Background: Premenstrual syndrome (PMS) is a recurrent, cluster of symptoms and signs that develop during the 10 days before the onset of menses and subside with the onset of menstruation. It is known to affect the women's interpersonal relationships, social interactions, academic performance, sleep, emotional, and also physical well-being. Aims and Objective: This study aims to determine the psychological predictors and sleep quality in different grades of PMS. Materials and Methods: The study was conducted on 100 female nursing students, and psychological predictors of depression, anxiety, and stress were assessed using depression anxiety stress scale questionnaire and also, the sleep quality was assessed using Pittsburgh sleep quality index and insomnia severity index (ISI). The above parameters were compared in different grades of PMS. The PMS was graded using moos questionnaire. Results: Among the 100 females, 50 belonged to mild grading, 50 belonged to moderate grading, and none of them had severe grading of PMS. On comparison of psychological predictors, the depression, anxiety, and stress scales were found be significantly elevated in moderate category when compared to mild with P = 0.03, 0.045, and 0.042, respectively (P < 0.05). Furthermore, the sleep quality index showed poor quality of sleep in moderate category when compared to mild which was statistically significant with P = 0.027. However, the ISI score was high in moderate PMS when compared to mild, but it was not statistically significant. Conclusion: The intensity of PMS is associated with elevation of depression, anxiety, stress, and poor quality of sleep. Determining the methods of coping with PMS and strengthening the young girls on this subject may enhance their quality of future life.
Background:Reaction time (RT) is a measure of the response to a stimulus which plays a very important role in our lives as its practical implications may be of great consequences in the learning process and cognition. Aims and Objectives: To compare visual RTs (VRTs) and auditory RTs (ARTs) on the basis of gender and to correlate it with the academic performance. Materials and Methods: This is a cross-sectional study conducted on 100 first year medical students, out of which 50 were males and 50 were females. The RT was tested using PC1000Hz RT. Academic performance was considered as an average of the internal assessment test conducted in physiology in the academic years 2015-16. Statistical analysis was performed using SPSS software version 19. Result: The ART is (184 ms) faster than VRT (208 ms) in both males and females. VRT and ART were significantly different between males and females (P < 0.05). The VRT was 199.36 + 23.239 in males when compared to females 217.44 + 29.151 with P = 0.049, and ART was 178.20 + 29.928 and 190.12 + 19.442 with P = 0.021. No significant difference in academic performance between the two genders; however, there was a significant negative correlation of the RT with the academic performance with VRT (r = −0.290, P = 0.003) and ART (r = −0.271, P = 0.006). Conclusion: ART is faster than the VRT in medical students. Furthermore, male medical students have faster RTs as compared to females for both auditory and visual stimuli. Furthermore, students with higher academic performance had faster RT, suggesting that attention, concentration, arousal level and processing speed is an important for students' success in learning process and cognition.
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