The coronavirus disease 2019 (COVID-19) pandemic causes fear, as its immediate consequences for the public have produced unprecedented challenges for the education and healthcare systems. We aimed to validate the fear of COVID-19 scale (FCoV-19S) and examine the association of its scores with health literacy and health-related behaviors among medical students. A cross-sectional study was conducted from 7 to 29 April 2020 on 5423 students at eight universities across Vietnam, including five universities in the North, one university in the Center, two universities in the South. An online survey questionnaire was used to collect data on participants’ characteristics, health literacy, fear of COVID-19 using the FCoV-19S, and health-related behaviors. The results showed that seven items of the FCoV-19S strongly loaded on one component, explained 62.15% of the variance, with good item–scale convergent validity and high internal consistency (Cronbach’s alpha = 0.90). Higher health literacy was associated with lower FCoV-19S scores (coefficient, B, −0.06; 95% confidence interval, 95%CI, −0.08, −0.04; p < 0.001). Older age or last academic years, being men, and being able to pay for medication were associated with lower FCoV-19S scores. Students with higher FCoV-19S scores more likely kept smoking (odds ratio, OR, 1.11; 95% CI, 1.08, 1.14; p < 0.001) or drinking alcohol (OR, 1.04; 95% CI, 1.02, 1.06; p < 0.001) at an unchanged or higher level during the pandemic, as compared to students with lower FCoV-19S scores. In conclusion, the FCoV-19S is valid and reliable in screening for fear of COVID-19. Health literacy was found to protect medical students from fear. Smoking and drinking appeared to have a negative impact on fear of COVID-19. Strategic public health approaches are required to reduce fear and promote healthy lifestyles during the pandemic.

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Fear of COVID-19 Scale-Associations of Its Scores with Health Literacy and Health-Related Behaviors among Medical Students.

Reproducibility is a key tenet of the scientific process that dictates the reliability and generality of results and methods. The complexities of ecological observations and data present novel challenges in satisfying needs for reproducibility and also transparency. Ecological systems are dynamic and heterogeneous, interacting with numerous factors that sculpt natural history and that investigators cannot completely control. Observations may be highly dependent on spatial and temporal context, making them very difficult to reproduce, but computational reproducibility can still be achieved. Computational reproducibility often refers to the ability to produce equivalent analytical outcomes from the same data set using the same code and software as the original study. When coded workflows are shared, authors and editors provide transparency for readers and allow other researchers to build directly and efficiently on primary work. These qualities may be especially important in ecological applications that have important or controversial implications for science, management, and policy. Expectations for computational reproducibility and transparency are shifting rapidly in the sciences. In this work, we highlight many of the unique challenges for ecology along with practical guidelines for reproducibility and transparency, as ecologists continue to participate in the stewardship of critical environmental information and ensure that research methods demonstrate integrity.

https://esajournals.onlinelibrary.wiley.com/doi/pdf/10.1002/eap.1822

Open science, reproducibility, and transparency in ecology

The purpose of this study is to map the literature on mental health and well-being of university students using metadata extracted from 5,561 journal articles indexed in the Web of Science database for the period 1975-2020. More specifically, this study uses bibliometric procedures to describe and visually represent the available literature on mental health and well-being in university students in terms of the growth trajectory, productivity, social structure, intellectual structure, and conceptual structure of the field over 45 years. Key findings of the study are that research on mental health and well-being in university students: (a) has experienced a steady growth over the last decades, especially since 2010; (b) is disseminated in a wide range of journals, mainly in the fields of psychology, psychiatry, and education research; (c) is published by scholars with diverse geographical background, although more than half of the publications are produced in the United States; (d) lies on a fragmented research community composed by multiple research groups with little interactions between them; (e) is relatively interdisciplinary and emerges from the convergence of research conducted in the behavioral and biomedical sciences; (f) tends to emphasize pathogenic approaches to mental health (i.e., mental illness); and (g) has mainly addressed seven research topics over the last 45 years: positive mental health, mental disorders, substance abuse, counseling, stigma, stress, and mental health measurement. The findings are discussed, and the implications for the future development of the field are highlighted.

/pdf/mental-health-and-well-being-of-university-students-a-2kivshk4cf.pdf

Mental Health and Well-Being of University Students: A Bibliometric Mapping of the Literature.

. The geosciences are one of the least diverse disciplines in the United States, despite the field's relevance to livelihoods and local and global economies. Bias, discrimination, and harassment present serious hurdles to diversifying the field. These behaviors persist due to historical structures of exclusion, severe power imbalances, unique challenges associated with geoscientist stereotypes, and a culture of impunity that
tolerates exclusionary behaviors and marginalization of scholars from
underserved groups. We summarize recent research on exclusionary behaviors that create hostile climates and contribute to persistent low retention of diverse groups in the geosciences and other science, technology, engineering, and mathematics (STEM) fields. We then discuss recent initiatives in the US by geoscience professional societies and organizations, including the National Science Foundation-supported
ADVANCEGeo Partnership, to improve diversity, equity, and inclusion by
improving workplace climate. Social networks and professional organizations
can transform scientific culture through providing opportunities for
mentorship and community building and counteracting professional isolation
that can result from experiencing hostile behaviors, codifying ethical
practice, and advocating for policy change. We conclude with a call for a
reexamination of current institutional structures, processes, and practices
for a transformational and equitable scientific enterprise. To be truly
successful, cultural and behavioral changes need to be accompanied by
reeducation about the historical political structures of academic
institutions to start conversations about the real change that has to happen
for a transformational and equitable scientific enterprise.

/pdf/hostile-climates-are-barriers-to-diversifying-the-1re6wb1qj9.pdf

Hostile climates are barriers to diversifying the geosciences

The coronavirus 2019 (COVID-19) has brought significant changes to college students, but there is a lack of empirical studies regarding how the pandemic has affected student mental health among college students in the U.S. To fill the gap in the literature, this study describes stress, anxiety, and depression symptoms for students in a public research university in Kentucky during an early phase of COVID-19 and their usage of mental health services. Results show that about 88% of students experienced moderate to severe stress, with 44% of students showing moderate to severe anxiety and 36% of students having moderate to severe depression. In particular, female, rural, low-income, and academically underperforming students were more vulnerable to these mental health issues. However, a majority of students with moderate or severe mental health symptoms never used mental health services. Our results call for proactively reaching out to students, identifying students at risk of mental health issues, and providing accessible care.

/pdf/stress-anxiety-and-depression-among-undergraduate-students-ufldpcst4k.pdf

Stress, Anxiety, and Depression Among Undergraduate Students during the COVID-19 Pandemic and their Use of Mental Health Services

With mental illness a growing concern within graduate education, data from a new survey should prompt both academia and policy makers to consider intervention strategies.

Evidence for a mental health crisis in graduate education

Many factors contribute to the success of graduate students such as mental health, work-life balance and mentorship. Stress, a key component of one’s mental health, and its management are correlate...

Jazmin Beltran Gastelum

Papers

Evidence for a mental health crisis in graduate education

Stress & Burnout in Graduate Students: The Role of Work-Life Balance and Mentoring Relationships