Challenges and opportunities for graduate students in public health during the COVID-19 pandemic

Jenei, Kristina; Cassidy-Matthews, Chenoa; Virk, Punit; Lulie, Bethel; Closson, Kalysha

doi:10.17269/s41997-020-00349-8

Cited by 39 publications

(48 citation statements)

References 3 publications

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“…Final-year university students soon to complete their education and to embark upon a career may not have acquired certain knowledge, due to the interruption of classes and the switch to online teaching, which will never be formally taught to them [ 40 ]. Moreover, in some fields, such as public health and psychiatry, the effects of COVID-19 have ratcheted up both productivity and pressure at work, with no standard process of adaptation and learning at work for recent graduates [ 41 ]. Nevertheless, teaching staff have to use this situation for improving the quality of teaching and learning [ 42 ], as lockdown has taught us valuable lessons [ 43 ].…”

Section: Introductionmentioning

confidence: 99%

The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?

Revilla‐Cuesta

Skaf

Varona

et al. 2021

IJERPH

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The major impacts of the COVID-19 pandemic are still affecting all social dimensions. Its specific impact on education is extensive and quite evident in the adaptation from Face-to-Face (F2F) teaching to online methodologies throughout the first wave of the pandemic and the strict rules on lockdown. As lesson formats changed radically, the relevance of evaluating student on-line learning processes in university degrees throughout this period became clear. For this purpose, the perceptions of engineering students towards five specific course units forming part of engineering degree courses at the University of Burgos, Spain, were evaluated to assess the quality of the online teaching they received. Comparisons were also drawn with their perceptions of the F2F teaching of the course units prior to the outbreak of the pandemic. According to the students’ perceptions, the teachers possessed the technical knowledge, the social skills, and the personal capabilities (empathy and understanding of the at times troubled situation of each student) for a very abrupt adaptation of their courses to an online methodology. The shortcomings of the online teaching were related to its particularities and each teacher’s personality traits. Overall, engineering teachers appeared well prepared for a situation of these characteristics and, if similar online teaching scenarios were ever repeated, the quality of engineering teaching appears to be guaranteed.

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Section: Introductionmentioning

confidence: 99%

The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?

Revilla‐Cuesta

Skaf

Varona

et al. 2021

IJERPH

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“…This study's results reveal PhGS challenges similar to other disciplines' graduate students regarding emotional and psychological experiences. 23 , 24 Additionally, it was estimated that the prevalence of major depressive disorder among graduate students was two times higher in 2020 compared to 2019. 25 Therefore, acknowledging the challenged mental health of graduate students during the pandemic and developing appropriate strategies by utilizing a student-centered approach should be a key factor of graduate programs leadership’ plan in overcoming the imposed challenges by the COVID-19 pandemic.…”

Section: Discussionmentioning

confidence: 99%

Mapping the impact of the COVID-19 pandemic on pharmacy graduate students’ wellness

Imeri

Jadhav

Barnard

et al. 2021

Research in Social and Administrative Pharmacy

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Background The COVID-19 pandemic has resulted in significant changes in pharmacy graduate students' (PhGS) lives. While pharmacy graduate programs across the U.S. have reported adjustments due to the pandemic, there is currently no data on the PhGS’ wellness, and the impact on and extent to which offered supports and guidance has met PhGS needs. Objective This study's objectives were 1) to explore PhGS′ perspectives on their challenges and the impact of these challenges on their wellness, and 2) to identify PhGS′ suggestions for pharmacy graduate programs to improve guidance and support offered during the COVID-19 pandemic. Methods This study conducted semi-structured interviews based on the Objective, Reflective, Interpretative, Decisional (ORID) methodology. Pharmacy students working on completing a PhD in programs across the United States were invited to participate. All interviews were conducted using the Zoom platform between May and June 2020. Digital audio recordings were auto transcribed using the Trint platform. Thematic analysis was conducted using the six-dimensional model of wellness developed by Hettler as a guide, while open coding of the PhGS’ suggestions was conducted inductively. Results Thirteen PhGS across six universities in the U.S. were interviewed. During the pandemic, all six dimensions of the Wellness model were found to be challenged for PhGS. PhGS′ challenges differed based on their laboratory-based vs. non-laboratory-based research settings. International PhGS reported differing challenges from domestic PhGS. PhGS also provided 18 practical suggestions for improving the teaching process and facilitating student's academic growth in the context of the COVID-19 pandemic. Conclusions Despite the COVID-19 pandemic, graduate programs should continue developing a robust and tailored system to encourage and maintain mentorship programs to facilitate graduate students’ successful path through their doctoral studies. Moreover, the suggestions offered by the PhGS participants in this study, when appropriately implemented, can also position graduate program success post-pandemic.

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“…Besides, the increasing mortality rate of COVID-19 in México had also been sadness from a spike of the painful psychological consequences in the population (Araújo et al, 2020;Czabanowska & Kuhlmann, 2021;Kshirsagar et al, 2021). Furthermore, the closure of educational institutions, in the students, activates a sense of uncertainty relating to their academic careers and intensifies mental health challenges between college students (Chandratre, 2020;Jenei et al, 2020). There are many factors associated with the increased prevalence of anxiety disorder and depression caused by the COVID-19 lockdown, such as students participating in part-time jobs needed to provide funds for tuition and to support their families in the lock-in situation (Fawaz & Samaha, 2020), isolation in social networks, lack of emotional interaction and support, and physical isolation, which were associated with negative mental health trajectories (Elmer et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Anxiety and Depression among Exact and Natural Science College Students of BUAP-México under COVID-19 Lockdown

Carrasco-Carballo¹,

Luna-Centeno²,

Rojas-Morales³

et al. 2021

OJD

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The aim of this study was to investigate the prevalence of anxiety and depression among a population of exact and natural science university students from Benemérita Universidad Autónoma de Puebla (BUAP)-México under COVID-19 lockdown. Furthermore, we explored influencing factors pertaining to the online learning environment at home. A total of 502 college students; 192 men (38.2%) and 310 women (61.8%) participated in this cross-sectional web-based survey. A Goldberg Anxiety and Depression Scale (GADS) standardized e-questionnaire was generated using Google Forms, and the link was shared through email. The data collection process was conducted during voluntary COVID-19 lockdown during the second university semester (October-November, 2020) and before the final exams period. The data recovered was analyzed in three consecutive levels, including univariate, bivariate, and multivariate analysis. The college students experienced high levels of anxiety and depression. The sampled population of men and women was 75.5% and 92.3% respectively measured positive for anxiety, whereas depression was measured at 63.5% and 78.4% respectively. Factors influencing at-home elearning such as internet connection quality, internet cost, status of owning or sharing a PC, inhabitants per household and length of academic program completed were correlated positively with high prevalence (>60%) of anxiety and depression among students. Based on the reported results, we suggest that both the university authorities and government could work together to address these high levels of anxiety and depression to reduce their impact among university students with the ultimate goal of achieving optimal learning during lockdown conditions.

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Challenges and opportunities for graduate students in public health during the COVID-19 pandemic

Cited by 39 publications

References 3 publications

The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?

The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?

Mapping the impact of the COVID-19 pandemic on pharmacy graduate students’ wellness

Anxiety and Depression among Exact and Natural Science College Students of BUAP-México under COVID-19 Lockdown

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Challenges and opportunities for graduate students in public health during the COVID-19 pandemic

Cited by 39 publications

References 3 publications

The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?

The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?

Mapping the impact of the COVID-19 pandemic on pharmacy graduate students’ wellness

Anxiety and Depression among Exact and Natural Science College Students of BUAP-M&#233;xico under COVID-19 Lockdown

Contact Info

Product

Resources

About

Anxiety and Depression among Exact and Natural Science College Students of BUAP-México under COVID-19 Lockdown