Background & Objective: Over the past few decades, researchers and teachers have focused more on the role of Problem-Based Learning (PBL) in improving critical thinking and encouraging collaborative learning in medical education. This study looks at medical students' views of PBL's impact on critical thinking and collaborative learning based on age, gender and year of study. Materials & Methods: A descriptive cross-sectional study was done among 269 MBBS students (years 1–3) at the University of the West Indies, St. Augustine, using convenience sampling. Data were collected using a validated questionnaire, created through expert review and pilot testing, which included demographic items and a 5-point Likert scale measuring views of PBL's impact on critical thinking and collaborative learning. Data analysis involved descriptive statistics and inferential tests (t-tests, ANOVA, Post-hoc Tukey) using IBM SPSS. Results: Participants were mostly second-year students (42.01%), with a majority being female (70.26%). Most students (84%) agreed that PBL creates curiosity and encourages exploration of different solutions, while 84.4% agreed on PBL's role in developing interpersonal skills. Age strongly affected views of critical thinking (p = 0.003), with younger students reporting less positive views. First-year and second-year students also differed strongly in their views of critical thinking (p = 0.002). However, gender had no big impact. For collaborative learning, no big differences were found across age, gender, or year of study. Conclusion: Students generally expressed positive views of PBL, recognizing its meaningful contribution to critical thinking and collaborative learning. These findings stress the importance of adjusting PBL approaches to consider students' age and academic progress, which could further improve their development of these key skills.

Background:The Multiple Mini Interview (MMI) is a structured interview format that involves a series of station-based assessment, commonly used for medical admissions. With the COVID-19 pandemic, MMIs transitioned to an online format to ensure continuity. However, the effectiveness and reception of online MMIs remain unexplored. This study aims to assess the experiences and feedback of interviewees, interviewers and technical facilitators regarding a pilot implementation of online MMIs for newly accepted medical students. Methods:This descriptive survey at the School of Medicine, The University of the West Indies (UWI), St. Augustine, involved year 1 medical students, interviewers, and technical facilitators who participated in the virtual MMI. We developed three self-directed questionnaires for interviewees (19 items), interviewers (14 items), and technical staff (09 items) based on literature. We administered the web-based questionnaires to the participants from the 2021 and 2022 mmIs. Data analysis used SPSS version 29, applying descriptive statistics and chi-square tests. Open-ended responses were analysed thematically. Results:The majority of interviewees (85.2% in 2021 and 91.1% in 2022 with median = 3, IQR = 1) agreed that MMI helped to assess their non-academic personal attributes, interests, and motivation to study medicine which are vital to the success of health care providers. Interviewers also believed that (80% with median = 3 and IQR = 0 in 2021 and 90.6% with median = 3 and IQR = 1 in 2022) MMI is a good measure to assess the non-cognitive ability of projection medical students. The MMI technical facilitators believed that the MMI process was well organized, and they were happy with the time management. Conclusion:The study highlights the feasibility and benefits of the virtual MMIs, with interviewees, interviewers, and technical facilitators expressing predominantly positive perspective on the piloted approach. Utilizing technology for conducting virtual MMI is a welcomed innovation, even in the post-pandemic era. However, to optimize their effectiveness, the admission staff should refine the selection of cases, enhance the scoring system, improve time management strategies, and strengthen infrastructure and technical support.

Background & Objective: Interprofessional education is a significant pedagogical approach for preparing health professions students to efficiently deliver a high standard of healthcare service through teamwork and collaboration. The present study aimed to investigate the perspectives of health profession students on interprofessional education in Trinidad and Tobago. Material & Methods: This descriptive cross-sectional study was conducted in the academic session 2021–2022 at the University of the West Indies, Trinidad and Tobago. The online surveys were utilized from January to March 2022. A sample of 302 undergraduate students from the schools of medicine, dentistry, and veterinary medicine was considered for the study. The Readiness for Interprofessional Learning Scale (RIPLS) was administered to the participants. RIPLS is made up of 19 items grouped into four subscales: teamwork and collaboration, positive professional identity, negative professional identity, and roles and responsibilities. Data were analyzed using the Statistical Package for Social Science Software (SPSS). An independent sample t-test and a one-way ANOVA were used to determine the differences between the mean interprofessional education scores according to the demographic variables. Results: Participants were predominantly from the school of medicine (n = 236, 78.1%), and the majority of them were females (n = 230, 76.20%). The health profession students have a positive attitude towards interprofessional education, with the total RIPLS scores ranging between 75 and 78. There were significant differences recorded among the students of three schools in the sub-scales of teamwork and collaboration (p = 0.022), professional identity (p = 0.013), positive professional identity (p = 0.002), and overall RIPLS score (p = 0.003). However, gender (p = 0.232) and year of study (p = 0.093) did not have a significant impact on students' perceptions. Conclusion: Students believed that interprofessional education allowed them to understand the significance of teamwork and collaboration, showed respect for each other’s professions, and promoted effective communication and better learning. Additional research is required to conduct longitudinal research in healthcare professions, which will advance interprofessional education in both preclinical and clinical learning.

Trunk control involves integration of sensorimotor information in the brain. Individuals with chronic low back pain (cLBP) have impaired trunk control and show differences in brain structure and function in sensorimotor areas compared with healthy controls (HC). However, the relationship between brain structure and trunk control in this group is not well understood. This cross-sectional study aimed to compare seated trunk control and sensorimotor white matter (WM) structure in people with cLBP and HC and explore relationships between WM properties and trunk control in each group. Thirty-two people with cLBP and 35 HC were tested sitting on an unstable chair to isolate trunk control; performance was measured using the 95% confidence ellipse area (CEA95) of center-of-pressure tracing. A WM network between cortical sensorimotor regions of interest was derived using probabilistic tractography. WM microstructure and anatomical connectivity between cortical sensorimotor regions were assessed. A mixed-model ANOVA showed that people with cLBP had worse trunk control than HC (F = 12.96; p < .001; ηp2 = .091). There were no differences in WM microstructure or anatomical connectivity between groups (p = 0.564 to 0.940). In the cLBP group, WM microstructure was moderately correlated (|r| = .456 to .565; p ≤ .009) with trunk control. Additionally, the cLBP group demonstrated stronger relationships between anatomical connectivity and trunk control (|r| = .377 to .618 p < .034) compared to the HC group. Unique to the cLBP group, WM connectivity between right somatosensory and left motor areas highlights the importance of interhemispheric information exchange for trunk control. Parietal areas associated with attention and spatial reference frames were also relevant to trunk control. These findings suggest that people with cLBP adopt a more cortically driven sensorimotor integration strategy for trunk control. Future research should replicate these findings and identify interventions to effectively modulate this strategy.

ChatGPT was launched by OpenAI in November 2022 and within 2 months it became popular across a wide range of industrial, social, and intellectual contexts including healthcare education. This article reviews the impact of ChatGPT on research and health professions education by identifying the challenges and opportunities in these fields. Additionally, it aims to provide future directions to mitigate the challenges and maximize the benefits of this technology in health professions education. ChatGPT has the potential to revolutionize the field of research and health professions education. However, there is a need to address ethical concerns and limitations such as lack of real-time data, data inaccuracies, biases, plagiarism, and copyright infringement before its implementation. Future research can highlight the ways to mitigate these challenges; establish guidelines and policies; and explore how effectively ChatGPT and other AI tools can be used in the field of research and healthcare professions education.

BACKGROUND:Previous work demonstrated the beneficial effect of T6 dermatomal stimulation by the percutaneous method in managing obesity. However, a simple, cost-effective, and feasible intervention stimulating the dermatome can be a potential solution for obesity care. OBJECTIVE:The objective of this study was to find the effect of transcutaneous electrical nerve stimulation (TENS) of T6 dermatome on appetite and weight loss in obese individuals. MATERIAL AND METHODS:In this prospective single-arm experimental study, 20 obese patients received TENS treatment of T6 dermatome for 30 min, once a week and for 12 weeks. Outcome measures such as appetite level in the visual analog scale (VAS), weight in kg, and basal metabolic index (BMI) in kg/m2 were assessed at baseline, 12 weeks -post-intervention, and at 8 weeks of follow-up. RESULTS:A statistically significant difference in all the variables was found from baseline to 12 weeks of intervention (P < 0.001) and maintained till 8 weeks of follow-up. From pre- to post-treatment, the effect size for appetite reduction was large (>1) while for weight and BMI loss was (0.14, 0.16), respectively small. Additionally, a weak correlation was found between pre- and follow-up appetite and weight loss (r = 0.25, P = 0.294). CONCLUSIONS:Twelve weeks of TENS treatment of T6 dermatome showed a positive effect in reducing appetite with sustained reduction up to 8 weeks of follow-up even after completion of the intervention. However, in the absence of dietary modification, TENS treatment was associated with low effect sizes weight and BMI loss.

This prospective cross-section study (N=101) aimed to 1) compare generalized anxiety, depression, and pain catastrophizing between individuals with chronic low back pain (cLBP; n=56; M age =31 § 11y; f=35) and healthy controls (HC; n=45; M age =28 §9y; f=31) and 2) examine the impact of these cognitive-behavioral factors along with pain-specific anxiety, fear of movement, and coping on pain intensity in cLBP.All participants completed self-report questionnaires, including the Pain Catastrophizing scale (PCS), the State-Trait Anxiety Inventory (STAI), and the Center for Epidemiologic Studies Depression Scale (CES-D).Participants' current and recent (last seven days) pain intensity ratings were assessed using the Numerical Pain Rating Scale (NPRS; range=0-10).Participants in the cLBP group also completed the Pain-Anxiety Symptom Scale (PASS-20), the Tampa Scale of Kinesiophobia (TSK-17), and the Chronic Pain Acceptance Questionnaire (CPAQ).Participants with cLBP reported greater current (p<.001) and recent (p<.001) pain intensity than HC.Participants with cLBP also reported greater depression (p<.001), and higher scores on the PCS-RUM (p=.004),PCS-MAG(p<.001), and PCS-HELP (p<.001), scales of the PCS than HC participants.In the cLBP group, current pain intensity was positively correlated with the two domains of TSK: TSK-AA (p=.05),TSK-SF (p<.01),PCS-RUM(p<.001), and PCS-HELP(p<.05).Recent pain intensity was positively correlated with all domains of the PASS (p's<.05),and with the PCS-MAG, PCS-RUM, PCS-HELP (p<.05, p<.01, p<.05, respectively) as well as State Anxiety (p<.05).The CPAQ, a measure of coping was negatively correlated with current and recent pain intensity (p's<.05)suggesting further research should be conducted on interventions that target coping with anxiety related to pain.

EDITORIAL article Front. Med., 07 August 2023Sec. Healthcare Professions Education Volume 10 - 2023 | https://doi.org/10.3389/fmed.2023.1265811

The COVID-19 pandemic has caused worldwide disruption to the entire educational system, including medical and health professions education. Considering the critical situation due to COVID-19, academic institutions shifted the entire pedagogical approach to the virtual learning mode. While delivering online teaching, educators experienced numerous challenges, including access to the internet, poor connectivity, and other technical issues. Some students did not have laptops and necessary devices to attend the Class. Besides, many educators were not confident enough to manage the online mode of delivery. In this perspective, we reviewed the evidence of best practices for the medical and health professions educators to deliver the curriculum through an online platform. Therefore, the current study aimed to review the best practices for effective online teaching and learning in medical and health professions education during COVID-19 and beyond. We reviewed the technical aspects of online teaching and educational strategies required for educators to provide quality training not just during the pandemic but beyond this crisis. The online literature search was performed on Medline, PubMed and google scholar databases for studies on online teaching in medical and health profession education and what are the best practices of teaching globally Online teaching and assessment must balance the requirements of technology, learning outcomes, delivery modes, learning resources, and learning resources. The study concludes that medical and health professions institutions strengthen technical infrastructure, promote continuous faculty development programs, and support indigent students to access digital technology.

The COVID-19 pandemic has resulted in dramatic challenges to healthcare systems worldwide. There has been an increased awareness to protect frontline workers from COVID-19 exposure and its consequences. To assess the prevalence of healthcare professionals in India during the COVID-19, a cross-sectional web-based survey was conducted with healthcare professionals from medical colleges and hospitals from different states across the country. The study comprised 772 healthcare professionals aged ≥18 years. The main outcome measures studied were anxiety, depression, and stress. Among the healthcare professionals, 37.17%, 33.68%, and 23.7% were reported to have anxiety, depression, and stress respectively. The physicians, female, aged population, and professionals sleeping less than 7 hours are more prone to psychological problems. The results of this study predict the high levels of anxiety, depression, and stress among healthcare professionals in different states of India. Increased COVID-19 cases, high pressure, workload, and lack of training are the main reasons for the psychological problems in healthcare professionals. Proper strategies must be followed in healthcare settings to reduce the burden of stress.

Objective: To explore veterinary students’ perceptions of online anatomy teaching during the COVID-19 pandemic. Materials and Methods: A cross-sectional study was conducted at the School of Veterinary Medicine, where we collected data from year 1 and 2 undergraduate students. A Google Form link to the questionnaire and an introductory message were sent via email to all 68 students who had participated in an online anatomy class between March 2020 and May 2021. Results: The response rate was 82.2% (56/68). Most students were female (71.43%) and between the ages of 18 and 22 years old (83.93%). Overall, 58.1% of the students found it difficult to learn online anatomy, and most (82%) agreed that it was difficult to learn practical topics online. Nevertheless, 58.9% of the responding students recommended the continued use of online strategies in teaching this subject. Students reported that they could communicate with the lecturer and receive feedback. Perceived benefits of online learning included the convenience of attending class at home and having more available time, as well as the availability of prerecorded videos of course topics. Conclusions: During the pandemic, students got the opportunity to attend online classes from home. Students thought that online practical anatomy was less useful, and this is an area where new ideas can be suggested to help students see how anatomical structures work.

Depression, anxiety and stress are the most prevalent mental health problems among health professions' students. The study was aimed to explore the socio-demographic and educational factors associated with depression, anxiety and stress among health professions' students. Using non-random purposeful sampling, 366 health professions' students studied in 2018/19 were surveyed via a self-reported questionnaire that included Depression, Anxiety and Stress Scale (DASS-21) and questions on sociodemographic and educational characteristics. The majority of respondents were from the School of Medicine (59.8%), with 116 males and 250 females. Sleep duration, communication problems with teaching staff, feelings of inferiority to friends and family problems were determined to be independent predictors of depression in the current study. Communication problems with teaching staff, feelings of inferiority to friends and family problems were important predictors of anxiety. Further, we found that feelings of inferiority to friends and family problems were found to be important risk factors for stress. Our results suggest that the overall prevalence of depression, anxiety and stress among health professions' students were considerably high. All students having a severe mental health issues should be supported by the student counselling centre and expert clinicians in order to confirm the diagnosis and implement subsequent treatment strategies.

Background: Musculoskeletal pain disorders are among the leading causes of years lived with disability worldwide representing a significant burden to society. Studies investigating a “nociceptive-fusimotor” relationship using experimentally-induced pain/noxious stimuli and muscle spindle afferent (MSA) response have been published over several decades. The purpose of this scoping review was to systematically identify and summarize research findings related to the impact of experimentally-induced pain or noxious stimulation on direct MSA discharge/response. Methods: PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Cochrane and Embase were searched from database inception to August 2020. Eligible studies were: (a) published in English; (b) clinical or pre-clinical studies; (c) original data studies; (d) included the investigation of MSA response to experimentally-induced pain or noxious stimulation; (e) included quantification of at least one direct physiological measure associated with MSA activity/response. Two-phase screening procedures were conducted by a pair of independent reviewers and data extracted from eligible studies. Results: The literature search resulted in 195 articles of which 23 met inclusion criteria. Six studies (26%) were classified as clinical and 17 (74%) as pre-clinical. Two clinical studies investigated the effects of sacral dermatome pin-pricking on MSA response, while the remaining 4 studies investigated the effects of tonic muscle and/or skin pain induced by injection/infusion of hypertonic saline into the tibialis anterior muscle or subdermal tissues. In pre-clinical studies, muscle pain was induced by injection of noxious substances or the surgical removal of the meniscus at the knee joint. Conclusion: Clinical studies in awake humans reported that experimentally-induced pain did not affect, or else slightly decreased MSA spontaneous discharge and/or response during weak dorsiflexor muscle contraction, thus failing to support an excitatory nociceptive-fusimotor relationship. However, a majority of pre-clinical studies indicated that ipsilateral and contralateral muscle injection of noxious substances altered MSA resting discharge and/or response to stretch predominately through static fusimotor reflex mechanisms. Methodological differences (use of anesthesia, stretch methodology, etc.) may ultimately be responsible for the discrepancies between clinical and pre-clinical findings. Additional investigative efforts are needed to reconcile these discrepancies and to clearly establish or refute the existence of nociceptive-fusimotor relationship in muscular pain.

Aims Describe the pre-operative and post-operative stages of physical therapy examination, rehabilitation interventions and outcomes in craniopagus conjoined twins (CCT).Methods 27-months old total vertical types III CCT were admitted for surgical treatment. A structured rehabilitation program (functional mobility, balance training, sensory stimulation, communication, orthotic management, and caregiver education) was delivered post-operatively at different stages of surgery. The total duration of post-separation rehabilitation was 15 months for Twin A and 23 months for Twin B.Results Pre-operative WeeFIM was 67/126 for both the twins. Post-separation, Twin A improved to a state of complete independence in walking, step climbing, and hand function with a discharge WeeFIM score of 84/126. However, Twin B was completely dependent in bed mobility and transfer activities during discharge (WeeFIM-18/126). Minimal change in functional status was noted in Twin B (discharge FSS score-19/30). Both the twins were transferred to a regional hospital for long-term care. At 67 months of age, Twin B lost his life due to chest infection.Conclusions Vestibular based therapies, balance, and postural control may be prioritized in the rehabilitation process of CCT. Greater communication and coordination among physical, occupational therapists and other rehabilitation professionals are recommended for successful outcome in these unique cases.

ObjectivesTo determine the prevalence and factors associated with depression, anxiety and stress among healthcare workers (HCWs) during COVID-19 pandemic.DesignCross-sectional online survey.SettingHCWs from four major hospitals within the Regional Health Authorities of Trinidad and Tobago.Participants395 HCWs aged ≥18 years.Main outcome measuresDepression, anxiety and stress scores.ResultsAmong the 395 HCWs, 42.28%, 56.2% and 17.97% were found to have depression, anxiety and stress, respectively. In the final stepwise regression model, contact with patients with confirmed COVID-19, p<0.001 (95% CI 3.072 to 6.781) was reported as significant predictors of depression. Further, gender, p<0.001 (95% CI 2.152 to 5.427) and marital status, p<0.001 (95% CI 1.322 to 4.270) of the HCWs were considered to be correlated with anxiety. HCWs who had contact with patients with suspected COVID-19 had lower depression, p<0.001 (95% CI −5.233 to −1.692) and stress, p<0.001 (95% CI −5.364 to −1.591).ConclusionsThis study has depicted the prevalence and evidence of depression, anxiety and stress among HCWs during the COVID-19 pandemic. The findings of the study will serve as supportive evidence for the timely implementation of further planning of preventative mental health services by the Ministry of Health, for frontline workers within the public and private health sectors.

COVID-19 emerged initially from Wuhan, Hubei province, China, in late December 2019, and since then, it has spread globally to be declared a pandemic by the World Health Organization. The Caribbean region started reporting COVID-19 cases in early March 2020, triggering new regional public health crises. The initial suspects and confirmed cases across the Caribbean countries were mainly imported cases and from cruise ships. The clinical manifestations varied from fever, cough, and malaise in mild cases to acute respiratory distress syndrome (ARDS) and shock in severe cases. The Caribbean Public Health Agency has provided frequent updates on the preventive strategies and quarantine measures across the Caribbean member states. COVID-19 has had a serious impact on the Caribbean region's health system, economy, and psychology. This review presents the Caribbean perspective of COVID-19, detailing the epidemiology, clinical manifestations, diagnosis, management, and preventive and surveillance measures. Vaccine hesitancy was found to be a major challenge that needs appropriate health education strategies to address the public. Strong leadership and regional collaboration among the Caribbean member states are necessary to provide optimal real-time data to the public and implement appropriate and effective guidelines in the island states.

INTRODUCTION:Small group teaching is an educational strategy that may be used to facilitate learning. Tutorials enable an adult approach toward learning where students take responsibility for their own learning. We aimed to investigate the students' engagement and perceptions of small group tutorial classes among undergraduate medical students.METHODS:A cross‑sectional, descriptive survey was conducted at the Subbaiah Institute of Medical Sciences, where we collected the data from 300 undergraduate students using convenience sampling method. A self‑administered questionnaire consisting of 22 items which was piloted on 20 students, and six experienced medical educators were consulted for face validation. The internal consistency of the questionnaire measured by Cronbach's alpha reliability test was 0.80. It was used to measure the students' perception on the effectiveness of tutorials with regard to learning experience, teamwork, confidence, communication skills, and role of the teacher. Statistical analyses included mean and standard deviation for the description of each item, t-test to compare the mean scores for gender and class year, and one‑way analysis of variance between groups for age group comparisons using SPSS version 24 software.RESULTS:Students' overall perceptions of small group teaching effectiveness showed that tutorials were beneficial to their learning process (mean: 3.61±0.50). The majority of the students have positive perceptions toward small group effectiveness, particularly in learning experience (mean: 3.72±0.68) and teamwork (mean: 3.36±0.59). A significant difference was found between year 1 and year 2 students with regards to learning experience (p<0.001), teamwork (p<0.05), communication skills (p<0.05), and the role of the tutor (p<0.001). Additionally, the mean scores, measuring overall effectiveness of tutorials, for the 2nd year students were significantly higher than that for the 1st year students (3.70± .41 and 3.50 ±0.57, (p<0.001).CONCLUSIONS:The data of this study show that tutorial is an effective small group teaching method for medical students compared to large group teaching.

The emergence and global spread of COVID-19 has disrupted the traditional mechanisms of education throughout the world. Institutions of learning were caught unprepared and this jeopardised the face-to-face method of curriculum delivery and assessment. Teaching institutions have shifted to an asynchronous mode whilst attempting to preserve the principles of integrity, equity, inclusiveness, fairness, ethics, and safety. A framework of assessment that enables educators to utilise appropriate methods in measuring a student's progress is crucial for the success of teaching and learning, especially in health education that demands high standards and comprises consistent scientific content. Within such a framework, this paper aims to present a narrative review of the currently utilised methods of assessment in health education and recommend selected modalities that could be administered in an asynchronous mode during the COVID-19 pandemic. Assessment methods such as open-ended short answer questions, problem-based questions, oral exams, and recorded objective structured clinical exams (OSCE) would be appropriate for use in an asynchronous environment to assess the knowledge and competence of health professional students during COVID-19. Fairness and integrity can be ensured by using technological tools such as video and audio recording surveillance.

Quality of life (QOL) is a broader concept which represents experiences, states, appraisals, behaviors, capacities and emotional reactions to circumstances. The study aimed to evaluate the differences in various domains of QOL among the students of five schools (medicine, dentistry, veterinary medicine, pharmacy and nursing) and an optometry unit in the Faculty of Medical Sciences, Trinidad and Tobago. Further, the study evaluated the factors (sociodemographic variables and academic performance) predictive of physical, psychological, social and environment domains of quality of life. The research tool consisted of a validated questionnaire which had two sections; (1) sociodemographics inclusive of students' cumulative grade point average and (2) the shorter version of WHO quality of life (WHOQOL-BREF). The data were transformed into a linear scale and exported into the IBM SPSS version 24 where t-tests, one-way ANOVA and stepwise regression were performed. Of the total 535 participants, most 383 (71.6%) were females. While comparing the differences in the domains of QOL that existed based on the schools (professions) they were enrolled, significant differences were recorded for physical (p < 0.05), psychological (p < 0.05) social (p < 0.05) and environmental domains (p < 0.05). Though the domains of physical health, psychological health and environment showed a significant association with the academic performance of students, the social domain had no such relationship. The overall quality of life has a positive connection with the academic performance of students in medical and health professions. Therefore, universities and all stakeholders involved in health professions need to play a critical role to ensure the students in health professions maintain a high QOL. At the same time, there is a great need for extra attention for students who showed poor academic performance in the previous semester to bring them on track.

Subjective well-being is defined as a person's cognitive and affective evaluations of his or her life. This study aims to investigate the differences in the domains of subjective well-being based on gender, type of school, and academic performance. Additionally, the study aimed to determine the factors (socio-demographic variables, including the academic performance of the students) that are predictive of subjective well-being. Subjective well-being was assessed using a questionnaire which included the Satisfaction with Life Scale (SWLS), which measured the respondent's life satisfaction, the Scale of Positive and Negative Experience (SPANE), which consisted of six positive and negative emotions, and, lastly, the Flourishing Scale (FS), which measured the respondents' self-perceived success. Data were collected, transformed into a linear scale, and exported into SPSS version 24, where t-tests, one-way analysis of variance, Pearson correlation, and stepwise regression were performed. Of the total of 535 participants, the majority were females (383 = 71.6%) and studying in a school of medicine (31.8%). With respect to the SWLS and FS, a significant difference was reported among students based on the type of school and their academic performance (p < 0.05). While comparing the differences in the SPANE, a significant difference was recorded based on academic performance. Among the domains of subjective well-being, only the SPANE showed a significant association with academic performance. Greater subjective well-being correlates with higher academic performance, indicating that subjective well-being is an important aspect of a student's academic life; provisions can be made by paying more attention to those who showed poor academic performance during and at the end of each semester.