Exploring anxiety awareness during academic science examinations.
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ABSTRACT:
SUBMITTER: Apostolidis H
PROVIDER: S-EPMC8673629 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:BackgroundAnxiety is a state of worry caused by the anticipation of external or internal danger. Awareness During Anesthesia (ADA) is an unexpected memory recall during anesthesia. In this study, we aimed to determine the factors that affect preoperative anxiety and observe the incidence of ADA, as well as to determine the anxiety levels of these patients with a history of ADA.MethodsThis study was planned to be prospective, observational, and cross-sectional. Patients in whom septoplasty was planned, who was admitted to the anesthesiology outpatients between March 2018 and September 2018, were ASA I-II, and aged 18-70 years were included in the study. The demographic characteristics of patients were recorded. The State-Trait Anxiety Inventory (STAI) was used to determine anxiety during a preoperative evaluation. The modified Brice awareness score was used simultaneously to determine previous ADA.ResultsThe anxiety scores of patients who were conscious during anesthesia were higher than other patients. The mean STAI score was 40.85±14.8 in the 799 patients who met the inclusion criteria of this study. When the anxiety scores were compared, the scores were higher in females than in males (p < 0.05). The mean STAI score was found as 40.3±13.8 in patients who dreamed during anesthesia.ConclusionIt is important to determine the anxiety levels of patients in the preoperative period to prevent the associated complications. Preoperative anxiety, besides preventing ADA, should be dealt with in a multidisciplinary manner. ADA should be carefully questioned while evaluating previous anesthesia experiences.
| S-EPMC9373565 | biostudies-literature
Project description:Since the relaunch of Microsoft Academic Services (MAS) 4 years ago, scholarly communications have undergone dramatic changes: more ideas are being exchanged online, more authors are sharing their data, and more software tools used to make discoveries and reproduce the results are being distributed openly. The sheer amount of information available is overwhelming for individual humans to keep up and digest. In the meantime, artificial intelligence (AI) technologies have made great strides and the cost of computing has plummeted to the extent that it has become practical to employ intelligent agents to comprehensively collect and analyze scholarly communications. MAS is one such effort and this paper describes its recent progresses since the last disclosure. As there are plenty of independent studies affirming the effectiveness of MAS, this paper focuses on the use of three key AI technologies that underlies its prowess in capturing scholarly communications with adequate quality and broad coverage: (1) natural language understanding in extracting factoids from individual articles at the web scale, (2) knowledge assisted inference and reasoning in assembling the factoids into a knowledge graph, and (3) a reinforcement learning approach to assessing scholarly importance for entities participating in scholarly communications, called the saliency, that serves both as an analytic and a predictive metric in MAS. These elements enhance the capabilities of MAS in supporting the studies of science of science based on the GOTO principle, i.e., good and open data with transparent and objective methodologies. The current direction of development and how to access the regularly updated data and tools from MAS, including the knowledge graph, a REST API and a website, are also described.
| S-EPMC7931949 | biostudies-literature
Project description:Science anxiety refers to students' negative emotions about learning science. Across two studies, we investigated the psychometric properties of the newly developed Abbreviated Science Anxiety Scale (ASAS), which was adapted from the modified Abbreviated Math Anxiety Scale (m-AMAS) (Carey E., 2017). Using a sample of students in grades 7 to 10 (N = 710), Study 1 reported a two-factor structure of the ASAS (learning science anxiety and science evaluation anxiety) and negative associations between the ASAS factors and science achievement. Study 2 replicated this two-factor model in students in grades 11 and 12 (N = 362) and found that students in the "Arts" track were more anxious about science than those in "Sciences" track. Both studies consistently reported positive inter-correlations between the ASAS factors, with good internal reliabilities and modest meaningful associations with test anxiety and general anxiety, suggesting that science anxiety might be a distinct construct. Further, female students had higher science anxiety (especially science evaluation anxiety) than male students, even when test anxiety and general anxiety were considered in models. In summary, the ASAS is a brief, valid, and reliable instrument that can be used to guide and improve science education.
| S-EPMC7880483 | biostudies-literature
Project description:BackgroundEfficient learning is essential for successful completion of the medical degree and students use a variety of strategies to cope with university requirements. However, strategies that lead to academic success have hardly been explored. We therefore evaluated the individual learning approaches used by a cohort of medical students in their first and second preclinical years and analyzed possible correlations with examination scores.Methods107 students participated in our longitudinal survey on cognitive, meta-cognitive and resource-oriented learning strategies using the LIST-questionnaire (Lernstrategien im Studium). The students were surveyed twice while in their first and second year of medical school, respectively and academic performances were assessed as scores obtained in two examinations written shortly after the LIST surveys. Statistical evaluations included comparisons and cluster analyses.ResultsWe here identified four different patterns of learning strategy combinations, describing the relaxed, diligent, hard-working, and sociable learners. About half of the students stayed true to their initially registered pattern of learning strategy combinations while 53 students underwent a change between the first and second surveys. Changes were predominantly made between the relaxed and the sociable and between the diligent and the hard-working learners, respectively. Examination results suggested that the diligent and hard-working learners were academically more successful than the relaxed and sociable ones.ConclusionEarly habits of sociable learning were quickly abandoned however, not in favor of more successful patterns. It is therefore essential to develop interventions on learning skills that have a lasting impact on the pattern of the students´ learning strategy combinations.
| S-EPMC7822504 | biostudies-literature
Project description:ObjectiveThe study aims to investigate public awareness of coronavirus disease 2019 (COVID-19) and measure levels of anxiety during the outbreak.MethodA total of 2115 subjects from 34 provinces in China were evaluated. A questionnaire was designed, which covers demographic characteristics, knowledge of COVID-19, and factors that influenced anxiety during the outbreak to test public awareness and determine the impact of the outbreak on people's lives. In addition, a generalized anxiety disorder (GAD) scale was utilized to assess anxiety levels during the outbreak. Lastly, the chi-square test and multiple logistic regression analysis were used to identify factors associated with levels of public anxiety.ResultsA majority of respondents reported high levels of awareness of COVID-19. A total of 1107 (52.3%), 707 (33.4%), 154 (7.3%), and 147 (7%) respondents exhibited no, mild, moderate, and severe levels of anxiety, respectively. Results of the chi-square test and multiple logistic regression analysis demonstrated that respondents (a) with no college education, (b) are unaware of neighbors who may have been infected, (c) who spent considerable time collecting information and browsing negative information related to the virus, (d) are unhealthy, and (e) displayed low levels of awareness of the transmission routes were highly likely to be anxious.ConclusionDuring the outbreak, the majority of people exhibited high levels of awareness and knowledge regarding preventive measures from COVID-19. The absence of psychological anxiety was observed in more than half of the respondents. Adaptive responses to anxiety and high levels of awareness about COVID-19 may have protected the public during the outbreak.
| S-EPMC7946536 | biostudies-literature
Project description:The COVID-19 pandemic offered a "natural laboratory" to learn about rapid implementation of health and social care innovations in an altered implementation context. Our aim was to explore implementation practice of Academic Health Science Networks (AHSN) in the English National Health System during the first wave of the COVID-19 pandemic through a rapid implementation lens. We organized three 90-min, online, semi-structured focus groups with 26 operational and senior managerial staff from 14 AHSNs in June-July 2020. Participants were recruited purposefully and on a voluntary basis. Participants presented a case study about their approaches to implementing innovations between March-June 2020 and discussed their experiences and lessons learned. The focus groups were audio-recorded and transcribed verbatim. Transcripts and other documents were analyzed using qualitative thematic analysis following a combination of grounded theory and framework analysis approach. AHSNs increased the pace of their implementation work to support the response to the COVID-19 pandemic. The disruptive event changed the implementation context which enabled rapid implementation through an urgency for change, the need to adhere to social distancing rules, new enabling governance structures, and stakeholders' reduced risk averseness toward change. AHSNs achieved rapid implementation through: (1) An agile and adaptive implementation approach; (2) Accelerating existing innovations and building on existing relationships/networks; (3) Remote stakeholder engagement; and (4) Ensuring quality, safety, rigor and sustainability, and generating new evidence through rapid evaluations. AHSNs aimed at sustaining implementation pace and efficiency after the acute phase of the pandemic mainly through remote stakeholder engagement and flexibility of implementation strategies.
| S-EPMC10012785 | biostudies-literature
Project description:'Public engagement with science' has become a 'buzzword' reflecting a concern about the widening gap between science and society and efforts to bridge this gap. This study is a comprehensive analysis of the development of the 'engagement' rhetoric in the pertinent academic literature on science communication and in science policy documents. By way of a content analysis of articles published in three leading science communication journals and a selection of science policy documents from the United Kingdom (UK), the United States of America (USA), the European Union (EU), and South Africa (SA), the variety of motives underlying this rhetoric, as well as the impact it has on science policies, are analyzed. The analysis of the science communication journals reveals an increasingly vague and inclusive definition of 'engagement' as well as of the 'public' being addressed, and a diverse range of motives driving the rhetoric. Similar observations can be made about the science policy documents. This study corroborates an earlier diagnosis that rhetoric is running ahead of practice and suggests that communication and engagement with clearly defined stakeholder groups about specific problems and the pertinent scientific knowledge will be a more successful manner of 'engagement'.
| S-EPMC8263305 | biostudies-literature
Project description:Anxiety about mathematics can have detrimental effects on performance and understanding, yet little research has investigated how math anxiety is related to other types of anxiety. Here we develop the Academic Anxiety Inventory (AAI), an efficient and valid self-report measure designed to test math anxiety, as well as differentiate anxiety associated with mathematics from other contributions of anxiety across various academic domains. In Study 1, we isolated items that independently measure each domain of anxiety, reducing the overlapping variance between math anxiety and other constructs, and determining which components can or cannot be differentiated. Studies 2 and 3 demonstrate that the AAI is consistent and reliable for undergraduate and adolescent populations. In Study 3, anxiety-related performance deficits in a high school math class were associated with scores the AAI-Math subscale. In Study 4, the AAI-Math subscale was associated with perceptions of increased mathematical complexity, decreased estimations of accuracy, and increased negative emotion when participants viewed mathematical expressions. Across four studies, we demonstrate the AAI is a reliable and valid measure of math anxiety and other domains of academic anxiety, providing an efficient questionnaire to determine areas in which students may require extra support in order to reach their full potential.
| S-EPMC6340929 | biostudies-literature
Project description:To describe the psychological impact of coronavirus disease 2019 (COVID-19) on young doctors and their job burnout in the Department of Anesthesiology during the initial days of the pandemic and examine their awareness and familiarity with this pneumonia. We conducted a cross-sectional study in West China Hospital in February 2020. A self-designed questionnaire was sent to all young doctors working in the department of anesthesiology. Impact of Event Scale-Revised and Maslach Burnout Inventory General Survey were used to evaluate the psychological impact and degree of job burnout. Another questionnaire was conducted to explore the awareness and familiarity of COVID-19. All participants were divided into five groups according to the time of clinical practice: Postgraduate year (PGY) 0.5 (less than 0.5 year), 0.6-1 (0.6-1 year), 1-2 (1-2 years), 2-3 (2-3 years), 3 (more than 3 years) groups. The results were collected and analyzed subsequently. A total of 188 questionnaires were collected. There were significant differences in distress level between PGY 0.5 and PGY 0.6-1 (17.60 ± 12.53 vs. 12.05 ± 10.65; p = 0.029), and PGY 3 and PGY 0.6-1 (19.92 ± 11.88 vs. 12.05 ± 10.65; p = 0.031). As for job burnout, there were no differences among the five subgroups. Most participants (86.70%) were kept in good working condition, and 25 participants showed a mild level of job burnout. Although all of the respondents had high awareness of the basic elements of COVID-19, they had little knowledge about the details, such as lab tests, release criteria, and recommended therapy, and this result had no significant difference among the five groups. COVID-19 had caused a mild level of distress and work burnout in young anesthetists. Most of the participants were not clear about the diagnostic, release criteria, and therapeutic method, which will become key teaching points in the future.
| S-EPMC9539207 | biostudies-literature
Project description:High levels of test anxiety can be damaging for academic achievement, wellbeing, and mental health. It is important, therefore, to consider those psychological attributes that may offer protection against the development of test anxiety and its negative consequences, thereby contributing to a potential positive future life trajectory. Academic buoyancy, the ability to respond effectively to academic pressures and setbacks, is one such attribute that offers protection from high test anxiety. We begin by defining test anxiety and a brief review of the literature to consider the harmful nature of test anxiety. This is followed by a definition of academic buoyancy and brief review of the literature to consider the beneficial character of academic buoyancy. Next, we describe the Self-Regulatory Executive Function model of test anxiety and consider the mechanisms and processes by which academic buoyancy exerts beneficial effects on test anxiety. The paper concludes with a consideration of critical issues for the conceptualisation and measurement of academic buoyancy, arising from the synergies, connections, and relations, theorised with test anxiety, and how these may inform future studies.
| S-EPMC10056025 | biostudies-literature