Job satisfaction among family medicine physicians in Saudi Arabia.

OBJECTIVE: Physicians are subject to chronic stressors, depression, and burnout due to long working hours, high requirements, and critical decision-making.[12345] All those reasons contribute to the dissatisfaction of physicians. The dissatisfaction of physicians might lead to lower health-care quality.[6] Moreover, patient satisfaction is strongly affected by physician satisfaction.[78] This study aims to measure job satisfaction among family medicine (FM) physicians in Saudi Arabia. STUDY DESIGN: In this cross-sectional study, we recruited 265 FM physicians working in Saudi Arabia to participate in an online survey between October 2019 and January 2019. RESULTS: Results showed that more than 50% of the respondents were very satisfied with their career choice (55.5%, n = 147). Non-Saudis who were satisfied or strongly satisfied were higher than those of Saudis (P = 0.035) and 2.45 times more likely to be dissatisfied compared to non-Saudi respondents. Respondents from the southern region were 81% less likely to be dissatisfied than respondents from the central region (OR = 0.19, P < 0.05). CONCLUSION: Family medicine physicians showed a high level of satisfaction with their career choice regardless of gender, age, sector public or private, marital status. This is promising for family medicine as a medical specialty. The future of health care in Saudi Arabia is driven toward general practice and primary care centers, which aligns with the future vision of Saudi Arabia 2030.

Physician participation in clinical research and trials: issues and approaches.

The rapid development of new drugs, therapies, and devices has created a dramatic increase in the number of clinical research studies that highlights the need for greater participation in research by physicians as well as patients. Furthermore, the potential of clinical research is unlikely to be reached without greater participation of physicians in research. Physicians face a variety of barriers with regard to participation in clinical research. These barriers are system-or organization-related as well as research-and physician-related. To encourage physician participation, appropriate organizational and operational infrastructures are needed in health care institutes to support research planning and management. All physicians should receive education and training in the fundamentals of research design and methodology, which need to be incorporated into undergraduate medical education and postgraduate training curricula and then reinforced through continuing medical education. Medical schools need to analyze current practices of teaching-learning and research, and reflect upon possible changes needed to develop a 'student-focused teaching-learning and research culture'. This article examines the barriers to and benefits of physician participation in clinical research as well as interventions needed to increase their participation, including the specific role of undergraduate medical education. The main challenge is the unwillingness of many physicians and patients to participate in clinical trials. Barriers to participation include lack of time, lack of resources, trial-specific issues, communication difficulties, conflicts between the role of clinician and scientist, inadequate research experience and training for physicians, lack of rewards and recognition for physicians, and sometimes a scientifically uninteresting research question, among others. Strategies to encourage physician participation in clinical research include financial and nonfinancial incentives, adequate training, research questions that are in line with physician interests and have clear potential to improve patient care, and regular feedback. Finally, encouraging research culture and fostering the development of inquiry and research-based learning among medical students is now a high priority in order to develop more and better clinician-researchers.

Supporting medical students with learning disabilities in Asian medical schools.

Learning disabilities (LDs) represent the largest group of disabilities in higher education (HE) institutes, including medical schools, and the numbers are continuing to rise. The worrying concern is that two-thirds to half of these students with LDs remain undiagnosed when they start their undergraduate education and may even graduate without having their disabilities diagnosed. These students struggle with their academic abilities, receive poor grades and, as a result, develop lower perceptions of their intellectual abilities than do those students without LDs. All these ultimately hamper their professional practice, employment, and career progression. Appropriate and adequate educational policies, provisions, and practices help students to progress satisfactorily. In Asian countries, public and professional awareness about LDs is low, supportive provisions are limited, legislations are inadequate, data are scarce, and equal-opportunity/widening-participation policies are not implemented effectively in the HE sector. This article discusses the issues related to LDs in medical education and draws policy, provision, and practice implications to identify, assess, and support students with LDs in medical schools, particularly in an Asian context.

The need for national medical licensing examination in Saudi Arabia.

BACKGROUND: Medical education in Saudi Arabia is facing multiple challenges, including the rapid increase in the number of medical schools over a short period of time, the influx of foreign medical graduates to work in Saudi Arabia, the award of scholarships to hundreds of students to study medicine in various countries, and the absence of published national guidelines for minimal acceptable competencies of a medical graduate. DISCUSSION: We are arguing for the need for a Saudi national medical licensing examination that consists of two parts: Part I (Written) which tests the basic science and clinical knowledge and Part II (Objective Structured Clinical Examination) which tests the clinical skills and attitudes. We propose this examination to be mandated as a licensure requirement for practicing medicine in Saudi Arabia. CONCLUSION: The driving and hindering forces as well as the strengths and weaknesses of implementing the licensing examination are discussed in details in this debate.