Evaluation of the impact of online education on the health-related quality of life of medical students in Lebanon

Hatem, Georges; Omar, Chaza Abou; Ghanem, Diana; Khachman, Dalia; Rachidi, Samar; Awada, Sanaa

doi:10.1016/j.edumed.2023.100812

Cited by 5 publications

(2 citation statements)

References 25 publications

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“…Moreover, Lebanon has been witnessing intense political, economic, financial, monetary, and health crises [10]. Schools nationwide were closed for students, and teachers were adapting to the new mode of education [11]. The sudden shift to online education exposed disparities in access to technology and the internet, particularly affecting students with lower incomes.…”

Section: Introductionmentioning

confidence: 99%

Triggering factors affecting primary school children in Lebanon: A pilot cross-sectional study

Ghanem,

Tarhini,

Manana

et al. 2024

Forum Edu. Stud.

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Purpose: Academic pressures, the fear of failure, social expectations, and high expectations from parents or teachers can all contribute to performance-related stress or anxiety in children. This study aims to assess the triggers encountered by primary schoolchildren and examine the interrelatedness between them and the characteristics of the students. Methods: A pilot cross-sectional study targeted primary school children over two months. Two pharmacists and a psychologist collected data using a standardized survey. Students were asked to assess their social (10 statements), behavioral (10 statements), environmental (10 statements), and academic (16 statements) triggers. Results: Environmental triggers had the highest score (4.92 (1.92)), followed by behavioral triggers (4.21 (1.70)). Social triggers were the least reported (3.52 (1.59)). After adjusting for covariates, age, sex, and grade did not affect the academic triggers of the students (p > 0.05), while having divorced or separated parents significantly increased these triggers (B = 0.22; p = 0.025). The social triggers and stressors significantly decreased (B = −0.28; p = 0.003) per grade increase. In contrast, having divorced parents significantly increased these scores (B = 0.21; p = 0.025). Environmental triggers significantly decreased per increase of one year in age (B = −0.23; p = 0.013), with the same pattern observed for the overall trigger scores (B = −0.28; p = 0.003). Conclusion: Promoting open communication, creating an inclusive environment establishing achievable academic goals, and regular follow-up with students can be effective strategies to reduce school triggers among those at high risk.

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Section: Introductionmentioning

confidence: 99%

Triggering factors affecting primary school children in Lebanon: A pilot cross-sectional study

Ghanem,

Tarhini,

Manana

et al. 2024

Forum Edu. Stud.

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“…In Lebanon, children's right to education has been compromised due to the weaknesses of the state and ongoing political instability, which provide limited protection for those at higher risk [16,17] . Inadaptation to online education combined with the economic crisis has led to school dropout or transition from private to public institutions [18] . Addressing this issue requires implementing an effective, low-cost approach like NLP to enhance schoolchildren's learning skills and capabilities.…”

Section: Introductionmentioning

confidence: 99%

Exploring the efficacy of neuro-linguistic programming in alleviating school challenges among primary schoolchildren in Lebanon

Chehabeddine,

Abdo

et al. 2023

Appl. Psychol. Res.

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This four-month study investigated the impact of Neuro-linguistic programming (NLP) sessions on the strengths and difficulties of 128 elementary school students from a private school in Lebanon. Paired T-test and Pearson correlation analyses examined changes in behavior and academic performance pre and post-NLP intervention. The findings revealed a significant reduction in headaches, stomachaches, and overall negative emotions such as unhappiness, depression, or tearfulness after NLP sessions. Although the cases group had a higher proportion of females, no notable gender-based differences were observed. Positive correlations were identified between student age and emotional and conduct scores. While there was a decrease in reported fights and bullying post-intervention, it did not reach statistical significance. The study advocates for integrating NLP into traditional medical treatment programs, emphasizing its potential as a non-medical intervention, especially in integrated pain management strategies. The research underscores NLP’s role in addressing emotional and behavioral challenges among students.

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Unveiling the Power of Neuro-Linguistic Programming to Overcome Educational Hurdles in Lebanese Primary Schools

Chehabeddine,

Abdo,

Chehabeddine

et al. 2023

Preprint

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Introduction: Neuro-linguistic programming (NLP) constitutes a widely employed methodology of paramount importance in communication, personal development, and psychotherapy. Despite its status as a relatively recent and occasionally debated approach to communication and personal growth, the efficacy of NLP techniques in enhancing students' cognitive skills has been well-established. This effectiveness has precipitated an augmented adoption of NLP methodologies within educational settings. Objective: The primary objective of this study is to assess alterations in the strengths and difficulties experienced by elementary school students after participating in NLP sessions, with the overarching aim of enhancing their academic performance. Methods: For this four-month research analysis, 128 participants, aged between 6 and 11, were enlisted from a private school in Lebanon. The paired T-test sample was deployed to scrutinize student behavior and academic performance outcomes before and after NLP intervention. Pearson correlation analysis was employed to discern relationships between various quantitative variables and the principal outcome measure, i.e., the total score per group. Variables with p-values below 0.05 were deemed statistically significant. Results: After the intervention, the case group exhibited a higher proportion of females (62.0%) than the control group (55.8%). The results indicated a noteworthy decrease in post-intervention headaches, stomachaches, and overall unhappiness, depression, or tearfulness (controls=0.45, cases=0.31, p=0.018). A positive correlation was discerned between student age and emotional and conduct scores (0.101, 0.131, 0.109). Parents reported a reduction in instances of children frequently engaging in fights or bullying other children (cases=0.19, controls=0.31) without achieving statistical significance (p>0.05). The study highlighted an increase in the prevalence of substantial risks associated with clinically significant problems, particularly those related to peer interactions. A marginal reduction in bullying and fighting was observed. Conclusion: This study underscores the importance of integrating NLP as a non-medical intervention within traditional medical treatment programs, particularly in the context of integrated pain management strategies. While the results exhibit promise, inquiries persist regarding the enduring efficacy of NLP interventions.

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Evaluation of the impact of online education on the health-related quality of life of medical students in Lebanon

Cited by 5 publications

References 25 publications

Triggering factors affecting primary school children in Lebanon: A pilot cross-sectional study

Triggering factors affecting primary school children in Lebanon: A pilot cross-sectional study

Exploring the efficacy of neuro-linguistic programming in alleviating school challenges among primary schoolchildren in Lebanon

Unveiling the Power of Neuro-Linguistic Programming to Overcome Educational Hurdles in Lebanese Primary Schools

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