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Background and Aims. COVID-19 emerged at the end of 2019 and was classified as a global pandemic in March 2020. Infected cases of SARS-CoV-2 experience symptoms during initial infection 2–14 days after virus exposure, and some symptoms and complications may persist after recovery. This study evaluated the onset/recovery time, postrecovery symptoms, complications, and factors affecting the health situation of recovered cases of COVID-19 in West Bank, Palestine. Methods. This cross-sectional study was conducted using a questionnaire based on related scientific articles and expert recommendations. It was distributed to recovered COVID-19 patients either face-to-face or online. Chi-square and Fisher’s exact tests were used to investigate the significant relationships. The data were analyzed using SPSS version 22. Findings. A total of 686 participants completed the questionnaire; the mean age was 28·1 ± 11·8. SARS-CoV-2 infection recovery time was 1–2 weeks in most participants. A total of 72·4% developed post-COVID-19 symptoms. Fatigue (260, 38.0%), loss of smell (224, 32.7%), headache (207, 30.7%), and joint pain (188, 27.4%) were the most reported postrecovery symptoms. In women, fatigue and headaches were the most common symptoms that persisted after recovery. Diabetic patients endured continuous muscle and joint pain. Interpretation. Patient health situation, recovery time, and symptoms post-COVID-19 infections are affected by many demographic factors and disease status.

Student engagement in the learning process is a vital issue that most of the educators and researchers have advocated for. In many countries, inquiry-based learning is used in science education to enhance students learning, enjoyment and provide student-centred learning. The purpose of the present study is to investigate the extent to which science students at the Public Authority for Applied Education and Training apply inquiry-based learning in science laboratories. Also, this study identifies the factors that hinder science students from using inquiry-based learning in science laboratory. This study employed a mixed method approach using a survey to collect the data from 202 university students; and a semi-structured interview to collect the data from 15 university students. The results of the current study showed that science students often used inquiry-based learning for conducting investigation, collecting data, and drawing conclusions. However, they rarely used inquiry-based learning for framing questions and designing investigations. Moreover, the results showed that lack of experience, lack of equipment, unavailability of instructors' encouragement, and obligation to follow the steps that are given by the instructor were constrains that hinder students from using inquiry-based learning in science laboratory. The recommendations for science learning are discussed at the end of this study.