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Albeshry AM, Alsaihati FS, Mohammed Alsuwaiyan M, Madani R, Khamis Alanazi B, Allebdi AA. Prevalence of Migraines Among Medical Students in Saudi Arabia: A Systematic Review and Meta-Analysis. Cureus 2024; 16:e52086. [PMID: 38347996 PMCID: PMC10859683 DOI: 10.7759/cureus.52086] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/11/2024] [Indexed: 02/15/2024] Open
Abstract
Headaches are very common and often a common reason people visit emergency departments. Their prevalence among Saudi medical students was higher than the global average but aligned more closely with rates in certain countries. This regional variation may be attributed to factors such as academic pressures, lifestyle, and genetics. This systematic review and meta-analysis focused on assessing the prevalence of migraines among medical students in Saudi Arabia. Six cross-sectional studies were ultimately included in the meta-analysis, reporting a wide range of prevalence rates among Saudi medical students, from 5% to 26%. The pooled prevalence estimate was 23%, indicating a substantial burden of migraines among this population. The findings underscore the importance of tailored strategies and support systems within medical schools to address the impact of migraines on students' academic journey and overall well-being. Standardized diagnostic criteria and awareness programs are essential to effectively managing this condition among medical students. In conclusion, this study sheds light on the significant prevalence of migraines among medical students in Saudi Arabia, emphasizing the need for comprehensive management approaches and further research to refine prevalence estimates and develop targeted interventions.
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Affiliation(s)
| | | | | | - Rawiyah Madani
- Internal Medicine, Ibn Sina National College for Medical Studies, Jeddah, SAU
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Bin Abdulrahman AK, Aldayel AY, Bin Abdulrahman KA, Rafat Bukhari Y, Almotairy Y, Aloyouny S, Qabha H, Almadi M, Almasri M, Alasmari A, Alghamdi A, Alotaibi Y, Dahmash AB, Mousa Alharbi M, Shadid AM. Do Saudi medical schools consider the core topics in undergraduate medical curricula? BMC MEDICAL EDUCATION 2022; 22:377. [PMID: 35581587 PMCID: PMC9112462 DOI: 10.1186/s12909-022-03452-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/22/2021] [Accepted: 05/12/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Most of the medical schools in Saudi Arabia are currently evolving their curricula in accordance with the most recognized medical education trends worldwide. Undergraduate medical school's curriculum should be compatible with community health needs. Therefore, the study aims to explore the current contents of Saudi undergraduate medical curricula and to check if the core topics that were internationally recognized were implemented in their curriculum. METHODOLOGY An online questionnaire was designed and sent to 37 deans of medical schools in Saudi Arabia. The deans or the vice-deans in charge of the curriculum were asked to complete the pre-designed questionnaire, which assessed the status of inclusion of the core topics in the curriculum of their affiliated schools. Each listed core topic was evaluated according to five options for each subject: not included, separate required course, part of the required course, separate elective course, and part of an elective course. RESULTS Twenty four out of 37 (65%) Saudi medical schools completed the survey questionnaire. Almost all core topics, such as communication skills, evidence-based medicine, patient safety, professionalism were included in the curricula of Saudi medical schools as separate required courses or as part of required courses or elective courses. Complementary and alternative medicine and the history of medicine were the topics least taught in Saudi medical colleges, as 25% of the schools did not include them in their curricula. CONCLUSION The majority (65%) of the internationally recognized core topics were included in the Saudi undergraduate medical curricula. Evidence-based medicine, complementary medicine, the Saudi healthcare system, patient safety, and professionalism/medical ethics should be part of compulsory credited courses in all Saudi undergraduate medical curricula.
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Affiliation(s)
- Amro K Bin Abdulrahman
- Preventive Medicine, Department of Public Health, Ministry of Health, Riyadh, Saudi Arabia
| | | | - Khalid A Bin Abdulrahman
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia.
| | | | - Yazeed Almotairy
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia
| | - Saleh Aloyouny
- Department of Internal Medicne, Ministry of National Guard Health Affairs, Riyadh, Saudi Arabia
| | - Hamad Qabha
- Department of Radiology, Dallah Hospitals, Riyadh, Saudi Arabia
| | - Mansour Almadi
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia
| | - Mohammed Almasri
- King Faisal Specialist Hospital & Research Centre, Riyadh, Saudi Arabia
| | - Abdulaziz Alasmari
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia
| | - Abdullah Alghamdi
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia
| | - Yasir Alotaibi
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia
| | - Abdulmajeed Bin Dahmash
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia
| | | | - Asem M Shadid
- Department of Dermatology, King Fahad Medical City, Riyadh, Saudi Arabia
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Bin Abdulrahman KA, Khalaf AM, Bin Abbas FB, Alanezi OT. The Lifestyle of Saudi Medical Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18157869. [PMID: 34360161 PMCID: PMC8345573 DOI: 10.3390/ijerph18157869] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Revised: 07/21/2021] [Accepted: 07/23/2021] [Indexed: 11/16/2022]
Abstract
This study was conducted to investigate medical students’ lifestyle habits, including sleep quality, eating and drinking patterns, physical activity, and social status. Method: This research project is part two of a multi-institutional cross-sectional observational study conducted among medical students from six medical colleges in Saudi Arabia between September and December 2019. Results: 675 medical students were enrolled electively into the lifestyle study. About half of this number were male students and the majority were aged 18–24 years. Most students (87.6%) slept between 4–8 h a day and over 44% were dissatisfied with their sleep. Only 28.1% had three meals a day; about 40% of them usually or always skipped breakfast. A total of 44% usually or always ate fast food and 44.7% drank 2 L of water per day. Moreover, male students were significantly consuming more fast food than females, p < 0.001. The majority (63.3%) revealed they usually or always drink black coffee daily. Females were significantly more inclined to regular coffee consumption than males, p < 0.001. Only 4.3% exercised for 30 min or more daily. The majority (65%) of the students were introverted; they had few close friends. Yet, 81% were somewhat satisfied or satisfied with their social life. Male students were significantly more satisfied with their social life than females, p = 0.001. Only 4.6% smoked cigarettes daily whereas 7.1% smoked e-cigarettes daily. In contrast, only 0.3% used shisha (hookah) daily. Male medical students were substantially more inclined to e-cigarette use than females (p < 0.001). The top five leisure activities of a medical student were surfing social media (75.9%), watching movies (61.3%), hanging out with friends (58.1%), spending time with their family (55.4%), and browsing the Internet (53.6%). Female medical students were significantly more inclined to surf social media than male medical students, p = 0.022; also, watching movies was preferred for females compared to males, p = 0.006. Conclusion: This study revealed that the majority of these medical students in Saudi Arabia exhibited healthy lifestyles to some extent, and these health-promoting behaviors differed based on sex, especially concerning physical activity and eating patterns. The findings of this study provide relevant information for future actions that will be geared towards effectively decreasing the occurrence of chronic illnesses and improving future doctors’ well-being.
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Bin Abdulrahman KA, Khalaf AM, Bin Abbas FB, Alanazi OT. Study Habits of Highly Effective Medical Students. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:627-633. [PMID: 34135654 PMCID: PMC8197661 DOI: 10.2147/amep.s309535] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/09/2021] [Accepted: 05/25/2021] [Indexed: 05/19/2023]
Abstract
BACKGROUND Study habits have been the most significant indicator of academic performance and play a unique role in students' academic accomplishment. The study is aiming to determine the most common study habits of highly successful medical students and their relation to academic achievement. METHODS A cross-sectional observational study was conducted from September to December 2019 among medical students of both gender from six medical colleges in Saudi Arabia. The students answered the standardized questionnaires to study the different learning habits among medical students, including learning prioritization, knowledge retention strategies, motivation, daily hours of studying, study learning resources. RESULTS Six hundred and seventy-five medical students enrolled themselves electively into the study. The results showed a significant correlation between study habits and students' academic accomplishments. The top ten study habits of highly effective medical students are managing their time effectively, they get rid of interruptions (phone, family, friends) that disrupt their daily work, they use goal-setting to determine their most important activities, their daily study hours is ranging between 3 and 4 hours, they study alone for knowledge retention of medical information, learn from multiple sources and invest in technology with high efficiency, they contribute to the teaching of their peers, they study the main lecture slides with notes when no exam is coming, and they study lecture slides with notes and previous exam questions when preparing for upcoming exams; finally, they maintained motivation for self-gratification and fulfillment of their family dreams. CONCLUSION This study's outcomes consolidate general study practices that can be credited to learning achievement and expand recognition to inspire less accomplished students by investigating and exploring factors that have enhanced and worked for many accomplished students.
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Affiliation(s)
- Khalid A Bin Abdulrahman
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
| | - Ahmad M Khalaf
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
| | - Fahad B Bin Abbas
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
| | - Omran T Alanazi
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
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Albejaidi F, Nair KS. Building the health workforce: Saudi Arabia's challenges in achieving Vision 2030. Int J Health Plann Manage 2019; 34:e1405-e1416. [PMID: 31402508 DOI: 10.1002/hpm.2861] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2019] [Revised: 06/23/2019] [Accepted: 07/18/2019] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND Saudi Arabia's Vision 2030 represents a major structural shift in all economic sectors. Health care is one of the largest sectors significantly contributing to achievement of the vision OBJECTIVES: To provide an overview of health workforce in Saudi Arabia and identify various critical issues and challenges that need to be addressed in achieving health system goals envisaged in the Vision. METHODS This paper is based on extensive review of literature conducted to stimulate pertinent descriptive information on health workforce in Saudi Arabia. FINDINGS Saudi nationals constitute 44% of all health workforce and 29.5% of all physicians employed by the health system. Among Saudi nationals, there is a significant underrepresentation of females except in the nursing profession. The health workforce is beleaguered with numerical inadequacy, skill imbalance, gender disparity, and access issues. CONCLUSION Health system needs to adopt a rigorous approach by investing heavily on medical, nursing, and other specialized fields of education. Planning for the health workforce needs to adopt appropriate strategies that reflect all aspects including the number, skills, and gender distribution for meeting the future health needs of population to facilitate achievement of Vision.
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Affiliation(s)
- Fahad Albejaidi
- College of Public Health and Health Informatics, Qassim University, Al Bukayriyah, Saudi Arabia
| | - Kesavan S Nair
- College of Public Health and Health Informatics, Qassim University, Al Bukayriyah, Saudi Arabia
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Shadid AM, Bin Abdulrahman AK, Bin Dahmash A, Aldayel AY, Alharbi MM, Alghamdi A, Alasmari A, Qabha HM, Almadi M, Almasri M, Aloyouny S, Alotaibi Y, Almotairy Y, Bukhari YR, Bin Abdulrahman KA. SaudiMEDs and CanMEDs frameworks: similarities and differences. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2019; 10:273-278. [PMID: 31191074 PMCID: PMC6511653 DOI: 10.2147/amep.s191705] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/22/2018] [Accepted: 04/15/2019] [Indexed: 05/20/2023]
Abstract
Background: The SaudiMEDs framework was founded and adopted by the Saudi Deans' Committee in 2011 to ensure that Saudi medical graduates learned core competencies. Meanwhile, CanMEDs was established by the Canadian Royal College of Physicians and Surgeons in 1996 and aimed to establish the abilities and skills of all aspects of medical practice, as well as to ensure the acquisition of basic knowledge related to medical education. The main purpose of this study was to explore the similarities and differences between both frameworks. Methods: In March and April 2017, 15 researchers conducted an extensive review of both the SaudiMEDs and CanMEDs frameworks using a semi-quantitative evaluation with color codes to determine the following: the exact similarities in both frameworks, the close similarities, and the unique differences. Results: According to the coloring system, most of the frameworks were similar. For example, Leadership, Communication and Professionalism were almost identical in both frameworks. There was some degree of similarity between both frameworks in "Collaborator". Furthermore, the SaudiMEDs framework had a unique input which involved the most essential skills that undergraduate medical students must acquire. Conclusion: SaudiMEDs has great potential to improve the quality of Saudi medical graduates in a manner that fits our current and future needs. CanMEDs focuses mainly on outcomes and processes, while SaudiMEDs focuses more on outcomes. SaudiMEDs was not created to provide a copy-and-paste curriculum. The ultimate goal was to create an outcome-based curriculum that ensures the quality of Saudi medical school graduates.
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Affiliation(s)
- Asem M Shadid
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
| | - Amro K Bin Abdulrahman
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
- Correspondence: Amro K Bin AbdulrahmanCollege of Medicine, Al Imam Mohammad Ibn Saud Islamic University (IMSIU), P.O Box: 7544 – Othman Bin Affan Rd, Al-Nada, Riyadh13317 – 4233, Saudi ArabiaTel +96 655 590 2563Email
| | - Abdulmajeed Bin Dahmash
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
| | - Abdulrahman Yousef Aldayel
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
| | - Muteb Mousa Alharbi
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
| | - Abdullah Alghamdi
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
| | - Abdulaziz Alasmari
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
| | - Hamad M Qabha
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
| | - Mansour Almadi
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
| | - Mohammed Almasri
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
| | - Saleh Aloyouny
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
| | - Yasir Alotaibi
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
| | - Yazeed Almotairy
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
| | - Yousef R Bukhari
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
| | - Khalid A Bin Abdulrahman
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
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Guraya SY, Almaramhy H, Al-Qahtani MF, Guraya SS, Bouhaimed M, Bilal B. Measuring the extent and nature of use of Social Networking Sites in Medical Education (SNSME) by university students: Results of a multi-center study. MEDICAL EDUCATION ONLINE 2018; 23:1505400. [PMID: 30081773 PMCID: PMC6084502 DOI: 10.1080/10872981.2018.1505400] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
There is a sharp rise in the use of social networking sites (SNSs) by university students for various purposes. However, little is known about the use of SNSs for educational purposes. This study aims to determine educational use of SNSs by the medical students of two Saudi and a Kuwaiti medical school. A cross-sectional study was conducted by administering a 20-statement questionnaire to the undergraduate medical and allied health sciences students of two Saudi universities: Taibah University (TU) and Imam Abdulrahman AlFaisal University (IAFU), and one Kuwaiti university, Kuwait University (KU). The data were collected and analyzed by SPSS 20. Of a total of 1312 respondents, 1181 (90%) students used SNSs and 131 (10%) did not use SNSs for any reason. Further, only 442/1181 (37%, p < 0.00) students used SNSs for education and found these sites to be useful. As many as 357 (27%) students used SNSs for sharing education-related information once a day, 306 (23%) 3-5 times a day, and 331 (25%) once a week. A maximum of 678 (52%) used Facebook for educational purpose and most of the students, 469 (38%), used SNSs for sharing lectures. There were significant variations in responses among genders and year of schooling. The use of online social media in medical education is a rapidly evolving arena of scholarship. Low use of SNSs for sharing information and significant variations in perceptions of medical students about social media should draw attention of policy-makers for promoting awareness and educational reforms.
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Affiliation(s)
- Salman Yousuf Guraya
- Surgery Clinical Sciences Department, College of Medicine, University of Sharjah, Sharjah, UAE
- CONTACT Salman Yousuf Guraya Surgery Clinical Sciences Department, College of Medicine, University of Sharjah, UAE
| | - Hamdi Almaramhy
- Dean College of Medicine, Taibah University Almadinah Almunawwarah, Saudi Arabia
| | - Mona Faisal Al-Qahtani
- Department of Public Health, College of Public Health, Imam Abdulrahman Bin Faisal University, Saudi Arabia
| | - Shaista Salman Guraya
- Medical Education Unit, College of Medicine University of Sharjah, United Arab Emirates
| | - Manal Bouhaimed
- Department of Community Medicine and Behavioural Sciences, Department of Surgery, Faculty of Medicine, Kuwait University, The State of Kuwait
| | - B. Bilal
- School of Accountancy, Hubei University of Economics, Wuhan, China
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Obad AS, Peeran AA, Shareef MA, Alsheikh WJ, Kalagi DA, AlAmodi AA, Khan TA, Shaikh AA, Ganguly P, Yaqinuddin A. Assessment of first-year medical students' perceptions of teaching and learning through team-based learning sessions. ADVANCES IN PHYSIOLOGY EDUCATION 2016; 40:536-542. [PMID: 27836858 DOI: 10.1152/advan.00001.2016] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2016] [Revised: 08/16/2016] [Accepted: 09/23/2016] [Indexed: 06/06/2023]
Abstract
Team-based learning (TBL) is an emerging teaching and learning strategy being employed in medical schools. The College of Medicine at Alfaisal University has adopted a TBL approach as an instructional method for first-year medical students. The aim of the present study was to describe the TBL method employed at Alfaisal University College of Medicine and to assess first-year medical students' perceptions of this learning modality for the anatomy- and physiology-based blocks/courses in organ systems form of curriculum. A five-point Likert scale questionnaire was structured based on Kirkpatrick's theory and assessed three major domains: reaction, learning, and behavior. Confirmatory factor analysis (CFA) and Cronbach's α-coefficient tests were used to assess the validity and reliability of the construct, respectively. CFA showed an adequate validity of the survey and Cronbach's α revealed an acceptable internal uniformity (0.69). A total of 185 respondents rated reaction, learning, and behavior toward introduction of TBL as 3.53 ± 1.01, 3.59 ± 1.12, and 3.57 ± 1.12, respectively. Excellent students rated TBL highly in all major domains compared with borderline students (reaction, behavior, and learning domains with P values of <0.049, <0.035, and <0.031, respectively). Students who had prior teamwork experience rated TBL higher in terms of their learning experience compared with those who were rarely involved in team work. This study demonstrated that Alfaisal University first-year medical students perceived TBL positively as a teaching and learning strategy for functional anatomy, and prior involvement in teamwork and academic performance correlates with higher ratings of TBL.
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Affiliation(s)
- Adam S Obad
- Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia
| | - Ahmed A Peeran
- Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia
| | | | - Wissal J Alsheikh
- Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia
| | - Dana A Kalagi
- Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia
| | - Abdulhadi A AlAmodi
- Department of Physiology and Biophysics, University of Mississippi Medical Center, Jackson, Mississippi
| | - Tehreem A Khan
- Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia
| | - Abdul Ahad Shaikh
- Department of Physiology, Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia
| | - Paul Ganguly
- Department of Anatomy and Genetics, Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia; and
| | - Ahmed Yaqinuddin
- Department of Medical Education, Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia
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Mahmood SI, Daim SA, Borleffs JCC, Heijne-Penninga M, Schönrock-Adema J. The transferability of Western concepts to other cultures: validation of the Zuckerman-Kuhlman Personality Questionnaire in a Saudi Arabic context. MEDICAL TEACHER 2015; 37 Suppl 1:S67-S74. [PMID: 25665631 DOI: 10.3109/0142159x.2015.1006606] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
BACKGROUND The importance of medical education research in Saudi Arabia has been acknowledged increasingly and a lot of concepts used have been derived from the Western world. The question arises, however, whether Western concepts and questionnaires are transferable to societies with different cultures. The aim of this study was to investigate the instrument structure and the reliability of the Arabic version of the Zuckerman-Kuhlman Personality Questionnaire-medium (ZKPQ-m). METHODS Three statistical methods with decreased amount of strictness were used to analyse our data: Confirmatory Factor Analysis, Procrustes rotation and Principal Component Analysis. RESULTS Our outcomes did not confirm the original instrument structure. Instead, we found four interpretable components: Emotional Instability, Impulse-seeking, Activeness and Self-Control. However, the amount of explained variance was not very high and the internal consistencies ranged from unsatisfactory to only moderate. The data showed a high percentage of respondents agreeing with more than three items of the Infrequency scale, which may be attributable to the collectivistic culture in Saudi Arabia. CONCLUSION We did not succeed in replicating the ZKPQ structure in the Arabic context. Social desirability, a common characteristic in collectivistic cultures, may have reduced the replicability of the internal structure of the ZKPQ-m. Different methods to measure concepts in collectivistic cultures may help to get round social desirability.
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Al-Shafei AI, Bin Abdulrahman K, Al-Qumaizi KI, El-Mardi AS. Developing a generic model for total quality management in higher education in Saudi Arabia. MEDICAL TEACHER 2015; 37 Suppl 1:S1-S4. [PMID: 25803588 DOI: 10.3109/0142159x.2015.1006607] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
The field of higher education has been progressing at a rapid pace in the Kingdom of Saudi Arabia over the past decade, with doubling the number of government and private universities and colleges. Quality and accreditation are of great importance to higher education institutes world-wide. Thus, developing a generic model for quality management in higher education is badly needed in the country.
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Alamodi AA, Abu-Zaid A, Anwer LA, Khan TA, Shareef MA, Shamia AA, Nazmi SM, Alshammari AM, Rahmatullah H, Alsheikh AJ, Chamseddin RA, Dweik LM, Yaqinuddin A. Undergraduate research: an innovative student-centered committee from the Kingdom of Saudi Arabia. MEDICAL TEACHER 2014; 36 Suppl 1:S36-42. [PMID: 24617783 DOI: 10.3109/0142159x.2014.886016] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
INTRODUCTION Concern has been expressed in recent times whether medical schools have adapted sufficiently to cater for the increasing demand of physician-scientists. Studies have shown that research involvement at the undergraduate level is vital to accommodate this growing need. Enhanced communication skills, improved problem-solving abilities and better future employment opportunities are among the other many benefits of undergraduate research (UR). Herein, we report projects run by a unique student driven undergraduate research committee (URC) at Alfaisal University, Riyadh, Saudi Arabia aimed at providing the future generation of physicians training opportunities for pursuing a research intensive career. METHODS The article describes the unique structure of the URC and provides an in-depth description of the various programs and activities used in promoting students' research activities. We analyzed students' perception of URC activities via a questionnaire and analyzed research-output of the first graduating batches through their publication record. RESULTS Overall, more than 60% of the graduating students were involved in the various research programs offered by the URC and around 50% published in peer-reviewed journals with an average impact factor of 2.4. CONCLUSIONS Research involvement by medical students is an essential need of the twenty-first century and models like URC could provide crucial platform for research training to the new generation of physician-scientists.
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Bin Abdulrahman K, Gibbs T, Harden R. The medical education journey continues. MEDICAL TEACHER 2013; 35 Suppl 1:S5-S7. [PMID: 23464819 DOI: 10.3109/0142159x.2013.770828] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Affiliation(s)
- Khalid Bin Abdulrahman
- Development & Academic Accreditation, Al-Imam Mohammed Bin Saud Islamic University (IMSIU), Al-Nada, Saudi Arabia.
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Al-Shafei AI, Bin Abdulrahman KA, Al-Qumaizi KI, Al-Rashed WA, Al-Khamees OA, Al-Shaqha WM, Obeidat A. Exciting new ideas in medical education emerged from SIMEC 2012. MEDICAL TEACHER 2013; 35 Suppl 1:S1-S4. [PMID: 23581890 DOI: 10.3109/0142159x.2013.767440] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
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