Peng Xi

The coronavirus disease 2019 pandemic caused by severe acute respiratory syndrome coronavirus 2 is challenging the dental community to an unprecedented degree. Knowledge of the increased risk of infection in dental settings has been disseminated to the public and guidelines have been formulated to assist dental attendance decision-making. However, dental attendance behaviors incompatible with treatment need is not uncommon in clinical settings. Important gaps remain in the knowledge about how psychological factors are affecting dental attendance behaviors during the COVID-19 epidemic. In this cross-sectional study, a questionnaire survey was performed during February and March 2020. A total of 342 and 294 dental patients who attended and avoided dental visits, respectively, were included. The participants were classified into four groups based on dental attendance behavior and emergent/urgent dental treatment need. Bivariate analysis was performed to investigate factors associated with dental attendance. Multivariable logistic regression based on principal component scores was performed to identify major psychological constructs associated with unnecessary dental avoidance and attendance. Among all the factors explored, inability to wear masks during dental treatment was most closely associated with the overall pattern of dental attendance among participants. Multivariable regression suggested that unnecessary dental avoidance was associated with perceived risk of infection in general and in dental settings, perceived impact of COVID-19 and dental problems on general health, and personal traits such as trust and anxiety. Unnecessary dental attendance was associated with optimism toward the epidemic and trust. Multidisciplinary efforts involving dental and medical professionals as well as psychologists are warranted to promote more widespread adoption, among the general public, of dental attendance behaviors compatible with dental treatment need during the COVID-19 epidemic.

Although the global healthcare system is paying increasing attention to obstetric violence, this form of gender-based violence during childbirth remains a serious issue. The primary objective of this comprehensive study is to explore the experiences and needs of women subjected to obstetric violence on a global scale. A systematic search was conducted in December 2024 across the Web of Science, Embase, PubMed, and CINAHL databases to identify eligible studies. Data synthesis was performed using the three-stage thematic and content analysis method. A total of 39 eligible qualitative studies were included in this review. Thematic synthesis identified 6 themes and 17 sub-themes: (1) Obstetric Violence Types; (2) Gaslighting Effect: The Authoritative Position of Healthcare Providers; (3) Stigmatization and Discrimination Experienced by Women; (4) Who is Normalizing Obstetric Violence? (5) Substandard Medical Institutions; (6) Trauma Induced by Obstetric Violence. Obstetric violence continues to persist in various countries and regions. Women have endured various forms of obstetric violence, with their autonomy and rights to informed consent being severely compromised. They have experienced neglect and abandonment by healthcare providers, and face discrimination and differential treatment due to factors such as race, socioeconomic status, age, and culture. The primary cause of obstetric violence is the unequal power dynamics between healthcare providers and women, with the authoritative position of healthcare providers leading to a lack of communication and recognition between both parties.

: Eastern Learning, which is an important part of modern new learning, refers to the Western natural science and socio-political thought that was assimilated by Japan from the end of 19th century to the beginning of 20th century. From the end of Ming Dynasty to the period before and after the revolution of 1911, China’s intake of new learning went through four stages. In the first three stages, a large number of Western books translated into Chinese were also introduced into Japan, which became the basic literature and language medium of Japanese Dutch studies, English Studies and later the whole foreign studies. At the beginning of the 20th century, exiles, students studying in Japan and Japanese teachers introduced Eastern Learning into China, which had a profound impact on China’s modernization process. Eastern Learning is a new learning system with East Asian characteristics constructed by China and Japan in the process of Western Learning spreading to the East.

Eastern Learning, which is an important part of modern new learning, refers to the Western natural science and socio-political thought that was assimilated by Japan from the end of 19th century to the beginning of 20th century. From the end of Ming Dynasty to the period before and after the revolution of 1911, China’s intake of new learning went through four stages. In the first three stages, a large number of Western books translated into Chinese were also introduced into Japan, which became the basic literature and language medium of Japanese Dutch studies, English Studies and later the whole foreign studies. At the beginning of the 20th century, exiles, students studying in Japan and Japanese teachers introduced Eastern Learning into China, which had a profound impact on China’s modernization process. Eastern Learning is a new learning system with East Asian characteristics constructed by China and Japan in the process of Western Learning spreading to the East.