The effects of stress may be alleviated when its impact or a decreased stress-resilience are detected early. This study explores whether wearable-measured sleep and resting HRV in police officers can be predicted by stress-related Ecological Momentary Assessment (EMA) measures in preceding days and predict stress-related EMA outcomes in subsequent days. Eight police officers used an Oura ring to collect daily Total Sleep Time (TST) and resting Heart Rate Variability (HRV) and an EMA app for measuring demands, stress, mental exhaustion, and vigor during 15–55 weeks. Vector Autoregression (VAR) models were created and complemented by Granger causation tests and Impulse Response Function visualizations. Demands negatively predicted TST and HRV in one participant. TST negatively predicted demands, stress, and mental exhaustion in two, three, and five participants, respectively, and positively predicted vigor in five participants. HRV negatively predicted demands in two participants, and stress and mental exhaustion in one participant. Changes in HRV lasted longer than those in TST. Bidirectional associations of TST and resting HRV with stress-related outcomes were observed at a weak-to-moderate strength, but not consistently across participants. TST and resting HRV are more consistent predictors of stress-resilience in upcoming days than indicators of stress-related measures in prior days.

Quitting Basic Military Training (BMT) is a problem in the Dutch Armed Forces. Previous research focused on physical factors. Yet, contemporary research focuses on psychosocial characteristics, study skills, and quality of life factors associated with recruits’ intention to quit BMT. We combined several factors to identify the key factors affecting recruits’ intentions to quit BMT. We also studied gender and rank position differences. Three hundred fifty-five recruits enrolled in BMT participated by completing a self-report questionnaire. Multiple regression analysis showed that being highly engaged with BMT, having a high sense of belonging, and being highly proactive resulted in lower intention to quit. Having a high sense of responsibility resulted in higher intention to quit BMT. For gender, significant differences were found in study skills and self-esteem. For rank positions, significant differences were found in several psychosocial characteristics, study skills, quality of life factors, and intention to quit; with officer rank recruits showing higher intentions to quit than noncommissioned officer rank recruits. These identified factors can be used to improve conditions for BMT recruits. It is further advised to investigate the origin of gender and rank position differences that affect associations between psychosocial characteristics, study skills, quality of life factors, and recruits’ intention to quit, so that these differences can be minimized in the future.

Community engaged learning (CEL) is a teaching methodology which aims to bridge the gap between academia and society by collaborating on community-based projects. Inspired by theories of experiential learning and social constructivism, CEL celebrates learning by doing and is a rather novel teaching methodology within the predominantly theoretical bachelor medical curriculum. Despite CEL’s potential benefits, its implementation faces significant challenges. Here, we investigated how students, accustomed to traditional academic teaching, learn during CEL-infused courses, specifically studying student perception of their learning and identifying the various facilitators and barriers to learning during CEL. The study conducted at Utrecht University’s Faculty of Medicine included second-year medical students participating in a newly introduced CEL course. Using thematic analysis, the study analyzed students’ written reflections collected before and after completion of the course. CEL contributed to developing valuable competencies like empathy, leadership, and communication skills, which go beyond the realm of textbook and classroom-based knowledge. The study further identified key barriers and facilitators, both at personal and organizational levels influencing learning outcome of students. Based on these data, several recommendations have been formulated for all involved parties (students, academic institutions, community partners) which could contribute towards a sustainable embedding of CEL.