Accelerated urbanization and rising immigration to the big cities in China has resulted in education policies that produce disparate treatment of immigrant and non-immigrant students. The two types of students frequently wind up in different types of junior high schools. However, there is little research on whether disparities exist between students in public and private schools with regard to overweight. This study aims to address this gap through a comparison of the overweight status of junior high school students in public and private schools in Shanghai and explore the possible reasons for the observed differences. Students from two public and two private junior high schools were measured. In order to determine what factors might shape overweight among adolescents. Logistic regression analysis was used to assess associations between overweight and personal characteristics, birth-related factors, levels of physical activity, diet, family socioeconomic status and school environment. Students in private schools proved more likely to be overweight (15.20%, < 0.05) than public school students (10.18%). Similarly, gender, breastfeeding, parental care and number of classes excluding physical education per day were found to be significant factors. However, private school students were also influenced by gestational age (yes/no: OR = 4.50, < 0.001), frequency of snacks (sometimes/often: OR = 0.53, < 0.01) and family income (¥6001-12,000/below ¥6000: OR = 3.27, < 0.05). Time for lunch was the sole risk factor for public school students in the study ( < 0.05). To reduce the unequal distribution of overweight students between the two types of schools, interventions that consider different multiple risk factors should be implemented.
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http://dx.doi.org/10.3390/ijerph14030252 | DOI Listing |
BMC Public Health
January 2025
Department of Physical Education, Federal University of Santa Catarina, Florianópolis, Brazil.
Background: Bullying has been identified as a risk factor for many issues among adolescents. Although it was already considered a public health issue in Brazil before the COVID-19 pandemic, little is known about how the pandemic and associated public health measures have affected bullying behavior.
Objective: To explore changes in bullying victimization and perpetration among Brazilian high school students from 2019 to 2022.
BMC Med Educ
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Department of Psychiatry, Sir Run Run Shaw Hospital, Zhejiang University School of Medicine, 3 East Qingchun Road, Hangzhou, Zhejiang, 310016, P.R. China.
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BMC Nurs
January 2025
Student Research Committee, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Background: Cultural competence, professional values, and spiritual well-being are among the topics that are widely considered today in response to turbulent and complex environments in organizations. The purpose of this study was to investigate the relationship between cultural competence, professional values, and spiritual well-being of nursing interns.
Methods: In this study, a total of 200 nursing interns affiliated with universities of medical sciences in Tehran city (Tehran, Shahid Beheshti, and Iran) were included as participants.
BMC Med Educ
January 2025
Laboratorio de Inmunofarmacología, Instituto Nacional de Enfermedades Respiratorias, Calzada de Tlalpan 4502, Colonia Sección XVI, CP 14080, Mexico, México.
Background: The field of health sciences is constantly evolving, presenting significant challenges to student learning performance. Therefore, it is crucial to identify the factors influencing students' learning style preferences, as these relate to how they acquire, understand, interpret, organize, and process information from their courses. In this study, we evaluated whether there is a relationship between students' learning style preferences and their learning gains.
View Article and Find Full Text PDFBMC Med Educ
January 2025
Department of Public Health and Preventive Medicine, St. George's University School of Medicine, St. George, Grenada.
Background: Self-Directed Learning (SDL) is a theory of andragogy in which adult learners take their own initiative to identify and tailor their individual learning process and outcomes. In undergraduate medical education, SDL aims to develop medical students into lifelong learners. This study aims to estimate the overall effectiveness of self-directed learning compared to traditional didactic learning (TDL).
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