The Experts below are selected from a list of 264 Experts worldwide ranked by ideXlab platform
Theresa O. Oforka - One of the best experts on this subject based on the ideXlab platform.
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impacts of cognitive behavioral intervention on anxiety and depression among Social Science Education students a randomized controlled trial
Medicine, 2019Co-Authors: Bernedeth N. Ezegbe, Chiedu Eseadi, Moses O. Ede, Janet N. Igbo, Joy I. Anyanwu, Kelechi R. Ede, Nkechi T Egenti, Bonaventure N. Nwokeoma, Dan I. Mezieobi, Theresa O. OforkaAbstract:Background Anxiety is a common disorder which refers to a significant and persistent fear of one or more Social or performance situations. This study investigated the impacts of cognitive-behavioral intervention on anxiety and depression among undergraduate students enrolled in Social Science Education programs at public universities in the Southeast Nigeria. Methods Participants were 55 undergraduate students enrolled in Social Science Education programs at public universities in the Southeast Nigeria. The adequacy of the sample size used was determined using GPower software. Cognitive-behavioral treatment manuals on anxiety and depression were used to deliver the intervention. Data analyses were completed using repeated measures analysis of variance. Results Results indicated a significant positive impact of cognitive-behavioral intervention on anxiety and depression among Social Science Education students exposed to the cognitive-behavioral intervention when compared to the waitlisted group. Results also showed that there was a significant time × group interaction for anxiety and depression. Follow-up tests showed that significant reduction in anxiety and depression persisted after 3 months for the cognitive-behavioral intervention group in comparison to the waitlisted control group. Conclusion We concluded that cognitive-behavioral intervention was a successful intervention which decreased the symptoms of anxiety and depression in Social Science Education students who participated in the study. Additional studies are recommended to further corroborate the influence of cognitive-behavioral intervention in the reduction of anxiety and depressive symptoms in the Nigerian undergraduate student population.
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Impacts of cognitive-behavioral intervention on anxiety and depression among Social Science Education students: a randomized controlled trial
Medicine, 2019Co-Authors: Bernedeth N. Ezegbe, Chiedu Eseadi, Moses O. Ede, Janet N. Igbo, Joy I. Anyanwu, Kelechi R. Ede, Nkechi T Egenti, Bonaventure N. Nwokeoma, Dan I. Mezieobi, Theresa O. OforkaAbstract:Anxiety is a common disorder which refers to a significant and persistent fear of one or more Social or performance situations. This study investigated the impacts of cognitive-behavioral intervention on anxiety and depression among undergraduate students enrolled in Social Science Education programs at public universities in the Southeast Nigeria. Participants were 55 undergraduate students enrolled in Social Science Education programs at public universities in the Southeast Nigeria. The adequacy of the sample size used was determined using GPower software. Cognitive-behavioral treatment manuals on anxiety and depression were used to deliver the intervention. Data analyses were completed using repeated measures analysis of variance. Results indicated a significant positive impact of cognitive-behavioral intervention on anxiety and depression among Social Science Education students exposed to the cognitive-behavioral intervention when compared to the waitlisted group. Results also showed that there was a significant time × group interaction for anxiety and depression. Follow-up tests showed that significant reduction in anxiety and depression persisted after 3 months for the cognitive-behavioral intervention group in comparison to the waitlisted control group. We concluded that cognitive-behavioral intervention was a successful intervention which decreased the symptoms of anxiety and depression in Social Science Education students who participated in the study. Additional studies are recommended to further corroborate the influence of cognitive-behavioral intervention in the reduction of anxiety and depressive symptoms in the Nigerian undergraduate student population.
Bernedeth N. Ezegbe - One of the best experts on this subject based on the ideXlab platform.
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impacts of cognitive behavioral intervention on anxiety and depression among Social Science Education students a randomized controlled trial
Medicine, 2019Co-Authors: Bernedeth N. Ezegbe, Chiedu Eseadi, Moses O. Ede, Janet N. Igbo, Joy I. Anyanwu, Kelechi R. Ede, Nkechi T Egenti, Bonaventure N. Nwokeoma, Dan I. Mezieobi, Theresa O. OforkaAbstract:Background Anxiety is a common disorder which refers to a significant and persistent fear of one or more Social or performance situations. This study investigated the impacts of cognitive-behavioral intervention on anxiety and depression among undergraduate students enrolled in Social Science Education programs at public universities in the Southeast Nigeria. Methods Participants were 55 undergraduate students enrolled in Social Science Education programs at public universities in the Southeast Nigeria. The adequacy of the sample size used was determined using GPower software. Cognitive-behavioral treatment manuals on anxiety and depression were used to deliver the intervention. Data analyses were completed using repeated measures analysis of variance. Results Results indicated a significant positive impact of cognitive-behavioral intervention on anxiety and depression among Social Science Education students exposed to the cognitive-behavioral intervention when compared to the waitlisted group. Results also showed that there was a significant time × group interaction for anxiety and depression. Follow-up tests showed that significant reduction in anxiety and depression persisted after 3 months for the cognitive-behavioral intervention group in comparison to the waitlisted control group. Conclusion We concluded that cognitive-behavioral intervention was a successful intervention which decreased the symptoms of anxiety and depression in Social Science Education students who participated in the study. Additional studies are recommended to further corroborate the influence of cognitive-behavioral intervention in the reduction of anxiety and depressive symptoms in the Nigerian undergraduate student population.
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Impacts of cognitive-behavioral intervention on anxiety and depression among Social Science Education students: a randomized controlled trial
Medicine, 2019Co-Authors: Bernedeth N. Ezegbe, Chiedu Eseadi, Moses O. Ede, Janet N. Igbo, Joy I. Anyanwu, Kelechi R. Ede, Nkechi T Egenti, Bonaventure N. Nwokeoma, Dan I. Mezieobi, Theresa O. OforkaAbstract:Anxiety is a common disorder which refers to a significant and persistent fear of one or more Social or performance situations. This study investigated the impacts of cognitive-behavioral intervention on anxiety and depression among undergraduate students enrolled in Social Science Education programs at public universities in the Southeast Nigeria. Participants were 55 undergraduate students enrolled in Social Science Education programs at public universities in the Southeast Nigeria. The adequacy of the sample size used was determined using GPower software. Cognitive-behavioral treatment manuals on anxiety and depression were used to deliver the intervention. Data analyses were completed using repeated measures analysis of variance. Results indicated a significant positive impact of cognitive-behavioral intervention on anxiety and depression among Social Science Education students exposed to the cognitive-behavioral intervention when compared to the waitlisted group. Results also showed that there was a significant time × group interaction for anxiety and depression. Follow-up tests showed that significant reduction in anxiety and depression persisted after 3 months for the cognitive-behavioral intervention group in comparison to the waitlisted control group. We concluded that cognitive-behavioral intervention was a successful intervention which decreased the symptoms of anxiety and depression in Social Science Education students who participated in the study. Additional studies are recommended to further corroborate the influence of cognitive-behavioral intervention in the reduction of anxiety and depressive symptoms in the Nigerian undergraduate student population.
Elizabeth E. Obiozor - One of the best experts on this subject based on the ideXlab platform.
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Impacts of cognitive behavior therapy on occupational stress among Science and Social Science Education facilitators in open and distance learning centers and its implications for community development: A randomized trial group.
Medicine, 2020Co-Authors: Christian S. Ugwuanyi, Chinedu I.o. Okeke, Matthias U. Agboeze, Ngozi Justina Igwe, Ngozi M. Eya, Jovita. C. Ejimonye, Basil C.e Oguguo, Catherine U. Ene, Chinyere L Chukwu, Elizabeth E. ObiozorAbstract:Background Extensive review of literature showed that no available study in Nigeria has explored the impact of cognitive behavior therapy (CBT) on the management of occupational stress among open and distance learning (ODL) centers Science and Social Science Education facilitators. Thus, this study determined the impacts of CBT on the management of occupational stress among Science and Social Science Education facilitators in ODL centers in South-South Nigeria. Methods A randomized controlled trial experimental design was adopted for the study with a sample size of 68 Science and Social Science Education facilitators in ODL centers in South-South states, Nigeria. Perceived stress scale (PSS) and Occupational stress index (OSI) were used for data collection. Using Cronbach alpha method, internal consistency reliability indices of 0.81 and 0.85 for PSS and OSI respectively were obtained in the Nigerian context. A 12-week cognitive behavior therapy intervention was conducted after which the participants in both the intervention group and the non-intervention group were administered posttest, while a follow-up assessment was administered after 2 months. Data collected were analyzed using mixed-design repeated-measures analysis of variance for the within-groups and between-groups effects. Results It was found that CBT intervention led to a significant decrease in the occupational stress among Science and Social Science Education facilitators in ODL in the South-South region of Nigeria. Conclusion Cognitive behavior therapy is effective in the management of occupational stress among Science and Social Science Education facilitators in distance learning centers.
H.n. Mccullough - One of the best experts on this subject based on the ideXlab platform.
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Social Science Education as a component of medical training
Social science & medicine (1982), 1994Co-Authors: S.m. Macleod, H.n. McculloughAbstract:Abstract The broad view of health espoused by the World Health Organization is now generally accepted by medical educators. Implicit in the new paradigm is a recognition of multiple determinants of health and of shifting divisions of professional responsibilities among providers. As a consequence, the importance of Social and behavioural Science Education as a foundation to medical training is increasingly appreciated. At the same time medical programmes are under pressure to contend with the explosion of knowledge in basic biomedical and life Sciences and with technological innovation. Curricula are being submerged in facts, causing medical schools to look for innovative teaching models that feature more flexible approaches to the diverse body of knowledge supporting professional practice. Independent learning methods are being explored and revised teaching programs are being organized around coordinating themes, such as aging, human development and environmental health. Future programmes must be designed to encourage multiprofessional approaches while fostering awareness of the important interplay between health care (both curative and preventive) and Social/behavioural Science. Within the curriculum students should be offered options that include sociology, child growth and development, gerontology, medical anthropology, psychology, medical geography, health economics, political Science and related subthemes. More important than the inclusion of any specific discipline is the creation of an environment in which future physicians may be exposed to critical thinking across a wide range of themes that characterize the Social and cultural context for medical practice. Such enquiry is also likely to drive a closer relationship between medical schools and their parent universities within which the Social Science expertize resides. Success will see a welcome development from a symbiotic relationship to one which is more clearly synergistic with the potential to stimulate broad improvements in health services. The goal of improved training in Social and behavioural Sciences is important to the future of medical Education as well as to the public's health and it is essential that leadership emerge at this time.
Kelechi R. Ede - One of the best experts on this subject based on the ideXlab platform.
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impacts of cognitive behavioral intervention on anxiety and depression among Social Science Education students a randomized controlled trial
Medicine, 2019Co-Authors: Bernedeth N. Ezegbe, Chiedu Eseadi, Moses O. Ede, Janet N. Igbo, Joy I. Anyanwu, Kelechi R. Ede, Nkechi T Egenti, Bonaventure N. Nwokeoma, Dan I. Mezieobi, Theresa O. OforkaAbstract:Background Anxiety is a common disorder which refers to a significant and persistent fear of one or more Social or performance situations. This study investigated the impacts of cognitive-behavioral intervention on anxiety and depression among undergraduate students enrolled in Social Science Education programs at public universities in the Southeast Nigeria. Methods Participants were 55 undergraduate students enrolled in Social Science Education programs at public universities in the Southeast Nigeria. The adequacy of the sample size used was determined using GPower software. Cognitive-behavioral treatment manuals on anxiety and depression were used to deliver the intervention. Data analyses were completed using repeated measures analysis of variance. Results Results indicated a significant positive impact of cognitive-behavioral intervention on anxiety and depression among Social Science Education students exposed to the cognitive-behavioral intervention when compared to the waitlisted group. Results also showed that there was a significant time × group interaction for anxiety and depression. Follow-up tests showed that significant reduction in anxiety and depression persisted after 3 months for the cognitive-behavioral intervention group in comparison to the waitlisted control group. Conclusion We concluded that cognitive-behavioral intervention was a successful intervention which decreased the symptoms of anxiety and depression in Social Science Education students who participated in the study. Additional studies are recommended to further corroborate the influence of cognitive-behavioral intervention in the reduction of anxiety and depressive symptoms in the Nigerian undergraduate student population.
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Impacts of cognitive-behavioral intervention on anxiety and depression among Social Science Education students: a randomized controlled trial
Medicine, 2019Co-Authors: Bernedeth N. Ezegbe, Chiedu Eseadi, Moses O. Ede, Janet N. Igbo, Joy I. Anyanwu, Kelechi R. Ede, Nkechi T Egenti, Bonaventure N. Nwokeoma, Dan I. Mezieobi, Theresa O. OforkaAbstract:Anxiety is a common disorder which refers to a significant and persistent fear of one or more Social or performance situations. This study investigated the impacts of cognitive-behavioral intervention on anxiety and depression among undergraduate students enrolled in Social Science Education programs at public universities in the Southeast Nigeria. Participants were 55 undergraduate students enrolled in Social Science Education programs at public universities in the Southeast Nigeria. The adequacy of the sample size used was determined using GPower software. Cognitive-behavioral treatment manuals on anxiety and depression were used to deliver the intervention. Data analyses were completed using repeated measures analysis of variance. Results indicated a significant positive impact of cognitive-behavioral intervention on anxiety and depression among Social Science Education students exposed to the cognitive-behavioral intervention when compared to the waitlisted group. Results also showed that there was a significant time × group interaction for anxiety and depression. Follow-up tests showed that significant reduction in anxiety and depression persisted after 3 months for the cognitive-behavioral intervention group in comparison to the waitlisted control group. We concluded that cognitive-behavioral intervention was a successful intervention which decreased the symptoms of anxiety and depression in Social Science Education students who participated in the study. Additional studies are recommended to further corroborate the influence of cognitive-behavioral intervention in the reduction of anxiety and depressive symptoms in the Nigerian undergraduate student population.