RESUMEN
[No Abstract Available] Saudi Med J 2020; Vol. 41 (8): 779-790doi: 10.15537/smj.2020.8.25222 How to cite this article:Yaser A. Faden, Nadia A. Alghilan, Samiha H. Alawami, Eman S. Alsulmi, Hythem A. Alsum, Yasir A. Katib, Yasser S. Sabr, Fadwah H. Tahir, Nabeel S. Bondagji. Saudi Society of Maternal-Fetal Medicine guidance on pregnancy and coronavirus disease 2019. Saudi Med J 2020; Vol. 41 (8): 779-790. doi: 10.15537/smj.2020.8.25222.
Asunto(s)
Infecciones por Coronavirus/terapia , Neumonía Viral/terapia , Complicaciones Infecciosas del Embarazo/terapia , Atención Prenatal/métodos , Anticoagulantes/uso terapéutico , Antivirales/uso terapéutico , Betacoronavirus , COVID-19 , Anomalías Congénitas/virología , Infecciones por Coronavirus/tratamiento farmacológico , Infecciones por Coronavirus/transmisión , Enfermedad Crítica , Parto Obstétrico/métodos , Femenino , Heparina/uso terapéutico , Humanos , Hidroxicloroquina/uso terapéutico , Recién Nacido , Transmisión Vertical de Enfermedad Infecciosa , Sulfato de Magnesio/uso terapéutico , Pandemias , Perinatología , Equipo de Protección Personal , Neumonía Viral/transmisión , Atención Posnatal , Embarazo , Resultado del Embarazo , SARS-CoV-2 , Arabia Saudita , Sociedades Médicas , Tromboembolia/prevención & control , Tocolíticos/uso terapéutico , Tratamiento Farmacológico de COVID-19RESUMEN
OBJECTIVES: This study aims to compare the students' performance in Obstetrics and Gynecology by using two teaching modalities, i.e., Flip the classroom (FTC) compared to Traditional lectures (TL) among final year medical students and assessment of the students' satisfaction towards FTC as learning modality. METHODS: An educational interventional study was conducted on 136 females final year medical students at Umm Al-Qura University, Makkah, Saudi Arabia from September to December; 2017. Out of 40 core topics of Obstetrics and Gynecology, eight were chosen for FTC and eight for TL. The performance in each teaching modality was assessed by comparing the score of the students in multiple choice question (MCQ) and objective structured clinical examination (OSCE) in the final examination. The final performance was compared between the FTC and TL selected topics. The data was analyzed by using SPSS version 16 (SPSS Inc., Chicago, IL, USA). RESULTS: MCQ and OSCE grades of students (n=136) were significantly higher in FTC versus TL topics, i.e., mean ± standard deviation (13.4 ± 2.7 vs. 12.3 ± 2.4; p < 0.001) and (33.9 ± 4.3 vs. 30.4 ± 4.7; p < 0.001), respectively. Almost 60% of the students expressed their satisfaction with FTC modality. CONCLUSION: Scores were significantly high for Flip the classroom topics compared to Traditional lectures.
