UNASSIGNED: Integrating health information into university information systems holds significant potential for enhancing student support and well-being. Despite the growing body of research highlighting issues faced by university students, including stress, depression, and disability, little has been done in the informatics field to incorporate health technologies at the institutional level.
UNASSIGNED: This study aims to investigate the current state of health information integration within university systems and provide design recommendations to address existing gaps and opportunities.
UNASSIGNED: We used a user-centered approach to conduct interviews and focus group sessions with stakeholders to gather comprehensive insights and requirements for the system. The methodology involved data collection, analysis, and the development of a suggested workflow.
UNASSIGNED: The findings of this study revealed the shortcomings in the current process of handling health and disability data within university information systems. In our results, we discuss some requirements identified for integrating health-related information into student information systems, such as privacy and confidentiality, timely communication, task automation, and disability resources. We propose a workflow that separates the process into 2 distinct components: a health and disability system and measures of quality of life and wellness. The proposed workflow highlights the vital role of academic advisors in facilitating support and enhancing coordination among stakeholders.
UNASSIGNED: To streamline the workflow, it is vital to have effective coordination among stakeholders and redesign the university information system. However, implementing the new system will require significant capital and resources. We strongly emphasize the importance of increased standardization and regulation to support the information system requirements for health and disability. Through the adoption of standardized practices and regulations, we can ensure the smooth and effective implementation of the required support system.

Ethics is central to scientific and engineering research and practice, but a key challenge for promoting students\' ethical formation involves enhancing faculty members\' ability and confidence in embedding positive ethical learning experiences into their curriculums. To this end, this paper explores changes in faculty members\' approaches to and perceptions of ethics education following their participation in a multi-year interdisciplinary faculty learning community (FLC). We conducted and thematically analyzed semi-structured interviews with 11 participants following the second year of the FLC. Qualitative themes suggested that, following two years of FLC participation, faculty members (1) were better able to articulate their conceptualizations of ethics; (2) became cognizant of how personal experiences, views, and beliefs informed how they introduced ethics into their curriculum; and (3) developed and lived instructional principles that guided their ethics teaching. Results thus suggested that faculty members benefitted from exploring, discussing, and teaching ethics, which (in turn) enabled them to see new opportunities and become confident in integrating ethics into their courses in meaningful ways that aligned with their scholarly identities. Taken together, these data suggest faculty became agents of change for designing, implementing, and refining ethics-related instructional efforts in STEM. This work can guide others interested in designing faculty learning communities to promote instructional skill development, faculty members\' awareness of their ethical values, and their ability and agency to design and integrate ethics learning activities alongside departmental peers in an intentional and continuous manner.

Few studies examine how high-achieving Black women navigate chronic reproductive health morbidities. Black women are disproportionately more likely to experience uterine fibroids, with earlier onset and more severe symptoms. This study leverages a national mixed-methods data set of Black women academics to examine how they describe symptomatic fibroids impacting their careers and lives. We find that participants (1) actively coped by engaging in superwoman schema, (2) postponed treatment due to the demands of their tenure-track position, and (3) normalized pain. Our findings suggest a potentially high prevalence of uterine fibroids among Black women faculty, that symptomatic fibroids were an impediment to some women\'s careers, and that women with symptomatic fibroids often identified expectations of their careers as an impediment to seeking timely treatment. We provide insights for how highly educated, successful Black women cope and navigate career stress coupled with challenges resulting from chronic reproductive health morbidities.

BACKGROUND: The COVID-19 pandemic has led to the broad acceptance of distance education (DE), with university professors and students conducting the teaching-learning process remotely from their homes. The propose of this study to investigate the prevalence of musculoskeletal disorders (MSDs) before and during the COVID-19 pandemic and identify risk factors associated with DE that may contribute to an increased incidence of these disorders among university professors.
METHODS: This cross-sectional analytical study took a comparative approach and involved 310 university professors in Iran. Data were gathered using an online questionnaire. Initially, demographic and occupational information of the professors, hours of physical activity, and hours spent using electronic devices were recorded. Participants were then asked to report MSDs in various body areas throughout the previous year and the previous seven days. Finally, MSDs risk factors such as workstation ergonomics during computer, laptop, smartphone, and tablet use, as well as working postures during online teaching or offline content development during the COVID-19 pandemic, were examined.
RESULTS: The majority of the participants were male (66.13%), with a PhD (46.77%) and a faculty member position (74.2%). On average, the use of computers and laptops increased by 2.67 h and 2.72 h, respectively, during the pandemic compared to before the pandemic. This increase was statistically significant (P < 0.001). MSDs incidence increased significantly before and during the COVID pandemic was observed in the areas of the neck, shoulders, lower and upper back, arms, forearms, wrists and fingers (P < 0.05). The highest cumulative incidence (Cin) of MSDs was related to the neck (Cin = 24.20%), upper back (Cin = 21.29%), low back (Cin = 18.06%) and fingers (Cin = 16.13%). The prevalence of MSDs during the COVID pandemic was significantly associated with employment status (P = 0.042), work experience (P = 0.016), age (P = 0.027), increase in the use of computers/ laptops (P < 0.001), decrease of the smartphone/tablet distance from the body (P = 0.047), workstation (smartphone-tablet, computer, laptop) (P < 0.05), head position (smartphone-tablet) (P = 0.029), display height (computer/laptop) (P = 0.045) and physical activity (P = 0.006).
CONCLUSIONS: It appears that the increased duration of smartphone, computer, and laptop use, combined with decreased physical activity and detrimental changes in ergonomic conditions of workstations during the quarantine period caused by the COVID-19 pandemic, has resulted in a shift from dynamic to static tasks and an increase in the prevalence and incidence of MSDs among university professors.

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OBJECTIVE: To compare perceptions of underrepresented minority (URM), non-URM people of color (POC), and non-minoritized pharmacy faculty in academia in relation to workplace diversity, equity, inclusion, and anti-racism landscape in the United States.
METHODS: This study utilized the Diversity, Equity, Inclusion, and Anti-Racism (DEIA) Faculty Perceptions of College Climate (FPCC) scale, which was developed and validated by the authors. The FPCC scale was used to investigate perceptions of pharmacy faculty from the AACP membership directory regarding DEIA within their respective academic pharmacy institutions. Demographic differences were examined using a Pearson Chi-Square test, while response disparities in FPCC questions were analyzed with a one-way ANOVA.
RESULTS: A total of 846 respondents met the inclusion criteria for the study and were included in the analysis. Results indicate disparities in perceptions within all four DEIA domains of the FPCC survey among the three demographic groups.
CONCLUSIONS: This study uncovers significant differences in how pharmacy faculty perceive DEIA within pharmacy education, with non-minoritized faculty expressing more positive views compared to their URM and non-URM minoritized counterparts. These results emphasize the need for focused interventions and institutional support to bridge DEIA disparities, emphasizing the importance of fostering an inclusive academic environment to enhance faculty well-being and empower the pharmacy profession to meet diverse needs more effectively.

This study constructed a robust theoretical model aimed at elucidating the determinants that shape college EFL teachers\' research intentions by integrating the tenets of Self-Determination Theory (SDT) with Theory of Planned Behavior (TPB). This model was empirically validated using data from 271 EFL teachers from eight colleges in China, selected through stratified sampling and collected via paper questionnaires, then analyzed using structural equation modeling. The findings underscore the instrumental roles of both autonomous and controlled motivations in driving research-related behaviors, thereby reinforcing the foundational concepts of SDT. Additionally, this study provides intricate insights into the mechanisms wherein motivation steers immediate determinants of research intention, encompassing attitudes, subjective norms, and perceived behavioral control. This melding of SDT and TPB offers an all-encompassing perspective on the multifaceted nexus between motivation and research intentions. Consequently, this refined model not only marks a pivotal stride in advancing teacher education theory but also establishes a guiding framework for forthcoming research and interventions, accentuating the imperative of fostering research intentions among college EFL educators.

OBJECTIVE: The objective of the study was to explore the extent to which faculty members in undergraduate medical education apply cognitive psychology principles in their teaching practices, and to evaluate the perceived effectiveness of these principles in enhancing student learning.
METHODS: This mixed method study was conducted on faculty members of public and private sector universities. Focused group discussions were conducted, and the responses of the participants were measured on a 5-point- Likert Scale. The instrument was tested for validity and reliability by measuring Cronbach\'s alpha and performing exploratory factor analysis. Mann-Whitney U test was applied on the attributes scores to compare 13 attributes by institutions, designations and domains.
RESULTS: One theme, 7 sub-themes and 19 categories were identified from the focused group discussion. as Kaiser- Meyer-Olkin index was 0.88 and Bartlett\'s test of sphericity was significant. Reliability was established at 0.95. The faculty self-perceived practicing psychology principles mostly scored in the middle level, where they think they apply less strategies. While highly significant results were noted for using Meyer\'s multimedia principles.
CONCLUSIONS: Faculty members followed the principles of cognitive psychology to some extent. However, they all felt that using these principles can transform the teaching and learning of medical education.

A compelling body of research suggests that students from racially marginalized and minoritized (RMM) backgrounds are systematically deterred from Science, Technology, Engineering, and Math (STEM) fields when teachers and scientists create ideologically colorblind STEM learning environments where cultural differences are deemed irrelevant and disregard how race/ethnicity shapes students\' experiences. We examine whether and how STEM faculty can serve as important sources of information that signal racial/ethnic diversity inclusion (or exclusion) that influence RMM students\' motivation to persist in STEM. Specifically, we focus on RMM students\' perceptions of their faculty research mentors\' cultural awareness-the extent to which students believe that their faculty research mentor acknowledges and appreciates racial/ethnic differences in STEM research. Results from a longitudinal survey of RMM students (N = 150) participating in 74 faculty-led STEM research labs demonstrated that RMM students who perceived their faculty research mentor to be more culturally aware experienced more positive social climates in the lab and were more identified as scientists. Increased science identity, in turn, predicted their motivation to pursue STEM careers 3 months later. These findings demonstrate the importance of acknowledging, welcoming, and celebrating racial/ethnic diversity within STEM learning environments to broaden inclusive and equitable participation in STEM.

The article presents analysis of results of study of health status of students of National Universities and managerial competencies of heads of health authorities in subjects of the Russian Federation. This combination was chosen not by chance but intentionally to align with Vernadsky University\'s primary mission of training managerial personnel and modern rural leaders. It was essential to monitor relationship between student health and programs designed to maintain it during education, as well as perspectives of graduates already practicing as professionals. The conclusion was made that there is necessity to establish independent policy within programs and development strategies of universities conditionally named as \"health-preserving policy.\" The measures targeting to preserve and enhance student health during education process are formal and secondary, often neglecting mental health issues. Besides, these measures are not extended to other subjects of educational process, such as lecturers and administration management personnel. This oversight corresponds to tangible menace to sustainable development of higher school in contemporary conditions.