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

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dc.authorscopusid57201737275
dc.authorscopusid7006165283
dc.contributor.authorUĞRAŞ S.
dc.contributor.authorYildiz S.
dc.date.accessioned2024-08-04T19:59:26Z
dc.date.available2024-08-04T19:59:26Z
dc.date.issued2021
dc.departmentİnönü Üniversitesien_US
dc.description.abstractObjective: 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. © 2021. All rights reserveden_US
dc.identifier.doi10.5505/TurkHijyen.2020.70033
dc.identifier.endpage24en_US
dc.identifier.issn0377-9777
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85104032463en_US
dc.identifier.scopusqualityQ4en_US
dc.identifier.startpage15en_US
dc.identifier.trdizinid490488en_US
dc.identifier.urihttps://doi.org/10.5505/TurkHijyen.2020.70033
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/490488
dc.identifier.urihttps://hdl.handle.net/11616/90635
dc.identifier.volume78en_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherRefik Saydam National Public Health Agency (RSNPHA)en_US
dc.relation.ispartofTurk Hijyen ve Deneysel Biyoloji Dergisien_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectmenstrual cycleen_US
dc.subjectmenstruationen_US
dc.subjectMental activityen_US
dc.subjectphysical activityen_US
dc.titleMenstrual parameters in the graduate students undertaking mental or physical activity based educationen_US
dc.typeArticleen_US

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