Introduction: Point-of-care testing (POCT) for blood glucose measurement is increasingly used because it provides rapid results for clinical decision-making. However, its analytical performance must be evaluated before routine implementation. This study aimed to compare the precision, accuracy, and agreement of the Easy Touch and Emtech BG Max 1 POCT devices with the Glucose Oxidase–Peroxidase (GOD-PAP) reference method for blood glucose measurement.
Research Methodology: An observational analytic study with a cross-sectional design was conducted at the Buton Tengah Regional General Hospital Laboratory, Indonesia. Fifty venous blood samples were analyzed using the Easy Touch and Emtech BG Max 1 POCT devices and the GOD-PAP laboratory method as the reference standard. Precision was evaluated using the coefficient of variation (CV), accuracy was assessed through percentage bias and compliance with ISO 15197:2013, and agreement was determined using nonparametric Bland–Altman analysis.
Results: The CV values were 5.54% for Easy Touch, 1.76% for Emtech BG Max 1, and 0.80% for the GOD-PAP method. The mean bias was 7.74% for Easy Touch and −5.78% for Emtech BG Max 1. Compliance with ISO 15197:2013 was achieved in 62% of Easy Touch measurements and 90% of Emtech BG Max 1 measurements. Bland–Altman analysis demonstrated good agreement between both POCT devices and the reference method. However, Emtech BG Max 1 showed narrower limits of agreement and closer agreement with GOD-PAP than Easy Touch.
Conclusion: Both POCT devices demonstrated acceptable analytical agreement with the GOD-PAP method for blood glucose testing. However, Emtech BG Max 1 exhibited superior precision, lower analytical bias, and higher compliance with ISO 15197:2013, indicating greater reliability for routine clinical use. Periodic analytical performance evaluation is recommended to maintain the quality and accuracy of POCT-based blood glucose testing.
Muhammad Jalil Razak, N. Ismi, Marisca Jenice Sanakya et al.· Journal Interdisciplinary He...· 0 citations
Introduction: Mental health has become a major global public health concern due to its increasing prevalence and its profound social, economic, and healthcare consequences. Although the volume of mental health research has expanded substantially, evidence remains fragmented across disciplines, populations, and thematic areas. This systematic review aimed to map the global landscape of mental health research by identifying emerging trends, key determinants, health policy implications, and future research directions.
Research Methodology: A systematic review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. Literature searches were performed in PubMed, Scopus, Web of Science, and Google Scholar for studies published between 2020 and 2025. After duplicate records were removed and eligibility was assessed, 100 studies met the inclusion criteria and were included in the final synthesis. Data were extracted using a standardized form and analyzed through narrative thematic synthesis.
Results: From 1,450 records initially identified, 100 studies were included in the final review. The findings revealed four dominant research themes: social and economic determinants (28%), environmental factors (19%), digital technology and mental health (17%), and health policy and service delivery (12%). Socioeconomic disadvantage, housing insecurity, limited social support, and educational and occupational stress emerged as the most frequently reported risk factors. Access to green spaces and community support were consistently associated with improved psychological well-being. The review also identified a growing interest in digital mental health interventions and artificial intelligence applications, while highlighting persistent gaps in policy implementation and equitable access to mental health services.
Conclusion: Mental health outcomes are shaped by interconnected social, environmental, technological, and policy-related factors. Effective responses require integrated and multisectoral strategies that address structural determinants while strengthening mental health systems. Future policies should prioritize equitable access to services, community-based interventions, and evidence-informed decision-making to improve mental health outcomes globally
Differentiated learning, which is adapted to students’ levels of comprehension and individual learning needs, presents a considerable challenge for educators in selecting and tailoring instructional media at SMA Negeri 1 Pare, Kediri. By implementing this pedagogical approach, teachers can optimize media selection to enhance the effectiveness of Islamic Religious Education (PAI) classroom instruction. This quantitative study, employing a survey methodology, aimed to investigate and analyze the influence of differentiated learning on students’ utilization of PAI instructional media. Data were collected through observation and structured questionnaires administered to 21 respondents. Product-moment correlation analysis was utilized to examine the relationship between the independent and dependent variables. The findings revealed that differentiated learning exerts a substantial and significant influence, accounting for 70% of the variance in instructional media utilization. Specifically, the study established that: (1) teachers designed instruction with objectives and assessments explicitly aligned with student learning needs; (2) teachers employed diverse media to accommodate varying proficiency levels; (3) teachers provided systematic instructional scaffolding for both offline and online media use; and (4) differentiated learning successfully enhanced student motivation and autonomy in media engagement and task completion. The study concludes that differentiated learning, as operationalized within the framework of the Independent Curriculum, is demonstrably relevant and effective for optimizing PAI instruction at the senior high school level.
Dinil Abrar Sulthani, Tahir Tahir, S. Suprapto et al.· TOFEDU: The Future of Educat...· 0 citations