V1	V2
@ARTICLE{Terblanche2024,	
	author = {Terblanche, E.A.J. and van Rooyen, Annelien Adriana and Enwereji, P.C.},
	title = {Auditing students’ perceptions of online assessments and e-proctoring systems},
	year = {2024},
	journal = {Discover Education},
	volume = {3},
	number = {1},
	doi = {10.1007/s44217-024-00306-4},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85210906040&doi=10.1007%2fs44217-024-00306-4&partnerID=40&md5=08b93e8609db49897664ac1bc2426745},
	affiliations = {Department of Auditing, University of Pretoria, Pretoria, South Africa; Department of Financial Accounting, University of South Africa, Pretoria, South Africa},
	abstract = {The COVID-19 pandemic accelerated the implementation of online assessments at an unprecedented pace. The pandemic required most higher education institutions worldwide to implement online assessments almost overnight. The study aimed to gain an understanding of auditing students’ perceptions of online assessments and e-proctoring systems during the pandemic. A web-based questionnaire was administered to postgraduate auditing students who had taken part in remote online assessments at an open distance and e-learning university in South Africa, invigilated via e-proctoring software, which was introduced in the 2020 academic year. A total of 238 students participated in the study. Factor analysis, using principal component factor analysis, was performed to identify the factors or components that possibly caused the variation in these auditing students’ perceptions of online assessments and e-proctoring. Varimax with Kaiser normalisation was used as a rotation method. This process revealed five main components that explained variations in participants’ perceptions, namely: Component 1—emotions (assessments), appropriateness (assessments), fairness (assessments), monetary aspects, and time; Component 2—practical IT matters, academic integrity (e-proctoring) and cheating (e-proctoring); Component 3—practical IT matters (e-proctoring) and emotions (e-proctoring); Component 4—practical IT matters (assessments) and time (assessments); and Component 5—cheating (assessments). Implications of the findings for educators are offered, along with recommendations for future research. © The Author(s) 2024.},
	author_keywords = {Cheating; Ethics; Higher education institutions; Information technology; Online assessments; Time management},
	correspondence_address = {P.C. Enwereji; Department of Financial Accounting, University of South Africa, Pretoria, South Africa; email: enwerpc@unisa.ac.za},
	publisher = {Discover},
	issn = {27315525},
	language = {English},
	abbrev_source_title = {Discov. Educ.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; All Open Access, Gold Open Access}
}	
@ARTICLE{Teuber2024,	
	author = {Teuber, Monika and Leyhr, Daniel and Sudeck, Gorden},
	title = {Physical activity improves stress load, recovery, and academic performance-related parameters among university students: a longitudinal study on daily level},
	year = {2024},
	journal = {BMC Public Health},
	volume = {24},
	number = {1},
	doi = {10.1186/s12889-024-18082-z},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85185899981&doi=10.1186%2fs12889-024-18082-z&partnerID=40&md5=6d94e1a2aa36fed3f3ebedb7b7255d7b},
	affiliations = {Institute of Sports Science, Faculty of Economics and Social Sciences, University of Tübingen, Tübingen, Germany; Methods Center, Faculty of Economics and Social Sciences, University of Tübingen, Tübingen, Germany; Interfaculty Research Institute for Sports and Physical Activity, University of Tübingen, Tübingen, Germany},
	abstract = {Background: Physical activity has been proven to be beneficial for physical and psychological health as well as for academic achievement. However, especially university students are insufficiently physically active because of difficulties in time management regarding study, work, and social demands. As they are at a crucial life stage, it is of interest how physical activity affects university students' stress load and recovery as well as their academic performance. Methods: Student´s behavior during home studying in times of COVID-19 was examined longitudinally on a daily basis during a ten-day study period (N = 57, aged M = 23.5 years, SD = 2.8, studying between the 1st to 13th semester (M = 5.8, SD = 4.1)). Two-level regression models were conducted to predict daily variations in stress load, recovery and perceived academic performance depending on leisure-time physical activity and short physical activity breaks during studying periods. Parameters of the individual home studying behavior were also taken into account as covariates. Results: While physical activity breaks only positively affect stress load (functional stress b = 0.032, p < 0.01) and perceived academic performance (b = 0.121, p < 0.001), leisure-time physical activity affects parameters of stress load (functional stress: b = 0.003, p < 0.001, dysfunctional stress: b = -0.002, p < 0.01), recovery experience (b = -0.003, p < 0.001) and perceived academic performance (b = 0.012, p < 0.001). Home study behavior regarding the number of breaks and longest stretch of time also shows associations with recovery experience and perceived academic performance. Conclusions: Study results confirm the importance of different physical activities for university students` stress load, recovery experience and perceived academic performance in home studying periods. Universities should promote physical activity to keep their students healthy and capable of performing well in academic study: On the one hand, they can offer opportunities to be physically active in leisure time. On the other hand, they can support physical activity breaks during the learning process and in the immediate location of study. © The Author(s) 2024.},
	author_keywords = {Academic performance; Attention; Physical activity; Physical activity breaks; Psychological detachment; Recovery; Stress load; Study ability; University students},
	keywords = {Academic Performance; Aged; Exercise; Humans; Longitudinal Studies; Stress, Psychological; Students; Universities; academic achievement; aged; exercise; human; longitudinal study; mental stress; psychology; student; university},
	correspondence_address = {M. Teuber; Institute of Sports Science, Faculty of Economics and Social Sciences, University of Tübingen, Tübingen, Germany; email: monika.teuber-unituebingen@outlook.de},
	publisher = {BioMed Central Ltd},
	issn = {14712458},
	pmid = {38402396},
	language = {English},
	abbrev_source_title = {BMC Public Health},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 31; All Open Access, Gold Open Access, Green Open Access}
}	
@ARTICLE{Faure-Carvallo20242273,	
	author = {Faure-Carvallo, Adrien and Nieto-Fernández, Sergio and Calderon, Caterina and Gustems, Josep},
	title = {Time management profiles of college students and its relationship to sociodemographic and psychological factors},
	year = {2024},
	journal = {Journal of Applied Research in Higher Education},
	volume = {16},
	number = {5},
	pages = {2273 – 2286},
	doi = {10.1108/JARHE-07-2023-0298},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85187142189&doi=10.1108%2fJARHE-07-2023-0298&partnerID=40&md5=f2cd7ffc3af423b13d67d9911cb9af25},
	affiliations = {Universitat de Barcelona, Barcelona, Spain; Department of Applied Didactics, Universitat de Barcelona, Barcelona, Spain},
	abstract = {Purpose: The objectives of this research are to analyze the sociodemographic and personality profiles most related to good academic time management among 845 students from different faculties at the University de Barcelona (UB) and to identify the explanatory factors of effective academic time management. Design/methodology/approach: Poor time management is a common behavior among university students and an explanatory factor for academic failure. A sociodemographic questionnaire, the Procrastination Assessment Scale-Student (PASS), the Academic Time Management (ATM), the Brief Symptom Inventory (BSI-18) and the Big Five Inventory-10 (BFI-10) were administered. Findings: The results reveal that female students, education majors and those with high academic performance show better time management than the rest of the student body. Additionally, students who have better academic time management are also more neurotic, more open to experience, more responsible and less prone to procrastination. The factors established as explanatory of good academic time management are neuroticism, openness to experience and low procrastination. Originality/value: The implications of the results for promoting academic time management in university studies through specific actions are discussed. © 2024, Emerald Publishing Limited.},
	author_keywords = {Academic performance; Higher education; Procrastination; Time management},
	correspondence_address = {J. Gustems; Department of Applied Didactics, Universitat de Barcelona, Barcelona, Spain; email: jgustems@ub.edu},
	publisher = {Emerald Publishing},
	issn = {20507003},
	language = {English},
	abbrev_source_title = {J. Appl. Res. High. Edu.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1}
}	
@ARTICLE{Kundakcı2024,	
	author = {Kundakcı, Yunus Emre and Karaman, Sultan and Ateş, Medine Sıla},
	title = {Physical activity, leisure-time management, perceived barriers to physical activity and mental well-being among Turkish university students},
	year = {2024},
	journal = {Discover Mental Health},
	volume = {4},
	number = {1},
	doi = {10.1007/s44192-024-00109-x},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85209777275&doi=10.1007%2fs44192-024-00109-x&partnerID=40&md5=33a723663f2c8297f11db5ad05abde50},
	affiliations = {Department of Physiotherapy and Rehabilitation, Faculty of Health Sciences, Afyonkarahisar Health Sciences University, Zafer Saglik Kulliyesi, 2078th Street, No.: 3, Afyonkarahisar, Turkey; Terapilates Sports and Wellness Centre, Ankara, Turkey; Department of Physiotherapy and Rehabilitation, Memorial Hospital, Ankara, Turkey},
	abstract = {This study examined the relationship between physical activity (PA) level, free time management, mental well-being, and perceptions of barriers to PA among university students. A cross-sectional survey was conducted with 723 Turkish university students, which included four questionnaires to assess participants’ PA levels, conditions of mental well-being, free time management, and perceived barriers to PA. Multivariate linear regression was performed to identify factors associated with the participants’ PA level. The study found that 216 (29.9%) of participants were inactive, 325 (45%) were minimally active, and 182 (25.1%) were health-enhancing active. While 25.23% of males were inactive, 42.02% were minimally active, and 31.45% were health-enhancing active, these rates were 31.4, 45.98, and 22.62% for females, respectively. These findings highlight that 3/4 of university students have inadequate PA levels. Changes in barriers to PA (p < 0.001), free time management (p = 0.040), and mental well-being (p < 0.001) were associated with PA levels. According to the regression analysis, only increased barriers to PA was a significant predictor of PA (p < 0.001). Given the role of health science students in public health, this study could help policymakers develop new strategies to promote healthy living and address barriers to PA, such as students' free time and mental health. © The Author(s) 2024.},
	author_keywords = {Leisure; Mental health; Physical activity; University students},
	keywords = {adult; article; cross-sectional study; female; human; leisure; male; mental health; normal human; perception; physical activity; psychological well-being; questionnaire; time management; university student},
	correspondence_address = {Y.E. Kundakcı; Department of Physiotherapy and Rehabilitation, Faculty of Health Sciences, Afyonkarahisar Health Sciences University, Afyonkarahisar, Zafer Saglik Kulliyesi, 2078th Street, No.: 3, Turkey; email: y.emre.kndkc@gmail.com},
	publisher = {Springer Nature},
	issn = {27314383},
	language = {English},
	abbrev_source_title = {Discov. Mental Health},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}	
@ARTICLE{Ali2024,	
	author = {Ali, Heba Fakieh Mansy and Mousa, Marwa Abd-El-Gawad and Atta, Mohamed Hussein Ramadan and Morsy, Shadia Ramadan},
	title = {Exploring the association between internet addiction and time management among undergraduate nursing students},
	year = {2024},
	journal = {BMC Nursing},
	volume = {23},
	number = {1},
	doi = {10.1186/s12912-024-02273-5},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85203439643&doi=10.1186%2fs12912-024-02273-5&partnerID=40&md5=7815de5e0e438e89562438e7d0bc6cff},
	affiliations = {Nursing Education Department, Faculty of Nursing, Alexandria University, Alexandria, Egypt; Psychiatric and Mental Health Nursing Department, Faculty of Nursing, Alexandria University, Alexandria, Egypt},
	abstract = {Background: Modern undergraduate nursing students face unique challenges as digital natives balancing internet activities with the substantial academic demands of nursing studies. Given the detrimental effects of internet addiction on students’ academic performance and well-being, having time management skills is crucial. Aims: To assess the prevalence and levels of internet addiction and time management and their association among undergraduate nursing students. Design: A cross-sectional, survey-based research design was used. Setting: The Faculty of Nursing at Alexandria University in Egypt. Subjects: A stratified random sample consisting of 825 undergraduate nursing students. Tools: The internet addiction test and time management questionnaire were utilized to collect data. Findings: Internet addiction was prevalent among 98.8% of students, with 56.0% exhibiting mild levels, 40.0% showing moderate levels, and 2.8% having severe levels. A statistically significant negative correlation was found between students’ internet addiction and overall time management (r= − 0.387, p < 0.001). Conclusion: A considerable level of internet addiction was revealed among the great majority of undergraduate nursing students; however, many students also demonstrated strong time management skills. Furthermore, internet addiction and overall time management were negatively associated, indicating that students with higher levels of internet addiction tend to have poorer time management abilities. Recommendations: Individual counseling and educational training programs should be developed to teach nursing students how to manage time and effectively plan internet usage. © The Author(s) 2024.},
	author_keywords = {Internet addiction; Time Management; Undergraduate nursing students},
	correspondence_address = {M.H.R. Atta; Psychiatric and Mental Health Nursing Department, Faculty of Nursing, Alexandria University, Alexandria, Egypt; email: mohamed-hussein@alexu.edu.eg},
	publisher = {BioMed Central Ltd},
	issn = {14726955},
	language = {English},
	abbrev_source_title = {BMC Nurs.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 7; All Open Access, Gold Open Access}
}	
@ARTICLE{Terzi2024,	
	author = {Terzi, Esranur and Isik, Utku and Inan, Berat Can and Akyildiz, Can and Ustun, Umit Dogan},
	title = {University students’ free time management and quality of life: the mediating role of leisure satisfaction},
	year = {2024},
	journal = {BMC Psychology},
	volume = {12},
	number = {1},
	doi = {10.1186/s40359-024-01745-2},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85191508632&doi=10.1186%2fs40359-024-01745-2&partnerID=40&md5=18d61f0b14a26e0bbd7de64223650aaf},
	affiliations = {Graduate School of Education, Recep Tayyip Erdogan University, Rize, Turkey; Faculty of Sport Sciences, Ege University, Izmir, Turkey; Faculty of Sport Sciences, Recep Tayyip Erdogan University, Rize, Turkey},
	abstract = {The impact of free time management and leisure satisfaction on quality of life is distinct, however, the role of satisfaction in enhancing quality of life through free time management remains uncertain. Hence, the objective of this research is to explore how leisure satisfaction acts as a mediator between free time management and the levels of quality of life among university students. Additionally, this study aims to analyse these concepts in relation to gender, age and the number of days of activity participation. Within this particular framework, a total of 213 university students willingly participated in the survey, which included the administration of the “Free Time Management Scale,” “Leisure Satisfaction Scale,” and “Quality of Life Scale.” The analyses employed the Independent T-Test, Pearson Correlation, and Linear Regression methods. The mediating effect was analysed using Structural Equation Modelling. The study found significant relationships between gender, free time management, and life quality. There was a significant relationship between free time management, leisure satisfaction, and quality of life (p < 0.05). Leisure satisfaction partially mediated the quality of life-free time management relationship. As age and physical activity grow, males have a higher standard of living, and time allocation and quality of life improve. Furthermore, it was found that students who effectively managed their time experienced an enhanced quality of life, as evidenced by their increased satisfaction with leisure activities. Notably, the level of satisfaction with well-managed time was identified as a crucial factor in this association. © The Author(s) 2024.},
	author_keywords = {Activity; Exercise; Free time; Life satisfaction; Recreation},
	keywords = {Adolescent; Adult; Female; Humans; Leisure Activities; Male; Personal Satisfaction; Quality of Life; Sex Factors; Students; Surveys and Questionnaires; Time Management; Universities; Young Adult; adult; article; disease management; exercise; female; human; leisure; life satisfaction; male; participation; physical activity; quality of life; recreation; satisfaction; time management; university student; adolescent; psychology; questionnaire; sex factor; student; university; young adult},
	correspondence_address = {U. Isik; Faculty of Sport Sciences, Ege University, Izmir, Turkey; email: utku.isik@ege.edu.tr},
	publisher = {BioMed Central Ltd},
	issn = {20507283},
	pmid = {38678286},
	language = {English},
	abbrev_source_title = {BMC Psychol.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 5; All Open Access, Gold Open Access, Green Open Access}
}	
@ARTICLE{Aruğaslan2024,	
	author = {Aruğaslan, Emine},
	title = {Examining the relationship of academic dishonesty with academic procrastination, and time management in distance education},
	year = {2024},
	journal = {Heliyon},
	volume = {10},
	number = {19},
	doi = {10.1016/j.heliyon.2024.e38827},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85205292387&doi=10.1016%2fj.heliyon.2024.e38827&partnerID=40&md5=6aeac72d2e3ad46545be477d913f4d6b},
	affiliations = {Distance Education Vocational School, Isparta University of Applied Sciences, Isparta},
	abstract = {Academic dishonesty undermines the integrity of educational processes and remains a widespread concern in higher education institutions, including those offering distance learning. In this context, identifying the factors that influence students' academic dishonesty behaviors is crucial. This study aims to explore the relationship of academic dishonesty with academic procrastination behaviors, time management skills among distance education students. For this purpose, the study employed a correlational survey model, which is a quantitative research method. The research sample comprised 220 students enrolled in an associate degree program via distance education at a public university, selected using the convenience sampling method. Data were analyzed using descriptive statistics, independent sample t-tests, Pearson correlation analysis, and stepwise regression analysis. The findings indicate that academic dishonesty behaviors among distance education students are low, while their academic procrastination behaviors and time management skills are at a medium level. The analysis of demographic characteristics revealed varying trends in their effects on academic dishonesty, academic procrastination, and time management skills among the participants. The study found no significant effect of demographic characteristics, such as gender, age, marital status, and employment status, on academic dishonesty. A positive relationship was found between academic procrastination behavior and academic dishonesty behavior; while a negative relationship was observed between time management skills and academic dishonesty. The analyses revealed that academic procrastination behavior and time management skills together predict academic dishonesty behaviors, with the developed model explaining approximately 26 % of the total variance in these behaviors. This study aims to address a critical gap in the literature and contribute to the development of academic integrity strategies by examining the relationships between academic dishonesty behaviors, academic procrastination behaviors, and time management skills in distance education. © 2024 The Author},
	author_keywords = {Academic dishonesty behavior; Academic procrastination behavior; Distance education; Time management},
	publisher = {Elsevier Ltd},
	issn = {24058440},
	language = {English},
	abbrev_source_title = {Heliyon},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1; All Open Access, Gold Open Access}
}	
@ARTICLE{Sheedy202421,	
	author = {Sheedy, Angela D.},
	title = {Qualitative research into study preparation recommendations to facilitate role adaptation as a student nurse},
	year = {2024},
	journal = {Australian Journal of Advanced Nursing},
	volume = {41},
	number = {1},
	pages = {21 – 29},
	doi = {10.37464/2024.411.1065},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85192088527&doi=10.37464%2f2024.411.1065&partnerID=40&md5=d9a7f8a6cdeeade3dcf1b5734dff2b88},
	affiliations = {CDU Menzies School of Medicine, Darwin, NT, Australia},
	abstract = {Objective: Investigate and identify preparatory academic skills and resources required for individuals preparing to commence undergraduate online nursing studies. Background: There is much research available on the transition of student nurse to graduate nurse, however the transitional pedagogical journey into a student nurse role has been less explored. This project aimed to identify the skills and knowledge which would benefit the individual commencing their online nursing studies to inform study preparation resources and facilitate role adaptation into a profession requiring registration at the student level with the Australian Health Practitioner Regulation Agency. Focus groups with student nurses and an online survey for academics were implemented to identify challenges for students and core areas to inform preparation for practice resources. Methods: The project applied a qualitative grounded theory study design, implementing an academic staff survey and student focus groups. Results were thematically analysed to identify dominant study challenges and resource recommendations. Results: A total of 26 academics participated identifying student course challenges attributed to: unrealistic expectations and understanding of the nursing role; poor academic skills; clinical practice demands; imbalance of work, family, life and studies and; an unsupportive university system. The student focus group included 43 participants across all year levels and identified the main challenges as clinical requirements and academic skills and support. Focus areas to prioritise for a study preparation resource are summarised as: building academic skills, time management (and prioritisation), introduction to the nursing role and course expectations, and introducing a peer support pathway (through use of social media). Conclusion: An online study preparation resource for student nurses to access when they receive their acceptance into a nursing course presents a step with potential for a more successful course progression. For the university, this has potential to impact course retention and satisfaction. For the student it presents a supportive process which can lead to improved academic skills and an early understanding of the professional role and responsibilities of being a nurse. Implications for research, policy and practice: Acknowledging the need to adapt to the role of nursing student for the individual commencing their nursing studies and providing support at the point of course acceptance will ultimately facilitate a more successful student journey. Access to contextualised study preparation resources prior to commencing nursing studies has the potential to reduce attrition rates, increase grades and improve role adaptation. What is already known about this topic? • The first year of nursing studies has higher attrition rates often due to lack of understanding of the professional nursing role and an inability to manage personal and academic expectations. • There is much research on the transition of student nurse to graduate nurse, however this is lacking for the individual transitioning into the student nurse role. What this project adds: • This project recognises challenges to role adaptation can occur as the individual commences their nursing studies and becomes part of a regulated health profession. • The provision of contextualised academic and nursing resources on acceptance into a nursing program can better prepare students for the integration into academia and the nursing role. © 2024, Australian Nursing Federation. All rights reserved.},
	author_keywords = {academics; nursing education; role adaptation; study preparation; undergraduate student nurse},
	keywords = {academia; adaptation; article; clinical practice; family life; female; grounded theory; health practitioner; human; information processing; knowledge; medical profession; nurse; nursing education; nursing role; nursing student; peer group; professional standard; qualitative research; satisfaction; signal transduction; skill; social media; student; time management; undergraduate student},
	correspondence_address = {A.D. Sheedy; Charles Darwin University, Brinkin, Darwin, Blue Building 1, Ellengowan Drive, 0810. E, Australia; email: Angela.Sheedy@cdu.edu.au},
	publisher = {Australian Nursing Federation},
	issn = {08130531},
	language = {English},
	abbrev_source_title = {Aus. J. Adv. Nurs.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1; All Open Access, Bronze Open Access}
}	
@ARTICLE{Chisty2024807,	
	author = {Chisty, Nurun Nahar and Guttin, Talia and Irin, Nusrat and Al Sattar, Abdullah and Hoque, Md. Ahasanul and Baillie, Sarah},
	title = {Utilizing Stakeholder Consultations to Identify Context-Specific Professional Skills for Veterinary Graduates in Bangladesh},
	year = {2024},
	journal = {Journal of Veterinary Medical Education},
	volume = {51},
	number = {6},
	pages = {807 – 818},
	doi = {10.3138/jvme-2023-0101},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85213596639&doi=10.3138%2fjvme-2023-0101&partnerID=40&md5=534d1652eb8518007b3f61b153c17f9a},
	affiliations = {Department of Medicine and Surgery, Chattogram Veterinary and Animal Sciences University, Zakir Hossain Road, Khulshi, Chattogram, 4225, Bangladesh; St. George's University, School of Veterinary Medicine, True Blue, West Indies, Grenada; UKRI GCRF One Health Poultry Hub, Chattogram Veterinary and Animal Sciences University, Bangladesh; Bristol Veterinary School, University of Bristol, Langford House, Langford, Bristol, BS40 5DU, United Kingdom},
	abstract = {Despite professional skills being part of the Day One Competences published by national as well as international accreditation bodies, veterinary schools in Bangladesh have limited associated teaching within their curricula. Therefore, our study aimed to identify the most important professional skills for veterinarians in Bangladesh through local consultation to inform future initiatives to change the curriculum. Eleven focus groups were conducted with 45 stakeholders who included veterinarians who supervise students on workplacements, faculty, recent graduates, final year students, and clients. The audio recordings were transcribed, translated into English from Bengali and analyzed using an inductive thematic approach. Professional skills were considered essential by all stakeholder groups. The most important professional skills were identified as communication, ethical conduct, teamwork, career options, financial management skills, lifelong learning, time management and self-appraisal. One of the best opportunities to practice many of the skills was identified as being during final year workplacements, while participating in extracurricular activities, learning by observing others and self-motivation were also considered valuable. Participants identified a need for more formal professional skills teaching within the curriculum. Challenges included finding space in the curriculum, raising awareness amongst university academics and engaging students and faculty in the new initiatives. This study has identified the most important professional skills in our context. Consultation with relevant regional stakeholders was crucial and will inform curricular change. The results are being used in the development of professional skills courses with the long-term aim of better preparing our graduates for their future careers.  © American Association of Veterinary Medical Colleges, 2024.},
	author_keywords = {communication skills; professionalism; veterinary curriculum; veterinary non-technical competencies; veterinary professional skills},
	keywords = {Bangladesh; Curriculum; Education, Veterinary; Female; Focus Groups; Humans; Male; Professional Competence; Veterinarians; accreditation; article; audio recording; awareness; Bangladesh; career; communication skill; consultation; curriculum; diagnosis; epidemiology; female; graduate; human; interpersonal communication; learning; lifelong learning; medical school; motivation; pharmacoeconomics; professionalism; self evaluation; skill; teaching; teamwork; therapy; time management; veterinarian; veterinary medicine; Bangladesh; curriculum; information processing; male; professional competence; veterinary education},
	publisher = {University of Toronto Press},
	issn = {0748321X},
	pmid = {39504148},
	language = {English},
	abbrev_source_title = {J. Vet. Med. Educ.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; All Open Access, Green Open Access}
}	
@ARTICLE{Hendriksen20241764,	
	author = {Hendriksen, Pauline A. and Koyun, Anna H. and Garssen, Johan and Stock, Ann-Kathrin and Verster, Joris C.},
	title = {Student Perceptions of Academic Functioning During the COVID-19 Pandemic in Germany},
	year = {2024},
	journal = {COVID},
	volume = {4},
	number = {11},
	pages = {1764 – 1775},
	doi = {10.3390/covid4110123},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85210554162&doi=10.3390%2fcovid4110123&partnerID=40&md5=f7662ede7ef5044a05a33279c819d5a4},
	affiliations = {Division of Pharmacology, Utrecht Institute for Pharmaceutical Sciences, Utrecht University, Universiteitsweg 99, Utrecht, 3584 CG, Netherlands; Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of Medicine, TU Dresden, Dresden, D-01307, Germany; Danone Global Research & Innovation Center, Uppsalalaan 12, Utrecht, 3584 CT, Netherlands; Centre for Mental Health and Brain Sciences, Swinburne University, Melbourne, 3122, VIC, Australia},
	abstract = {Background: The COVID-19 pandemic posed unprecedented challenges to higher education in Germany, necessitating a rapid transition to remote learning. This study evaluates the impact of the pandemic on academic functioning among German university students. Methods: An online survey was conducted with 207 students aged 18 to 35. Results: Significantly poorer academic functioning was evident during the pandemic, particularly in academic output and role satisfaction. Younger students (18 to 24 years) experienced a greater decrease in contact with teachers and lower academic output compared to older students (25 to 35 years). These findings suggest that younger students may struggle more with remote learning due to challenges in self-regulation and time management. Additionally, pandemic-induced disruptions blurred the boundaries between work and personal life, increasing stress and adversely affecting academic performance. No significant differences were found based on sex or living situation. Conclusion: Academic functioning was significantly poorer during the COVID-19 pandemic. This finding highlights the need for targeted support strategies to mitigate the negative effects of the pandemic on students’ academic performance and well-being. Further research is recommended to explore the long-term implications of the pandemic on academic outcomes and student well-being. © 2024 by the authors.},
	author_keywords = {academic functioning; COVID-19; role satisfaction; students},
	correspondence_address = {J.C. Verster; Division of Pharmacology, Utrecht Institute for Pharmaceutical Sciences, Utrecht University, Utrecht, Universiteitsweg 99, 3584 CG, Netherlands; email: j.c.verster@uu.nl},
	publisher = {Multidisciplinary Digital Publishing Institute (MDPI)},
	issn = {26738112},
	language = {English},
	abbrev_source_title = {COVID},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; All Open Access, Gold Open Access}
}	
