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Background and Objectives: Direct observation of procedural skills (DOPS) is one of the new methods of clinical evaluation that gives feedback about students’ clinical skills. The design and psychometrics of the DOPS test tool for the clinical assessments of speech therapy students in the evaluation of speech organs have been discussed.
Methods: In the current non-interventional descriptive study, 20 speech therapy students were selected from the Faculty of Rehabilitation Sciences. The DOPS test related to the speech organs evaluation procedure and its evaluation checklist was prepared. After obtaining the consent and training, students and evaluators entered the study. The evaluators observed each student’s work with a real patient, and their judgments were recorded based on a structured checklist. Each of them was given feedback in the appropriate environment. Face validity, content, and inter-rater reliability were measured and reported.
Results: Face validity, including importance, clarity, and simplicity, was investigated for each item. The items’ impact scores for favorable face validity of >1.5 were included in the questionnaire. The content validity index for each item was over 0.8, and the content validity ratio was >0.62. All students have chosen the option of slightly satisfied to completely satisfied, and 70% have chosen the option of high satisfaction and complete satisfaction. None of the evaluators chose the options of no satisfaction to slightly satisfied. For inter-rater reliability, the intraclass correlation coefficient (ICC) was calculated using the opinions of two evaluators, and the ICC value was 0.884 with a 95% confidence interval (0.708-0.954) (P<0.001). 
Conclusion: The results indicated good inter-rater agreement and reasonable reliability. According to this study, the use of DOPS to evaluate clinical skills in speech therapy students in evaluating speech organs has high validity and reliability.
 

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Background and Objectives: Physical health is a state of lack of illness and disease. The psychological well-being of college-going students is closely related to physical activity and life satisfaction. It can lead to low life satisfaction, mental disorders, and overall low QoL (QoL). The present study aims to evaluate the relationship between physical activity, life satisfaction, and mental well-being of students.
Methods: A cross-sectional study was conducted among college-going students to evaluate the relationship between physical activity, life satisfaction, and mental well-being of college students. Data were collected with online Google Forms, using the convenience sampling method to achieve the required sample size of 279 students. Follow-up data was entered into an Excel sheet and evaluated with SPSS software, version 20.
Results: After data collection using online Google Forms, data were evaluated using the SPSS software, version 20, and the results showed that physical activity is significantly correlated with mental well-being with a P of 0.004. Life satisfaction is correlated with physical activity according to a P of 0.038 and mental well-being is also correlated with life satisfaction with a P of 0.032.
Conclusion: The study concluded that physical activity, life satisfaction, and mental well-being in college-going students are significantly correlated with each other.
 

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Background and Objectives: In today’s rapidly changing and interconnected world, where individuals often face high levels of stress, uncertainty, and interpersonal dynamics, Alpas’s framework suggests that emotional intelligence plays a crucial role in helping people thrive. By developing emotional intelligence skills, such as self-awareness, self-regulation, empathy, and social skills, individuals can better manage stress, communicate effectively, build strong relationships, and make sound decisions even in challenging circumstances. 
Methods: A cross-sectional study was conducted among college students. Participants who were willing to take part in the study were included, considering both males and females. A total sample of 134 students was taken from the NIMS College of Physiotherapy. Emotional intelligence was assessed using the WONG scale, while educational achievement was measured by the total percentage obtained in the last semester. Academic stress was evaluated using the Student Inventory Scale. A Google Form was created, and only those willing to participate in the study filled out the form.
Results: There was a negative correlation between emotional intelligence and academic stress (r=1.000), academic stress and percentage (r=-0.62), and percentage and emotional intelligence (r=-0.67).
Conclusion: The present study concludes that emotional intelligence, academic stress, and educational achievements are negatively correlated with each other. It has been observed that students experiencing stress tend to exhibit lower emotional intelligence, which ultimately leads to poorer academic performance.