The implementation of social accountability in medical schools in Eastern Mediterranean region: A scoping review.

Objectives: Social Accountability is a relatively new approach in medical education, Information about its implementation is scarce in the Eastern Mediterranean Region. The objective of this scoping review was to investigate the patterns and trends in reporting the social accountability (SA) of medical schools in the Eastern Mediterranean region (EMR). Methods: Using the Arksey and O'Malley approach, we conducted literature searches between 1995 and 2022 in the following databases: Scopus, Web of Sciences, CINAHL, PubMed, and Google Scholar using the search terms social accountability, medical school, faculty of medicine, Eastern Mediterranean Region, EMRO region. Using qualitative theme analysis, the extracted, coded, and analyzed data were reported. Results: The screening of various databases revealed 164 articles, 26 articles were finally included in the review. The 26 included articles originated from only seven out of the 22 EMR countries: Iran, Sudan, Kingdom of Saudi Arabia (KSA), United Arab Emirates, Egypt, Morocco, and Pakistan. The articles included were categorized under six themes: defining the SA and compliance with SA values and concepts, accreditation, educational program, perceptions of faculty and students, admission of students, and measurement of social accountability. Conclusions: The publications related to SA from the EM regions countries revealed similarities with other parts of the world in that the SA concept is not effectively translated into real day-to-day activities in medical schools. More work is needed from leaders in education and health systems to examine SA enablers and improve the uptake of the concept.

Bridging the Gap in Online Learning Anxiety Among Different Generations in Health Professions Education.

OBJECTIVES: This study aimed to examine the effects of an individual's generation group on anxiety related to online learning among students and online learning and teaching activities among faculty. METHODS: This cross-sectional study was conducted at the University of Sharjah, Sharjah, United Arab Emirates, in April 2020 using the Online Course Anxiety Scale. The questionnaires were sent to 370 undergraduate students and 81 faculty members via email and the responses were stratified by generation. Descriptive statistics and an independent sample t-test was used to compare the mean scores of online learning anxiety with gender and previous experience among faculty and students. RESULTS: A total of 358 students and 70 faculty members completed the questionnaire (response rate: 96.8% and 86.4%, respectively). Only 5.7% of the faculty (compared to 54.7% of the students) enjoyed browsing internet resources during online learning. Among the faculty, 75.7% experienced anxiety during online teaching compared to 37.7% of students. Of the faculty, 92.3% of baby boomers felt anxious compared to 70.5% and 76.9% of X and Y generations, respectively. CONCLUSION: While students of Generations Z and Y enjoyed browsing the internet during online learning, the Generation Z students were anxious during online discussions and concerned about the misinterpretation of their written communication. Anxiety among faculty members was related to confusion regarding the use of the internet and computers and misinterpretations of text-based messages.

Determining the effectiveness of peer-assisted learning in medical education: A systematic review and meta-analysis.

OBJECTIVE: Despite the popularity of peer-assisted learning (PAL), existing literature has not shown enough evidence that can validate its impact on students' active learning. This meta-analysis aims to quantitatively analyse the effectiveness of PAL in medical education. METHODS: We searched selected databases using the Medical Subject Headings (MeSH) terms 'peer-assisted', 'learning', 'active learning', 'teaching strategy', 'peer mentoring', and 'peer instructions' for full-text English language studies with a pre-post design. Following a systematic protocol, we selected 11 articles for final analysis. A meta-analysis was done using Review Manager (RevMan) 5.3 from Cochrane Training and the final output was presented by a forest plot. RESULTS: The results showed a significant effectiveness of PAL; notably, there was a standardised mean difference of 1.26 with a confidence interval of 0.58-1.94. The Cochran's Q test showed a 5% level of significance as measured by Chi2 = 449.46. Besides, the results of the I2 test were significant (98%); moreover, a z value of 3.65 validated the effectiveness of PAL. CONCLUSION: This research has shown that PAL can be used as a valuable learning tool in the medical field. Educational interventions in curricula for incorporating PAL strategies can potentially enhance the learning experience of the medical students.

Development and evaluation of an online course about the social accountability of medical schools.

OBJECTIVES: The objective of this communication is to describe the development, implementation, and evaluation of a pioneering online course about the social accountability of medical schools intended to develop the skills of academic staff at medical schools in the eastern Mediterranean region. METHODS: This four-module course was developed using a six-step approach for curriculum development. Three faculty members with vast experience in social accountability delivered the course online through the MOODLE platform to participants. The content and appropriateness of the course were evaluated using Kirkpatrick's evaluation model, by offering a self-administered questionnaire that assesses the participants' opinions and feedback besides the analysis of the responses of the participants to the discussion points. RESULTS: Sixteen participants from four countries were admitted to the course. An overall 75% of the participants completed four modules. The mean number of online discussion threads was reported to be 36 responses per module. All participants regarded the course as having a clear take-home message. The majority agreed that the course introduced new concepts and corrected some of their misunderstandings about social accountability in medical schools. The main problems that participants experienced were time constraints and technical Internet problems. CONCLUSION: The application of the concept of social accountability in the day-to-day work of medical schools requires faculty to be informed and trained. The online course provides a flexible way to conduct faculty development programmes.

The Effectiveness of Problem-based Learning in Acquisition of Knowledge, Soft Skills During Basic and Preclinical Sciences: Medical Students' Points of View.

BACKGROUND: Students' opinions about their medical curriculum is essential process for evaluating program strength and weakness. Aim: We aimed to assess the benefits and effectiveness of PBL in acquisition of knowledge and soft skills during basic (Phase I) and preclinical (Phase II) sciences. METHODS: Across-sectional study was conducted at the University of Bisha, College of Medicine, Saudi Arabia. Students at Phase I and Phase II were involved. A validated self-administered questionnaire used for data collection. Responses to the questionnaire items regarding PBL benefits, preferences and effectiveness in acquisition of knowledge and soft skills were ordinal following a four-point Likert scale format. Independent and paired t tests were used to compare between the means and SD of each two variables. A p value ≤ 0.05 considered as statistically significant. RESULTS: Most of students (86.3%) reported a positive perception on all the items assessing the benefits of PBL approach. Students' responses on PBL relating to the acquisition of knowledge (3.27±0.46) and soft skill (3.32±0.45) were high. There were no significant differences determined in the mean score and SD of acquisition of knowledge (p=0.768) and soft skills (p=0.297) between second and third year students. PBL was preferred in Phase II comparable to Phase I modules (3.371±0.299 vs. 3.026±0.627; p=0.001). CONCLUSION: Effectiveness of PBL found to be high and increasing after taking a series of modules. Although PBL methodology has impact in acquisition of knowledge and skills, intended program outcome should be determined to assess the effects of PBL.