Validity and reliability of the Arabic version of the population postpartum depression literacy scale (PoDLiS): a web-based survey in Saudi Arabia.

BACKGROUND: Proper knowledge about postpartum depression (PPD) will help recognize symptoms and encourage women to seek the needed professional help. Until now, there has been a scarcity of research on the literacy level of PPD among the Saudi population and the factors affecting it. This study translated the Postpartum Depression Literacy Scale (PoDLiS) into Arabic and evaluated its psychometric properties. Furthermore, the Saudi population's mental health literacy for PPD and the factors associated with it were examined as a secondary objective. METHODS: This cross-sectional study involved 2,336 participants selected via convenience sampling from all over Saudi Arabia, all of whom willingly agreed to participate. Data collection was done through an online questionnaire using Google Forms, covering sociodemographic characteristics and the Arabic PoDLiS. RESULTS: The Arabic version of PoDLiS showed acceptable goodness-of-fit between the observed data and the resulting six-factor solution, RMSEA = 0.049, 90% confidence interval RMSEA (0.010-0.050), pCLOSE = 0.742, CFI = 0.962, TLI = 0.940, χ2(270) = 1576.12, p-value = 0.742. The total Cronbach's alpha (α) of the PoDLiS showed acceptable internal consistency, measuring at 0.742. High literacy was seen in married and young participants with a postgraduate degree and sufficient household income who have known someone with PPD. Significantly lower literacy was seen in male, non-Saudi participants and those residing in the central and northern regions of Saudi Arabia. CONCLUSIONS: The Arabic version of the PoDLiS showed good psychometric properties, and it can be used to assess PPD literacy among perinatal women and to examine the impact of PPD awareness programs. Despite reporting relatively good PPD literacy in the Saudi population, there is a persistent gap in participants' beliefs about available professional help and the attitudes that facilitate recognizing PPD. Our findings highlight the importance of implementing public education campaigns to improve overall knowledge about PPD and promote prevention, early recognition, and treatment of PPD.

Cone Beam CT Features and Oral Radiologist's Decision-making of Arrested Pneumatization of the Sphenoid Sinus.

OBJECTIVES: To assess the demographic and radiographic features of arrested pneumatization of the sphenoid sinus (APS) and their influence on the confidence of oral and maxillofacial radiologists (OMFRs) in diagnosing APS. METHODS: Reports of cone beam computed tomography (CBCT) APS were retrieved, and the demographic and radiographic features were retrospectively analyzed. Five OMFRs assessed the CBCT images and their confidence in diagnosing APS. The OMFRs' experience (years), expertise (skull-base CBCT cases/month) and diagnostic confidence level were analyzed for agreement and associations with demographic or radiographic features. RESULTS: Of 29 APS cases, 17 (58.6%) were females, and the mean age was 29.9±19 years. Twenty cases (69.0%) presented unilaterally, and 27 (93.1%) involved the sphenoid body. The most common accessory site was the pterygoid process (19, 65.5%). The vidian canal and foramen rotundum were involved in 27 (93.1%) and 17 (58.6%) cases, respectively. Most cases (28, 96.6%) were well-defined, corticated, and showed mixed attenuation. APS diagnostic confidence was higher among the expert OMFRs (72.4%-82.8% vs. 58.6%-62.1%). CONCLUSION: Radiographic features differentiating APS from skull-base tumors were shown on CBCT. The confidence of OMFRs with similar experience in years depended on their frequency of examining CBCT cases involving the skull base.

Saudi teachers' perspectives on implementing evidence-based transition practices for students with intellectual disabilities.

BACKGROUND: Improving students' transition outcomes requires providing adequate transition services that use evidence-based transition practices (EBTPs). AIM: The current study investigates teachers' perspectives on implementing EBTPs for students with intellectual disabilities (ID) and explores the differences in the implementation of EBTPs for students with ID according to the following variables: gender, educational level, and teaching experience. METHODS: To obtain the research objectives, the researchers implemented a quantitative descriptive approach and utilized the survey as a tool for data collection. The survey consisted of two parts: the first part included information about the participants' characteristics, while the second part consisted of 29 items regarding the level of implementing EBTPs for students with ID. The data was collected from a sample of 170 male and female secondary teachers, which represents 61 % of the study population. RESULTS: The results of the study revealed that the level of implementing EBTPs for students with ID was high, and it also found that there were no statistically significant differences at the 0.05 level between the average responses of the study sample according to the variables of the study (gender, educational qualification). However, there were statistically significant differences according to the variable of the study (years of experience) for teachers who have more than 10 years of teaching experience. The implications and recommendations following the results are also discussed. CONCLUSION: The results of this study suggest that implementing EBTPs supports providing adequate transition services that improve student transition outcomes.