Menstrual parameters in the graduate students undertaking mental or physical activity based education

Objective: Mental activity and physical activity appears to affect body functions differently. Both activities appear to have impact on reproductive functions of the women. Aim of the current study was to compare the students undertaking mental activity based education (MABE) and physical activity based education (PABE) on menstrual cycle parameters. Methods: A total of 390 female students participated to the study. However, the students who were using any drugs (painkiller, contraceptives, etc.) were removed and the groups consisted of 171 MABE students (faculty of medicine) and 169 PABE students (faculty of sports sciences). Participants were asked to provide information about their menstrual cycles, sleep quality, pain perception. Moreover, they filled in a questionnaire about their preferences for visual, verbal, gustatory, mental, auditory, and physical activities. Results: Length of the menstrual cycle was similar between the MABE and PABE (29.5±0.3, 29.0±0.2 days, respectively, p>0.05) but length of menstruation was longer in MABE students (6.0±0.1 and 5.5±0.1 days, p=0.007). MABE students fall asleep quicker in the night, slept one h less and woke up earlier with better sleep quality. PABE students wanted to do shopping and have their hair cut and dyed while MABE students wanted to chat with a friend or make a voyage. Conclusion: Longer menstrual bleeding in MABE students requires special attention as it may result in iron deficiency anemia. Moreover, different physiological (menstruation, sleep-wake cycle) characteristics and everyday life priorities suggest that format of education and social activities of female students might require differential approaches for each education types.

Mental veya fiziksel aktivite temelli eğitim alan öğrencilerde menstrual siklus parametreleri

Amaç: Mental aktivite ve fiziksel aktivite vücut fonksiyonlarını farklı şekilde etkiler. Her iki aktivitenin de kadınların üreme fonksiyonlarını etkilediği bilinmektedir. Bu çalışmanın amacı, mental aktivite temelli eğitim (MABE) ile fiziksel aktivite temelli eğitim (PABE) alan öğrencilerin menstrual siklus parametrelerini karşılaştırmaktır. Yöntem: Çalışmaya toplamda 390 kadın öğrenci katıldı. Ancak herhangi bir ilaç kullanan (ağrı kesici, kontraseptif vd.) öğrenciler çalışmadan çıkarıldı ve gruplar 171 MABE (tıp fakültesi) öğrencisi, 169 PABE (spor bilimleri fakültesi) öğrencisinden oluşturuldu. Katılımcılardan menstrual siklusları, uyku kalitesi ve ağrı algısı hakkında bilgi istendi. Ayrıca katılımcılara görsel, sözlü, tatsal, zihinsel, işitsel ve fiziksel aktivitelere yönelik tercihleri hakkında bir anket uygulandı. Bulgular: Menstrual siklus uzunluğu MABE ve PABE arasında benzerdi (sırasıyla 29,5±0,3, 29,0±0,2 gün, p>0,05) ancak MABE öğrencilerinin menstruasyon süresi daha uzundu (6,0±0,1 ve 55±0,1 gün, p=0,007). MABE öğrencilerinin gece daha çabuk uyudukları, bir saat daha az uyudukları ve daha iyi uyku kalitesiyle daha erken uyandıkları saptandı. PABE öğrencileri alışveriş yapmak ve saçlarını kestirip boyatmak isterken MABE öğrencilerinin bir arkadaşıyla sohbet etmek veya yolculuk yapmak istedikleri saptandı. Sonuç: MABE öğrencilerinde daha uzun süren menstrual kanamalar, demir eksikliği anemisine neden olabileceğinden özel dikkat gerektirmektedir. Ayrıca farklı fizyolojik (menstruasyon, uyku-uyanıklık siklusu) özellikler ve günlük yaşam öncelikleri, eğitim formatının ve kadın öğrencilerin sosyal aktivitelerinin her eğitim türü için farklı yaklaşımlar gerektirebileceğini düşündürmektedir.

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