On Educational psychology: A cognitive view.

This study aimed to review the literature describing and quantifying time lags in the health research translation process. Papers were included in the review if they quantified time lags in the development of health interventions. The study identified 23 papers. Few were comparable as different studies use different measures, of different things, at different time points. We concluded that the current state of knowledge of time lags is of limited use to those responsible for R&D and knowledge transfer who face difficulties in knowing what they should or can do to reduce time lags. This effectively ‘blindfolds’ investment decisions and risks wasting effort. The study concludes that understanding lags first requires agreeing models, definitions and measures, which can be applied in practice. A second task would be to develop a process by which to gather these data.

The Answer Is 17 Years, What Is the Question

The Cambridge handbook of multimedia learning

Psychological Impact of the COVID-19 Pandemic on Health Care Workers in Singapore Background: In response to the coronavirus disease 2019 (COVID-19) pandemic, Singapore raised its Disease Outbreak Response System Condition alert to “orange,” the second highest level. Between 19 February and 13 March 2020, confirmed cases rose from 84 to 200 (34.2 per 1 000 000 population), with an increase in patients in critical condition from 4 to 11 (5.5%) and no reported deaths in Singapore (1). Understanding the psychological impact of the COVID-19 outbreak among health care workers is crucial in guiding policies and interventions to maintain their psychological well-being. Objective: To examine the psychological distress, depression, anxiety, and stress experienced by health care workers in Singapore in the midst of the outbreak, and to compare these between medically and non–medically trained hospital personnel. Methods and Findings: From 19 February to 13 March 2020, health care workers from 2 major tertiary institutions in Singapore who were caring for patients with COVID-19 were invited to participate with a self-administered questionnaire. LETTERS

Psychological Impact of the COVID-19 Pandemic on Health Care Workers in Singapore

The Covid-19 pandemic has driven the fastest changes to higher education across the globe, necessitated by social distancing measures preventing face-to-face teaching. This has led to an almost immediate switch to distance learning by higher education institutions. Anatomy faces some unique challenges. Intrinsically, anatomy is a three-dimensional subject that requires a sound understanding of the relationships between structures, often achieved by the study of human cadaveric material, models, and virtual resources. This study sought to identify the approaches taken in the United Kingdom and Republic of Ireland to deliver anatomical education through online means. Data were collected from 14 different universities in the United Kingdom and Republic of Ireland and compared adopting a thematic analysis approach. Once themes were generated, they were collectively brought together using a strength, weakness, opportunity, threat (SWOT) analysis. Key themes included the opportunity to develop new online resources and the chance to engage in new academic collaborations. Academics frequently mentioned the challenge that time constrains could place on the quality and effectiveness of these resources; especially as in many cases the aim of these resources was to compensate for a lack of exposure to cadaveric exposure. Comparisons of the actions taken by multiple higher education institutions reveal the ways that academics have tried to balance this demand. Discussions will facilitate decisions being made by higher education institutions regarding adapting the curriculum and assessment methods in anatomy.

https://anatomypubs.onlinelibrary.wiley.com/doi/epdf/10.1002/ase.1967

Strength, Weakness, Opportunity, Threat (SWOT) Analysis of the Adaptations to Anatomical Education in the United Kingdom and Republic of Ireland in Response to the Covid-19 Pandemic.

Objective:Despite the importance of psychiatric formulation, it remains one of the most challenging tasks for medical students and trainees. To facilitate teaching and learning this essential skill...

Visualizing psychiatric formulation

Mohsen Alyami (  maly002@aucklanduni.ac.nz ) Department of Psychological Medicine, The University of Auckland, Auckland, New Zealand https://orcid.org/0000-0001-9278-1841 Julia Vajda De Albuquerque Centre of Medical and Health Sciences Education, The University of Auckland, Auckland, New Zealand https://orcid.org/0000-0003-1385-8658 Christian U. Krägeloh Department of Psychology and Neuroscience, Auckland University of Technology, Auckland, New Zealand https://orcid.org/0000-0002-7298-0736 Hussain Alyami College of Medicine, Taif University, Taif, Saudi Arabia https://orcid.org/0000-0001-5792-6638 Marcus A Henning Centre of Medical and Health Sciences Education, The University of Auckland, Auckland, New Zealand https://orcid.org/0000-0002-1135-3464

/pdf/effects-of-fear-of-covid-19-on-mental-well-being-and-quality-1mppzy93rg.pdf

Effects of Fear of COVID-19 on Mental Well-Being and Quality of Life: A path analysis

Establishing a reliable and valid measure of academic integrity that can be used in higher education institutions across the world is a challenging and ambitious task. However, solving this issue will likely have major ramifications for understanding dishonest action. It also enables the development of a standardised measure that can be used to assess the efficacy of interventions aimed at enhancing academic integrity that can be administered across regional boundaries and diverse cultural groups. This study has used a combination of confirmatory factor analysis and item distribution inspection procedures to further validate the cross-cultural academic integrity questionnaire version 2 (CCAIQ-2). Primary participants in this study were from Saudi Arabia (n = 338), and secondary reference participants were from New Zealand (n = 366). The findings indicate that a revised 10-item questionnaire, the cross-cultural academic integrity questionnaire version 3 (CCAIQ-3), has better credibility in terms of construct validity than its predecessor. Three CCAIQ-3 domains are proposed: copying, cheating, and complying. This research will inevitably create further academic and international debate; however this measure is likely to be useful in terms of creating a research protocol for evaluating and measuring cross-cultural issues and interventions aimed at promoting academic integrity.

Development of the Cross-Cultural Academic Integrity Questionnaire - Version 3 (CCAIQ-3)

Happiness is a very important factor in human life, it is due to happiness that a person can perform tasks in a better or worse way, as it can affect performance. It also could be affected by different factors including study load, smoking, marital status, income, exercise, and study habits. Medical students in particular are subject to have many factors that could influence their happiness level. We conducted a cross-sectional study of 605 medical students at Taif University, Taif, Saudi Arabia that was conducted between August and November of 2015. Students filled a questioner that includes demographic data and validated questions to assess the subjective happiness [the Subjective Happiness Scale (SHS)]. We classified students into happy and unhappy groups according to the score achieved. Those who achieved score more than median were considered to be happy. The primary goal is to assess the level happiness and it’s relation to the level of the students, gender, income, study habits, and lifestyle habits. According to the SHS, more students were classified as unhappy (54.4%). The 2nd and 3rd year groups were more likely to be happy (p 0.106). Engaged students were more likely to be happy compared to those who were single or married (p 0.323). Happy students tend to have non-significant higher mean GPA. Happy students were more likely to be younger and reports high/middle income compared to the unhappy group (p <0.05). Those who do exercise for at least 30 min were more likely to be happy compared to those who reports sedentary lifestyle (p 0.146). Students study habits didn’t impact the happiness level (p 0.953). According to SHS, more students were considered to be unhappy. The 2nd and 3rd year groups were happier than the other years. Happy students were more likely to be male, younger, engaged, reports high/middle income, higher GPA and exercise more.

/pdf/subjective-happiness-assessment-among-taif-university-3i4t64jy3y.pdf

Subjective Happiness Assessment among Taif University Medical Students

Introduction: Research directly applying theories of motivation to the well-being of medical studentsremains scarce, likely heterogeneous, and widely dispersed. A systematic review was thereforeconducted to summarise and critically appraise current evidence of the relationship between medicalstudents’ motivation and their well-being. Methods: In December 2013, a systematic literature searchof four electronic databases (Medline, EMBASE, Psychinfo, ERIC) was completed. Articles focusingon both medical student motivation and well-being were included. Selection was based on stricteligibility criteria after examining full-texts. Results: From 2,204 potential titles, 26 full text articleswere assessed for eligibility, and nine studies met review inclusion criteria. Studies demonstratedsignificant associations between motivation (including intrinsic, extrinsic, amotivation, self-efficacy,and self-regulation) and well-being (including quality of life, stress, anxiety, or exhaustion), which wasmoderated by demographic and curriculum variables. Furthermore, a relationship may exist between,motivation, well-being, and academic achievement. There was significant heterogeneity in the studyoutcomes, and risks of bias were common in study methodologies. Conclusions: There is evidence tosuggest a relationship between medical student motivation and well-being, and academic achievement.However, heterogeneity and risks of bias were common in study methodologies. Further research isneeded to explain demographic differences, and how curricula can promote optimal motivation andwell-being for all medical students.

/pdf/medical-student-motivation-and-well-being-a-systematic-2o72iu6814.pdf

Hussain Alyami

Papers

Visualizing psychiatric formulation

Effects of Fear of COVID-19 on Mental Well-Being and Quality of Life: A path analysis

Development of the Cross-Cultural Academic Integrity Questionnaire - Version 3 (CCAIQ-3)

Subjective Happiness Assessment among Taif University Medical Students

Medical Student Motivation and Well-being: A Systematic Review