Pacific McGeorge School of Law
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Holistic Wellness Frameworks in Higher Education: A Systematic Review of Impact on Student Well-being and Academic Outcomes
No full textObjective: To examine the impact of holistic wellness frameworks on undergraduate students’ well-being, academic performance (GPA), and graduation rates, and to understand student perceptions and engagement factors with programs in higher education.
Background: Undergraduate students face increasing issues like mental health challenges, sleep deprivation, and inadequate physical activity, which significantly impede academic potential and well-being. Although the military’s H2F framework successfully enhances readiness across five integrated pillars, a systematic exploration of a similarly crafted civilian program’s direct influence on student outcomes in higher education remains largely unaddressed.
Methods: A structured electronic search following PRISMA 2020 guidelines across PubMed, GoogleScholar, PacificScholar, and Scopus identified 15 relevant studies published between January 2015 and June 2025.
Results: Integrating H2F-like frameworks increased student well-being and showed improvements in psychological well-being, optimism, and positive relationships between spirituality and well-being. Though direct, long-term evidence on GPA was limited, interventions showed an indirect link to academic performance, mediated by enhanced well-being. Students viewed programs as highly relevant. Perceived personal benefit, convenience, and incentives were facilitating factors. However, lack of time and low motivation hindered engagement, particularly for web-based interventions. This systematic review proposes the Holistic Freshman Readiness (HFR) program as a model for future rigorous, longitudinal trials.
Disclaimer: The views expressed herein are those of the authors and do not reflect the official policy or position of the U.S. Army Medical Department, the U.S. Army Office of the Surgeon General, the Department of the Army, the Department of Defense, or the U.S. Government
Assessing Predoctoral Dental Student Interest in Nutrition Education: A Study Across Two Dental Schools
No full textThe mouth is a mirror of overall health. Dentists have a vital role in the diagnosis of oral diseases, prevention, for health promotion. The purposes of our exploratory study were to investigate dental students’ attitudes and perceptions regarding nutrition education and to propose a curriculum checklist for integrating nutrition content into dental curricula.
An optional exploratory survey was distributed at two North American urban dental schools to 351 students, to compare student perspectives regarding implementation of nutrition education. The results were analyzed as a step to improve nutrition education in dental curricula. A validated stepwise checklist was developed to guide integration of nutrition education into dental schools.
A total of 313 student responses were obtained (response rate: 89%). Among other findings 70% of students reported having no formal nutrition education before dental school, approximately 87% of respondents strongly agreed that nutrition knowledge is essential for overall health, and 57% strongly agreed that a dentist working together with a nutritionist or dietitian could benefit patient outcomes. Qualitative data indicated dental student interest in nutrition.
These findings demonstrate learner interest in expanding more nutrition education within dental curricula. As a result, we developed a suggested checklist for curriculum development to support in integration of nutrition education in dental programs
DEI initiatives at colleges and universities help protect religious freedom
No full textAt the University of the Pacific and other colleges, DEI offices help provide religious student groups with access to space and resources while ensuring that their existence is welcomed, not grudgingly tolerated
Pacific RxTracts - February 2026
No full textArticles: Reducing Proteinuria – FDA Accelerates Approval of Sibeprenlimab FDA Approves Oral Semaglutide as First GLP-1 Pill for Weight Loss New First-Line Digital Treatment for Generalized Anxiety Disorder Ammoxetine: A Potential New Antidepressant For Major Depressive Extended-Release Buprenorphine Dosing in Individuals With High-Risk Opioid Use Managing Acute Agitation Without Injections: Oral Medications in the ED Prescription Stimulant Continuation in Pregnancy and Birth Outcomes Zoliflodacin - A New Treatment For Gonorrhea Intranasal Dexmedetomidine for Postoperative Sleep Quality After Gynecologic Laparoscopy FDA Approves Depemokimab, the First Twice-Yearly Biologic for Severe Eosinophilic Asthma Cancer Care Engineering Allogeneic CD7-Targeted CAR-T Cells Through Targeted Base Editing Implications of GLP-1 and SGLT-2 Therapy on Frailty Incretin-Based Therapy for AUD A Promising Relief from Prurigo Nodularis Developing Therapy for Transthyretin Amyloidosis with Cardiomyopathy Biomarker-Guided Cardioprotection During Anthracycline Therapy Evolocumab in Patients without a Previous Myocardial Infarction or Stroke A New Option for oHCM: FDA Approval of Aficamten Etripamil Nasal Spray: Evidence-Based Self-Treatment for PSVT Conversionhttps://scholarlycommons.pacific.edu/rx-tracts/1012/thumbnail.jp
Comparing Educational Pathways for Denturists to Become Maxillofacial Prosthetic Specialists in the US and the UK
No full textAbstract
In the absence of formal training, licensure, and professionalism, this scientific literature review will seek to include denturists in the American maxillofacial prosthetics industry. Denturists are oral health professionals who perform oral examination, design, manufacture, and place removable oral prostheses. In other regions of the world, they are also known as clinical dental technologists and dental prosthetists. This practice is not widespread in the US. The review can also be assessed on the model mediated by PRISMA, which is concentrated on the experiences of international education in the United Kingdom, Canada, and Australia, where the concentration further revolves around postgraduate studies and legislation. Other themes that were found in the review included the curriculum structure, transdisciplinary collaboration, and digital technology. The UK model is certified as digital-ready and best practices, whereas the US model is an obsolete and haphazard approach. These findings indicated that there was no consistency in clinical training and competency in the US and that both academic and practice training were required to fill the gap. Interdisciplinary collaboration, especially with the IT (Informatics Technology) specialists, surgeons, plastic surgeons, ENT (Ear, Nose, and Throat) specialists, oncologists, and prosthodontists, among other allied health practitioners, will make the integration of new technologies, including AI (artificial intelligence)-aided modeling and virtual reality, possible