https://www.selleckchem.com/products/baf312-siponimod.html There is lack of studies that describe the experience of studying a health promotion course using an interactive approach and students' perceptions about this method of teaching. The purpose of this study is to describe students' experiences and perceptions about health promotion course using an interactive learning approach. A descriptive qualitative design was used among 16 undergraduate university students at a governmental university. Four main themes emerged from the data analysis including (1) fruitfulness and satisfying experience of interactive learning, (2) interactive learning versus traditional learning, (3) barriers to interactive learning, and (4) suggestions to enhance interactive learning. Students reflected positive attitudes toward interactive learning. Interactive learning helped students to be engaged in learning process physically and cognitively. Students mentioned several advantages of learning health promotion course using interactive learning, including, enhancing understanding, sharing ideas and opinions, promoting self-esteem and self-confidence, keeping their minds active and attentive, and improving interpersonal communication. Updated and contemporary learning strategies and methods should be introduced for enhancing interactive learning courses.The effect of different doses of UV-C light (5.3, 8.3 and 11.4 kJ/m2) on native mycobiota and Botrytis cinerea incidence, micro and ultrastructure, biomechanical properties and weight loss of blueberry fruit cv. O'Neal during 20 days of storage at 8 ± 1 °C was evaluated. Decay incidence was significantly reduced by all UV-C light doses for both, native mycobiota and inoculated B. cinerea. The highest UV-C dose studied (11.4 kJ/m2) was the most effective indelaying the onset of fungal and B. cinerea infection (6 and 4 days, respectively). UV-C irradiation caused some distinctive changes in fruit structure characterized by redistribution, a