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Factors underlying international doctoral students’ English academic writing abilities
Get PDFThe ability to write academic texts in English requires both knowledge of academic writing conventions and expertise in academic discourse to address the needs and expectations of the target academic audience in respective disciplines (Hyland, 2018). This study investigates the relationship between non-native English-speaking doctoral students’ English academic writing abilities and various factors, including their English literacy background, research knowledge, ability to read and critically evaluate academic texts, coping with emotional challenges such as stress and anxiety, as well as feedback and motivation. A total of 255 international doctoral students, speaking 49 different first languages, participated in the study. Data were collected via a survey with items presented on a 1–6 Likert scale following Dörnyei and Dewaele (2022). The analysis revealed the significant impact of English literacy background, initial academic writing abilities, and research knowledge on students’ self-assessment of academic writing skills and research competence at the outset of their doctoral studies. While prior experience in academic writing proved beneficial, it did not always translate into significant improvements in current writing abilities or research knowledge at later stages. Feedback from advisors and doctoral research course instructors emerged as vital components in supporting academic reading and motivation throughout their doctoral journey. However, the quality of peer feedback appeared to have less impact on students’ academic performance and psychological state. Overall, these findings underscore the complexity of factors influencing academic writing and research competence among NNES doctoral students, suggesting the importance of tailored support and interventions to enhance their scholarly development
Maltreatment and parenting in youth with primary and secondary callous-unemotional traits: Anxiety matters
Get PDFRelationship between School Burnout and Social Problem-Solving among Hungarian Students
Get PDFIn Hungary, the relationship between social problem-solving and school burnout has not been studied so far, so our aim was to explore the relationship between these two domains among 13- and 17-year-old Hungarian students (N = 296). Three dimensions of school burnout (emotional exhaustion, cynicism, sense of inadequacy) were analyzed with the School Burnout Inventory, and five factors of social problem-solving (positive and negative problem orientation, rational, impulsive and avoidant problem-solving styles) with the Social Problem-Solving Inventory-Revised. Both questionnaires were performed reliably. Based on the results, 13-year-olds are more likely to have emotional exhaustion and impulsive social problem-solving style, while 17-year-olds are more likely to have negative problem orientation and avoidant problem-solving style. Emotional exhaustion is significantly predicted by avoidant and impulsive problem-solving styles in 17-year-olds. Using latent profile analysis, three profiles (rational optimism, hot-tempered hostility, illogical pessimists) were identified, which—if confirmed in future research—could be used to improve school performance in a more targeted way than is currently the case
Mannitol-leucine synergy in nanocrystal agglomerates for enhanced systemic delivery of inhaled ketoprofen: Pharmacokinetics and safety in ovalbumin-sensitized rats
Get PDFA hallgatói jelentkezési számok mögött meghúzódó indokok vizsgálata a felsőoktatási szolgáltatásminőség tükrében
Get PDFA felsőoktatás napjainkban számos kihívással szembesül, amelyek közül az egyik legjelentősebb a hallgatói létszám változása a különböző képzési területeken. A vizsgált egyetemen a szakirányú továbbképzésekre jelentkezők száma emelkedett, míg a mesterképzések iránti érdeklődés csökkent a COVID-19-et követő időszakban. A kutatás célja az volt, hogy kimondottan a szolgáltatásminőség dimenziók vizsgálatán keresztül tárja fel a Szegedi Tudományegyetem Gazdaságtudományi Karán a szakirányú továbbképzések iránti megnövekedett érdeklődés és a mesterképzések alacsonyabb jelentkezési száma mögött meghúzódó okokat. Kvalitatív fókuszcsoportos megkérdezések alapján, valamint a SERVQUAL-módszer alkalmazásával kérdőíves felmérést végeztek a szerzők. Az eredmények arra utalnak, hogy a szakirányú továbbképzések iránti érdeklődés főként a konkrét munkaerőpiaci igényekhez kapcsolódik, míg a mesterképzések esetében inkább a látókör szélesítése és a tudásbővítés a fő motiváció. Mindkét csoport esetében magasabbak voltak az elvárások az észlelt szolgáltatásminőségnél, ami számos fejlesztési javaslatot vet fel az egyetemi kar számára
Differential diagnostic importance of swept-source optical coherence tomography in ocular surface lesions : Swept-source OCT in ocular surface lesions
Get PDFThe purpose of this retrospective study was to analyze the features of different ocular surface lesions using high resolution swept-source optical coherence tomography (OCT) and to correlate those characteristics with histopathologic alterations.Thirty-eight eyes of 37 patients (19 males and 18 females) were included in this study with a mean age of 60.36 ± 17.29 years years. Anterior segment imaging was performed with a swept-light source OCT system (ANTERION, Heidelberg Engineering, Germany) using the Imaging App. Clinical diagnosis based on the slit-lamp findings was compared with the OCT features of the lesion and the histopathology result.Based on the OCT features, 11 lesions were in the epithelium, of which 5 had only epithelial component. Six growths had both epithelial and subepithelial components and 27 lesions were confined to the substantia propria. The OCT finding and histopathology result correlated in 57% (6/11) for epithelial involvement and in 84% (28/33) for subepithelial involvement. In 25 cases (65%), the clinical and histopathology diagnosis agreed. In 13 cases (35%), the clinical suspicion was different from the final histopathology diagnosis. Out of those 13 cases, high-resolution OCT findings were suggestive of the histopathology results in 8 cases.High-resolution swept-source OCT provided valuable information of the structure, topographic location and extent of an ocular surface lesion and was helpful in assisting the diagnosis
A systematic review of the content and delivery of clinical knowledge in orthodontic postgraduate programs
Get PDFOrthodontic postgraduate education plays a critical role in developing clinical competence, yet substantial variability exists in how programs structure, deliver, and assess clinical knowledge. This systematic review aimed to evaluate the content and delivery of clinical knowledge in orthodontic postgraduate programs and their reported impact on trainee competence. The review followed PRISMA 2020 guidelines and a pre-specified protocol. A comprehensive search was conducted across PubMed, Cochrane Library, ERIC, and CINAHL for studies published between January 2000 and December 2024. Gray literature and reference lists were also screened. Eligible studies included randomized controlled trials, cohort studies, and cross-sectional studies involving postgraduate orthodontic students or educators, with interventions related to instructional strategies or clinical knowledge delivery. Qualitative studies and those focused solely on undergraduate or continuing education were excluded. Following duplicate removal, 104 records were screened, and 30 studies met the inclusion criteria after full-text assessment. Study selection and data extraction were performed independently by two reviewers, with discrepancies resolved by a third. Risk of bias was assessed using the Newcastle–Ottawa Scale, and quality of evidence was evaluated using the GRADE framework. Due to heterogeneity in study design and outcome measures, a narrative synthesis was conducted. Instructional strategies included didactic lectures, problem-based learning, scenario-based simulations, digital learning platforms, and structured assessments such as Mini-CEX and OSCE. Feedback-oriented and interactive methods were consistently associated with improvements in clinical reasoning, procedural skills, and learner confidence. However, substantial variability existed in assessment formats and feedback implementation across institutions. Newcastle–Ottawa scores indicated generally strong selection and outcome measurement, though comparability was often limited. GRADE assessments showed most studies were of moderate quality due to inconsistency or imprecision. These findings highlight the need for harmonized, evidence-based frameworks to guide the delivery and assessment of clinical knowledge in orthodontic postgraduate education, while allowing for flexibility based on institutional context. Efforts to standardize assessment strategies and integrate technology-enhanced learning may support improved competence development across diverse programs. © The Author(s) 2025