BackgroundMany factors shape the quality of learning. The intrinsically motivated students adopt a deep approach to learning, while students who fear failure in assessments adopt a surface approach to learning. In the area of health science education in Nepal, there is still a lack of studies on learning approach that can be used to transform the students to become better learners and improve the effectiveness of teaching. Therefore, we aimed to explore the learning approaches among medical, dental, and nursing students of Chitwan Medical College, Nepal using Biggs’s Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) after testing its reliability.MethodsR-SPQ-2F containing 20 items represented two main scales of learning approaches, deep and surface, with four subscales: deep motive, deep strategy, surface motive, and surface strategy. Each subscale had five items and each item was rated on a 5-point Likert scale. The data were analyzed using Student’s t-test and analysis of variance. Reliability of the administered questionnaire was checked using Cronbach’s alpha.ResultsThe Cronbach’s alpha value (0.6) for 20 items of R-SPQ-2F was found to be acceptable for its use. The participants predominantly had a deep approach to learning regardless of their age and sex (deep: 32.62±6.33 versus surface: 25.14±6.81, P<0.001). The level of deep approach among medical students (33.26±6.40) was significantly higher than among dental (31.71±6.51) and nursing (31.36±4.72) students. In comparison to first-year students, deep approach among second-year medical (34.63±6.51 to 31.73±5.93; P<0.001) and dental (33.47±6.73 to 29.09±5.62; P=0.002) students was found to be significantly decreased. On the other hand, surface approach significantly increased (25.55±8.19 to 29.34±6.25; P=0.023) among second-year dental students compared to first-year dental students.ConclusionMedical students were found to adopt a deeper approach to learning than dental and nursing students. However, irrespective of disciplines and personal characteristics of participants, the primarily deep learning approach was found to be shifting progressively toward a surface approach after completion of an academic year, which should be avoided.

Staphylococcus aureus normally colonizes the nasal cavity and pharynx. After breaching the normal habitat, the organism is able to cause a number of infections at any site of the body. The development of antibiotic resistance has created a global challenge for treating infections. Therefore, protection by vaccines may provide valuable measures. Currently, several vaccine candidates have been prepared which are either in preclinical phase or in early clinical phase, whereas several candidates have failed to show a protective efficacy in human subjects. Approaches have also been made in the development of monoclonal or polyclonal antibodies for passive immunization to protect from S. aureus infections. Therefore, in this review we have summarized the findings of recently published scientific literature to make a concise report.

BackgroundFacebook, a popular social networking site, has been used by people of different ages and professions for various purposes. Its use in the field of medical education is increasing dramatically. At the same time, the pros and cons of facebook use among the health science students has attracted the attention of educators. The data regarding its use and the effect on the life of Nepalese health science students has not yet been documented. Therefore, this study is carried out to evaluate the effect of facebook use on social interactions, behaviour, academics, and the health of students in a medical college of Nepal.ResultsA cross-sectional descriptive study conducted among medical, dental, nursing and allied health science students using self-administered questionnaire. The study showed that 98.2 % of participants were facebook users. Among 452 respondents, 224 and 228 were male and female respectively, with a mean age of 20.2 ± 1.2 years. The main reason for using facebook was to remain in contact with family and friend (32 %), while its use for the academic purpose was only 5 %. However, 80.8 % of students acknowledged ease in acquiring academic materials from others, through facebook. One-fourth of the students acknowledged that they are using facebook late at night on a regular basis, while surprisingly 4.2 % of the students admitted accessing facebook during the classroom lectures. Almost two-third of the users, further admitted that facebook has had a negative impact on their studies. Burning eyes (21 %), disturbed sleep (19 %), and headache (16 %) were the most common adverse health effects reported by the facebook users. Many students (71.4 %) tried and most of them (68.7 %) succeeded, in reducing time spent on facebook, to allow for increased time devoted to their studies.ConclusionThe widespread use of facebook among the health science students, was found to have both positive and negative effects on their academics, social life, and health.

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The aim of this work is to evaluate the efficacy of using virtual reality to develop training modules for students who are participating in mechanical engineering laboratory classes. We investigated the feasibility of applying virtual reality and augmented reality technologies in manufacturing and material testing training programs to increase academic achievement, engagement, attitudes and self-efficacy toward engineering and also in fostering more effective use of expensive lab-equipment. We hypothesized that providing students with virtual reality and augmented reality enabled personalized manufacturing labs would increase students’ engagement and learning in this laboratory course. To validate the prototype and test our hypotheses, we conducted pilot testing at Texas A&M University. The total number of students with complete data analyzed for this study was 118. A two-group, randomized control group experiment was conducted. No significant differences were found for pre-existing factors including pretest and demographic factors. Five measures were administered to participants including subject matter measures and survey measures relating to attitudes, self-efficacy, engagement, and background demographics. Results of the pilot test data suggest an overall positive outcome for students participating in the virtual reality activity first (experimental condition) compared to those who performed physical machine activity first (control condition). Students who participated in the virtual reality activity first scored significantly higher on multiple-choice subject matter midtest scores. Analysis of open-ended subject matter responses indicates significantly higher gains for participants in the virtual reality activity compared to the physical activity. Subgroup analysis indicated a different performance pattern for female participants. Specifically, when pretest to midtest gain scores were analyzed, females in the experimental group gained twice as much over males after the virtual reality activity. Action data also revealed that female participants spent more time in the tutorial.