The Effects of Group-Administered Canine Therapy on University Students’ Wellbeing: A Randomized Controlled Trial

University students with elevated stress levels are at risk for experiencing compromised mental health and for underperforming academically. In an effort to support student wellbeing, post-secondary campuses are increasingly offering canine therapy programs. These programs provide students opportunities to interact with dogs known for their calm public behavior, docile temperaments, and eagerness to interact with strangers. Despite the interest in canine therapy, there remains a paucity of research attesting to the benefits of this approach to support university student wellbeing. The aim of this study was to examine the effect of a group-administered, single-session canine therapy intervention on university students’ perceptions of stress, homesickness, and affinity to campus. Participants (n = 163) were randomly assigned to a treatment (n = 84, 20-minute exposure to therapy dog, handler, and fellow students) condition or a business-as-usual control (n = 79, 20 minutes of individual studying) condition. No baseline differences were identified between the two groups. Findings revealed a significant main effect for group, and when compared with the control group, participants in the treatment group showed significant decreases from pre-test to post-test in perceived stress, homesickness (dislike), and homesickness (attachment), and significant improvements in sense of school belonging. Interestingly, control group scores on homesickness (dislike) also differed significantly from pre-test to post-test, with the means increasing from pre-test to post-test. After controlling for pre- and post-test scores, there were no significant differences on any of the self-report measures between participants in the treatment and control groups at follow-up. Findings are discussed within the contexts of animal-assisted therapy and on-campus stress reduction initiatives.     

“Social Jetlag” in Morning-Type College Students Living On Campus: Implications for Physical and Psychological Well-being

Although on-campus residence allows easier access to campus facilities, existing studies showed mixed results regarding the relationship between college residence and students’ well-being indicators, such as sleep behaviors and mood. There was also a lack of studies investigating the role of chronotype in the relationship between on-campus residence and well-being. In particular, the temporal relationships among these factors were unclear. Hence, this longitudinal study aims to fill in these gaps by first reporting the well-being (measured in terms of mood, sleep, and quality of life) among students living on and off campus across two academic semesters. We explored factors predicting students’ dropout in university residences. Although students living on campus differ in their chronotypes, activities in campus residence (if any) are mostly scheduled in the nighttime. We therefore tested if individual differences in chronotype interact with campus residence in affecting well-being. Our final sample consisted of 215 campus residents and 924 off-campus-living students from 10 different universities or colleges in Hong Kong or Macau. Their mean age was 20.2 years (SD?=?2.3); 6.5% of the participants are female. Participants completed self-reported questionnaires online on their sleep duration, sleep quality, chronotype, mood, and physical and psychological quality of life. Across two academic semesters, we assessed if students living on and off campus differed in our well-being measures after we partialed out the effects of demographic information (including age, sex, family income, and parents’ education) and the well-being measures at baseline (T1). The results showed that, campus residents exhibited longer sleep duration, greater sleep efficiency, better sleep quality, and less feeling of stress than off-campus-living students. From one semester to the next, around 10% of campus residents did not continue to live on campus. Logistic regression showed that a morning type was the strongest factor predicting dropout from campus residence. Chronotype significantly moderated the effects of campus residence on participants’ physical and psychological quality of life. Although morning-type off-campus-living students have better well-being than their evening-type peers living off campus, morning-type campus residents had worse well-being than other campus residents and they were more likely to discontinue living on campus after one semester. Our findings bear practical significance to college management that morning-type campus residents are shown to be experiencing deteriorating well-being. The authorities may need to review and revise the room-allocation policy in campus residence in improving the well-being among campus residents.     

The Psychological and Physiological Effects of Using a Therapy Dog in Mindfulness Training

ABSTRACT

The present study was a randomized controlled trial examining the psychological and physiological effects of adding animal-assisted therapy (AAT) to a modified Mindfulness-Based Stress Reduction program (MBSR) for clients experiencing psychological distress. It was hypothesized that AAT would complement mindfulness-based interventions because the therapy dog will provide a focus for attention to the current experience and exemplify acceptance and “being,” enabling the understanding and practice of the main aspects of mindfulness. Participants (n=21) were randomly assigned to an MBSR or MBSR+AAT group and then completed an intervention consisting of six 50-minute individual therapy sessions. Each session included didactic and experiential components modified for delivery with or without a certified therapy dog. State and trait mindfulness, psychological distress measures, blood pressure, and heart rate were assessed at each session. Results indicate that all participants experienced fewer anxiety and depressive symptoms, decreased psychological distress, and increased mindfulness skills from preto post-treatment. Additionally, state anxiety, blood pressure, and heart rate decreased within sessions. No significant difference was found between the control and experimental groups, indicating that interaction with a therapy dog had no impact on symptom reduction, skill acquisition, or client satisfaction in the current study. However, moderate to large effect size estimates indicate clinically significant differences between groups, with higher ratings for the MBSR+AAT group on therapist efficacy, recommending the training, and participating in future treatment. Future studies need to increase methodological rigor by including multiple therapist/dog teams and increasing sample size. Moreover, researchers must more thoroughly examine the role the dog might have in altering the social environment, such as reducing stigma surrounding mental health services and enhancing the therapeutic alliance.     

Direct and indirect experiences with heterosexism: How slurs impact all students

Students targeted by homophobic discrimination are at risk for poor academic outcomes, yet few studies have examined how witnessing discrimination affects students. This study examined the impact of direct and indirect experiences of heterosexism on feelings of safety, belongingness, and connectedness among a sample of 1,702 students at a public university in the Western United States. Sexual minority students were more likely to be a target of and witness to discrimination, and they reported significantly lower levels of safety and belongingness. Hierarchical multiple regression analyses revealed that witnessing discriminatory acts contributed significantly to lower levels of safety, belongingness, and connectedness among heterosexual students, even after accounting for personal experiences with discrimination. For sexual minority students, witnessing discrimination was not associated with school outcomes, but hearing peers intervene against slurs was associated with increased belongingness. Perceptions of the campus climate were robustly associated with student outcomes, regardless of sexual orientation.     

A case for project based learning to enact semantic waves: towards cumulative knowledge building

ABSTRACT

First-year undergraduate curricula and their delivery should assist students in the transition from previous learning experiences to learning in higher education. However, the so-called articulation gap or discontinuity between secondary and higher education has been identified as a key structural curriculum problem for first-year success in South Africa and abroad. Valuable insights into this problem came from a recent study that drew on Legitimation Code Theory (LCT). Findings revealed an unexpectedly wide gap between the high school and the university biology curricula. The high school biology curriculum displays minimal movement between context-dependent, simpler meaning and relatively decontextualized, condensed meaning common in first-year biology. LCT Semantics was also found to be a valuable tool for restructuring curricula and pedagogy to intentionally enact semantic movement and thereby a more gradual transition for students from high school to university. This paper reports on an integrative first-year biology project aimed intentionally at taking students’ concept knowledge through a wide contextual range, and repeatedly between less and more complex meaning. I reflect on how the project design steers students towards creating semantic movement during their presentations, thereby contributing to cumulative knowledge building and a more gradual transition towards first-year epistemological access.     

University Evolution Education: The Effect of Evolution Instruction on Biology Majors�� Content Knowledge, Attitude Toward Evolution, and Theistic Position

Issues regarding understanding of evolution and resistance to evolution education in the United States are of key importance to biology educators at all levels. While research has measured student views toward evolution at single points in time, few studies have been published investigating whether views of college seniors are any different than first-year students in the same degree program. Additionally, students choosing to major in biological sciences have largely been overlooked, as if their acceptance of evolution is assumed. This study investigated the understanding of evolution and attitude toward evolution held by students majoring in biological science during their first and fourth years in a public research university. Participants included students in a first-year introductory biology course intended for biological science majors and graduating seniors earning degrees in either biology or genetics. The portion of the survey reported here consisted of quantitative measures of students’ understanding of core concepts of evolution and their attitude toward evolution. The results indicate that students’ understanding of particular evolutionary concepts is significantly higher among seniors, but their attitude toward evolution is only slightly improved compared to their first-year student peers. When comparing first-year students and seniors, students’ theistic position was not significantly different.     

Legitimation code theory to facilitate transition from high school to first-year biology

Institutions of Higher Education have grappled with the predicament of first-year success and epistemological access for years. Recently, a study employed Legitimation Code Theory (LCT) to elucidate why students who performed relatively well in high school biology struggled with the subject in first-year. This study shed valuable light on this problem by revealing that the high school biology curriculum is at a completely different level to the university curriculum. In terms of LCT’s Semantics dimension, the high school curriculum displayed little movement from context dependent simpler meanings towards the relatively decontextualised complex meanings, frequently encountered in first-year biology. We argue that the Semantics dimension of LCT also offers a useful tool for restructuring first-year biology curricula to intentionally facilitate a more gradual transition for first-year students. Thus, by explicitly planning teaching activities to gradually increase the range between context dependent simpler meanings and relatively decontextualized complex meanings, the potential of cumulative learning can be optimised. This paper reflects on the process of revising a first-year biology curriculum to contribute to greater epistemological access and cumulative knowledge building.     

Maximising the impact: using REF Case Studies to enhance first-year undergraduates’ appreciation of research integration in their degree

ABSTRACT

Integration of research into undergraduate degree programmes has been shown to have a beneficial effect on student learning, however, integrating activities which help first-year students to feel engage with research activity within their discipline has proved challenging. This study describes the use of Impact Case Studies created for the Research Excellence Framework (REF) assessment in the UK to develop a module for first-year students allowing them to engage with research undertaken at their own institution which has achieved significant impact. Using a mixed methods approach, the module was evaluated using the validated Student Perceptions of Research Integration Questionnaire, together with additional items relating to the design and delivery of the module, and open responses. It was shown that undertaking the module improved students’ perception of research integration, and had raised their awareness of the value of research carried out at their university. They also agreed that they had developed the intended skills and recognised the value of these for both further study and future employment. The value of this approach to increasing student awareness of research, and the transferability of the use of REF Case Studies to other levels of university study are discussed.     

Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education?

The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008-2009. The majority of the participants took part in the "diverging" (n = 84, 47.7%) and "assimilating" (n = 73, 41.5%) groups. Numbers of students in the "converging" and "accommodating" groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for "PBL and traditional training" did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.     

Moving Away from Exhaustion: How Core Self-Evaluations Influence Academic Burnout

Background

Academic burnout refers to students who have low interest, lack of motivation, and tiredness in studying. Studies concerning how to prevent academic burnout are rare.

Objective

The present study aimed to investigate the impact of core self-evaluations on the academic burnout of university students, and mainly focused on the confirmation of the mediator role of life satisfaction.

Methods

A total of 470 university students accomplished the core self-evaluation scale, Satisfaction with Life, and academic burnout scale.

Results

Both core self-evaluations and life satisfaction were significantly correlated with academic burnout. Structural equation modeling indicated that life satisfaction partially mediated the relationship between core self-evaluations and academic burnout.

Conclusions

Core self-evaluations significantly influence academic burnout and are partially mediated by life satisfaction.     

The Effect of Animal-Assisted Therapy on Pain Medication Use After Joint Replacement

Animal-assisted therapy (AAT) has been used in a variety of healthcare settings and studies to evaluate the potential patient benefits are warranted. This retrospective study measured the impact of AAT on the use of oral pain medications by adults after total joint replacement surgery. One group of patients received care in a hospital with an AAT program and the comparison group was in a hospital without an AAT program. Adult patient cohorts were matched on: age, gender, ethnicity, length of stay, and Diagnosis Related Group code for type of total joint replacement. Pain medication doses, converted into morphine equivalent daily doses (MEDD), were compared. Pain medication use was significantly less in the AAT group: 15.32 mg vs. 21.16 (t₍₁₁₉₎ = 2.72, p = 0.007). The effectiveness of AAT in decreasing the need for pain medication and its effect on patient well-being in the post-operative period and in other settings deserves further study.     

A multimedia CD-ROM tool to improve student understanding of bile salts and bilirubin metabolism: evaluation of its use in a medical hybrid PBL course

Over the last 35 years our understanding of bile salts, bilirubin metabolism, and hepatobiliary transport has progressively increased. From 1965 to the end of 2002, 3,610 articles and review papers have been published on hepatobiliary and enterocyte transport of bile salts. However, there is a lack of information in the content of current textbooks about hepatobiliary physiology, bile salt transporters, bile formation, mechanisms underlying cholestasis, and drug-induced liver injury. The use of an integrated multimedia program on the liver covering these gaps in textbooks may be useful to student learning. This study aims to 1) assess student views on a multimedia CD-ROM ("The Liver") integrating basic and clinical sciences related to the liver, bile salts, and bilirubin metabolism, 2) assess the usefulness of problem-based learning (PBL) cases included in the multimedia CD-ROM, and 3) assess student learning before and after use of the multimedia CD-ROM. A total of 106 first-year medical students (27 with and 79 without a prior university degree) at the University of Melbourne participated in this study. Students were tested on the liver, bile salts, and bilirubin metabolism before and after using the multimedia CD-ROM. After completing the multimedia CD-ROM, each student filled out a 5-point Likert scale questionnaire evaluating the features of the program and its usefulness to their learning. Results show that the aims of the package were clear to participants, the contents were logically organized and clear, the key concepts were easy to identify, the contents were pitched to an appropriate level, and the package was interactive and encouraged participants to reflect on their learning. Students also agreed that the assessment tools used in the program and the feedback provided were meaningful and helpful to their learning. No differences were found when responses were compared on the basis of academic background, gender, citizenship, or first language of participants. Students agreed that the PBL cases in the CD-ROM kept them engaged, were useful to their learning, and matched with the overall philosophy of the program. Compared with graduate-entry students (those with a prior university degree), school leavers (those with no prior university degree) showed a more positive attitude toward the PBL cases included in the multimedia CD-ROM and agreed that cases kept them engaged (P = 0.033). Students who completed the test after using the multimedia CD-ROM scored higher compared with those who completed the test before using the multimedia CD-ROM (P < 0.001). In conclusion, using bile salts, bilirubin metabolism, and their hepatobiliary transport as an example, the incorporation of a multimedia CD-ROM into the first-year medical course has the potential to improve student understanding of the main concepts in a variety of body systems.     

Prevalence of sleep disorders and their impact on academic performance in medical students/University of Duhok

Full-time students experiencing high levels of stress due to a high bulk of teaching materials and academic performance demands are the most susceptible population class for different types of sleep disorders. The current study examined the prevalence of sleep disorders and their impacts on academic performance of a random sample of medical college students. In this regard, a random sample of 316 medical students of a large public university in Iraq participated in a cross-sectional study. The participants completed the SLEEP-50 self-reported questionnaire and questions about socio-demographic factors. The variables set included sleep apnea, insomnia, narcolepsy, restless legs syndrome, circadian rhythm sleep disorder, sleepwalking, nightmares, grade point average, and some socio-demographic characteristics. The study showed that to some extent, the students suffer from different types of sleep disorders with no substantial difference between males and females. Students with worse level of sleep disorders had a lower grade point average compared with those with normal sleep patterns (p = 0.001). The study confirmed that students with sleep disorders had poorer academic performance at college.

     

Linking the experiential,affective and cognitive domains in biology education: a case study – microscopy

A greater emphasis in school curricula on the technology of science would encourage teachers to engage their students more in practical work. This in turn might be expected to improve students’ attitudes towards science and enhance cognitive outcomes. The paper presents findings from a study on first-year university students’ school experience of, attitudes towards, and knowledge of, microscopy. The findings reinforce the general expectations alluded to above. They also draw attention to the importance of the lower secondary science experience – often a suboptimal one owing to a poor resource base – to the formation of student attitudes and cognitive development with respect to science.     

Promoting More Modest Weight Losses: A Pilot Study

Objective: This pilot study assessed the short‐ and long‐term effects of a modified cognitive behavioral treatment designed to facilitate obese patients’ acceptance of a 5% to 10% reduction in initial weight. Research Methods and Procedures: Participants were 17 women with a mean age of 46.5 ± 9.7 years and BMI of 34.7 ± 2.9 kg/m². They participated in a 40‐week program that included four phases. The first discussed the benefits of modest weight losses and the potential adverse effects of unrealistic expectations. Phase II provided instruction in traditional cognitive behavioral methods of weight control Phase III focused on methods to improve body image and self‐esteem. Phase IV addressed skills for weight maintenance. Changes in weight, self‐esteem, body image, and quality of life were assessed at the end of treatment and 1 year later (week 92). Results: At week 40, participants lost an average of 5.7 ± 5.3% of initial weight, which was associated with significant improvements in body image, self‐esteem, and quality of life. Improvements in psychosocial status were maintained at week 92, although mean weight loss at this time had declined to 2.9 ± 5.6% of initial weight. Increased satisfaction with body weight at week 40 was associated with significantly better maintenance of weight loss at follow‐up (r = ?0.70; p = 0.02). Discussion: Having participants seek only modest initial weight losses does not appear to facilitate weight maintenance. However, increasing patients’ satisfaction with their body weight at the end of treatment may help improve weight maintenance. More research is needed on the relation between satisfaction with initial weight loss and long‐term success.     

Acceptability of Animal-Assisted Therapy: Attitudes toward AAT,Psychotherapy, and Medication for the Treatment of Child Disruptive Behavioral Problems

Animal-assisted therapies (AATs) are not widely promoted in routine mental healthcare but represent a viable treatment option given positive perceptions of pets and growing evidence that animals provide meaningful contribution to psychological wellbeing. Relatively little is known about the general public's attitude toward AATs, especially in relation to more commonly used alternatives. This study compared the acceptability of four different treatment options (AAT, medication, psychotherapy, and no active treatment) for common externalizing behaviors in children. Parents from a community sample (N = 189) were presented with vignettes describing a child with symptoms of an externalizing behavior disorder and were asked to rate the acceptability of the four different treatment options. Participants rated AAT as a highly acceptable form of treatment and more acceptable than no active treatment and medication. However, AAT was rated as less acceptable than psychotherapy. Experiences with animals (both positive and negative) were unrelated to the acceptability of AAT. These findings suggest that AAT is viewed as a highly acceptable form of treatment for common externalizing behaviors and should be more systematically investigated as a treatment for children's mental health problems.     

High-school students in university research labs? Implementing an outreach model based on the ‘science as inquiry’ approach

In this study we designed, implemented, and evaluated an outreach programme for high-school biology students rooted in the ‘science as inquiry’ approach. Accordingly, students learn about science from experts in the field, as well as through in-class exposure to the history and philosophy of science. Our sample consisted of 11th graders (n?=?497), ages 16–17, attending advanced biology classes. Our goal was to determine whether this programme had a significant effect on students’ understanding of the ‘nature of science’ (NOS) and on their attitudes towards science. Using a controlled pre-post research design, we asked participants to complete a Likert-like questionnaire. Also, we conducted post-programme semi-structured interviews with 35 of the participants. Results show that completion of the programme significantly enhanced participants’ NOS understanding and improved their attitudes towards science. Participants expressed a deep level of NOS understanding and explicitly stated that the field visits to experts’ labs had changed their attitude towards science. We believe that our outreach programme can be adapted for teaching other sciences and for societies worldwide, as long as there is access to university laboratories and researchers willing to interact with young citizens and potential future scientists.     

Using telehealth to increase participation in weight maintenance programs

Objective: To compare weight regain, satisfaction, and convenience among three weight maintenance programs: telehealth, traditional classes, and no program. Research Methods and Procedures: This quasi‐experimental study compared weight change, satisfaction, and convenience among three program types. The telehealth participants interacted with a registered dietitian (RD) through the web and e‐mail, traditional program participants attended a traditional classroom program, and no program participants received no interaction. Eighty‐seven subjects (14 men and 73 women) were enrolled in the study: 31 traditional, 31 telehealth, and 25 no program participants. Eligibility included participation in a community‐based weight loss program (Colorado Weigh) and minimum 7% weight loss before enrollment. Results: Subject characteristics at baseline were as follows: age, 50 ± 9.3 (standard deviation) years; height, 1.68 ± 0.09 m; weight, 80.5 ± 18.4 kg, with no significant differences between groups. Over 6 months, the traditional group lost 0.5 ± 4.3 kg, the telehealth group lost 0.6 ± 2.5 kg, and the no program group gained 1.7 ± 3.0 kg. Weight change among all three groups was significant (p = 0.02); no program participants gained significantly more weight than the telehealth and traditional groups. There were no differences in overall satisfaction between the telehealth and traditional groups (p = 0.43), but individuals in the telehealth group rated their program as more convenient compared with the traditional group (p = 0.0001). Discussion: These results show the usefulness of telehealth programs in long‐term weight loss maintenance. They may be a useful alternative for those who successfully lose weight in a structured behavioral program but do not choose to participate in a formal behavioral weight loss maintenance program.     

Effects of denture maintenance on satisfaction levels of Taiwanese elderly using removable partial dentures: a pilot study

doi: 10.1111/j.1741‐2358.2011.00500.x
Effects of denture maintenance on satisfaction levels of Taiwanese elderly using removable partial dentures: a pilot study Objective: The aim of this study was to evaluate the correlation between patient satisfaction with removable partial dentures and denture maintenance by patients, including regular application of denture adhesives and cleansers. Background: The success of removable partial dentures depends on patient satisfaction with dentures and their regular denture maintenance. Materials and methods: Demographic information, the Oral Impacts on Daily Performance (OIDP) indicator and details of denture maintenance (including the use of denture cleansers and adhesives) were collected from 193 (41.5% men and 58.5% women) participants by using questionnaires. A dentist performed oral examinations to evaluate denture function according to the OIDP items photographically and recorded the number of remaining teeth and Kennedy’s classification. Results: Most participants were satisfied with their removable partial dentures and tended to have higher satisfaction levels than the dentist’s estimation. Further, those using denture adhesives and cleansers had higher satisfaction levels than those not using such denture maintenance. Conclusions: Appropriate education regarding denture use is important because regular denture maintenance by patients affects their degree of satisfaction with dentures, as well as the dentist’s skill and the patient’s oral condition. Dentists could use this information to predict the potential success of dentures.