Problem-based learning in undergraduate medical education in Saudi Arabia: time has come to reflect on the experience.

BACKGROUND: Problem-based learning (PBL) is being increasingly used in many undergraduate medical schools worldwide due to its recognized advantages. OBJECTIVES: To explore views of medical students in the Kingdom of Saudi Arabia (KSA) about the appropriateness of the PBL concepts and process. Differences in students' views were examined as well. METHODS: This is a cross-sectional, questionnaire-based study conducted in two medical colleges in Riyadh, Saudi Arabia, during the period from April to June 2012. RESULTS: One hundred seventy four undergraduate medical students participated in the study. Majority of the participants supported the concept of PBL and thought it is a beneficial learning strategy. However, only about half of them consider the problems used in tutorials are relevant for the local setting. Significant differences have been identified between the gender, schools, and study level of participants and their views on the process of PBL tutorials. About 35% of participants either undecided or will not recommend medical schools that adopt PBL curriculums for their friends. CONCLUSIONS: The majority of participants were satisfied with PBL approach and valued its importance in their learning process. Specific concerns have been expressed about relevance of some aspects of PBL. Underlying factors should be further explored in order to improve the outcomes of PBL curriculum in the local Saudi setting.

What factors determine academic achievement in high achieving undergraduate medical students? A qualitative study.

BACKGROUND: Medical students' academic achievement is affected by many factors such as motivational beliefs and emotions. Although students with high intellectual capacity are selected to study medicine, their academic performance varies widely. OBJECTIVES: The aim of this study is to explore the high achieving students' perceptions of factors contributing to academic achievement. MATERIALS AND METHODS: Focus group discussions (FGD) were carried out with 10 male and 9 female high achieving (scores more than 85% in all tests) students, from the second, third, fourth and fifth academic years. During the FGDs, the students were encouraged to reflect on their learning strategies and activities. The discussion was audio-recorded, transcribed and analysed qualitatively. RESULTS: Factors influencing high academic achievement include: attendance to lectures, early revision, prioritization of learning needs, deep learning, learning in small groups, mind mapping, learning in skills lab, learning with patients, learning from mistakes, time management, and family support. Internal motivation and expected examination results are important drivers of high academic performance. Management of non-academic issues like sleep deprivation, homesickness, language barriers, and stress is also important for academic success. CONCLUSION: Addressing these factors, which might be unique for a given student community, in a systematic manner would be helpful to improve students' performance.

Views of Family Medicine Trainees of a Teaching Hospital in Riyadh regarding their Hospital Rotations: A Qualitative Study.

OBJECTIVE: To explore Family Medicine Trainees views regarding the hospital component of their Family Medicine (FM) training program. METHODOLOGY: This is a qualitative focus group discussion based study. Thirteen trainees, eight from final year of FM training program and five from third year of the same program participated in the study. The structure for discussion included a previously distributed and completed questionnaire that included three sections. The first section was evaluation of the satisfaction of trainees with the different hospital specialties rotations. The second section related to reasons for rating the different rotations as excellent and very good. The third section related to deficiencies in training for those rotations which received a score of 3-5. The items in the questionnaire were utilized in the focus group discussion. Two facilitators who were investigators facilitated the discussion. The data was qualitatively analyzed to identify emergent themes and subthemes that described the trainees' views. RESULTS: The trainees highlighted the following views: Teaching in the hospital component is not relevant to the needs of Family Medicine trainees. Duration of the hospital posts should be reviewed. Emphasis should be on out-patient clinics rather than in-patient. More emphasis must be given to procedural skills, minor surgery and teaching in clinical contexts. CONCLUSION: Hospital training component of the Family Medicine training program should be reviewed, as the structure and its implementation doesn't reflect the views of trainees regarding its relevance to their day to day practice.

Sleep disorder among medical students: relationship to their academic performance.

BACKGROUND: Medical students are exposed to a significant level of pressure due to academic demands. Their sleep pattern is characterized by insufficient sleep duration, delayed sleep onset, and occurrence of napping episodes during the day. OBJECTIVE: To examine the prevalence of sleep disorder among medical students and investigate any relationship between sleep disorder and academic performance. METHODS: This is a cross-sectional self-administered questionnaire-based study. The participants were medical students of the first, second, and third academic years. The Epworth Sleepiness Scale (ESS) was also included to identify sleep disorder and grade point average was recorded for academic performance. RESULTS: There were 491 responses with a response rate of 55%. The ESS score demonstrated that 36.6% of participants were considered to have abnormal sleep habits, with a statistically significant increase in female students (p = 0.000). Sleeping between 6-10 h per day was associated with normal ESS scores (p = 0.019) as well as the academic grades ≥ 3.75. Abnormal ESS scores were associated with lower academic achievement (p = 0.002). CONCLUSION: A high prevalence of sleep disorder was found in this group of students, specifically female students. Analysis of the relationship between sleep disorder and academic performance indicates a significant relationship between abnormal ESS scores, total sleeping hours, and academic performance.

Stress and its effects on medical students: a cross-sectional study at a college of medicine in Saudi Arabia.

Medical education is perceived as being stressful, and a high level of stress may have a negative effect on cognitive functioning and learning of students in a medical school. This cross-sectional study was conducted to determine the prevalence of stress among medical students and to observe an association between the levels of stress and their academic performance, including the sources of their stress. All the medical students from year one to year five levels from the College of Medicine, King Saud University, were enrolled in the study. The study was conducted using Kessler10 psychological distress (K10) inventory, which measures the level of stress according to none, mild, moderate, and severe categories. The prevalence of stress was measured and compared with the five study variables, such as gender, academic year, academic grades, regularity to course attendance, and perceived physical problems. The response rate among the study subjects was 87% (n=892). The total prevalence of stress was 63%, and the prevalence of severe stress was 25%. The prevalence of stress was higher (p<0.5) among females (75.7%) than among males (57%) (odds ratio=2.3, chi2=27.2, p<0.0001). The stress significantly decreased as the year of study increased, except for the final year. The study variables, including being female (p<0.0001), year of study (p<0.001), and presence of perceived physical problems (p<0.0001), were found as independent significant risk factors for the outcome variables of stress. Students' grade point average (academic score) or regularity to attend classes was not significantly associated with the stress level. The prevalence of stress was higher during the initial three years of study and among the female students. Physical problems are associated with high stress levels. Preventive mental health services, therefore, could be made an integral part of routine clinical services for medical students, especially in the initial academic years, to prevent such occurrence.

Emergency contraception: knowledge and attitudes of family physicians of a teaching hospital, Karachi, Pakistan.

This study was conducted to assess the knowledge of family medicine providers and their attitudes towards emergency contraception in a teaching hospital in Karachi, Pakistan. A 21-item questionnaire containing the demographic profile of respondents and questions concerning knowledge of and attitudes towards emergency contraception was distributed among participants. In total, 45 interviews were conducted, with a response rate of 100%, with faculty physicians (33%), residents (27%), medical officers (40%), 36% male and 64% female physicians; of them, the majority (64%) were married. Although the large majority (71%) of the respondents reported considerable familiarity with emergency contraception, objective assessment revealed deficiencies in their knowledge. About 38% of the participants incorrectly chose menstrual irregularity as the most common side-effect of progestin-only emergency contraception pills, and only 33% answered that emergency contraception was not an abortifacient while 42% were unsure. Forty percent of the physicians prescribed emergency contraception in the past. The large majority (71%) of the physicians were familiar with emergency contraception, yet deficiencies in knowledge inaccuracies were identified. Barriers to its use were identified as 'it will promote promiscuity' (31%), religious/ethical reasons (27%), liability (40%), teratogenicity (44%), and inexperience (40%). Overall attitudes regarding emergency contraception were positive; however, most (82%) physicians were unsatisfied with their current knowledge of emergency contraception, and there was a discrepancy between perceptions of physicians and actual knowledge. Interventions providing education to family physicians regarding emergency contraception is strongly recommended.

Students' perception towards the problem based learning tutorial session in a system-based hybrid curriculum.

OBJECTIVES: To evaluate students' perception towards the problem based learning (PBL) session in a system-based hybrid curriculum. METHODS: We conducted a cross-sectional study in the College of Medicine, King Saud University, Saudi Arabia at the end of the 2012-2013 academic year. The survey questionnaire was self-administered, and examined perceptions of PBL session benefits, appropriate running of sessions, and tutor's roles. RESULTS: Out of 510 students, 275 (53.9%) completed the questionnaire. Most of the students reported that PBL sessions were helpful in understanding basic sciences concepts (p=0.04). In addition, they agreed that PBL sessions increased their knowledge of basic sciences (p=0.01). Most students reported that PBL sessions encouraged self-directed learning, collaborative learning, and improved decision making skills. However, 54.5% of students reported lack of proper training before starting the PBL sessions, and only 25.1% of students agreed that the teaching staff are well prepared to run the sessions. Most students used the internet (93.1%), lecture notes (76.7%), and books (64.4%) as learning resources. Most students reported repetition of topics between PBL sessions and lectures (p=0.07). CONCLUSION: The study highlighted the significant role of PBL in a system-based hybrid curriculum and helped students improve their knowledge and different learning skills. Students and staff training is required before the utilizing the PBL as an instructional method.

Compliance with appointment and medications in a pediatric neurology clinic at a University Hospital in Riyadh, Saudi Arabia.

OBJECTIVE: The objectives of the study are to estimate the rate of epileptic patients` compliance with appointments and medications in a pediatric neurology clinic. Also to study the factors associated with non-compliance and to determine the parents` perceived reasons for non-compliance with appointments. METHODS: It is a prospective study in which 147 epileptic children who attended the neurology clinic during the first 12-months of the study period were included. Patients were recruited into the study after their parents were interviewed using a detailed questionnaire; their compliance with appointments was monitored prospectively over at least a one year from their recruitment into the study. The parents of the other 70 patients who did not attend the clinic were telephoned. Only 32 replied and were asked about the reasons for non-attendance to the clinic. RESULTS: Eighty-six percent of the patients` parents stated that they were complying with the medications while only 53% of them did not miss any appointment to the clinic during the study period. Compliers with appointments were more likely to comply with their medications too. Children with grand-mal epilepsy and absence seizures were found to be more likely to comply with taking medications than patients with febrile, rolandic and myoclonic seizures (P=0.01). Health belief model factors associated with non-compliance were 1. Children encountering side effects from their medications 2. Parents who were not satisfied with the provided services 3. Parents who thought that alternative medicine is more effective than traditional medicine 4. Parents who think that their children are not susceptible. Patients` perceived main reasons for non-compliance were wrongly registered appointments (27.5%), forgetfulness (22.5%) and busy parents. CONCLUSION: Failure to keep the clinic appointment is an indicator of poor compliance with medications. A telephone call is recommended to reduce the role of clinic non-compliance. Developing a questionnaire form to investigate parents health belief model could be used routinely by social workers and then health education could be tailored for each patient and parent.

Cigarette smoking among female students in five medical and nonmedical colleges.

OBJECTIVES: This study was conducted to determine the prevalence of smoking, knowledge about the ill effects of smoking on health, and the influence of family members' smoking habits among Saudi female students. METHODS: This is a type of cross-sectional study. A sample of 1,070 female students was selected by a nonrandom and convenient sampling method from five colleges (Medicine, Business and Administration, Computer Sciences, Education, and Languages and Translation) of King Saud University, Riyadh, Saudi Arabia. A self-administrated questionnaire was used to determine the personal, social, and educational characteristics of the respondents. In addition, questions about their smoking types, status, duration of smoking, knowledge about the ill effects of smoking, daily cigarette consumption, and reasons for quitting smoking were included. RESULTS: The students' response rate was 85%. The prevalence of current smoking was 4.3% and 5.6% for cigarettes and water-pipes, respectively, whereas 3.9% of the participants were ex-smokers. The prevalence of current smoking was highest in the College of Business and Administration (10.81%) and lowest in the College of Medicine (0.86%). The majority (77%) of the smokers' parents (current and ex-smokers) were also smokers. More than half (54%) of the smokers started their smoking habit for entertainment, and 44.4% of the participants did not know that smoking causes serious health problems. The most common factors for quitting smoking were health concerns (54%), religious beliefs (29%), and parent's advice (17%). CONCLUSION: The study concludes that the prevalence of smoking varies in different subject streams and that family and friends have a great influence on individuals starting or stopping smoking. Extensive health education programs are needed to educate young women on the health hazards of smoking and help stop them from smoking.

Barriers to feedback in undergraduate medical education. Male students' perspective in Central Saudi Arabia.

OBJECTIVE: To explore the views of undergraduate medical students regarding the presence and sources of barriers to effective feedback in their setting. METHODS: This cross-sectional study was conducted at the College of Medicine, Department of Medical Education, King Saud bin Abdul-Aziz University for Health Sciences, Riyadh, Kingdom of Saudi Arabia from April to June 2010. A self-administered questionnaire was used to explore the objectives of the study. RESULTS: One hundred and eighty-six male undergraduate medical students participated in this study. Approximately 45% indicated presence of barriers to effective feedback. These include: absence of a clear system of feedback; inadequate skills of teachers for provision-effective feedback; and to a lesser extent, students' fear of insult due to feedback. Most participants showed their interest and readiness to receive more professional feedback in the future. CONCLUSION: This study has showed the presence of barriers as perceived by medical students, which could significantly minimize utilization of feedback in medical education. The reported barriers should be addressed to utilize the vital role of feedback in the learning process of undergraduate medical students.

The ability of the pre-admission criteria to predict performance in a Saudi medical school.

OBJECTIVE: To evaluate the ability of preadmission criteria used in most health professional schools in Saudi Arabia to predict the in-program performance. METHODS: This retrospective cohort study was conducted at King Fahd Medical City, Faculty of Medicine, Riyadh, Kingdom of Saudi Arabia between July and September 2008. Four sets were used to examine the predictive power of preadmission variables. The variables are the academic abilities (high school grades), aptitude test, achievement test, and an interview. The criterion variables were the undergraduate grade point averages' (GPAs) of medical college students (n=193). The correlation between admission variables and the GPA was examined using Pearson's correlation coefficient and regression analyses. RESULTS: Inclusion of all 4 admission tools in a regression analysis as predictors of GPA performance revealed that only the achievement test was statistically predictive of the GPA. Approximately 6.5% of variance in the GPA can be accounted for by the current admission criteria. CONCLUSION: The current admission criteria provide some insight into the predicted future performance of students. The inclusion of other valid and reliable admissions tools, such as the multiple mini-interviews and the questionnaire for candidate's suitability to follow a problem-based learning curriculum, should be considered.

Evaluation of three instructional methods of teaching for undergraduate medical students, at king saud university, saudi arabia.

BACKGROUND: There is an international move from traditional curriculum towards the learner - centered, and patient-oriented curriculum. In spite of its advantages, problem-based learning requires a larger number of teaching staff and space. This study was done to compare the problem-based learning (PBL), lectures and modified PBL methods. METHODS: Thirty-three fifth year medical students who were taking the Family Medicine rotation participated in the study at the College of Medicine, King Saud University. Three instructors participated in the teaching of three topics to the three groups of students. Students acted as control for themselves across the three instructional methods, namely; lectures, PBL and modified PBL. The main outcomes were students' recall of knowledge, problem solving skills and topic comprehension. RESULTS: In the initial assessment, there was a significant difference in favor of PBL and the modified PBL regarding comprehension of the topic as tested by the short answer questions (p = 0.0001), problem solving skills as tested by the modified essay question (p = 0.002). Non-significant results were observed at the second stage of assessment. The modified PBL method was the preferred one for 39% of the students, followed by the PBL (36%) and lastly the lectures (25%). CONCLUSION: This empirical study suggests some advantages for the PBL method and the modified PBL over the lecture method. Larger studies are needed to confirm our results of this important issue as the modified PBL is an affordable option for schools that can not meet the staff and space requirements of the PBL curriculum.

Compliance with appointments and medications in a pediatric neurology clinic at a University Hospital in Riyadh, Saudi Arabia.

OBJECTIVE: The objectives of the study are to estimate the rate of epileptic patients' compliance with appointments and medications in a pediatric neurology clinic. Also to study the factors associated with non-compliance and to determine the parents' perceived reasons for non-compliance with appointments. METHODS: It is a prospective study in which 147 epileptic children who attended the neurology clinic during the first 12-months of the study period were included. Patients were recruited into the study after their parents were interviewed using a detailed questionnaire; their compliance with appointments was monitored prospectively over at least a one year from their recruitment into the study. The parents of the other 70 patients who did not attend the clinic were telephoned. Only 32 replied and were asked about the reasons for non-attendance to the clinic. RESULTS: Eighty-six percent of the patients' parents stated that they were complying with the medications while only 53% of them did not miss any appointment to the clinic during the study period. Compliers with appointments were more likely to comply with their medications too. Children with grand-mal epilepsy and absence seizures were found to be more likely to comply with taking medications than patients with febrile, rolandic and myoclonic seizures (P=0.01). Health belief model factors associated with non-compliance were 1. Children encountering side effects from their medications 2. Parents who were not satisfied with the provided services 3. Parents who thought that alternative medicine is more effective than traditional medicine 4. Parents who think that their children are not susceptible. Patients' perceived main reasons for non-compliance were wrongly registered appointments (27.5%), forgetfulness (22.5%) and busy parents. CONCLUSION: Failure to keep the clinic appointment is an indicator of poor compliance with medications. A telephone call is recommended to reduce the role of clinic non-compliance. Developing a questionnaire form to investigate parents health belief model could be used routinely by social workers and then health education could be tailored for each patient and parent.