Postcovid mentális egészséget és tanulási hatékonyságot fejlesztő edukációs program ismertetése és hatékonysága az SZTE-ETSZK hallgatóinak körében

A pandémia sokrétűen hatott életünkre. Ezen hatások közé tartozik a stresszel, hangulati élettel és kiégéssel kapcsolatos nehézségek egyre gyakoribb előfordulása is, amely a felsőoktatásban tanulókat is érinti. Célunk volt a hallgatók tapasztalataiból kiindulva képet kapni a pandémia tanulmányokra és mentális egészégre kifejtett hosszú távú hatásairól

Using online tools to develop conscious oral care habits in young adults

Introduction: Online tools offer many opportunities for oral health promotion. Pre-recorded videos and reminder messages can be important complementary tools to treatments. The research aimed to assess and improve young adults’ oral hygiene knowledge, habits and self-efficacy in a longitudinal study with an experimental group (EG) and a control group (CG). Patients and methods: The study was conducted over a six-week period, and at the first data collection (T0) a selfdeveloped online test package was completed, which included the Oral Hygiene Habits Scale (OHHS), the Dental Education Scale (DES) and the Self-Efficacy Scale (SES), in addition to basic sociodemographic and introductory questions. After completing the test package an informational video was presented and the DES was completed again (T1). Participants were randomly allocated into two groups, with members of the CG receiving no emails during the 6-week period and members of the EG receiving emails containing video clips and infographics twice a week. At the last data collection (T2), both groups were reassessed using the OHHS, DES and SES scales. Results: 70 participants started the study at T0, but after dropout due to the longitudinal nature of the study 50 participants completed the questionnaires at time T2, 27 from CG and 23 from EG. The criteria for inclusion in the sample were age between 18–35 years and regular follow-up of emails. The mean age of participants was 28.24 years (SD: ±3.98). DES showed a significant improvement comparing T0–T1 (CG: p < 0.001; EG: p = 0.002) and T0–T2 (CG and EG: p < 0.001) time points but there was no significant difference between T1 and T2 in either group, and no significant difference between groups at T2. For the OHHS, only the EG showed a significant difference between T0 and T2 (p = 0.010), the same result was obtained regarding the SES (p = 0.028). Discussion: A complex video material may be an effective form to give information to the patients. Our results demonstrate that one information session may be sufficient to improve knowledge levels, but repeated motivational email messages are important to change oral hygiene habits and increase self-efficacy

Examining the impact of instruction on oral care knowledge and habits among adults wearing fixed braces

Introduction: Special care is needed when wearing fixed orthodontic appliances, as they create more surfaces in the oral cavity, which can make oral care more difficult and can lead to gingivitis or periodontitis. It is therefore essential to provide full information on oral care habits and knowledge, which is the responsibility of the dental hygienist. The aim of this six-week longitudinal study was to assess the impact of oral hygiene instructions provided in different ways during the period of fixed orthodontic appliance fitting in an adult population. Study material and method: The study of the effect of the oral hygiene instructions was conducted in two groups (verbal and video-based instruction), patients arriving to private practice were grouped in the order of arrival, no two consecutive patients were grouped in the same group. During the first data collection session, a self-report based test battery was used to assess oral hygiene tool knowledge and habits. At the first data collection appointment, the test battery was completed, followed by the fitting of the fixed orthodontic appliance and instructions according to the group classification, and after six weeks during the first activation the second data collection took place with the test battery being completed again. Results: A total of 47 participants were included in the longitudinal study. Both study groups showed improvements in oral hygiene tool knowledge and positive changes in oral care habits, however the changes were more intense in both tool knowledge (p = 0.003) and oral care habits (p = 0.007) with video-based instruction compared to the only oral instruction group. This result was confirmed by the fact that 91% of the group receiving the video-based instruction took the opportunity to watch the video at least once more after the first instruction, and that this group rated the instruction as significantly more effective than the group receiving oral instruction (p < 0.001). Discussion: The study highlighted the importance of accurate and easy-to-follow instructions when fitting fixed appliances, and the usefulness of having the information provided available for later review. Feedback from the study population also showed that such information is beneficial for adherence and compliance

Postcovid mentális egészséget és tanulási hatékonyságot fejlesztő edukációs program ismertetése és hatékonysága az SZTE-ETSZK hallgatóinak körében

The pandemic had numerous effects on our lives. These can be the more common occurence of difficulties related with stress, mood life and burnout that affects students too. The aim of our study was to assess the long-term outcomes of the pandemic through studies and mental health based on the students’ experiences. &nbsp; We involved students only from University of Szeged, Faculty of Health Sciences and Social Studies in our longitudinal study (N=55). At the first data collection (T1), we used demographic questions, self-developed questions (online/offline experiences), standardized questionnaires (Perceived Stress Scale, Maslach Bunout Inventory-Student Version, Ways of Coping Questionnaire, Beck Depression Inventory-9) and self-developed scales (Time Management Scale, Learning Technique Scale, Stress Management Scale). The respondents were divided into two groups. The experimental group received educational materials in e-mails, but the control group didn’t get this intervention. Afterwards, we conducted a resurvey on both two groups with an abbreviated questionnaire package. &nbsp; In the control group (N=31), only the decrease of the perceived stress was significant at the comparison of T1 and T2 dates (p=0,049). While, in the experimental group (N=24), significant improvement was shown trough the amount of perceived stress (p=0,001), in burnout’s efficiency reduction dimension (p=0,009), coping with purposeful action (p=0,009), coping with the search of emotional balance (p=0,032) and in the application frequency of learning techniques (p=0,001) and stress management techniques (p=0,022). &nbsp; Seeing the results, it can be worth using the opportunities by the online environment in such a preventive way.A pandémia sokrétűen hatott életünkre. Ezen hatások közé tartozik a stresszel, hangulati élettel és kiégéssel kapcsolatos nehézségek egyre gyakoribb előfordulása is, amely a felsőoktatásban tanulókat is érinti. Célunk volt a hallgatók tapasztalataiból kiindulva képet kapni a pandémia tanulmányokra és mentális egészégre kifejtett hosszú távú hatásairól. &nbsp; Longitudinális vizsgálatunkba a Szegedi Tudományegyetem Egészségtudományi és Szociális Képzési Karának hallgatóit toboroztuk (N=55). Az első vizsgálati alkalommal (T1) az alapvető demográfiai adatokon kívül saját fejlesztésű kérdéseket (online/offline tapasztalatok), standardizált kérdőíveket (Észlelt Stressz Kérdőív, Maslach Hallgatói Kiégés Skála, Megküzdési Módok Kérdőív, Beck Depresszió Rövidített Kérdőív) és saját fejlesztésű skálákat (Időmenedzsment Skála, Tanulástechnika Skála, Stresszkezelés Skála) alkalmaztunk. A résztvevőket két csoportba soroltuk. A kísérleti csoport tagjai négy héten keresztül heti két alkalommal e-mailben edukációs anyagokat kaptak, amiben a kontrollcsoport tagjai nem részesültek. A második adatfelvételkor (T2) mindkét csoporton visszamérést végeztünk egy rövidített kérdőívcsomaggal. &nbsp; A kontrollcsoportban (N=31) szignifikáns javulást kizárólag az észlelt stressz mértéke mutatott a T1 és T2 időpontok összehasonlításakor (p=0,049), míg a kísérleti csoportban (N=24) több változó esetében is szignifikáns különbségek mutatkoztak. A 4 hetes program után az észlelt stressz szintje csökkent (p=0,001), a kiégés hatékonyságcsökkenés dimenziójában javulás mutatkozott (p=0,009), nőtt a céltudatos cselekvéssel való megküzdés mértéke (p=0,009), az érzelmi egyensúly keresésével történő megküzdés mértéke (p=0,032), a tanulástechnikai módszerek alkalmazási gyakorisága (p=0,001) és a stresszkezelési technikák alkalmazási gyakorisága is (p=0,022). &nbsp; A megalkotott program hatékonyságát bizonyítják eredményeink, melyek a legtöbb tényező mentén pozitív irányú változást igazoltak. Érdemes lehet az online tér adta lehetőségekkel élni hasonló programokkal, akár preventív célzattal is

Action-associated modulation of visual event-related potentials evoked by abstract and ecological stimuli

This study investigated the influence of action-associated predictive processes on visual event-related potentials (ERPs). In two experiments (N=17 and N=19), we sought evidence for sensory attenuation (SA) indexed by ERP amplitude reductions for self-induced stimuli when compared to passive viewing of the same images. We assessed if SA (1) is stronger for ecologically valid versus abstract stimuli (by comparing ERPs to pictures depicting hands versus checkerboards), (2) is specific to stimulus identity (certain versus uncertain action-effect contingencies), and (3) is sensitive to laterality of hand movements (dominant versus subdominant hand actions). We found reduced occipital responses for self-triggered hand stimuli very early, between 80-90 ms (C1 component), but this effect was absent for checkerboards. On the contrary, the P1 component (100-140 ms) was enhanced for all action-associated stimuli, and this effect proved to be sensitive to stimulus predictability for hands only. The parietal N1 component (170-190 ms) showed amplitude enhancement after right-hand movements for checkerboards only. Overall, our findings indicate that action-associated predictive processes attenuate early cortical responses to ecologically valid visual stimuli. Moreover, we propose that subsequent ERPs show amplitude enhancement that might result from the interaction between expectation-based SA and attention. Movement-initiated modulation of visual ERPs does not appear to show strong lateralization in healthy individuals, although the absence of lateralized effects cannot be excluded. These results can have implications for assessing the influence of action-associated predictions on visual processing in psychiatric disorders characterized by aberrant sensory predictions and alterations in hemispheric asymmetry, such as schizophrenia

Action-associated modulation of visual event-related potentials evoked by abstract and ecological stimuli

Abstract This study investigated the influence of action-associated predictive processes on visual ERPs. In two experiments, we sought evidence for sensory attenuation (SA) indexed by ERP amplitude reductions for self-induced stimuli when compared to passive viewing of the same images. We assessed if SA is (a) present for both ecological and abstract stimuli (pictures depicting hands or checkerboards), (b) modulated by the degree of stimulus predictability (certain or uncertain action-effect contingencies), and (c) sensitive to laterality of hand movements (dominant or subdominant hand actions). We found reduced occipital responses in the early 77?90 ms time interval (C1 component), irrespective of stimulus type, predictability, or the laterality of hand movements. However, the subsequent P1 component was increased (rather than reduced) for all action-associated stimuli. In addition, this P1 effect was influenced by the degree of stimulus predictability for ecological stimuli only. Finally, the posterior N1 component was not modulated by self-initiated actions. Overall, our findings indicate that movement-related predictive processes attenuate early visual responses. Moreover, we propose that amplitude modulations in the P1 time range reflect the interaction between expectation-based SA and attention-associated amplitude enhancements. These results can have implications for assessing the influence of action-associated predictions on visual processing in psychiatric disorders characterized by aberrant sensory predictions and alterations in hemispheric asymmetry, such as schizophrenia