Disordered eating behaviors among a sample of final-year medical students at Cairo University and its relationship with alexithymia and social cognition
Bibliographic record
Abstract
Abstract Background This study aims to estimate the risk of eating disorders and their related factors among final-year medical students. Additionally, the present study is assessing the disordered eating behaviors relationship with alexithymia and social cognition. Methods An approved descriptive cross-sectional study was carried out at Cairo University’s Faculty of Medicine from August 2021 to December 2022. The participants were categorized into two distinct groups: Group A (students at risk for eating disorders) and Group B (students not at risk for eating disorders). All participants were evaluated using the Eating Attitude Test-26 (EAT-26), the Eating Disorder Examination Questionnaire (EDE-Q), the Toronto Alexithymia Scale (TAS-20), the Emotion Identification Test from the Ekman Program, and Reading the Mind in the Eyes Test-revised version (RMET). Results A total of 370 final-year students, both male and female, participated in the study. Group A included 136 students (37%), while Group B consisted of 234 students (63%). Female students exhibited a greater risk for developing an eating disorder ( p = < 0.001). Students classified as at risk for eating disorders displayed significantly elevated alexithymia scores and diminished social cognition scores when compared to their counterparts without risk ( p = < 0.001). Conclusion Medical students are more susceptible to eating-related problems. Deficits in alexithymia and social cognition potentiate the risk of eating disorders.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".