62 research outputs found
Prevalence of Temporomandibular Disorders among Undergraduate Dental Students Using Fonseca Questionnaire
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Analyzing ecological footprint through the lens of globalization, financial development, natural resources, human capital and urbanization
No full textThis study aims to analyze the relationships of globalization, financial development, natural resources, human capital, and urbanization with ecological footprint employing a panel of 118 countries from 1971 to 2018. Further, for deeper insights, the analysis is extended for the panels of heterogeneous income groups namely high income (45), uppermiddle-income (27), lower-middle-income (30), and low-income (10) panels. For empirical analysis fully modified ordinary least squares (FMOLS), dynamic ordinary least squares (DOLS) methods are employed. The results show that economic growth improves environmental quality by lowering ecological footprint (EF). However, economic growth increases the ecological footprint in lower-middle-income countries. Globalization increases ecological footprints. Human capital increases environmental degradation by increasing EF footprint across all panels. Energy use increases EF in all income groups except the low-income group. Natural resources exert a positive influence on ecological footprint across all income groups except global and upper-middle-income countries. Urbanization increases the ecological footprint for all income panels except high-income economies. Financial development increases ecological footprint across all panels except lower-middle-income economies. The robustness analysis also validated our findings. The findings also hold for Belt and road, BRICS, G7, MENA, and OECD economies
Additional file 3 of Teacher beliefs, personal theories and conceptions of assessment literacy—a tertiary EFL perspective
No full textAdditional file 3. Data Analysis – Initial Colour Coding – An Example
Analyzing Ecological Footprint through the Lens of Globalization, Financial Development, Natural Resources, Human Capital and Urbanization
Full text linkThis study aims to analyze the relationships of globalization, financial development, natural resources, human capital, and urbanization with ecological footprint employing a panel of 118 countries from 1971 to 2018. Further, for deeper insights, the analysis is extended for the panels of heterogeneous income groups namely high income (45), uppermiddle-income (27), lower-middle-income (30), and low-income (10) panels. For empirical analysis fully modified ordinary least squares (FMOLS), dynamic ordinary least squares (DOLS) methods are employed. The results show that economic growth improves environmental quality by lowering ecological footprint (EF). However, economic growth increases the ecological footprint in lower-middle-income countries. Globalization increases ecological footprints. Human capital increases environmental degradation by increasing EF footprint across all panels. Energy use increases EF in all income groups except the low-income group. Natural resources exert a positive influence on ecological footprint across all income groups except global and upper-middle-income countries. Urbanization increases the ecological footprint for all income panels except high-income economies. Financial development increases ecological footprint across all panels except lower-middle-income economies. The robustness analysis also validated our findings. The findings also hold for Belt and road, BRICS, G7, MENA, and OECD economie
Additional file 1 of Teacher beliefs, personal theories and conceptions of assessment literacy—a tertiary EFL perspective
No full textAdditional file 1. Semi-structured Interview Protocol
Additional file 4 of Teacher beliefs, personal theories and conceptions of assessment literacy—a tertiary EFL perspective
No full textAdditional file 4. Data Analysis –Coding Procedures – An Example
Teacher Beliefs, Personal Theories and Conceptions of Assessment Literacy - A Tertiary EFL Perspective
No full textThe qualitative data was based on semi-structured interviews conducted with 12 tertiary EFL teachers working in 3 higher education institutes in the Easter Province of KSA. All required research ethical procedures before and after collecting data were followed. These included institutional and participant consent for data collection. Also, other ethical procedures such as participant anonymity, data confidentiality and data protection were ensured. The data was analyzed using thematic analysis approach, which included data reduction in the form of codes, subcategories, categories and themes
Additional file 2 of Teacher beliefs, personal theories and conceptions of assessment literacy—a tertiary EFL perspective
No full textAdditional file 2. Sample of Participant Interview Transcript
The Silent Burden: Prevalence and Psychological Impact of Dental Anxiety Among Students and Professionals in Pakistan
No full textBackground: Dental anxiety is a frequent issue that has a huge impact on dental professionals and students who aren\u27t able to provide care as needed. The study aimed to determine the prevalence of dental anxiety in dental students and professionals, and assess the contributing factors and management options for dental anxiety.
Methods: A cross-sectional study was conducted at Karachi Medical and Dental College for six months from 1st March 2025 to 31st August 2025. A non-probability purposive sampling technique was employed to recruit the 364 dental professionals and students. The data were collected using a structured questionnaire. Data were analyzed using SPSS v20. Descriptive statistics summarized demographic and response data. Chi-square tests assessed associations between demographics and perceptions of trauma work. Internal consistency was evaluated using Cronbach’s alpha. A p-value < 0.05 was considered statistically significant
Results: The study indicated that 231(63.5%) of participants experienced dental anxiety. Pain was the most common contributing factor reported, at 213(58.5%). 293(80.5%) of participants described that they manage anxiety by using effective communication and empathy, whilst only 56(5.4%) of them relied on relaxation techniques. There were differences in anxiety depending on gender, with females reporting higher levels of anxiety (p≤ 0.05).
Conclusion: There is a high prevalence of dental anxiety in dental professionals and students. Pain was the main contributing factor to dental anxiety. The most frequently used management technique was effective communication.
Assessing Pedagogical Innovations: Empowering Excellence with OSVE in Undergraduate MBBS Students at Rai Medical College,Sargodha
No full textObjectives: To explores the perception & effectiveness of objectively structured viva examinations (OSVE) in 3rd year MBBS students as compared to routine general viva for future implementation at Rai Medical College, Sargodha.
Methodology: This cross-sectional study was performed at Rai Medical College (RMC), Sargodha The total number of participants were 120 third-year MBBS students.Routine objectively structured viva examinations (OSVE) of forensic medicine was conducted. During the OSVE, each student was assigned to specific stations. The students' viewpoints were evaluated before and after the OSVE through a customize structured questionnaire.Categorical variables including the responses strongly agree, agree, neutral, strongly disagree, disagree are presented as frequencies and percentages. Chi square test was used to check the differences in proportions of perception of male and female concerning various aspects of OSVE.
Results: This study was comprised of 120 medical students, of which 65(54.16%) and 55(45.93%) were female and male student respectively. Of total participants 39.2 and 25% of students were felt that structured viva format was more convenient than routine unstructured viva. Of total students 47.5 % of students agreed that the allocated time for answering questions in OSVE was appropriate. Concerning encouragement from teacher to give relevant answer during OSVE, 48.3 % and 45.0% of students were strongly disagreed and disagreed respectively rest were agreed or remain neutral. Only19.2 and 23.3% of students were strongly agreed and agreed presence of bias in unstructured oral viva. Most of students were strongly agreed (37.5 %) or agreed (29.2%) for implementation of OSVE for all academic years for all medical subjects. Significant statistical difference was observed in opinions of male and female with respect to encouragement in OSVE from examiner and biasness during unstructured viva with p values0.002 and 0.027, whereas we did not find any significant difference among gender point of views for all other aspects of OSVE.
Conclusion: Objectively structured viva examinations, as perceived by the participants, was mostly convenient and bias free mode of assessment compared to traditional unstructured oral viva examination. OSVE should be implemented in all academic years for all subjects.
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