Despite the positive findings, all of the studies were confined purely to case studies and case report series. No studies of higher evidence have been conducted, thus considerably limiting the strength of the findings. As such, the current use of VR and AR for PLP management, while attractive due to the increasing levels of immersion, customizable environments, and decreasing cost, is yet to be fully proven and continues to need further research with higher quality studies to fully explore its benefits.

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Objective Mental illness is a common medical condition to onset during adolescence. Young people who leave for postsecondary life are at an especially challenging period of lifetime when many will leave home and familiar environments for prolonged periods of time. These new circumstances may put young people at risk of developing mental health problems or disorders or exacerbate existing mental disorders. Alternatively, some young people may misinterpret the normal negative emotional states occurring as a result of these new challenges as a mental disorder requiring professional intervention. We conducted a quasiexperimental cohort study to investigate the effectiveness of a mental health literacy intervention Transitions with blended life skills to address these challenges for first-year postsecondary students. Methods Students ( n = 2,397) from five Canadian postsecondary institutions were assigned to the intervention or the control group and were administered a survey at baseline, postintervention, and at 2-month follow-up (September 2017 to February 2018). We applied generalized linear mixed effects (PROC Mixed procedure) to test the between-group difference in the post—pre/follow-up—pre and to determine the predicted least-square mean values. Results The findings showed that students who were exposed to the Transitions intervention significantly improved their mental health knowledge, decreased stigma against mental illness, improved help-seeking attitudes and behaviours, and decreased perceived stress when compared to students who had not been exposed to the intervention. However, we did not identify significant changes in general health. This may be due to the relatively short follow-up time (2 months) to determine participants’ general health status. Conclusions Transitions delivered to first-year postsecondary students may be a beneficial intervention to help young people adjust to their new postsecondary life and improve their mental health.

BackgroundSince coronavirus disease 2019 (COVID-19) emerged, increasing cases have been identified worldwide. COVID-19 continues to lead to significant morbidity and mortality, despite developing a vaccination for the disease. While much has been studied regarding the initial presentation and treatment of patients with COVID-19, to our knowledge, no study has uncovered that COVID-19-positive patients with abdominal pain are at a higher risk of requiring intubation. MethodologyIn this retrospective cohort study, we identified 104 patients who presented to the emergency room of a single tertiary care center with laboratory-confirmed COVID-19 between February 1, 2020, and April 27, 2020, and collected data on reported pain complaints. ResultsIn this retrospective cohort study, the most common pain complaints were chest pain (25.5%), myalgia (23.4%), and abdominal pain (17.0%). Less common pain complaints included headaches (14.9%) and neck/back pain (6.3%). Of these pain complaints, only patients who reported having abdominal pain were more likely to be intubated (37.5% of patients with abdominal pain were intubated compared to 8.3% of patients without abdominal pain, with a p-value of 0.001). ConclusionsAbdominal pain in a patient with COVID-19 infection significantly increases their chances of requiring intubation based on the results of this study.

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