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This study examined how the socioeconomic rank of parents correlates with students' academic and cognitive outcomes of science students in senior secondary school. Its objective was to examine the bedrock of physical and psychosocial mediators that influence students' learning and cognitive attitude. The sample comprised 548 science students drawn from 11 secondary schools in Calabar Municipality of Cross River State, Nigeria. A simple random sampling technique was used to select the sample from a population of 938 students. A cross-sectional observational type of survey design was used in this study. A self-reporting questionnaire labeled Socioeconomic Rank and Students Outcome Questionnaire (SERSOQ) was used for the study after validation and reliability. The results for reliability coefficients for SERSOQ range from 0.66 to 0.89 for Cronbach's alpha and 0.72-0.81 for Kuder Richardson's formula-20. Section A of SERSOQ was administered to the students in their schools by the research assistants, and students took section B home to their parents. Analysis of data collected was done using regression analysis, percentage, and mean. Results showed a great correlation between family income and academic achievement, cognitive attitude, and study habits. The study did not find a significant relationship between assignments with the variables under investigation. Importantly, the findings of this study found that parental control exhibited the greatest mediating function in providing family income impact on students' cognitive attitude. Other mediators like students' and peers' educational ambitions and mother-child verbal relationships were discovered as potent mediators. Findings also showed a slight impact of family income on parent-child and mother-father relationships. Parental control consists of an influential setting that is outside the school environment yet mounting a very powerful effect on determining school outcomes in teenagers. In conclusion, a positive social environment is necessary for enhancing science students' cognitive ability, academic achievement, and study habits as money is not everything. Some of the recommendations made were that there should be an educative environment at home. Educators should encourage parents to provide the necessary means of academic success, such as a source of light, stationery, books, separate study rooms, and homework facilities in their respective homes.

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Factors Associated with Medical Students' Career Choices Regarding Internal Medicine in Uganda

by Bongomin, Felix

Background: There is an unmet need for internal medicine physicians in Uganda owing to the growing burden of diseases. This study aimed at evaluating the factors associated with career choices of undergraduate medical students regarding internal medicine in Methods: We conducted a cross-sectional study in the first 3 weeks of October 2021 via WhatsApp messenger. Medical students in the 3rd to 5th year of study who had completed internal medicine clinical rotations and pursuing a Bachelor of Medicine and Bachelor of Surgery (MBChB) degree at 7 Ugandan universities (4 public and 3 private) were enrolled. Multivariable logistic regression model was constructed to determine factors associated with a career choice in internal medicine. Results: We enrolled 418 participants, median age was 24 (interquartile range (IQR): 23-26) years, 67.7% were male, and 36.1% had a family member or relative who was a doctor. Most of the students (84.0%) were interested in research. The top three most preferred specialties were internal medicine (52.6%), surgery (51.2%), and obstetrics and gynaecology (51.0%). Overall, 186 (44.5%) participants reported plans to pursue a Master of Medicine degree in internal medicine. Interest in research was the only factor independently associated with 2.5-fold higher odds of pursuing a career in internal medicine (adjusted odds ratio: 2.5, 95% CI: 1.4- 4.6, p = 0.003). About 73% of the participants strongly agreed that internal medicine requires wide reading. Conclusion: There is a strong interest to pursue a career in internal medicine among Ugandan medical students. We recommend an increase in training opportunities in Internal Medicine, especially in view of the growing disease burden and increasing population growth.

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Evaluating the Effects of Training to Improve Teaching Skills of Health Sciences Educators in Sudan

by Mustafa, Amani

Purpose: This evaluation draws evidence on the outcome of learning and teaching courses that were offered to a number of teaching staff (referred to as trainers) of the Academies of Health Sciences, Midwifery Schools and Centre for Continuous Professional Development in Sudan. Methods: The evaluation was a cross-sectional, institution-based study conducted from October 2017 to January 2018 involving qualitative design. It consisted of direct observations of teaching, focus group discussions with students and semi-structured interviews with managers of teaching institutions. Results: The findings of direct observations revealed that the learning and teaching course has positive effects on the trainers' ability to have clear, well-stated learning objectives; their presentation skills; and their use of different teaching methods. Moreover, the observations showed that trainers who attended the learning and teaching course now encourage the students to ask questions and are providing them with timely feedback about their learning. As students were the main beneficiaries for improved teaching, focus group discussions have shown that students were generally satisfied with trainers' performance regarding the stated learning outcomes, curricula design, use of a range of teaching methods and assessment methods. During in-depth interviews, managers of training institutions expressed satisfaction with the trainers' performance regarding the development of training materials, learners' assessment, supervision, and evaluation of training. Conclusion: Short courses on teaching and learning were a valuable investment for trainers, students, and the overall performance of health sciences training institutions. The evaluation revealed that trainers were able to apply what they have learnt. Moreover, students and managers noticed improvement in the performance of trainers in teaching, course delivery and assessment. It is recommended to expand, cascade and institutionalize the short courses on learning and teaching to all states to improve the capabilities of trainers, which would eventually contribute to the production of competent allied health professions in Sudan.

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Perceived risks of COVID-19, attitudes towards preventive guidelines and impact of the lockdown on students in Uganda: A cross-sectional study

by Rawlings, Ngwa Niba

Background This study explored students' perceptions of COVID-19 risks and preventive measures and assessed the impacts of the national lockdown on students in Uganda. Methods A web-based survey was conducted to explore students' perceived risks of COVID-19 and preventive measures; sources of COVID-19 information and impacts of the lockdown. Both undergraduate and post-graduate students (n = 398) participated in the study. Data were analysed using IBM-SPSS-26. Results Students acknowledged COVID-19 as a health risk, and their preventive behaviours were influenced by age, gender, marital status and living situation. Most students followed face mask guidelines but did not comply with lockdown restrictions. Social distancing was not always possible due to overcrowding. Students' main sources of COVID-19 information were local media (e.g., TV, radio) and social media. Most students (especially females) were unable to access online learning platforms due to poor internet connectivity, high costs and no access to computers. Meanwhile, a majority of those who studied online did not enjoy the experience. Students experienced depression, frustration, stress and anxiety during the lockdown; became less physically active and spent most of their time on social media, sleeping, eating or watching movies. Some students indulged in smoking, drinking alcohol, taking drugs and gambling for their first time, while others did them more often than before. Conclusion The increase in sedentary activity, poor mental health and substance use over the lockdown period puts students at risk of health complications and poses a potential threat to the healthcare system. These risks may also negatively impact their future learning and academic potential. Further research is needed to understand the transitional experiences of students between physical and virtual learning, and how they can be supported. There is also a need to ascertain the feasibility of guidelines such as social distancing in developing countries, to increase compliance.

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Learning to think critically about health using digital technology in Ugandan lower secondary schools: A contextual analysis

by Ssenyonga, Ronald

Introduction The world is awash with claims about the effects of health interventions. Many of these claims are untrustworthy because the bases are unreliable. Acting on unreliable claims can lead to waste of resources and poor health outcomes. Yet, most people lack the necessary skills to appraise the reliability of health claims. The Informed Health Choices (IHC) project aims to equip young people in Ugandan lower secondary schools with skills to think critically about health claims and to make good health choices by developing and evaluating digital learning resources. To ensure that we create resources that are suitable for use in Uganda's secondary schools and can be scaled up if found effective, we conducted a context analysis. We aimed to better understand opportunities and barriers related to demand for the resources, how the learning content overlaps with existing curriculum and conditions in secondary schools for accessing and using digital resources, in order to inform resource development. Methods We used a mixed methods approach and collected both qualitative and quantitative data. We conducted document analyses, key informant interviews, focus group discussions, school visits, and a telephone survey regarding information communication and technology (ICT). We used a nominal group technique to obtain consensus on the appropriate number and length of IHC lessons that should be planned in a school term. We developed and used a framework from the objectives to code the transcripts and generated summaries of query reports in Atlas.ti version 7. Findings Critical thinking is a key competency in the lower secondary school curriculum. However, the curriculum does not explicitly make provision to teach critical thinking about health, despite a need acknowledged by curriculum developers, teachers and students. Exam oriented teaching and a lack of learning resources are additional important barriers to teaching critical thinking about health. School closures and the subsequent introduction of online learning during the COVID-19 pandemic has accelerated teachers' use of digital equipment and learning resources for teaching. Although the government is committed to improving access to ICT in schools and teachers are open to using ICT, access to digital equipment, unreliable power and internet connections remain important hinderances to use of digital learning resources. Conclusions There is a recognized need for learning resources to teach critical thinking about health in Ugandan lower secondary schools. Digital learning resources should be designed to be usable even in schools with limited access and equipment. Teacher training on use of ICT for teaching is needed.

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PATHWAYS TO RESEARCH LEADERSHIP FOR EARLY CAREER RESEARCHERS IN AFRICA: A POTENTIAL ROLE FOR AFRICAN AND GLOBAL FUNDERS

by Jackson, J.

Early career researchers at African universities face numerous challenges and demands within a context of minimum resources; yet on the other hand, there is significant expectation for doing excellent science that is of high quality with integrity, while aligning science with societal goals. Furthermore, there is also expectation to increase outputs, make the system more inclusive, attract international partners and contribute to the University's global rankings. The need therefore to build research capacity, expand the number of active researchers and advance the careers of African researchers has never been more critical, particularly if continental and other global priorities are to be achieved. There is consensus that research leadership is essential to building research capacity in African universities. As a result, there have been increasing investments in building research capacity and research leadership, with initiatives ranging from the creation of north-south research partnerships across disciplines and empirical subjects, to training research leaders and university administrators in top ranking universities in Europe and North America, as well as building the capacity of funders and science systems in Africa. This article will examine the competencies required to be a research leader and the programs that are currently available that support capacity building in research leadership. In addition, it will provide perspectives on the role that global and African funders should play to advance the careers of early career researchers to transition into research leaders, foster innovation, build linkages with policy makers and promote scientific leadership in Africa.

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