Perceived Use of Networked Multimedia Applications on Learning in Selected Universities in South West Nigeria

Introduction Unlike paper books, networked electronic multimedia allows many people simultaneous access to the same materials. These resources are available all the time, from office or home to research institutes and Universities. More sources can be consulted and relevant information can be obtained immediately. Widespread use of this technology has implications for the learning, studying, local network capabilities and the services provided by libraries. It adds new dimensions to the learning experience, most concepts are easier to present and comprehend when words are complemented with images and animations. Learners retain more when a variety of senses are engaged in delivering information. The intensity of the experience aids retention and recall by engaging social and emotional as well as intellectual responses. Conventional media technologies can no longer meet the needs of our teaching and learning processes, as the direct result, and they are being replaced by multimedia and its technology. Multimedia and its technology, an increasingly popular instructional delivery system, provide a learning environment that is self-paced, learner-controlled, and individualized. It is growing to become a common part of teaching and learning activities. The importance of making instructor and student aware of the rapidly advancing technologies of multimedia and information handling is in the process of transforming teaching and learning activities in our Colleges and Universities. According to Newton and Rogers (2001) multimedia is a class of computer-driven interactive communication systems, which create, store, transmit, and retrieve textual, graphic, and auditory networks of information. Multimedia means that computer information can be represented through audio, video, and animation in addition to traditional media, that is, text, and graphics, drawings, and images. Multimedia system is capable of processing multimedia data and applications. According to Shuell & Farber (2001), multimedia involves processing, storage, generation, manipulation and rendition of multimedia information characterize multimedia system, and the resources could include online text files, pictures, video, audio, databases, archives, library catalogs, course notes, relevant links to various Web sites and easy access to search engines available on the Internet. Multimedia networking provides the skills needed to set up, troubleshoot and maintain computer systems configured for a visual communication and computer graphics environment. Multimedia information networking is a composite field. It is a synthesis of aspects of multimedia systems, information systems, and computer networking each a vast field in its own right. It involves the fundamental concepts, theory, technology, and methodology required to build and use multimedia information networks, wide area networks, internetworking; and multimedia information networks are author\u27s easy-to-read style and comprehensive approach combine with its excellent, well-thought-out examples to provide a valuable instructional tool for both the novice and the experienced reader. The instruction and use of networked multimedia technology has increased significantly in most Colleges and Universities. Regarded as the key to students\u27 future success, multimedia resources technology has become an essential part of education. As multimedia combines the technology of video and computers, one of the most important advantages is that it may offer a unique environment for interactivity, learner control and student interest and motivation. It should be indicated that the quality of an instructional multimedia system depends on the integration of technology, information, and personnel. There is an accelerated technological change accompanied by exponential growth in human knowledge, especially in the digital and networked environment. The idea of using multiple media to improve communication between humans and computers is not new. The term multimedia has two possible meanings. Firstly, the media refer to storage media such as WORMs, CD-ROMs, and disks. Secondly, it can refer to the presentation of information using different media such as sound, graphics, text, etc. Human beings often use at least two sensory channels which are visual and auditory (Fadamiro 2000, Gbodi and Laleye, 2006)) but frequently use the third, which is the touch sensory, and within these communication channels, a rich variety of media are employed. A multimedia technology enables the creation of environments in which constructivist learning can take place. They make available to students original materials instead of pre-interpreted and diluted information. They provide tools for the exploration of that data so that students can investigate a topic and approach it with genuine questions. In the process students create new and examine existing knowledge structures through the exploration of a topic as well as an appreciation of it. Literature Review Aberson, Berger, Healy, Kyle and Romero (2000), emphasis that multimedia technology ends up addressing an activity that is fundamental to academic, that is, the art of teaching. Orr, Poindexter, and Allen (2001) concluded that using multimedia based information technology in learning would positively impact learning. Plous (2000) in different studies of computer-assisted instruction found positive student perceptions on skills improvement. While Hult and Edents (2003) found video-aided teaching to be an effective and interpretive educational method for evaluating student skills, and Friel and Carboni (2000) found video based education to have the potential to support alternative experiences. Using computer, video, Internet-based, and other multimedia materials in educational activities eases teachers\u27 class-management problems, increases students\u27 and teachers\u27 attention levels, and enhances the learning-and-teaching process\u27s effectiveness (Beers, Paquette, & Warren, 2000; Kablan, 2001). This means that the use of multimedia applications can overcome difficulties in education. This corroborates with Hartley (2007) assertion that multimedia applications motivates the learners, helps slow learners and students with learning difficulties; promotes individualized-learning, saves teachers\u27 and students\u27 time and increases productivity; provides constructivist learning environments, promotes student-centred led activities, promotes collaborative and cooperative learning, develops higher order thinking skills, promotes active learning Ozdener and Esfer (2009) report students\u27 favourable attitudes toward multimedia applications, and this foster more dynamic classroom discussion which involve critical thinking and problem solving, both of which can promote a student\u27s academic and career success. Schuell & Farber (2001) reported that multimedia applications led to increased quality of interaction between students with their lecturers, as well as led them to perceive their lecturers as technologically competent and thus students have reported an increase in computer literacy after exposure to multimedia technology. Despite the favourable student attitudes that technology can yield in the classroom, some students perceive the technology as cold, impersonal and intimidating. They also express beliefs that their skill level is lower than what is needed to effectively utilize the technology offered, and may experience anxiety when faced with technology in the classroom (Katayama, Shambaugh, & Doctor, 2005; Schult & McIntosh, 2004). Students have reported an increase in computer literacy after having exposure to multimedia technology. Further evidence indicates that students exposed to technology in the classroom do not feel greater amounts of self-efficacy for technology when compared to a traditionally-instructed control group (DeBord, Aruguete and Muhlig, 2004). In addition to promoting positive attitudes, the integration of technology in the classroom may also promote active learning and critical thinking in the classroom, interactive and dynamic; promote student engagement (Newlin & Wang, 2002). This is in contrast to more traditional and passive modes of acquiring knowledge, such as transcribing lecture content into notes with little student participation. According to Guttormsen and Krueger (2000) knowledge is the recall of previously learned material and comprehension involves basic understanding of that material. In essence networked multimedia application assists students in knowledge and comprehension by listening to a lecture, watching videotape, or reading a textbook and then memorizing through rehearsal: one-way communication with simple effort. Sever (2001) believed that while all cognitive levels require active learning to some degree, higher levels are enhanced with networked multimedia communication. A meta-analysis of instructional media found that computer-based instruction improves student attitudes toward learning and the content itself (Russell, Finger and Russell (2000). Both instructional films and the Internet increases higher student interest and motivation. Networked multimedia applications have the advantage of increasing student motivation to learn. Plous (2000) opcit that actors in the learning process and are therefore appropriate for achieving high-level cognitive learning objectives of application, analysis, synthesis, and evaluation. Additionally, multimedia allows the opportunity for non-linear communication of information, paralleling most knowledge structures Guttormsen and Krueger (2000) opined that multimedia resources add new dimensions to the learning experience. Multimedia information sources present exciting possibilities for increasingly sophisticated and evocative presentations of material in many fields of education. Widespread use of this technology has implications for the learning, research, local network capabilities and the services provided by libraries. Most concepts are easier to present and comprehend when words are complemented with images and animations. Learners retain more when a variety of senses are engaged in delivering information. The intensity of the experience aids retention and recall by engaging social and emotional as well as intellectual responses

Perceived Use of Networked Multimedia Applications on Learning in Selected Universities in South West Nigeria

Introduction Unlike paper books, networked electronic multimedia allows many people simultaneous access to the same materials. These resources are available all the time, from office or home to research institutes and Universities. More sources can be consulted and relevant information can be obtained immediately. Widespread use of this technology has implications for the learning, studying, local network capabilities and the services provided by libraries. It adds new dimensions to the learning experience, most concepts are easier to present and comprehend when words are complemented with images and animations. Learners retain more when a variety of senses are engaged in delivering information. The intensity of the experience aids retention and recall by engaging social and emotional as well as intellectual responses. Conventional media technologies can no longer meet the needs of our teaching and learning processes, as the direct result, and they are being replaced by multimedia and its technology. Multimedia and its technology, an increasingly popular instructional delivery system, provide a learning environment that is self-paced, learner-controlled, and individualized. It is growing to become a common part of teaching and learning activities. The importance of making instructor and student aware of the rapidly advancing technologies of multimedia and information handling is in the process of transforming teaching and learning activities in our Colleges and Universities. According to Newton and Rogers (2001) multimedia is a class of computer-driven interactive communication systems, which create, store, transmit, and retrieve textual, graphic, and auditory networks of information. Multimedia means that computer information can be represented through audio, video, and animation in addition to traditional media, that is, text, and graphics, drawings, and images. Multimedia system is capable of processing multimedia data and applications. According to Shuell & Farber (2001), multimedia involves processing, storage, generation, manipulation and rendition of multimedia information characterize multimedia system, and the resources could include online text files, pictures, video, audio, databases, archives, library catalogs, course notes, relevant links to various Web sites and easy access to search engines available on the Internet. Multimedia networking provides the skills needed to set up, troubleshoot and maintain computer systems configured for a visual communication and computer graphics environment. Multimedia information networking is a composite field. It is a synthesis of aspects of multimedia systems, information systems, and computer networking each a vast field in its own right. It involves the fundamental concepts, theory, technology, and methodology required to build and use multimedia information networks, wide area networks, internetworking; and multimedia information networks are author\u27s easy-to-read style and comprehensive approach combine with its excellent, well-thought-out examples to provide a valuable instructional tool for both the novice and the experienced reader. The instruction and use of networked multimedia technology has increased significantly in most Colleges and Universities. Regarded as the key to students\u27 future success, multimedia resources technology has become an essential part of education. As multimedia combines the technology of video and computers, one of the most important advantages is that it may offer a unique environment for interactivity, learner control and student interest and motivation. It should be indicated that the quality of an instructional multimedia system depends on the integration of technology, information, and personnel. There is an accelerated technological change accompanied by exponential growth in human knowledge, especially in the digital and networked environment. The idea of using multiple media to improve communication between humans and computers is not new. The term multimedia has two possible meanings. Firstly, the media refer to storage media such as WORMs, CD-ROMs, and disks. Secondly, it can refer to the presentation of information using different media such as sound, graphics, text, etc. Human beings often use at least two sensory channels which are visual and auditory (Fadamiro 2000, Gbodi and Laleye, 2006)) but frequently use the third, which is the touch sensory, and within these communication channels, a rich variety of media are employed. A multimedia technology enables the creation of environments in which constructivist learning can take place. They make available to students original materials instead of pre-interpreted and diluted information. They provide tools for the exploration of that data so that students can investigate a topic and approach it with genuine questions. In the process students create new and examine existing knowledge structures through the exploration of a topic as well as an appreciation of it. Literature Review Aberson, Berger, Healy, Kyle and Romero (2000), emphasis that multimedia technology ends up addressing an activity that is fundamental to academic, that is, the art of teaching. Orr, Poindexter, and Allen (2001) concluded that using multimedia based information technology in learning would positively impact learning. Plous (2000) in different studies of computer-assisted instruction found positive student perceptions on skills improvement. While Hult and Edents (2003) found video-aided teaching to be an effective and interpretive educational method for evaluating student skills, and Friel and Carboni (2000) found video based education to have the potential to support alternative experiences. Using computer, video, Internet-based, and other multimedia materials in educational activities eases teachers\u27 class-management problems, increases students\u27 and teachers\u27 attention levels, and enhances the learning-and-teaching process\u27s effectiveness (Beers, Paquette, & Warren, 2000; Kablan, 2001). This means that the use of multimedia applications can overcome difficulties in education. This corroborates with Hartley (2007) assertion that multimedia applications motivates the learners, helps slow learners and students with learning difficulties; promotes individualized-learning, saves teachers\u27 and students\u27 time and increases productivity; provides constructivist learning environments, promotes student-centred led activities, promotes collaborative and cooperative learning, develops higher order thinking skills, promotes active learning Ozdener and Esfer (2009) report students\u27 favourable attitudes toward multimedia applications, and this foster more dynamic classroom discussion which involve critical thinking and problem solving, both of which can promote a student\u27s academic and career success. Schuell & Farber (2001) reported that multimedia applications led to increased quality of interaction between students with their lecturers, as well as led them to perceive their lecturers as technologically competent and thus students have reported an increase in computer literacy after exposure to multimedia technology. Despite the favourable student attitudes that technology can yield in the classroom, some students perceive the technology as cold, impersonal and intimidating. They also express beliefs that their skill level is lower than what is needed to effectively utilize the technology offered, and may experience anxiety when faced with technology in the classroom (Katayama, Shambaugh, & Doctor, 2005; Schult & McIntosh, 2004). Students have reported an increase in computer literacy after having exposure to multimedia technology. Further evidence indicates that students exposed to technology in the classroom do not feel greater amounts of self-efficacy for technology when compared to a traditionally-instructed control group (DeBord, Aruguete and Muhlig, 2004). In addition to promoting positive attitudes, the integration of technology in the classroom may also promote active learning and critical thinking in the classroom, interactive and dynamic; promote student engagement (Newlin & Wang, 2002). This is in contrast to more traditional and passive modes of acquiring knowledge, such as transcribing lecture content into notes with little student participation. According to Guttormsen and Krueger (2000) knowledge is the recall of previously learned material and comprehension involves basic understanding of that material. In essence networked multimedia application assists students in knowledge and comprehension by listening to a lecture, watching videotape, or reading a textbook and then memorizing through rehearsal: one-way communication with simple effort. Sever (2001) believed that while all cognitive levels require active learning to some degree, higher levels are enhanced with networked multimedia communication. A meta-analysis of instructional media found that computer-based instruction improves student attitudes toward learning and the content itself (Russell, Finger and Russell (2000). Both instructional films and the Internet increases higher student interest and motivation. Networked multimedia applications have the advantage of increasing student motivation to learn. Plous (2000) opcit that actors in the learning process and are therefore appropriate for achieving high-level cognitive learning objectives of application, analysis, synthesis, and evaluation. Additionally, multimedia allows the opportunity for non-linear communication of information, paralleling most knowledge structures Guttormsen and Krueger (2000) opined that multimedia resources add new dimensions to the learning experience. Multimedia information sources present exciting possibilities for increasingly sophisticated and evocative presentations of material in many fields of education. Widespread use of this technology has implications for the learning, research, local network capabilities and the services provided by libraries. Most concepts are easier to present and comprehend when words are complemented with images and animations. Learners retain more when a variety of senses are engaged in delivering information. The intensity of the experience aids retention and recall by engaging social and emotional as well as intellectual responses

Evaluation of Biochemical Toxicity and Antioxidant Properties of Pioglitazone on Albino Wistar Rats

Pioglitazone is one of the thiazolidinedione anti-diabetic drugs which have been used for the treatment of non-insulin dependent diabetes mellitus. This study aims at investigating the biochemical effects and safety of pioglitazone (PIO) at various concentrations in female Wistar rats. A total of 28 rats were randomly divided into four groups of seven animals each. Groups 1-4 were given 0.5 mL kgG1 b.wt., dayG1 of distilled water as normal control; 15, 30 and 45 mg kgG1 b.wt., dayG1 of PIO, respectively as treatment groups 2, 3 and 4, respectively for 28 days. Using standard biochemical kits and reported chemical procedures, plasma biochemical parameter and organ lipid peroxidation effects were determined in all the groups. There was significant increase (p<0.05) in plasma total protein concentration of group 3 and 4 in comparison with control. There was also significant (p<0.05) reduction in total and LDL cholesterols in PIO-treated groups and concentration of TBARS was reduced in the liver and heart of PIO-treated groups in comparison with normal control. There was no significant alteration in the concentrations and activities of liver and kidney function markers of PIO treated groups in comparison with normal control groups. Pioglitazone at highest concentration of 45 mg kgG1 b.wt., for the duration of 28 days did not elicit any measurable biochemical toxicity on non-diabetic rat mode

Assessment of the Ameliorative Effect of Ruzu Herbal Bitters on the Biochemical and Antioxidant Abnormalities Induced by High Fat Diet in Wistar Rats

Background and Objective: Ruzu herbal bitters (RHB) is a poly-herbal preparation that is widely taken in Nigeria and it is used as an anti-obesity medicinal concoction. The concoction is an aqueous composition of different plant parts of Curculigo pilosa , Uvaria chamae and Citrullus colocynthis and so far, there has been no published scientific verification on the health enhancing claims of RHB’s intake. This study is aimed at evaluating the anti-obesity and the biochemical and antioxidant effects of RHB’s consumption, using an albino Wistar high-fat dietary model rats. Materials and Methods: A total of thirty-six (n = 36) rats were divided into six groups of six animals each. Group 1: The negative control animals (NEC), received the high-fat diet, group 2: The normal control animals (NC), was fed on standard rat chow and distilled water, groups 3-6 were placed on the high-fat diet and then dosed orally with the following: Pioglitazone (PIO) (30 mg kgG1 b.wt.,), RHB (0.3 mL kgG1), vitamin E (Vit. E) (10 IU kgG1) and a combination of PIO and Vit. E, respectively for 8 weeks. The animals were then sacrificed and antioxidant and biochemical tests on blood and other tissue samples were carried out by standard methods. Statistical analysis of the results was carried out by one-way analysis of variance with the SPSS. Results: The group 4 RHB administered animals had a significant reduction (p<0.05) in total body weight, in comparison with group 1 animals. As well as a significant (p<0.05) reduction the plasma activities of alanine aminotransaminase (ALT) and aspartate aminotransaminase (AST) and concentrations of LDL-cholesterol, triglyceride, fasting blood glucose, total and indirect bilirubin when compared with group 1. A significant (p<0.05) increase in the concentrations of plasma HDL-cholesterol and reduced glutathione in the brain, spleen and liver of rats were also observed in group 4 while a significant (p<0.05) increase was observed in the activity of peroxidase in the liver and brain of rats in the RHB group in comparison with group 1. Conclusion: These findings validate the anti-obesity and antioxidant claims of RHB and these activities were attributed to its plant’s constituents

Heavy metal tolerance of fungal and bacterial isolates, and their functional groups following biosorption

Heavy metal contamination still prevails due to improper discharge of effluents from industries, mining activities, agricultural and domestic sources. Hence, the objectives of this study were to isolate bacteria and fungi with high potentials for biosorption of Cd(II), Pb(II), Cr(III) and Ni(II) and to explore their functional groups. Bacteria and fungi able to grow in the presence of 0.1% of selected heavy metals were isolated and enumerated using nutrient agar and potato dextrose agar, respectively. The isolates were then screened for their abilities to withstand high concentrations of heavy metals. After the screening, the isolates with high potential were identified and used for percentage biosorption study. Fourier transform infrared spectroscopy was used to compare the spectra and functional groups elaborated by the control and the metal stressed isolates. Bacterial counts were higher than the fungal counts across the soil samples. Screening revealed that the isolates tolerated Pb(II) and Cr(III) better than Ni(II) and Cd(II). The isolates with high biosorption potentials were identified as Ochobactrum intermedium, Bacillus subtilis, Aspergillus niger and Cunninghamella bertholletiae. The functional groups common to the infrared spectra of the control flasks of C. bertholletiae, A. niger and O. intermedium were primary alcohol, aliphatic primary amine, aromatic amine, imine/ oxime, thiol, sulfone and phenol while aliphatic ether, alkyl aryl ether, conjugated ketone, cyclic alkene, α, β-unsaturated ketone, sulfoxide, aromatic ester, isothiocyanate, secondary alcohol, tertiary alcohol, sulfonamide, sulfonate, allene, amine, conjugated acid and conjugated aldehyde were among the functional groups produced in the presence of heavy metals. The findings conclude that the isolates demonstrated a reasonable binding affinity for heavy metals and can be used in developing biosorbent at a commercial level for Cd(II), Pb(II), Cr(III) and Ni(II)

Interventions to improve perinatal outcomes among migrant women in high-income countries: a systematic review protocol

INTRODUCTION: Women who are migrants and who are pregnant or postpartum are at high risk of poorer perinatal outcomes compared with host country populations due to experiencing numerous additional stressors including social exclusion and language barriers. High-income countries (HICs) host many migrants, including forced migrants who may face additional challenges in the peripartum period. Although HICs' maternity care systems are often well developed, they are not routinely tailored to the needs of migrant women. The primary objective will be to determine what interventions exist to improve perinatal outcomes for migrant women in HICs. The secondary objective will be to explore the effectiveness of these interventions by exploring the impact on perinatal outcomes. The main outcomes of interest will be rates of preterm birth, birth weight, and number of antenatal or postnatal appointments attended. METHODS AND ANALYSIS: This protocol follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Protocols guidelines. EMBASE, EMCARE, MEDLINE and PsycINFO, CENTRAL, Scopus, CINAHL Plus, and Web of Science, as well as grey literature sources will be searched from inception up to December 2022. We will include randomised controlled trials, quasi-experimental and interventional studies of interventions, which aim to improve perinatal outcomes in any HIC. There will be no language restrictions. We will exclude studies presenting only qualitative outcomes and those including mixed populations of migrant and non-migrant women. Screening and data extraction will be completed by two independent reviewers and risk of bias will be assessed using the Quality Assessment Tool for Quantitative Studies. If a collection of suitably comparable outcomes is retrieved, we will perform meta-analysis applying a random effects model. Presentation of results will comply with guidelines in the Cochrane Handbook of Systematic Reviews of Interventions and the PRISMA statement. ETHICS AND DISSEMINATION: Ethical approval is not required. Results will be submitted for peer-reviewed publication and presented at national and international conferences. The findings will inform the work of the Lancet Migration European Hub. PROSPERO REGISTRATION NUMBER: CRD42022380678

Hypoglycemic and antioxidative activities of ethanol seed extract of Hunteria umbellate (Hallier F.) on streptozotocininduced diabetic rats

Background: Diabetes, a global cause of mortality in developing countries is a chronic disorder affecting the metabolism of macromolecules and has been attributed to the defective production and action of insulin characterized by persistent hyperglycemic properties. This global disorder harms organs of the body such as the liver, kidney and spleen. Medicinal plants such as Hunteria umbellate have been shown to possess hypoglycemic, antioxidative and anti-diabetic properties owing to the high concentration of active phytochemical constituents like flavonoids and alkaloids. The present study seeks to evaluate the hypoglycemic activities of ethanolic seed extract of Hunteria umbellate on streptozotocin-induced diabetes rats. Methods: Thirty (30) female experimental rats were randomly divided into five groups with six rats per group and were administered streptozotocin (STZ) and Hunteria umbellate as follows. Group 1 served as control and was given only distilled water, group 2 rats were administered 60 mg/kg STZ; Group 3 was administered 60 mg/kg STZ and 100 mg/kg metformin; group 4 rats were administered 60 mg/kg STZ and 800 mg/kg Hunteria umbellate, group 5 rats 60 mg/kg STZ and 400 mg/kg Hunteria umbellate. The fasting blood glucose level of each rat was measured before sacrifice. Rats were then sacrificed 24 h after the last dose of treatment. Results: The results showed that Hunteria umbellate significantly reversed STZ-induced increase in fasting blood glucose and increase in body and organs weight of rats. Hunteria umbellate significantly reversed STZ-induced decrease in antioxidant enzyme in liver, kidney and spleen of rats. Hunteria umbellate significantly reversed STZinduced increase in oxidative stress markers in liver, kidney and spleen of rats

Influence of well-being and quality of work-life on quality of care among healthcare professionals in southwest, Nigeria

The Nigerian healthcare industry is bedevilled with infrastructural dilapidations and a dysfunctional healthcare system. This study investigated the influence of healthcare professionals' well-being and quality of work-life (QoWL) on the quality of care (QoC) of patients in Nigeria. A multicentre cross-sectional study was conducted at four tertiary healthcare institutions in southwest, Nigeria. Participants' demographic information, well-being, quality of life (QoL), QoWL, and QoC were obtained using four standardised questionnaires. Data were summarised using descriptive statistics. Inferential statistics included Chi-square, Pearson's correlation, independent samples t-test, confirmatory factor analyses and structural equation model. Medical practitioners (n = 609) and nurses (n = 570) constituted 74.6% of all the healthcare professionals with physiotherapists, pharmacists, and medical laboratory scientists constituting 25.4%. The mean (SD) participants' well-being = 71.65% (14.65), QoL = 61.8% (21.31), QoWL = 65.73% (10.52) and QoC = 70.14% (12.77). Participants' QoL had a significant negative correlation with QoC while well-being and quality of work-life had a significant positive correlation with QoC. We concluded that healthcare professionals' well-being and QoWL are important factors that influence the QoC rendered to patients. Healthcare policymakers in Nigeria should ensure improved work-related factors and the well-being of healthcare professionals to ensure good QoC for patients

Assessing disparities in medical students’ knowledge and attitude about monkeypox: a cross-sectional study of 27 countries across three continents

Background and aimsThe recent monkeypox (Mpox) outbreak confirmed by the World Health Organization (WHO) underscores the importance of evaluating the knowledge and attitude of medical students toward emerging diseases, given their potential roles as healthcare professionals and sources of public information during outbreaks. This study aimed to assess medical students’ knowledge and attitude about Mpox and to identify factors affecting their level of knowledge and attitude in low-income and high-income countries.MethodsA cross-sectional study was conducted on 11,919 medical students from 27 countries. A newly-developed validated questionnaire was used to collect data on knowledge (14 items), attitude (12 items), and baseline criteria. The relationship between a range of factors with knowledge and attitude was studied using univariate and multivariate analyses.Results46% of the study participants were males; 10.7% were in their sixth year; 54.6% knew about smallpox; 84% received the coronavirus disease 2019 (COVID-19) vaccine; and 12.5% had training on Mpox. 55.3% had good knowledge of Mpox and 51.7% had a positive attitude towards it. Medical students in their third, fifth, or sixth year high- income countries who obtained information on Mpox from friends, research articles, social media and scientific websites were positive predictors for good knowledge. Conversely, being male or coming from high-income countries showed a negative relation with good knowledge about Mpox. Additionally, a positive attitude was directly influenced by residing in urban areas, being in the fifth year of medical education, having knowledge about smallpox and a history of receiving the coronavirus disease 2019 (COVID-19) vaccine. Receiving information about Mpox from social media or scientific websites and possessing good knowledge about Mpox were also predictors of a positive attitude. On the other hand, being male, employed, or receiving a training program about Mpox were inversely predicting positive attitude about Mpox.ConclusionThere were differences in knowledge and attitude towards Mpox between medical students in low and high-income countries, emphasizing the need for incorporating epidemiology of re-emerging diseases like Mpox into the medical curriculum to improve disease prevention and control