Effects of Transition from Remote to In-Person Learning in University Students: A Longitudinal Study

Area of Science:

• Mental Health Research
• Educational Psychology
• Public Health

Background:

• University students experienced significant mental health impacts during the shift to remote learning.
• The transition back to in-person classes presents a critical period for assessing student well-being.
• Health sciences students may face unique stressors affecting their mental health.

Purpose of the Study:

• To investigate the effects of the university environment on anxiety and depressive symptoms in health sciences students.
• To analyze mental health changes in students transitioning from remote to in-person learning.
• To identify factors influencing anxiety and depression during the return to campus.

Main Methods:

• A longitudinal study involving 323 health sciences students at the Technical University of Manabí, Ecuador.
• Utilized the General Anxiety Disorder-7 (GAD-7) and Patient Health Questionnaire-9 (PHQ-9) to assess symptoms.
• Collected data on social interaction, physical activity, mood, and sleep habits at week 1 and week 15 post-return.

Main Results:

• Anxiety and depression rates remained consistent between week 1 and week 15 after returning to in-person classes.
• Previous diagnoses of depression and anxiety were associated with higher symptom levels at week 1, but this association diminished at follow-up.
• No significant changes in anxiety or depressive symptoms were observed with the return to the university environment.

Conclusions:

• The return to in-person learning did not alleviate existing anxiety and depressive symptoms among health sciences students.
• University students, particularly in health sciences, exhibit persistent mental health vulnerabilities.
• Ongoing support and interventions are crucial for addressing student mental health challenges in the university setting.