria Deemed Important for Adulthood and Life Satisfaction.

The main goal of this study was to compare Northern and Southern Italian emerging adult university students, regarding the importance attributed to criteria for adulthood and the levels of life and education satisfaction. Self-report questionnaires were filled by 475 Northern and Southern Italian University students (Age M = 22.91, 76% females, n = 359). Multivariate analysis of variance revealed that Southern emerging adults were more likely to place importance on family capacities, norm compliance, interdependence and role transitions as criteria for achieving adulthood than Northern emerging adults. Regarding gender differences, females were more likely to believe in the importance of norm compliance than males, while males were more likely to espouse the importance of legal transitions. Finally, emerging adults from the North reported higher levels of life satisfaction than their Southern counterparts. We interpreted these findings in light of socio-economical and gender socialization differences among Northern and Southern Italian emerging adults.

Desenvolvimento vocacional no ensino superior: satisfação com a formação e desempenho académico / Vocational development of higher education students: education satisfaction and academic performance / Desarrollo vocacional en la enseñanza superior: satisfacción con la formación y desempeño académico

O principal objectivo deste estudo é identificar quais dimensões do desenvolvimento vocacional dos estudantes do ensino superior se relacionam prioritariamente com as dimensões da satisfação com a formação superior e com o desempenho académico. Utilizando uma metodologia quantitativa e uma recolha de dados online, foram analisadas as respostas de 537 estudantes do Ensino Superior Português. Os resultados mostram que não existem relações significativas entre o desenvolvimento vocacional e o desempenho académico mas que estas dimensões se encontram ambas relacionadas com a satisfação com a formação superior. Nesta investigação são as raparigas que tendem a apresentar níveis significativamente mais elevados na maioria dos factores que avaliam o desenvolvimento vocacional.

The objective of this investigation was to identify which dimensions of vocational development with higher education students relate with the dimensions of satisfaction with education and academic performance. By means of quantitative methodology and online data collection the answers of students from Portuguese higher education were analyzed. The results showed no significant relations to exist between vocational development and academic performance, although these dimensions are both related to satisfaction with higher education training. In this research the girls were seen to show significantly higher levels in most factors that assess vocational development.

El principal objeto de este estudio es identificar qué dimensiones del desarrollo vocacional de los estudiantes de la enseñanza superior se relacionan prioritariamente con las dimensiones de la satisfacción con la formación superior y con el desempeño académico. Utilizando una metodología cuantitativa y una recolección de datos online, se analizaron las respuestas de 537 estudiantes de la Enseñanza Superior Portuguesa. Los resultados muestran que no existen relaciones significativas entre el desarrollo vocacional y el desempeño académico sino que estas dimensiones se encuentran ambas relacionadas con la satisfacción con la formación superior. En esta investigación son las jóvenes quienes tienden a presentar niveles significativamente más elevados en la mayoría de los factores que evalúan el desarrollo vocacional.

Desenvolvimento vocacional no ensino superior: satisfação com a formação e desempenho académico / Vocational development of higher education students: education satisfaction and academic performance / Desarrollo vocacional en la enseñanza superior: satisfacción con la formación y desempeño académico

O principal objectivo deste estudo é identificar quais dimensões do desenvolvimento vocacional dos estudantes do ensino superior se relacionam prioritariamente com as dimensões da satisfação com a formação superior e com o desempenho académico. Utilizando uma metodologia quantitativa e uma recolha de dados online, foram analisadas as respostas de 537 estudantes do Ensino Superior Português. Os resultados mostram que não existem relações significativas entre o desenvolvimento vocacional e o desempenho académico mas que estas dimensões se encontram ambas relacionadas com a satisfação com a formação superior. Nesta investigação são as raparigas que tendem a apresentar níveis significativamente mais elevados na maioria dos factores que avaliam o desenvolvimento vocacional.(AU)

The objective of this investigation was to identify which dimensions of vocational development with higher education students relate with the dimensions of satisfaction with education and academic performance. By means of quantitative methodology and online data collection the answers of students from Portuguese higher education were analyzed. The results showed no significant relations to exist between vocational development and academic performance, although these dimensions are both related to satisfaction with higher education training. In this research the girls were seen to show significantly higher levels in most factors that assess vocational development.(AU)

El principal objeto de este estudio es identificar qué dimensiones del desarrollo vocacional de los estudiantes de la enseñanza superior se relacionan prioritariamente con las dimensiones de la satisfacción con la formación superior y con el desempeño académico. Utilizando una metodología cuantitativa y una recolección de datos online, se analizaron las respuestas de 537 estudiantes de la Enseñanza Superior Portuguesa. Los resultados muestran que no existen relaciones significativas entre el desarrollo vocacional y el desempeño académico sino que estas dimensiones se encuentran ambas relacionadas con la satisfacción con la formación superior. En esta investigación son las jóvenes quienes tienden a presentar niveles significativamente más elevados en la mayoría de los factores que evalúan el desarrollo vocacional.(AU)

The Relationships among the Service Education Satisfaction, Service Involvement, and Customer Orientation of Hospital Employees / 산업간호학회지

PURPOSE: This study was conducted to evaluate the relationships among the service education satisfaction, service involvement, and customer orientation of hospital employees after yearly-planned MOT service education. METHODS: The data collection was done through the questionnaire survey in a university hospital located in D city from March 15 to 31, 2010. The statistical analysis was done by SPSS/WIN 18.0 program. RESULTS: The enrolled employees were two hundred and seventy six. Among the characteristics of employees, adequate work load, good payment, reasonable promotion system, suitability of work aptitude and good relationships with staff improved the service education satisfaction, customer orientation, and service involvement of hospital employees. For the customer orientation, old age and lower educational background were positive factors. The correlations among the service education satisfaction, customer orientation, and service involvement of hospital employees were significant. The factors that affect customer orientation and service involvement were found to be age, suitability of work aptitude and service education satisfaction. CONCLUSION: In conclusion, customer orientation and service involvement were related with the satisfaction of employees for working condition and service education. In terms of good medical service quality, plans for maintaining adequate working environment and systematic service education should be established.