SIMEC 2014
‫اﻟﻤﺆﺗﻤﺮ اﻟﺴﻌـﻮدي اﻟﺪوﻟـﻲ‬
‫ﻟﻠﺘﻌﻠﻴـــــــــــﻢ اﻟﻄﺒــــــــــــﻲ‬
The Saudi International Medical
E d u c a t i o n C o n fe r e n c e 2 0 1 4
02 - 05 Safar 1436 , 24 - 27 Nov 2014
Designed By Mada Media
www.madaamedia.com
info@madaamedia.com
SIMEC Orgainizer
Content
About Conference
4
Organizing Committee Chairman Message
5
Scientific Committee Chairman Message
6
Welcome Message of the Chairman of SSME
7
Organizing Company Message
8
International Speakers
9
National Speakers
17
Organizing Committee Members
25
Advisory Board Members
26
Scientific Committee Members
27
Conference Objectives, Themes and Target Audience
28
Conference Program
29
Preconference Workshops
35
Day 1
67
Day2
91
Day3
127
Conference Posters
143
Conference Sponsors
187
General Information
191
3
Saudi International Medical Education
Conference
The SIMEC is the official international medical education conference
of the Saudi Medical Education Society ( SSME ) and the Saudi Medical
Deans Committee.
SIMEC is an international conference dedicated to reporting and
discussing recent developments and research in medical education. The
conference will cover a wide variety of topics including innovation in
medical education, international dimensions, and curriculum trends in
medical education and other issues of current importance and interest.
The conference will be facilitated by leading international authorities
who will bring their national and international experience as medical
educators, editors, reviewers and contributors to leading journals in the
field.
The College of Medicine at Qassim University is proud for hosting the
Saudi International Medical Education Conference ( SIMEC 2014 ) in
Qassim, Saudi Arabia from 24-27 November 2014.
4
Organizing Committee Chairman
Message
WELCOME to Qassim
Dear Friends and Colleagues,
On behalf of the Organizing Committee of SIMEC 2014, it is my great
privilege to invite you to Qassim and to participate in SIMIC 2014
Conference .
Qassim is an agricultural city famous for dates production and one of the
wonderful areas of Saudi Arabia for camping.
The SIMEC is an official international medical education conference of the Saudi Medical
Education Society (SSME) and the Saudi Medical Deans Committee (SMDC). During the event, two
important meetings will be conducted. The first is ‘The 27th SMDC Meeting’ and the other is ‘The
34th GCC Medical Deans Committee Meeting’. The active collaboration of SSME, SMDC and GCC
Medical Dean’s Committees during this event, will definitely have a positive impact in promoting
the quality of Medical Education in the Gulf Region.
Many distinguished medical and healthcare professionals worldwide will join this conference.
The aim of the conference is to share, learn and exchange the best practices from the experts.
The meeting has been designed in the form of plenary sessions, workshops, symposia, short
communications and posters presentation and will include superb scientific material that was carefully selected by our enthusiastic Scientific Review Committee. The meeting has been primarily
designed to provide new understandings, education tips/tricks, innovations and comprehensive
overview of the latest emerging technologies in medical education. For this highly awaited event,
we look forward to have more than 1200 participants from more than 30 countries.
We would like to express our thanks to the medical companies and manufacturers for their
generous support, to target conference for their excellent arrangements in all aspects of the event
to our dedicated staff, colleagues and whole SIMEC committee members for their untiring help,
support and advice in planning and arranging the event.
We hope that you will enjoy the conference and your interaction with your colleagues from many
different countries will stimulate a creative exchange of ideas. We also hope and trust that you
will enjoy your visit to the very elegant Principality of Qassim, in November 2014.
Finally, we would also like to acknowledge our sincere gratitude to His Excellency Professor Khalid
Al-Homodi, The Rector of Qassim University, and The Vice Rectors of Qassim University for their
generous financial and logistical support for this conference.
Yours sincerely,
Hani A. Al-Shobaili, MD., MHPE.
Dean, College Of Medicine
Chairman, Steering Committee
5
Scientific Committee Chairman Message
On behalf of the Scientific Committee of the Saudi International
Medical Education Conference (SIMEC 2014), it is an honour to welcome our distinguish guests. SIMEC is the largest medical education
event in the region. SIMEC Conference is organized by the Saudi Medical Education Society and the Deans’ of Saudi Medical Colleges Committee since 2008, and hosted every time by a medical school. This year,
Qassim University is proud to host this conference, which is considered
an exciting moment, and to welcome all of its participants.
The scientific program is focused on addressing the current and future trends and challenges
in medical education world-wide. The conference is covering a wide variety of topics under the
umbrella of different themes including: curriculum, innovation in medical education, teaching and
learning, leadership, education technology, research in medical education, and assessment.
The program is designed to provide opportunities to conference attendants to participate in the
pre-conference workshops, that are covering important and relevant medical education topics, in
addition to the 3 days of comprehensive medical education sessions.
The conference is very rich in national and international expertise in medical education specialty
who are keen to transmit their experiences to the conference participants.
By the end of this conference it is expected from the participants to learn new ideas and to be
familiar with the constructive and long-lasting impact in pursuing their understanding and their
dealing with medical education issues.
Thank you, all, for participating in this conference and its related workshops and we hope you
every body to enjoy your share in the conference and your stay in Qassim.
Prof. Abdullah Alghasham
Chairman, Scientific Committee
SIMEC 2014
6
Welcome Message from
the President of SSME
Dear Friends and Colleagues,
On behalf of the Saudi Society for Medical Education (SSME), It is my great
pleasure to warmly welcome you all to SIMEC 2014. SSME is a national
scientific society created in accordance with the rules regulating Scientific
Societies in Saudi Universities of the Council of Higher Education. SSME
was founded in 2002 at its Main Base in King Khalid University, Abha.
Thereafter, a decade ago (November 2004), SSME was revealed nationally during its first General Assembly meeting. Currently SSME has four
Branch Offices in Riyadh, Jeddah, Dammam, and Qassim. Actually, the
establishment of this society came purposely to meet an obvious academic
demand as that medical education, in particular, and healthcare professions education, in general,
entails a big concern to the higher education sector in the Kingdom of Saudi Arabia. This vital and
influential sector in the national development process has been expanding over the years with
a large number of medical colleges that have been opened either in the public or private sector.
SSME aims accordingly to contribute in the development and enhancement of medical education.
Aiming to achieve its goals in promoting effective communication between researchers and all
those interested in medical education, SSME organizes its official international scientific conference; the Saudi International Conference on Medical Education (SIMEC) which is hosted every
other year by one of the medical faculties within Saudi universities. We can say that the sun of
this conference has shone from Abha in 2004, during the official inauguration of the SSME prior to
fostering SIMEC vision in an integrated international scheme in the year 2008, when the SSME Executive Board approved the SIMEC’s official rules and regulations. SSME is delighted by organizing
a series of successful and well attended conferences, and over the past decade, we at SSME had a
great pleasure to work closely with the Saudi Medical Deans Committee. The SIMEC conference
has in effect become the leading international conference in medical and healthcare professions
education within the MENA region. SIMEC offers participants and attendees the opportunity to
update themselves on recent developments in Medical Education. Indeed throughout the plenaries, symposia, short communications, posters and workshops, experts and specialists of medical
education share their experiences and network with others with similar interests. SIMEC2008 was
held at the King Fahd Medical City in Riyadh, SIMEC2010 was at Jazan University, and SIMEC2012
at Imam Muhammad bin Saud Islamic University in Riyadh. Today, we are thrilled to convene in
SIMEC2014 at Qassim University in Buraidah, and at this occasion I would like to sincerely thank
the Organizing Committee, the International Advisory Committee, the Scientific Committee, and
all colleagues at Qassim University for their eternal ample efforts to put together an excellent and
thought provoking program. Appreciation is also due to international and national speakers, and
all enthusiastic participants and delegates. I wish you a fruitful superb meeting as well as memorable social events in the charming Qassim Province, and look forward to welcome you again in
SIMEC2016 at Al-Faisal University in our beloved capital Riyadh.
Yours Sincerely,
Prof. Ismaeel Bin-Jaliah
President, Saudi Society for Medical Education
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Organizing Company Message
MaDa Media Group is warmly welcoming you in attending the Saudi International
Medical Education Conference 2014, and pleased that many guests and speakers
have decided to join our meeting with valuable sessions that will enrich the scientific program.
MaDa Media Group is pleasured to dedicate all the effort achieved with the highest level of quality in the services provided for your hospitality and comfort performance in your deliberated attendance in reward of making this conference a success, and pleasant visit.
I would like to express my personal gratitude to all the Dean of Medical College at
Saudi Arabia and GCC for their attendance and support of our meeting.
I would like to thank the organizing and scientific committees’ members for their effort to support our company to make this meeting great success and I would like to
extended my thank to all the companies that sponsor our meeting.
Wishing that your satisfaction was earned and hoping for you a fruitful rewarding,
unforgettable time.
Dr. Khaled A. Shahat,
General Manager of Mada Media Group.
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9
International Speakers
International
Prof. Judith Ann
Dr Judith Ann Held
Dr Judy’s current role is Professor and Dean of Medical Education, College of Medicine,
Swansea University. Prior to that she worked in New Zealand for four years, at the University of Auckland and latterly as Pro-Dean, Health and Social Care, Unitec Institute of Technology. Judy initially trained as a nurse and has an academic background in social and health
sciences, education and management. She was Director of Undergraduate Medicine at Imperial College London until 2004 and led the curriculum development and implementation
of the new undergraduate medical programme at Imperial. In 2004-05, as a Higher Education Academy Senior Adviser she had responsibility for developing and implementing the
accreditation of professional development programmes and the development of professional
standards for teachers in HE. She has worked on over sixty international health workforce and
education reform projects for DfID, AusAID, NZAID, USAID, the World Bank, WHO and government ministries of health in Central Asia, Portugal, Greece, Bosnia & Herzegovina, Macedonia,
the Middle East, Australia and the Pacific. She has been a reviewer and accreditor for the GMC,
QAA, the Higher Education Academy and the Academy of Medical Educators for many years, is
a member of ASME and AoME Executives and chairs the Education sub-committee of the Wales
Academic Board for Medical and Dental Education. She is Director of ASME’s international Educational Leadership programme, speaks, writes and publishes widely on medical and health professions’ education and leadership and runs clinical leadership and educational development
workshops internationally.
Dr Jennifer Lyn Keating
Professor Jenny Keating (PhD, PG Dip Manip Physiotherapy, BAppSci (physiotherapy)
is Associate Dean Allied Health Monash University. She was appointed inaugural Head
of Department of Physiotherapy at Monash University. With a dedicated team she
developed an innovative Bachelor of Physiotherapy degree. She teaches research
skills, has supervised 29 honours, 8 PhD, and 3 MPhil students and currently supervises 9 PhD and 5 honours students. Current large projects include the development
and implementation of a standardised method for assessing competence to practice
physiotherapy which is being migrated to an interactive on-line program that will enable national benchmarking of educator and student assessments. She was Inaugural
President of the Council of Physiotherapy Deans of Australia and New Zealand and
represents allied health on many state and government committees. She was awarded
the Australian Physiotherapy Association Lifetime Achievement Award for her dedication to research education. Professor Keating has published over 90 peer reviewed
papers and other reports and book chapters.
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Dr Jennifer Lyn Keating
Speakers
Prof. Cees van der Vleuten
Professor of Education and chair of the Department of Educational Development and
Research, Maastricht University . Prof. Cees van der Vleuten, PhD has been at the University of Maastricht since 1982. In 1996 he was appointed Professor of Education and
chair of the Department of Educational Development and Research in the Faculty of
Health, Medicine and Life Sciences. Since 2005 he has been Scientific Director of the
School of Health Professions Education. His primary expertise is in evaluation and assessment. He has published widely in this domain, holds numerous academic awards,
including several career awards. He serves frequently as a consultant internationally.
He mentors many researchers in medical education and has supervised more than
60 doctoral graduate students. In 2010 he received a Dutch royal decoration for the
societal impact of his work and in 2012 the Karolinska Prize for Research in Medical
Education.
Prof. Cees van der Vleuten
Dr Uno Fors
Dr Uno Fors
Professor Uno GH Fors, DDS, PhD. is vice head DSV Stockholm University Formerly
professor in medical educational simulation ant Karolinska Institutet in Sweden, but
since 2010 professor in IT, simulation and learning at Stockholm University, Sweden.
Dr. Fors has developed more than 10 different VP systems during the last 30 years,
published more than 200 research papers and conference papers, as well as led numerous national and international research projects regarding virtual cases for learning and assessment. Dr. Fors is also vice head of the department of computer and
systems sciences at Stockholm University, Sweden’s largest and oldest academic department for computer and systems sciences.
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International
Dr Janet Ruth Grant
Dr Janet Ruth Grant
Director of CenMEDIC (the Centre for Medical Education in Context) and the FAIMER Centre for
Distance Learning in London. Janet is Director of CenMEDIC (the Centre for Medical Education
in Context) and the FAIMER Centre for Distance Learning in London. She is Emerita Professor of
Education in Medicine at the UK Open University, Honorary Professor in University College London Medical School, Honorary Professor in Plymouth University and Special Adviser to the World
Federation for Medical Education. Her interests are in policy research, regulation, educational
development, continuing professional development and curriculum. CenMEDIC runs an international distance learning Master’s course on accreditation and assessment in health professions
education for the US Foundation for the Advancement of International Medical Education and
Research [FAIMER]. Her Centre also developed and manages Sci59, the online psychometric Specialty Choice Inventory. Janet has extensive experience as a regulator in both medical education
and legal education. She is author of The Good CPD Guide [Radcliffe Publishers, 2012].
Dr Donna Waechter
LCME Assistant Secretary and Senior Director, LCME Surveys and Team Training at the Association of American Medical Colleges. Dr Donna Waechter, Ph.D. currently serves as LCME Assistant Secretary and Senior Director, LCME Surveys and Team Training at the Association of
American Medical Colleges. She is responsible for working with deans of medical schools to
establish timing of accreditation survey visits, selection of team members for those visits, initial
and ongoing training of LCME survey team members, identification and training of new team
secretaries, staffing of the LCME Standards Subcommittee, creating training modules for team
member workshops, and managing webinar training events. She has 20 years of experience as
an LCME survey team member and survey team secretary. Prior to becoming the LCME Assistant Secretary in 2012, Dr. Waechter worked for 28 years in a medical school setting, first as an
assistant dean of students, and from 1997 to 2012 as an associate dean for medical education.
Dr Donna Waechter
Professor Hossam Hamdy
Vice-Chancellor University of Sharjah, United Arab Emirates (UAE) and Dean of the Medical &
Health Sciences Colleges in the University. He is a senior Consultant Paediatric Surgeon at Qassimi Hospital, UAE Ministry of Health, 2006-to date.
Professor Hamdy is a consultant in Medical Education and was Vice President of World Federation Medical Education, EMRO – WHO, 2005 – 2011. He is a member of the editorial board of
Professor Hossam Hamdy Medical Education. In January 2011 Professor Hamdy won the Arab Health Award for “Outstanding contribution of an individual to the Middle East Healthcare Industry” and in April 2011
he won the Sheikh Khalifa Award for Higher Education for Distinguished Professor in Teaching.
Professor Hossam Hamdy was also nominated by the French Minister of Education to receive
the prestigious decoration of “Chevalier dans l’ordre des palmes Academiques” or “Knight of
the Order of Academic Palms” which is an order of chivalry of France for academic, cultural and
educational figures.
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Speakers
Professor Brian Jolly
Professor of Medical Education in the School of Medicine and Public Health at the
University of Newcastle. Professor Brian Jolly is the Professor of Medical Education
in the School of Medicine and Public Health at the University of Newcastle. He has
longstanding interests and expertise in simulation, assessment, clinical teaching, giving
feedback, clinical skills development, and research design and statistics. Brian’s recent
responsibilities include the development of research initiatives in health professions
education, contributions to Postgraduate Courses in Health Professionals Education
(which train clinical teachers), assisting in the development of undergraduate assessProfessor Brian Jolly
ment protocols and fitness to practise initiatives. Brian has over 30 year’s experience in medical
education. He is currently involved in redesigning the medical program at the Universities of Newcastle and New England. Brian is a recent past chair of ASSH (the Australian Society for Simulation In
Healthcare), a past member of the Medical School Accreditation Committee (MedSAC) of the Australian Medical Council and a co-author of the revised Australian Curriculum Framework for Junior
Doctors. He has edited three books on medical education, and has contributed to over 130 paper
and book chapters on health professions education. He has recently been part of teams awarded two
OLT grants for development of assessment strategies in nursing and dietetics education. In 2003 he
chaired the organizing committee of the “Ottawa” Conference on Clinical Competence, a peripatetic
conference that was held in Melbourne in 2008 with over 1200 delegates.
Dr Durmuş Günay
Dr Durmuş Günay
Executive Board Member of Turkey Council of Higher Education. He is the professor
of Mechanical Engineering. He worked at different universities, respectively: Akdeniz
University, Istanbul Teknik University, Sakarya University, and Zonguldak Karaelmas
University. He also worked as a minister advisor at the Turkish Ministry of Agriculture,
and Ministry of Transport in between May 2004 and May 2007. He has been attending
major international and national conferences and giving keynote speech about higher
education issues as a representative of Turkish Counsil of Higher Education (CoHe/
YÖK). He was appointed as a member of the Council of Higher Education in February
2008 and he has been still working as an Executive Board Member at the Turkish Council of Higher Education (YÖK) since March 2008.
Dr Tanya Beran
Professor,and Graduate Program Director University of Calgary.
Dr. Tanya Beran is a tenured Professor in Medical Education and Graduate Program
Director for the Department of Community Health Sciences at the University of
Calgary. Her current research focuses on the role of group decision-making in clinical
care. She has published over 75 peer review papers in the area of health. Dr. Beran
is a respected educator and teaches graduate level courses in research design and
statistics.
Dr Tanya Beran
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International
Dr Zubair Amin
Associate Professor in the Department of Paediatrics in Yong Loo Lin School of Medicine, National University of Singapore and Senior Consultant Neonatologist in National University Hospital. Dr
Amin obtained his Master in Health Profession Education (MHPE) from University of Illinois at Chicago, USA in 1998. His immediate past appointments include Deputy Head, Clinical, for Medical
Education Unit at the School of Medicine, National University of Singapore. He also served as Assistant Dean for Curriculum and Assessment for six years at School of Medicine where he oversaw
Dr Zubair Amin
review of entire medical undergraduate curriculum. His interests in medical education are in faculty
development, assessment, and international medical education. He is the lead author/editor of three books:
Basics in Medical Education, Profiles of Asian Medical Schools: Part I Southeast Asia, and A Practical Guide
on Student Assessment. In addition, he has authored many chapters on medical education books published
internationally including Oxford Textbook of Medical Education and International Best Practices for Evaluation
of Health Professions. He is the member of editorial team of Medical Education Online, Anatomical Sciences
Education, and Education Research International and member of international advisory board of Perspectives
of Medical Education. He is also the author of upcoming book on OSCE to be published in 2014. He has led an
interdisciplinary team to develop a set of consensus statements and recommendations for use of technology
in assessment. He is a panel member of ASPIRE (International Recognition of Excellence in Medical Education)
and a member of Association of Medical Education in Europe’s (AMEE) Research Task Force. He has conducted
faculty development programme in Singapore, Malaysia, Indonesia, Bangladesh, Pakistan, India, Iran, Jordan,
Japan, Sri Lanka, South Korea, Taiwan, Saudi Arabia, the Netherlands, and Italy. Recently, he served as a reviewer for the prestigious Karolinska Instituet Prize for Research in Medical Education, 2012 (KIPRME 2012).
He is the recipient of University Teaching Excellence Award, the National University of Singapore (2006) and
Friends of the Medical Students Award (2008) by the Medical Society, National University of Singapore.
Prof. Lubna Ansari Baig
Public Health physician with a PhD in Medical Education. She is the Dean of Institute of
Public Health at Jinnah Sindh Medical University Karachi Pakistan. Previously she was a
Professor in the Department of Medical Education, College of Medicine, King Saud Bin
Abdulaziz University, Riyadh, Saudi Arabia. She is also part time Professor of Community Medicine/Medical Education at Dow University of Health Sciences, Karachi Medical
and Dental College, and Ziauddin Medical University, University of Calgary, and Honorary
faculty in the Department of Medical Education at Aga Khan University, Karachi Pakistan. Prof. Lubna Ansari Baig
She has more than 50 papers in peer reviewed journals in addition to 4 training manuals on Reproductive health, 2 Books and 10 chapters in books. Her research publications are from varied
disciplines including assessment of clinical competence, curriculum development, and program
evaluation in medical education, clinical epidemiology, reproductive, preventive and promotive
health care. She has over 100 presentations in national and international conferences with special
interest in Medical Education, Reproductive and Public Health. She has been an invited speaker to
many Medical Education and Public Health conferences and has spoken on development of community services, adolescent reproductive health. She has facilitated many workshops for faculty
and medical students on the subjects of Medical Education, Biostatistics, Epidemiology, Research
Methodology and Reproductive Health in Canada, Nepal, Pakistan, Saudi Arabia and Tanzania.
14
Speakers
Dr Gominda Gayathri Ponnamperuma
Dr. Ponnamperuma has served as an invited speaker cum resource person in many international symposia and conferences. Author of several journal articles and books, he sits on the
Editorial Boards of two international medical education journals. Gominda, who has served
as an advisor, visiting professor and fellow of several academic institutes of repute, has also
carried out consultations for educational projects. He is a postgraduate tutor, examiner,
and resource material developer for national and international medical education courses.
His research interests are on assessment (including selection for training), and curriculum Dr Gominda Gayathri
development and evaluation.
Ponnamperuma
Dr Mark Weyers
Is the Director of the International Institute of Academic Development (IIAD). Previously,
Mark worked at the UCL Centre for the Advancement of Learning and Teaching (CALT)
at University College London. He holds undergraduate and graduate degrees in education, psychology, educational psychology, neuropsychology, educational leadership and
management and Information Technology (eLearning). He is an expert in the learning
sciences and his areas of specialisation revolve around quality assurance processes, course
validation and advanced and innovative approaches to course and curriculum design.
Dr Mark Weyers
Dr. Shihab Khogal
Clinical Senior Lecturer in Medical Education at the University of Dundee, where he
has been employed since 1995. He has extensive experience in medical education,
including curriculum design. He leads a number of courses within the undergraduate
medical curriculum at the University of Dundee, including the introduction to curriculum outcomes course, the cardiovascular course, and a transition block to integrate
student learning from the systems in practice phase. He also, co-leads physiology
teaching and its integration in the curriculum. He has been a winner of a number of
teaching awards.
Dr. Shihab Khogali PhD,
MMEd (Distinction),
MBBS, FHEA
15
Dr Paul Koles
Dr Paul Koles
Paul G. Koles, MD, is associate professor of pathology and surgery and chair of pathology in the
Boonshoft School of Medicine at Wright State University, Dayton, Ohio, USA. His medical education research focuses on instructional strategies, assessment, and professional development. He
has authored more than 30 interdisciplinary team-based learning (TBL) modules and provided over
50 faculty development workshops in TBL. Dr. Koles is a member of the International Association
of Medical Science Educators, the Team-Based Learning Collaborative, and the U.S/Canadian
Academy of Pathology. He is certified by the American Board of Pathology in anatomic and clinical
pathology with subspecialty certification in cytopathology.
Professor Trevor Gibbs
He is WHO Consultant in Medical Education & Primary Care, Educational Consultant & Development Officer to the Association of Medical Education in Europe, Executive Officer for International
Affairs RCGP Scotland and Educational Consultant to WONCA and the World Federation of Medical
Education. He is working with the World Federation of Medical Education in developing the Global
Standards for Medical Graduates, and with WONCA in developing Global Standards for Family Doctors and their Training Programmes, His research interests are in International Medical Education
and its development in under- resourced countries, and Adolescent Health and the relationship between life-style and nutrition in healthy communities. As a General Practitioner and academic for
over thirty years, he has extensive experience in the development and delivery of Primary Care and
Prof. Trevor Gibbs
Community-based Education. He has been involved with many of the innovations in Primary Care over these
years; instigatory in the creation of the concept of the Practice Nurse in the UK on the early 1980s, leading the
development of small practice Fund holding and Practice Management in the early 1990’s, and creating the largest community-based undergraduate medical education programme in the UK at Liverpool in the mid 1990s. He
has recently provided policy direction for the proposed new training curriculum for UK General Practice, and the
proposals for re-certification and re-accreditation of General Practitioners. As a lead in Vocational Training for
General Practice, he was Deputy Dean of Postgraduate General Practice in Liverpool and Director of Community
Studies in Liverpool Medical School.
Dr Suphan Nasir
Dr Suphan Nasir
16
She is currently Associate Professor at İstanbul University and she has been holding the
positions of Chair of Production Management and Marketing discipline, vice chair of Business Administration Department, and Coordinator of Business Administration e-Learning
program since 2009. She has been actively dealing with Higher Education Issues. She has
been Editor-in-Chief of International Journal of E-Entrepreneurship and Innovation and
Associate Editor of Yükseköğretim Dergisi / Journal of Higher Education since 2010. She is
the advisory board member of Journal of Higher Education and Science and The Society of
Digital Information and Wireless Communications (SDIWC).
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National Invited Speakers
National Invited Speakers
Professor Ahmed Al Rumayyan
Current Position: Associate Dean, Academic & Student Affairs, College of Medicine
,KSAU-HS Consultant, Pediatric Neurology. Responsibilities of position: In the role of
Associate Dean, Dr. Rumayyan oversees the teaching, organization and management of the College of Medicine’s educational program, including evaluation of
block (course) content, assignment of Faculty Staff for teaching, and recommends
any changes in the curriculum or block structure. He also supervises the operation
of the Medical Library. Other duties may be added by the Dean.
Honors/Awards: Saudi Cultural Mission, Canada
Professor Ahmed Al Rumayyan
Dr. Ali Al Haqwi
Dr. Ali Al Haqwi
Dr. Ali Al Haqwi is Chairman of the Department of Medical Education and Associate Professor of Family & Community Medicine, College of Medicine-Riyadh, King Saud bin Abdulaziz University for Health Sciences. He is Consultant of Family & Community Medicine in
King Abdulaziz Medical City-Riyadh. He has a Master Degree of Medical Education (2009),
in KSAU-HS and PhD (2012) in Health Professional Medical Education from University of
Erasmus, Rotterdam, The Netherlands. Main interests are clinical teaching and learning
in undergraduate and postgraduate medical education. He has published many articles in
family medicine and medical education.
Professor Eiad A. AlFaris
He is a Professor of Family Medicine and the supervisor of the King Saud University (KSU) Chair
for Medical Education.He had completed a Master degree in Medical Education from the University of Dundee. He has contributed substantially to the development of Medical Education
in Saudi Arabia. He is a researcher and has published in national and international journals
around fifty articles. He was adviser to the Saudi Commission of health specialties 1998- 2009
and was Associate Director of Faculty Development Program. He had run various workshops for
the Saudi Commission for health Specialties and for the medical and dental schools of King Saud
University.
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Professor Eiad A. AlFaris
National Invited Speakers
Dr Hamza Abdulghani
He is an Educationist and Family Physician, with special interest in students’ assessment.
He has established the centralized assessment system in the College of Medicine. He has organized and conducted many faculty development workshops, in different medical colleges,
focused on clinical teaching, feedback and different types of assessment. He is a consultant and
Dr Hamza Abdulghani
external examiner for many newly established, and old medical colleges. He has published more
than 40 articles in reputable peer reviewed. He is the author of the book “An Essential Guide for
Developing, Implementing, and Evaluating Objective Structured Clinical Examination (OSCE)”
and has written many chapters in many scientific books.
Dr. Hani Al-Shobaili
He is Associate Professor and Consultant Dermatologist ,in addition he had Master Degree in
Health Professional Education. Currently he is the the Dean of the College of Medicine
and Head of Dermatology Department , Qassim University , Saudi Arabia. He is the
supervisor of the Progress Test Committee in Qassim University and he is the founder
and organizer of the Elective Progress Test Project for Medical Colleges in Saudi Arabia.
In addition, he is the founder chairman of the E-learning unit. He is a member of the
Saudi Medical Deans Committee and the GCC Medical Deans Committee. He chaired
many committees related to medical education, curriculum, assessment, counselling
and leadership in College Of Medicine, Qassim University . He has published many
papers in reputed journals
Dr. Hani Al-Shobaili
Prof. Khalid Bin Abdulrahman
He is is a Professor of Family Medicine and Medical Education at present and the
Vice-Rector for Planning, Development & Quality at Al-Imam Mohammed Bin Saud Islamic
University (IMSIU). The founding Dean of the College of Medicine at Al-Imam University,
Riyadh, Saudi Arabia. The former Chairman of the Saudi Deans National Committee and
the former Vice-President of the Saudi Society for Medical Education (SSME). Prof Abdulrahman is the current President of the Saudi Society for medical Jurisprudence and the
editor in chief of Imam Journal of Applied Sciences (IJAS). The Editor of Medical Teacher
Prof. Khalid Bin Abdulrahman
Saudi Supplement. An Active member of many prestigious strategic committees including
the National Health Council in Saudi Arabia. In 2006 he was appointed to lead the national strategic planning project for health professions education in Saudi Arabia. Professor Khalid is a founding
member of the international board of ASPIRE initiative; a program has been initiated to recognize
international excellence in medical schools (www.aspire-to-excellence.org).
His areas of interests include Planning and Development of Medical Education and Continuing Medical Education Programs, Strategic Planning & Leadership Development and Management of Chronic
Illness in family practice setting. Prof Khalid has published more than 70 papers in family medicine
and medical education, both in local and international peer reviewed journals. He presented more
than 300 presentations in local and international meetings. Prof. Bin Abdulrahman is a recipient of
numerous prestigious awards including the certificate of editorial excellence from the Association of
Medical Education in Europe has been awarded during AMEE 2014 conference in Milan, Italy.
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National Invited Speakers
Prof. Mohammad Yahya ALShehri
He is a professor of surgery at the College of Medicine at King Saud University in Riyadh, Saudi
Arabia. He graduated with MBBS from the King Abdualaziz University in Jeddah in 1982 and did his
residency training at the University of Ottawa in Canada and was admitted to the Canadian Board in
General Surgery, the Royal College of Surgeons of Canada.
Dr. Mohammad Yahya ALShehri was the former Head of Surgery and then Dean at the College of MediProf. Mohamed Alshehri cine at King Khalid University in Abha from 1992 – 1999. Later he was appointed the Vice Rector for
Graduate Studies and Research. In 2008, he moved to Riyadh to take up the post of Vice Rector for the
Branches Affairs (later known as the Vice Rector for Health Specialties) at the King Saud University. Currently he is the
Vice rector for health affairs at Prince Noura University.
Also, Dr. Mohammad Yahya ALShehri holds a postgraduate diploma in medical education from University of Dundee,
Scotland, and was the founding president of the Saudi Society for Medical Education (SSME). He is a member of the
Board of Trustee of AlFaisal University in Riyadh and the Board of Trustee of the Riyadh Colleges of Dentistry and Pharmacy, and has served in many national and regional committees.
He has attended conferences and workshops in different parts of the world , including workshops on leadership and
higher education at Oxford, Harvard, University of Illinois in Chicago, and the McGill University. He was invited as a
speaker and chairman of sessions in several national and regional conferences and meetings.
Dr. Mohammad Yahya ALShehri was awarded the best teacher award on different occasions, and the distinguished
surgeon award by the Saudi Society of Surgery. Also, he has been invited as an external examiner in different countries.
Dr. Mohammad Yahya ALShehri has had contributed chapters in books, and more than 50 publications in surgery and
medical education.
He has been awarded the Award for Excellence in eLearning Global Education Congress 2012, the Outstanding College
Development Award 2010 and The 5th Chekhov International Theater Festival Award 2012.
Prof. Mohammad Saleh
is a professor of clinical pharmacology and medical education, College of Medicine, Qassim
University. He is qualified in: Clinical pharmacology as PhD since 1985, Boston and Suez Canal
Universities, and a full professor of clinical pharmacology since 1994; in medical education as
MHPE, Illinois, Chicago, USA, since 1987; and in Pediatrics, since 1989. His areas of interest are:
Student Assessment, Curriculum Planning and Faculty Development. He was involved in all tasks
and activities of medical education including monitoring of education management, curriculum
Prof. Mohammad Saleh
planning and assessment for years. He is the founder of Medical Education Department and the
Master Degree in Health Profession Education (MHPE) in Qassim College of Medicine. Currently,
he is supervising the Medical Education Department in the College and chairs the permanent
committee of health curricula in the University. In addition he is a member of the committee of
educational curricula for undergraduates and postgraduate studies in Qassim University.
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National Invited Speakers
Dr Mohammed Saqr
He is assistant professor of Medicine and the supervisor of E-learning Unit at Qassim College of
Medicine helped launch the the E-learning project seven years ago to grow to be one of the
most successful projects in the kingdom, using free open source software, the unit has offered 350 online courses, a huge digital question bank, a paperless exam center, virtual microscopy, virtual patients, mobile apps, collaborative and communications platforms, state
of the art help and support system, lecture capture, streaming, and distance instruction.
Dr Mohammed Saqr
He has also helped launch 5 similar projects around the kingdom with more than 1000
online blended courses, 4 e-exam centers and an international online school in Leeds, UK. He worked in collaborative projects with Stanford University, Maastricht University, Wrights State University, and Stockholm
University.
He is a member of the editorial board of the International Journal of Health Sciences, and successfully managed to publish 11 scientific journals online as open access using open source software.
He has been invited for presentations locally and internationally, and the UNESCO has showcased his work in
the open education consortium.
He has been awarded the Award for Excellence in eLearning Global Education Congress 2012, the Outstanding College Development Award 2010 and The 5th Chekhov International Theater Festival Award 2012.
Dr. Naghma Naeem
is currently Associate Professor and Head of Medical Education Department at Batterjee
Medical College, Jeddah, Saudi Arabia. Dr. Naeem is a medical doctor with a PhD in Medical
Education. She has sixteen years of experience spanning the continuum of medical education.
She has worked in Pakistan and Saudi Arabia and consulted in East Africa and Malaysia. Dr
Naeem was previously associated with prestigious institutions like King Saud University in SauDr Naghma Naeem
di Arabia, Aga Khan University and College of Physicians and Surgeons in Pakistan. Dr Naeem
has several research papers and presentations, lectures and national and international workshops to her credit. She is
also Course Director for two Masters Level Courses, Curriculum and Management at the Dow University of Health Sciences and Advanced Course on Assessment at Aga Khan University. Her current research interests include curriculum
and faculty development, emotional intelligence and assessment.
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National Invited Speakers
Dr. Syed Moyn Aly
He has been heading the medical education section of College of Medicine since the time
he joined in 2005.
Dr. Syed Moyn Aly
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he has been actively involved in designing and implementing a vertically integrated curriculum for the College. His passions include faculty development, improving student study skills,
implementing QA procedures in the examination system and educational research. His main
areas of interest in research are students behavior in medical college, development of competence framework for medical educationists and instrument validation studies.
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Conference Committees
Steering Committee :
Dr. Hani A. Al-Shobaili Chairman
Dean of College of Medicine, Qassim University
Prof. Saleh A. Al-Damegh
Dean of Onaiza College of Medicine , Qassim University
Dr. Mohammed A. Al-Mohaimeed
Dean of College of Dentistry, Qassim University
Prof . Abdullah A. Alghasham
Head of Scientific Committee , Qassim University
Organizing Committee :
Dr. Hani A. Al-Shobaili Chairman
Dean of College of Medicine, Qassim University
Prof. Abdullah A. Alghasham
Head of pharmacology Department, Qassim University
Dr. Metab A. Al-Ghefari
Vice Dean for Quality and Development, Qassim University
Dr. Fahad M. Al-Shehri
Vice-Dean for Medical affairs, Qassim University
Dr. Saleh Ali Alrebish
Medical Education Department, Qassim University
Dr. Mohammed M. Saqr
Head of E-learning unit, Qassim University
Mr. Meshal B. Aldwafriy
Director of the Dean office, Qassim University
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The Advisory Board:
Prof. Khalid AbdulRahman
Professor of Family Medicine & Medical education,
Vice Rector for Planning , Development & Quality.
Professor Chair, Dr AlKholi Chair for Developing Medical Education in Saudi Arabia,
Al Imam Mohammed Ibn Saud Islamic University
Prof. Ibrahim Al-Alwan
Professor of Pediatrics
Dean of College of Medicine, KSAU-HS
President of the Association for Medical Education in the Eastern Mediterranean Region
(AMEEMR)
Prof. Mohammad Alshehri
Professor of Surgery, King Saud University, Riyadh
Prof. Eiad Al-Faris
Professor of Family Medicine
Supervisor of the King Saud University Chair for Medical Education Research and Development
Prof. Ronald Harden
Professor of Medical Education, Dundee, United Kingdom.
Editor of Medical Teacher and General Secretary and Treasurer of the Association for Medical
Education in Europe (AMEE)
Prof. Trudie Roberts
Professor of Medical Education, Leeds Institute, UK.
Prof. Cees van der Vleuten
Professor of Education
Chair, Department of Educational Development and Research; and Scientific
Director, School of Health Sciences Education, University of Maastricht, The Netherlands
Prof. Hossam Hamdy
Professor of Pediatric Surgery and Medical Education,
Vice Chancellor of Medical and Health Sciences College, University of Sharjah, UAE
Dr. Zubair Amin
Associate Professor, Department of Paediatrics, Yong Loo Lin School of Medicine
Consultant Neonatologist, National University Hospital, National University Health System, Singapore
Prof. Bashir Hamad
Professor of Medical Education, College of Medicine, King Saud Ibn AbdulAziz University, Riyadh
Prof. Mohammad AlRukban
Professor of Family Medicine,
Vice Rector for Graduate and Research, Al Majmah University
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Scientific Committee:
Prof. Abdullah A. Alghasham
Professor of Clinical Pharmacology and Medical Education.
Chairman of Pharmacology Department
Chairman of the Scientific Committee SIMEC 2014, Qassim College of Medicine
Prof. Mohammad Saleh M. Hassan
Professor of Clinical Pharmacology and Medical Education
Chairs of Medical Education Department. Secretary of the Scientific Committee, Qassim
College of Medicine.
Prof. Issam Al Said Barrimah
Professor of Community Medicine and Medical Education, Qassim College of Medicine.
Prof. Eltuhami Abdul Majeed
Professor of Histology
Head of Histology Department,
Director of Research Center, Qassim College of Medicine
Prof. Bazmi Inam
Professor of Family and Community Medicine and Medical Education, Qassim College
of Medicine
Dr. Ali Hakawy
Associate Professor of Family Medicine,
Chairman of Medical Education Deprtment, College of Medicine, King Saud Ibn
AbdulAziz University
Dr. AbdulRahman Al Mohimeed
A. Associate Professor of Family and Community Medicine and Medical Education,
Qassim College of Medicine
Dr. Hamza Abdulghani
Associate Professor
Head of the Assessment and Evaluation Unit, and Assessment Center, Department of
Medical Education, College of Medicine, King Saud University, Riyadh, KSA
Dr. Fawzy Khalil
Associate Professor of Family and Community Medicine, Qassim College of Medicine
Dr. Mohammad Saqr
Assistant Profssor, Neurology, Department of Medicine
Supervisor, Elearning Unit Qassim College of Medicine
Dr. Saleh Alrebish
Assistant Professor of Medical Education. Qassim College of Medicine
Dr. Ahmad Al Amro
Lecturer of Medical Education
PhD Candidate, Leeds University, UK
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Conference Objectives:
Conference Themes
Target Audience
•To exchange best practices
and experiences with international experts in health
professions education.
• Curriculum
• Those involved in undergraduate education,postgraduate
education or contain professional development.
•To explore the current and
future challenges in health
profession education.
• Education Technology
•To strengthen the relationship among multidisciplinary health professionals.
• Research in Medical Education
• Innovation in Medical Education
• Assessment
• Faculty Development
• Teaching and Learning
•Faculty members in the
fields of medicine, dentistry,
pharmacy, nursing and allied
health sciences.
•Practicing health professional teachers, curriculum
planners, administrators, researchers or students.
•Those new to the area and
looking for an overview on
medical education.
•Experienced practitioners
wanting an in-depth analysis
and an opportunity to network and to share ideas.
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Conference Program
Workshop Room
Workshop Room
E
F
Virtual Patients
for learning &
Assessment
Teaching
E-Learning
Science Of
Learning
&
Assessing
Workshop: From
Basic Techniques
To Latest Trends.
&
Teaching
By
Professionalism
By
Dr. Mark
By
Dr. Moahmmed
Saqr
Weyers , Dr Jean
Designing
By
Dr. Uno Fors
10:30 am - 12:30 pm
Dr. Syed Moyn Aly
Common
Pitfalls in
Education
Research
Approaches to
Regulation &
Accreditation
How to Write
Competencies
for CompetencyBased Education
By
By
By
Dr. Cees van Der
Dr. Janet Grant
Dr. Lubna Baig
Debarros
Examination Blue
Prints
By
Dr. Mohammed
Saleh
Vleuten
Dr. Hamza Abdulghani, Dr. Zubair Amin
Workshop Room
D
Objective Structured Clinical Examination (OSCE) for
Clinical Assessment in Health Colleges. An Intensive
Hands-on Course/Workshop
Workshop Room
C
Prof. Trevor Gibbs and Dr. Gominda Ponnamperuma
and Prof. Bazmi Inam
Workshop Room
B
ESME Course
Workshop Room
08:30 - 10:30 am
A
By
Dr. Eiad Alfaris
Research in
Medical
Education
By
By
Dr. Paul Koles
Dr. Lubna Baig
One-best
Answer,
Scenario-based
Type-A MCQs
By
Dr. Mohammed
Saleh
Dr. Hamza Abdulghani, Dr. Zubair Amin
Education
Qualitative
Team-Based
Learning: How
and Why It
Works
Objective Structured Clinical Examination
(OSCE) for Clinical Assessment in Health
Colleges. An Intensive Hands-on Course/
Workshop
30
Essentials of
Scholarly
How to design
Credible
ESME Course
Prof. Trevor Gibbs and Dr. Gominda
Ponnamperuma and Prof. Bazmi Inam
01:30 - 04:30 pm
BREAK 12:30 - 01:30 pm
Day 1 25/11/2014
Type
Time
Activity
7.30-9.00
Registration*
9.00-10.00
10:00-10:30
Opening Ceremony
Coffee Break
Chair: Prof. Khalid Bin Abdulrahman
10.30-11.00
Lectures
Session I
11.00-11.30
11.30-12.00
A National Medical Curriculum: Do We Need One?
Prof. Brian Jolly
National Progress Test: Towards One World
Dr. Hani Al-Shobaili
Relationship Between Accreditation, Regulation, Quality and
Curriculum. By Dr Janet Grant
12:00-1:30
12:45-1:30
Students
presentation I
12:45 – 1:30
Co-Chair: Prof. Cees van der Vleuten
Lunch/Prayer / Posters Viewing
Meet the Experts/ Students Presentations
The Importance of Combining Science with The Practice of
Health Care and How This Can be Integrated Into Career.
Prof. Jennifer Keating
Chair: Dr. Ibrahim Al-Hoqail
Lectures Session II
1:30-2:00
2:00-2:30
2:30-3:00
3:00-3:30
Co-Chair: Prof. Mahmoud Al-Ahwal
Content Analysis of Medical Curricula in Saudi Arabia
Prof. Mohammad AlShehri
Developing The Medical Leaders of Tomorrow: Exploring The
Evidence
Prof. Judy McKimm
Leadership Qualities Needed by Health Profession
Prof. Eiad Alfaris
Coffee Break /Prayer
Chair: Dr. Faisal Alsaif
Co-Chair: Dr. Zekeriya Aktürk
Short Communications I
3:30-3:45
Impact of Accreditation on The Quality of Undergraduate
Medical Education in Saudi Arabia
Dr. Saleh Alrebish
3:45- 4:00
Relationship Between CGPAS’ and Progress Test Scores:
Performance of Undergraduate Medical Students at Majmaah
University, Saudi Arabia
Dr. Mohammed Almansour
4:00-4:15
Hidden Curriculum in Medical Education: Why Do We Care?
Dr. Zaka Khan
4:15-4:30
Tale of Two Cities: Comparison of Educational Environment of
Two Colleges Affiliated with One University
Dr. Imran Muhammad
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Day 2 26/11/2014
Type Time
Activity
7.30-8.30
Registration*
Chair: Prof. Mohammad AlShehri
8.30-8.55
Lectures III
8.55-9.20
9.20-9.40
Co-Chair: Dr. Shihab Khogali
Professionalisation of Medical Education.
Dr. Janet Grant
Inter-Professional Futures: Collegial, Efficient and Inspirational.
Dr. Jennifer Keating
Preparing Graduates for 21st Century Medical Practice: The role of “Four Cs”- Critical
Thinking, Communication, Collaboration and Creativity.
Dr. Naghma Naeem
9.40-10.00
Ethics and Medical Ethics.
Dr. Durmum Günay and Dr. Süphan Nasir
10:00-10:30
Coffee Break
Chair: Prof. Hosam Hamdy
10.30-10.45
Short Communications II
10.45-11.00
Medical Students Role Toward Community
Dr. Rania Zaini
Defining Medical Professionalism from an Arabian Perspective
Dr. Mohamed Al-Eraky
11.00-11.15
Replacing the Wrap up ProblemBased Learning (PBL) Session with
a Modified
3:00-3:30
TeamBased Learning (TBL)
Prof. Mohammad Saleh Hassan
11.15-11.30
Approaches to Curriculum Integration in the Twenty-First Century
Dr Shihab Khogali
11.30-11.45
Ten Years of Experience in Problem Construction for ProblemBased Learning
(PBL): Dilemmas Encountered and Solutions Recommended
Dr. Adel Abdelaziz
11:45-11:45
The Current Situation of Medical Education Departments in Health Profession
Colleges in KSA: An Attempt to Develop National Standards for Their Evaluation
11.45-12.00
Discussion
12:00-1:30
12:45-1:30
Students
presentation II
32
Co-Chair: Dr. Khalid Algomaizi
12:45 – 1:30
Ms. Basma Alrowelli
Lunch/Prayer / Posters Viewing
Meet the Experts/ Students Presentations
Study skills for medical students
Dr. Syed Moyn Aly
Type Time
Activity
Chair: Prof. Fahad Al-Zamel
Lectures IV
1:30-2:00
2:00-2:30
2:30-3:00
Co-Chair: Dr. Hamza Abdul Ghani
Achieving Excellence in Medical Education: the Strategies & Challenges
Prof. Khalid Bin Abdulrahman
Current Trends in Assessment of Clinical Competency
Prof. Hosam Hamdy
What Should We be Measuring in Workplace Assessment?
Prof. Brian Jolly
Coffee Break /Prayer
Chair: Prof. Ismaeel Bin-Jaliah
Co-Chair: Dr. Anmar Nasser
Short
Communications III
3.30-3.45
Role of Quality Control Process in Building up High Quality Assessment System:
a Case Study
Dr. Hamza Abdulghani
3.45-4.00
Standard Setting for Student Assessment
Dr. Gominda Ponnamperuma
4.00-4.15
Can Test Blueprinting Act as an Evaluation Tool for Summative Examinations?
Dr. Samee Al-Harthi
4.15-4.30
Predictive Validity of Item Scoring Questionnaire
Dr. Syed Moyn Aly
7.30 – 9.30
Gala Dinner
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Day 3
27/11/2014
Type Time
Activity
7.30-8.30
Registration*
Chair: Dr. Rania Zaini
Co-Chair: Dr. Shoroog Agou
Symposium
Clinical Teaching
Lectures
Session V
8.30-9.30
Dr. Bashir Hamad, Dr. Ali Alhaqwi and Dr. Zubair Amin
9.30-10.00
E-Learning and Learning Analytics; Qassim Approach.
Dr. Mohammed Saqr
Coffee Break
Chair: Prof. Saleh Aldamegh
10.30-10.45
Ten Steps to Develop Medical Reasoning Module in an Integrated System Based Environment: Al Baha Experience
Short Communications IIII
10.45-11.00
Dr. Haitham El Bingawi
Factors Affecting Expert Judgment in Standard Setting
Dr. Said Abbadi
Exploring Faculties’ Perspective on Research Supervision: A Qualitative Study
11.00-11.15
Dr. Amani Al-Muallem
11.1511.30
11.30-11.45
12:45-12:00
34
Co-Chair: Dr. Zubair Amin
Evaluation of Formal Mentoring Between Faculty and Medical Students: a Survey of
the Students’ and Faculty’s Perception of the Mentorship Program at
Alfaisal University
Dr. Maria Ghawji
Defining the Core Competencies for College of Medicine
By Prof. Ahmed Al Rumayyan
Conference Conclusion
Dr. Hani Al-Shobaili, Prof. Abdullah Alghasham, Prof. Ismaeel Bin-Jaliah, and
Prof. Khaled Al-Kattan
35
Pre-Conference Workshops
Time: 08:30 - 10:30 am
Topic: Virtual Patients for Learning and Assessment
Speaker: Dr. Uno Fors
Stockholm University, Sweden
Virtual patients (VPs) are software based representations of patient cases used to enhance learning and
assessment in healthcare education. VP systems allow the learner to encounter (virtual) patient cases, interactively ask the patient for illness history, perform physical examinations and order lab/imaging tests, as
with real patients. The learner is then supposed to suggest proper diagnose(s) and treatments and to justify
their decisions, and then receive feedback on their actions and decisions.
It has been proven that VPs are efficient and superior learning aids in medical education when compared
to traditional lectures and paper based cases, and that students often prefer to use virtual patients for their
learning.
In this workshop will a number of virtual patient systems be demonstrated, procedures for creating and
implementing VP cases be shown, as well as discussions regarding advantages and possible challenges in
using VPs be performed. The use of VP cases also for assessment and self-evaluation will also be presented,
including issues when using VPs in exams.
Take home skills after the workshop for attendees:
After the workshop, participants will have a good knowledge of what virtual patient systems are, how different types of VP systems may look like, their main features, how to develop VP and implement cases
as well as pros and cons with VP systems in healthcare education. The workshop attendee will also gain
knowledge about current research on the use of VP cases for learning and assessment.
Attendees will also receive skills in developing VP cases in the internationally renowned Web-SP virtual
patient system including knowledge of issues regarding scripting, case editing, video, audio and image formats that are suited for VP cases.
Finally, will also current research topics and outcomes regarding learning outcomes, clinical reasoning abilities and the use of virtual cases for assessment be discussed.
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Time: 08:30 - 10:30 am
Topic: Teaching and Assessing Professionalis
Speaker: Dr. Syed Moyn Aly
College of Medicine Taif University, Saudi Arabia
Goals of the workshop :
The theme of this conference is ‘Medical Education: from theory to practice’. This workshop helps the participants convert the concept of the principles into the reality of teaching and assessing.
Objectives :
By the end of the two-hour workshop, participants will be able to:
• Define professionalism
• Identify the skills relevant for professionalism in undergraduate education
• Match teaching strategies with the skills required for professionalism
• Match assessment tools with the skills required for professionalism
• Develop a schedule to incorporate professionalism
Workshop agenda
Time Title Activity
20 minutes Introduction
10 minutes Definition of professionalism Group discussion
10 minutes Skills required in professionalism
15 minutes Matching professionalism with Miller’s pyramid Presentation + discussion
15 minutes Teaching method identification Group work + feedback
15 minutes Assessment methods identification
20 minutes Schedule development
15 minutes Conclusion
Target audience :
This workshop is meant for basic and clinical science faculty members, for deans and vice deans who are
involved in curriculum design and implementation.
The maximum number of participants should be 25
Take away knowledge and skills :
Knowledge about:
a. Professionalism
b. Skills relevant for professionalism
c. Miller’s pyramid
d. Teaching methods
e. Assessment tools
Skills:
Ability to:
a. select teaching methods for professionalism
b. select assessment tools for professionalism
c. incorporate professionalism in a schedule
Special requirements :
• Computer with MS word
• Data show
• Flip charts
• Markers
Anticipated fees for attendees :
As per policy of Qassim University and SIMEC
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Time: 08:30 - 10:30 am
Topic: E-Learning Workshop: From Basic Techniques To Latest Trends
Speaker: Dr. Mohammed Saqr
Qassim College of Medicine, Saudi Arabia
In this workshop participants will learn the basics of e-learning and the research evidence behind its effectiveness in medicine, it will also discuss the basic technologies and platform used to deliver blended
learning in the context of medical education.
Workshop will be engaging and attendees will have the chance to solve problems, deliver solutions and
reflect on their learning. it will also discuss emerging trends in e-learning and the use of social networks in
medicine.
This workshop is aimed at medical educators, administrators and students.
Main Topics
1-What is e-learning and why it matters.
2- Research evidence.
3- Basic technologies for delivering e-learning.
4-Common platforms of e-learning.
5-Latest trends and state of the art e-learning.
6-Question and discussions
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Time: 08:30 - 10:30 am
Topic: Science of Learning & Teaching
Speaker: Dr. Jean Debarros1, Dr. Mark Weyers2
1University of Oxford, United Kingdom; 2International Institude for Academic
Developement (IIAD)
The workshop will present methods and techniques to engage participants in active learning. We will use
cutting-edge research from neuroscience and the learning sciences to demonstrate evidence-based strategies for learning and teaching. The session will adopt a complementary approach where brain-based rules
for learning, support efficient strategies for teaching.
The first part will focus on demonstrating strategies, grounded in scientific research, which increase memory retention and understanding.
The second part will focus on how teachers can incorporate these strategies to the teaching environment
to enhance academic outcomes.
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Time: 10:30 am - 12:30 pm
Topic: Common Pitfalls in Education Research
Speaker: Dr. Cees van der Vleuten
Maastricht University, Netherlands
The Workshop Goal
To understand some of the pitfalls when doing education research in medical education
Description of topics/subjects/content of the workshop
We will address the steps of research as far as time permits: research question, research design, reporting,
and academic writing.
Qualification of Presenter
Cees van der Vleuten has an author or co-author in more than 700 publications and he has a Hirsch index
of 65.
Agenda
The workshop will be structured according the steps above. In each step attendees will develop an example
in small groups. Based in the examples potential pitfalls are identified. It will not be possible to cover all
steps. When time is running out the presenter will summarize the pitfalls for the remaining steps.
Anticipated audience and the maximum number of people
Attendees who are new to medical education and who have an ambition to engage in such research. Maximum number of people: 30
Description of the take-away skill, knowledge
• Education research differs substantially from biomedical research
• A first understanding how education research might be carried out
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Time: 10:30 am - 12:30 pm
Topic: Approaches to Regulation and Accreditation
Speaker: Prof. Janet Grant
Maastricht University, Netherlands
Centre for Medical Education in Context [CenMEDIC], United Kingdom
The regulation and accreditation of medical education has become a significant and challenging topic in the era
of globalisation, driven most recently by the ECFMG call for all schools to be accredited by a recognised accreditation body. If they wish their graduates to train in the United States.
At the same time, the opposite emphasis has developed in debates around context and localism, driven by the
social accountability agenda.
These opposing views have implications for our approach to regulation and accreditation. These will be explored
in this interactive and participative workshop which will address:
• Regulation and accreditation, including:
o definitions
o the rise of modern regulation
o globalisation, localism and social accountability
• Principles of good regulation
• Components of an effective regulatory system, including:
o problems with inspection
• Standards, including:
o types and qualities
o using standards for regulation
• Regulation and quality improvement, including:
o components of quality improvement
• Models of regulation, including:
o process-based regulation
o principles-based regulation
o outcomes-based regulation
o risk-based regulation
Participants will consider each of these issues in relation to their own context. By the end of the workshop,
participants will:
• Understand the analytical and planning framework for regulation and accreditation and its implications for local
practice
• Be able to consider global and local influences on regulation and accreditation
• Consider what approach to regulation and accreditation best suits their own context.
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Time: 10:30 am - 12:30 pm
Topic: How to Write Competencies for Competency-Based Education
Speaker: Dr. Tanya Beran, Dr. Lubna Baig
University of Calgary, Canada
Goals
Although competencies and competency terms are very familiar within medical education, they are often
confused with objectives and outcomes. The use of competency-based education for student-centered
learning will be emphasized throughout this workshop. It will begin with definitions and examples of each
of these terms and introduce competency-based education as a paradigm. It will also review competencies across the medical education continuum. In particular, this workshop will focus on how to clearly and
succinctly write competencies so that they may be used to organize and guide curriculum decision-making.
Kern’s model for curriculum development will be presented in the workshop as a means of implementing
evaluation into planned educational experiences. Competency-based education is directly applicable to ensuring accountability of the medical education endeavor as well as meeting the needs of medical students,
patients, and the general public.
Description
Competencies-based education differs from previous approaches by determining, “What abilities must our
graduates have?” rather than “What should we teach our students?” This renewed approach adopts a
forward and reversed approach by considering both the required abilities of the graduate (e.g., through
a job profile analysis) as well as the means of developing these abilities (i.e., theories of learning). In addition, competencies-based education informs the process of curriculum development and delivery, and
addresses accountability by ensuring that all graduates achieve a minimum level of each competency that
would have been defined and evaluated throughout medical school. Thus, this approach to education is
high-level, integrative, and has the potential to reshape medical education as it integrates principles of
measurement/evaluation, objectives development, curriculum design, and outcomes. The implications of
this approach are also receiving research attention (Leung 2002).
Agenda and time for each activity
Definitions of terms will be specified (15 mins).
The Kern six-step approach to curricular development will be reviewed (30 mins).
Methods of evaluating competencies, objectives, and outcomes will be discussed (15 mins).
In small groups, participants will practice writing and evaluating competencies and objectives (1 hr).
Audience and the maximum number of people you would prefer
Audience does not need previous experience in competencies-based education. Maximum 25 people.
Description of the take-away skill, knowledge or material that attendees will acquire (approximately 100200 words).
Participants will be able to define key terms and explain how they are related and distinct from each other.
They will also understand how the Kern six-step approach applies to the development of competencies.
Participants will also be able to write competencies and see how they are a higher level summary of specific
objectives.
Participants will write competencies that are clearly stated and that map directly onto objectives.
Participants will recommend the most effective evaluation methods for different types of competencies
and objectives.
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Time: 10:30 am - 12:30 pm
Topic: Designing Examination Blue-Prints
Speaker: Prof. Mohammad Saleh Hassan
Qassim University, Saudi Arabia
After completing this workshop, it is expected that the attendants would be able to
understand the principles of examination blue-prints, their importance, and their
type. They have to be able to design different models of blue-prints and able to
implement them in their examination practice.
50
Note
51
Time: 01:30 - 04:30 pm
Topic: Essentials of Scholarly Education
Speaker: Dr. Eiad Alfaris1,2, Dr. Naghma Naeem3, Dr. Riaz Qureshi1,2,
Dr.Farhana Masood1
1King Saud University, Saudi Arabia; 2 King Saud University Chair for the Development of
Medical Educaiton; 3 Albatergi University
Background:
Educational scholarship is defined as any material, product or resource originally developed to fulfill a specific educational purpose that has been successfully peer-reviewed and is subsequently made public through appropriate
dissemination for use by others.
Objectives:
By the end of the workshop, participants will be able to
• Write a good research question
• Describe a project they intend to develop in conjunction with the six standards for scholarship
• Appreciate the importance of selecting a project that is meaningful and valuable to one’s practice as a teacher or
educator
• Differentiate between scholarly teaching and educational scholarship.
Methodology:
The three hour workshop will begin with introduction and overview on the Boyer’s four paradigm domains of scholarship with examples on each one of them namely: Discovery, Integration, Application, and Teaching. This will be
followed by an interactive presentation on each section of the Glassick’s standards namely: Clear goals, adequate
preparation, appropriate methods, meaningful results, effective communication, and reflective critique. Participants
will work on their projects in small groups using the attached workbook
Target audience:
It is intended for medical educators and teachers who wish to expand the scope of their scholarship and innovation
in medical education.
Educational level: suitable for all levels.
52
Requirements:
The participants need to design a project proposal and fill out the attached Workbook before attending the workshop
Questions to address Your answers
Name of Project Students a Medical School environment and Status
Brief description What is the focus for your project?
Why do you want to undertake it?
What is the environment/setting in which the work will be carried out?
Are you passionate about undertaking the project?
Clear goals What is your purpose?
What are your goals?
What are your realistic, measurable objectives?
Adequate preparation What is your approach (intervention, tool, procedure)?
What is the literature, practice, theory or evidence on which you are grounding your study?
If you need additional literature, practice, theory or evidence, how/where will you find it?
Who will collaborate with you on the project?
Who are the stakeholders?
How will you engage the stakeholders?
What are the politics that might affect your study or its outcomes?
How will you fund the project
Is the project practical within the resources, time, and expertise that you have available to you? What changes will be
necessary to ensure that it can be done?
Effective methods What is your study Methodology?
Thinking about your goals and objectives, which method(s) might optimize your work?
• Qualitative
• Mixed methods
How will you collect data?
How will you manage the data?
Note
53
Time: 01:30 - 04:30 pm
Topic: Team-Based Learning: How and Why It Works
Speaker: Dr. Paul Gregory Koles
Boonshoft School of Medicine, Wright State University, United States of America
A. Advance assignment:
Michaelsen LM and Sweet MW: The Essential Elements of Team-Based Learning. Chapter 1 in Team-Based
Learning: Small Group Learning’s Next Big Step; edited by Michaelsen LM, Sweet MW, Parmelee DX. New
Directions in Teaching and Learning, Number 116, Winter 2008; Jossey-Bass, San Francisco.
B. Learning objectives:
At the end of the workshop, participants will be able to:
1. describe the four essential elements of TBL and explain how these promote and motivate learning.
2. define the primary learning objective of TBL and explain how fulfillment of this objective contributes to
the development of competent physicians.
3. describe the five components of the readiness assurance process, explaining how each component contributes to students’ mastery of course concepts and content.
4. explain the concept of backward design as it applies to creating a unit of instruction using team-based
learning.
5. identify four objectives that should be accomplished on the first day of a course in order to increase the
likelihood that TBL will be implemented successfully.
6. name the four “S” keys for creating good team applications (“team assignments”).
7. identify four beneficial outcomes for students participating in TBL.
8. identify four beneficial outcomes for faculty who use the TBL strategy.
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Note
55
Time: 01:30 - 04:30 pm
Topic: Qualitative Research in Medical Education
Speaker: Dr. Lubna Ansari Baig
Jinnah SIndh Medical University, Pakistan
This is a hands-on experiential learning workshop with short presentations from the facilitators. First part
of the workshop will deal with qualitative study design and data collection methods with hands-on practice
in qualitative techniques through a short classroom-based data collection. The second part of the workshop will deal with qualitative data analyses and overview of data presentation.
Objectives
By the end of this workshop the participants will be able to:
56
•
Describe briefly the qualitative study designs used in social sciences
•
Identify relevant method(s) for collecting qualitative data
•
Collect data through focus groups
•
Analyze qualitative data
Note
57
Time: 01:30 - 04:30 pm
Topic: How to Design Credible One-Best Answer, Scenario-Based
Type-A MCQs and How to Benefit from their Item Analysis
Speaker: Prof. Mohammad Saleh Hassan
Qassim University, Saudi Arabia
After completing this workshop the trainee are expected to be able to formulate quality
MCQs of the one-best answer type with avoidance of the common flaws that threaten
these questions. Item analysis is a commonly used tool to judge the credibility of MCQs. It
is expected that at the end of this workshop the participants would be able to understand
the concepts of difficulty index, discrimination index and the limb functions.
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59
Time: 08:30 am - 04:30 pm
Topic: AMEE Essential Skills in Medical Education (ESME) Course
Speaker: Professor Trevor Gibbs, Dr. Gominda Ponnamperuma and Prof.
Bazmi Inam
The ESME course is an established course in medical education which has been organised in conjunction with leading international conferences around the globe. It is aimed
at practising teachers in medicine, both basic scientists and clinicians, and is designed for
those new to teaching and for teachers with some experience who would like a greater
understanding of the basic principles and an update on current best practise. The course
recognises that all, even those with considerable experience, can improve their skills in
teaching. The ESME course addresses the basic competencies required of the medical and
healthcare professions teacher and looks at the roles of the teacher/trainer, what students
should learn (outcome-/competency-based education) how a curriculum can be organised
to address the expected outcomes, some key principles related to teaching and learning,
the teacher’s toolkit, including new technologies, and the assessment of students. The
highly-interactive course includes a series of short presentations and small group work.
All participants that take part in the course receive a certificate of participation. Participants may choose to submit with six months of completion of the course a short report
describing the application of ESME competencies to their own teaching practice. Satisfactory completion of the report leads to the award of an AMEE-ESME Certificate in Medical
Education.
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Time: 08:30 am - 04:30 pm
Topic: Objective Structured Clinical Examination (OSCE) for Clinical
Assessment in Health Colleges. An Intensive Hands-on Course/Workshop
Speaker: Dr. Hamza Mohammad Abdulghani1, Dr. Zubair Amin2
1King Saud University, Saudi Arabia; 2National University of Singapore, Singapore;
Background:
Objective Structured Clinical Examination (OSCE) is a common method of assessment of clinical
competency across the spectrum of health education. As we move up in the value chain of assessment, there is a need for reassessing OSCE as an assessment tool. Often, OSCE stations are
limited to straightforward, standardized tasks undermining the clinical complexity in real-life. This
workshop will discuss with the participants important issues related to appropriate construction,
conduction.
This examination format is the main ‘performance’ test format used internationally, and across a
range of disciplines. This session will cover the fundamental principles of OSCE’s, participants will
have the opportunity to design and critique stations and marking sheets/rating scales.
Objectives of the workshop:
In this workshop, our focus will be to:
1. Discuss appropriate usages and limitations of OSCE
2. Recognize how OSCE fits into broader domain of assessment of clinical/practical/procedural
competencies.
3. Prepare OSCE assessment blueprint
4. Develop high quality relevant OSCE stations to a medical specialty for assessment of clinical
competency
5. Critique designed OSCE stations and marking sheet/rating scales.
6. Organize OSCE & run with students in simulated venue.
7. Perform Standard Setting for pass/fail decision and Pos-hoc qualitative and qualitative analysis
of OSCE.
8. Discuss issues related to unsatisfactory performing & students’ remediation.
Topics to be discussed in the workshop:
• Introduction, Objectives & Structure of the Workshop
• Assessment of Clinical Competence
• Assessment & OSCE blueprint
• OSCE blueprint Construction (Small Group Work)
• Developing OSCE stations (Small Group Work)
• Administrative issues in OSCE preparation (Small Group Work)
• Running OSCE with students (Group Work)
• Standard setting & Quality assurance issues
• Student remediation
• Take home messages
62
This workshop objectives are aligned with one of the main theme of the SIMEC; ‘Assessment’
Who should attend the workshop:
All course organizers, members and faculty who are involved in students’ teaching and assessment in
health science colleges, especially, who are involved in clinical/practical assessment.
Limited number of participants to 30 only.
Duration of Workshop: One full day (8-12 & 1-4pm)
Workshop Requirement: All participants are requested to bring their OSCE stations which they are using in their assessment system. Also carry their laptops to construct OSCE stations for the presentation
in group and utilization in the conduction of Mock OSCE .
Flipcharts, LCD projector and computer are needed for the facilitators.
Schedule of Sessions
Objective Structured Clinical Examination (OSCE)
for Clinical Assessment in Health Colleges
An Intensive Hands-on Course/Workshop
8.00- 8.15 am Introduction, Objectives, Structure of the Workshop
8:15- 9:00 am Assessment of Clinical Competencies
9:00-10:00am Task-1 Assessment Blueprint, Review of
participants’ OSCE (Small Group Work)
10:00-10:15am Coffee Break
10:15-11:00pm Task-2 Developing OSCE stations
(Small Group Work)
11:00-12:00 am Review of OSCE (Presentation by Small Group)
12:00-12:15 pm Arrangement for running Mock OSCE
12:15 -1:00 pm Prayer & Lunch Break
1:00-1:40 pm Running Mock OSCE (Possibly with students)
1:40-2:00 pm Feedback for Mock OSCE
(from students /participants)
2:00-2:45 pm Quality Assurance Issues; Standard Setting /
Post-exam/ Psychometric analysis
2:45-3:15 pm Issues related in Remediation of Students
3:15-3:45 pm Open Discussion & Take Home Message
63
Workshop Facilitators:
Dr. Hamza Abdulghani, DPHC, ABFM, FRCGP (UK) PG-Diploma MedEdu (U of Dundee).
Associate Professor & Consultant
Head of the Assessment & Evaluation Centre
Dept. of Medical Education
College of Medicine
College of Medicine, King Saud University
Dr. Zubair Amin
Associate Professor & Senior Consultant
Associate Dean for Curriculum & Assessment
School of Medicine
National University of Singapore
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Day
1
Time: 10:30 – 11:00 am
Topic: A National Medical Curriculum: Do We Need One?
Speaker: Prof. Brian Jolly
The University of Newcastle (UoN), Australia
Most “medical curricula are developed through opinion-based consensus-building processes, driven primarily by the most influential discipline groups involved”(1). This may be
problematic. Given the huge pressures on graduating doctors to be safe, knowledgeable
decisive and efficient, is there an argument for ‘stabilising’ the curriculum in such a way
as to make it more ’generalizable’ (2) or transferable between different medical schools,
between cultures and between continents. Does the hegemony of the influential discipline
groups make a difference?
In 2010 the Medical Deans in Australia hotly debated this issue. It also led to more discussion on a common exit examination of knowledge. A few weeks ago the UK announced
that it was creating a common exit examination similar to that used in the USA. We know
that ‘curriculum’ is at best a well-informed art. And the way in which this works varies between medical schools, that have their own cultures, and that this can create what is called
the ‘hidden curriculum’, which can privilege some elements of the curriculum or prolong
their role in the curriculum long after they become redundant (2). This paper will tease out
these issues with reference to a well known theory of curriculum design.
1) Levinson, A. (2010). Where is evidence-based instructional design in medical education
curriculum development? Medical Education. 44 , 536.
2) Morcke, A. & Eika, B. (2009). Medical faculty and curriculum design – ‘No, no, it’s like
this: You give your lectures . . .’ Medical Teacher. 31 , 642–648.
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Time: 11:00 – 11:30 am
Topic: National Progress Test: Towards One World
Speaker: Dr. Hani Al-Shobaili
Qassim College of Medicine, Saudi Arabia
Progress Test is a comprehensive assessment that tests all students of medical schools, regardless
of their level, against the final program outcomes. The concept of progress testing was introduced
to enhance problem solving skills, clinical reasoning and creative thinking of students.
Summary of work
In Saudi Arabia, Qassim College of Medicine (QCM) has conducted four rounds of multi-institutional progress test during 2012-2014. More than ten thousands students from twenty colleges,
with different curricular and teaching strategies, in the Kingdom sat for these tests.
Each test included 200 type-A MCQs covering all aspects of medical study for the graduate level.
The items were developed “de Novo” in QCM, principally tackling areas of common clinical problems which graduate are expected to master, and high-risk situations where early intervention
makes a difference. The exam blueprint considered different processes that graduates are expected to be involved in. All items contained short vignette related to a clinical situation.
Each test was followed by a feedback survey from both students and administrators.
Summary of results
Results were declared online to student as percentage score in different processes, as compared
to same batch in own college and all over participants. Besides, anonymized results and analysis
were sent to every participant college.
The test showed the overall growth of knowledge for student bodies in different colleges with
advancement in program. It also provided participant colleges insight about their positions among
others.
Feedback was encouraging; there was general agreement about exam contents, level of difficulty
and time allowed for each item.
Conclusions
Progress testing can be utilized as a tool for “assessment of learning” and “assessment for learning”. The potentiality to monitor the efficiency of the curriculum and benchmarking, necessitate
that it should be considered as integral part of the assessment system on the national level.
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71
Time: 11:30 am -12:00 pm
Topic: Quality and Accreditation in Medical Education
Speaker: Dr. Donna Waechter
Association of American Medical Colleges, United States of America.
The Liaison Committee on Medical Education (LCME) accreditation process includes a selfstudy by the medical school and a survey visit by a team of medical educator-peers. The
LCME cycle for full accreditation of a medical school is eight years. In recognizing that
medical education program quality is maintained through an ongoing system of evaluation
rather than through a self-study conducted every eight years, the LCME recently added
ongoing quality improvement as an element of the accreditation standards by which all
medical schools are evaluated. While accreditation provides a regulatory function to satisfy public demand for quality, it also presents an opportunity for the medical school to
focus its efforts on achieving and maintaining levels of quality it has set for itself. The
evaluation process contributes to a medical school’s culture of quality by providing data for
faculty and administrators to use in decision-making related to success in meeting defined
criteria. To establish and maintain a process of program quality improvement, the medical
school must identify criteria to evaluate institutional/program quality, define the methods
it will use to evaluate quality, identify the data sources needed, and provide the resources
required to support a program (quality) evaluation system.
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73
Time: 12:45 pm -1:30 pm
Topic: The importance of combining science with the practice of
health care and how this can be integrated into career
Speaker: Prof. Jenny Keating
Monash University, Australia
In this lecture workshop students will consider and discuss factors that are likely to impact on their careers. Many external forces now shape the way that health care providers
deliver services. While career aspirations remain an important factor, other elements will
affect the nature of the work that our current medical students are involved in during their
practice lives.
These include the shift from autonomous practice to guidelines directed practice, the
transformational effects of new devices, interventions, drugs and systems for delivering
health care, a rapidly changing health demographic with escalating pressure to rectify underlying influences that lead to obesity, diabetes and chronic disease, and the increasing
presence of large data banks that enable new systems for studying effects of usual care.
Helpful adaptive behaviours include high level research literacy skills, commitment to ongoing knowledge and skill development, an unbiased approach to best practice in service
delivery with a willingness to discard less effective practices, openness to role transformations of health care providers, and ongoing development of skills in using data and smart
devices to apply technology supported interventions.
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75
Time: 1:30 – 2:00 pm
Topic: Content Anaysis of Medical Curricula in Saudi Arabia
Speaker: Prof. Mohammad AlShehri
KIng Saud University, Saudi Arabia
The project was supported by King Abdulaziz City for Science and Technology. Content analysis of
the eldest nine medical colleges was done.
Total Credit Hours of the Curricula ranges between 191 – 283, in the different colleges. There is no
difference in the time allocated for the curriculum in the different colleges.
Teaching English as a second language is a part of the preparatory year in all medical colleges. The
range of the credit hours allocated to English is wide (6-16).
Most medical schools had courses in Medical Physics, Chemistry and Biochemistry , Biology, Microbiology, Pharmacology, and Pathology. All schools had Anatomy and Physiology courses. Pediatrics, Internal Medicine, Surgery, and Gynecology courses were included in all schools. Separate
course for Intensive care, Anesthesiology, and Urology were found in less than a half of the curricula. Primary Care and Psychiatry Courses are offered in two-thirds of the analyzed curricula,
Epidemiology is taught in more than half of the medical schools.
Psychiatry seems to have a very limited inclusion in the curricula of some of the medical colleges.
Two of the colleges have only 2 credit hours course for Psychiatry and another one have 3. This is
an area that worth exploring and rectifying in future changes in the curricula.
Communication skills courses are included in the curriculum as a separate course in only two of
the colleges. Similarly, Behavioral Sciences are included in only 4 medical colleges and the course
is only 1-2 credit hours.
Finally, we would to like to suggest that there are several potential areas for improvements in relation to contents of the medical curricula in Saudi Arabia. Knowledge of the contents of current
curricula can be helpful in design of future curricula.
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77
Time: 2:00 – 2:30 pm
Topic: Developing the Medical Leaders of Tomorrow:
Exploring the Evidence
Speaker: Dr. Judy McKimm
Swansea University, United Kingdom.
Around the world there is an increasing focus on including some sort of leadership development at all stages of health professionals’ careers. Much of the impetus for this comes
from a growing body of evidence that good leadership and management helps to provide
high quality patient care, effective health improvements and best educational practice. In
this presentation, I will provide case examples of international activities centred around
the development of leadership and management skills and competencies for doctors,
highlighting some of the prevailing trends and drivers for this shift as well as some of the
challenges in providing appropriate leadership development. In particular, I will consider
some of the ways in which leadership and management theories, concepts and approaches can be utilised to underpin development programmes, assessment and remediation of
medical students, doctors in training, qualified doctors and senior managers throughout
their careers.
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79
Time: 2:30 – 3:00 pm
Topic: Leadership Qualities Needed by Health Care Professionals
Speaker: Dr. Eiad Alfaris
King Saud university, Saudi Arabia.
The health systems all over the world are experiencing a significant and rapid change. The
challenges are multidimensional. Health care professionals need to place a greater focus
on gaining the skills needed for future roles and challenges. Development of leadership
competencies is an important goal and expertise in this area to meet the needs for real and
lasting improvements. Health professionals should embrace the challenge of medical leadership. It needs to be tackled by fine tuning of oneself, reflection, and feedback, along with
a significant amount of teamwork, collaboration and development of the interpersonal
and leadership skills. There are now strong empirically based models of leadership that are
applicable to the health profession. The four pillars of leadership are 1) awareness, commitment, integrity and authenticity, 2) emotional intelligence, 3) self-management, and 4)
utilization of different leadership styles. It can be attained if there is a desire to change with
effective teaching along the way. The efforts should be made at individual as well as organizational level. Therefore, the case is strong and there are good reasons to start leadership
teaching at the medical schools. Furthermore, the following questions will be answered:
• Which of the Leadership Styles have more positive impact on Drivers of Climate?
• What is Emotional intelligence
• Who is a wise leader?
• Why do we need to teach leadership to medical students and health professionals?
this presentation, I will provide case examples of international activities centred around
the development of leadership and management skills and competencies for doctors,
highlighting some of the prevailing trends and drivers for this shift as well as some of the
challenges in providing appropriate leadership development. In particular, I will consider
some of the ways in which leadership and management theories, concepts and approaches can be utilised to underpin development programmes, assessment and remediation of
medical students, doctors in training, qualified doctors and senior managers throughout
their careers.
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81
Time: 3:30 – 3:45 pm
Topic: Impact of Accreditation on the Quality of Undergraduate
Medical Education in Saudi Arabia
Speaker: Dr. Saleh Alrebish1, Prof. Brian Jolly2, EK Molloy3
1Qassim University, Saudi Arabia; 2University of Newcastle, Australia; 3Monash University, Australia.
Introduction:
The accreditation of undergraduate medical education (UME) is a universal undertaking. Accreditation systems are usually viewed as a method to ensure the quality of UME, while currently there
is limited data linking the accreditation with quality of UME.
Methods:
Qualitative and quantitative data were collected from six medical schools in five different cities in
Saudi Arabia; graduate performance in the Saudi Licensing Examination pre- and post-accreditation was collected, document analysis was undertaken, and interviews and focus groups were conducted with students, educators and medical education leaders to examine the perceived impact
of the National Commission for Academic Accreditation and Assessment (NCAAA) on the quality
of UME.
Results:
A majority of students and educators concluded that the accreditation process had been helpful
in improving the learning experiences of medical students, especially female students. However,
building an effective quality culture takes great effort and time on the part of all members of the
organisation. As the external driver of higher education quality, the NCAAA needs to be a supportive body, rather than a punitive one, in order to achieve the goal of implementing a quality culture
and continuous quality improvement. Furthermore, respondents emphasised that there is a need
for a specialised body to regulate medical schools in Saudi Arabia.
Discussion:
Study examined the impact of NCAAA on UME and identified ways that the process has improved
or constrained the successful implementation of ‘sustainable accreditation’. Stakeholders presented different views and experiences of accreditation. These views and the characteristics of ‘sustainable accreditation’ model will be presented.
Take-home messages:
Unless stakeholders in medical schools believe in quality as a culture, seeking accreditation will be
a superficial exercise characterised by ‘ticking boxes’ and ‘performing well on the day’. Creation
of a specialised accreditation body, accreditation process would become more focused, easier to
carry out, and more effective.
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83
Time: 3:45 – 4:00 pm
Topic: Relationship Between Cgpas’ And Progress Test Scores:
Performance Of Undergraduate Medical Students At Majmaah
University, Saudi Arabia
Speaker: Dr. Mohammed A Almansour1, Waqas Sami2
1Assistant Professor, Family Medicine, Head, Department of Public Health & Community
Medicine, College of Medicine, Majmaah University, Saudi Arabia; 2Lecturer of Biostatitsics,
Department of Public Health & Community Medicine, College of Medicine, Majmaah
University, Saudi Arabia.
Background:
Over the last three decades there has been a strong move in medical education to encourage
self-directed, evidence based learning to enable medical students to develop high quality learning
strategies that are required for their continuing professional development.
Introduction:
Maastricht Medical School, Netherlands and School of Medicine, Missouri, USA both developed
an assessment tool known as “Progress Test” to assess student’s knowledge longitudinally and
comprehensively. The prime motivation to introduce progress test was to prevent test-directed
learning and assess student learning longitudinally within integrated curricula.
Objectives:
To explore the basic science knowledge of medical students by checking the relationship between
students CGPA in each semester with the progress test scores and to correlate year-wise intra
progress test scores & semesters CGPAs’.
Methodology:
The study was conducted a College of Medicine, Majmaah University, Saudi Arabia, (integrated –
outcome based curriculum used). It was a longitudinal study comprising of students who freshly
entered in the Medical College. Initial sample was 50 students which reduced to 39 at the end of
basic sciences phase (2 ½) years due to drop outs and withdrawal from modules / semester. Over
a period of 3 years, four progress tests had been conducted in five semesters.
Results:
Year-wise semesters CGPAs’ and progress test scores were positively correlated showing a significant yearly increase in students’ knowledge (p<0.05) respectively. Similarly, positive correlation
was observed between intra year-wise progress test scores and between intra semester CGPAs’,
showing that students’ knowledge increased significantly as progression of years with maximum
r=0.732, p=0.003 for progress test scores and r=0.850, p<0.001 for semesters CGPAs’.
Conclusion:
Assessments like progress test plays an important role in providing an institution the information
concerning student’s achievement and growth. As evident, students’ knowledge tested through
progress tests in integrated curriculum shows a significant year-wise increase in relation to CGPAs’.
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85
Time: 4:00 – 4:15 pm
Topic: Hidden Curriculum in Medical Education: Why Do we Care?
Speaker: Dr.Zaka Khan
Sulaiman AlRajhi Colleges, Saudi Arabia.
A great deal of teaching and learning in medical education does not fit in under the formal curriculum in medical schools. A lot of every day teaching and learning is dealt through hidden curriculum that focuses on transferring implicit beliefs and behaviors to students. Hidden Curriculum
in medical education can have both positive and negative influences on students that could have
powerful affects on their professional and personal growth. The hidden curriculum could further
be described as the type of curriculum that allows students to discover themselves as true professionals linking training, practice and success.
This paper will present some important facts on hidden curriculum that could have a drastic impact on student learning and attitudes. It will also focus on how to write and implement a formal
curriculum in medical schools to integrate it effectively with hidden curriculum.
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87
Time: 4:15 – 4:30 pm
Topic: Tale of Two Cities: Comparison of Educational Environment of
Two Colleges Affiliated with One University
Speaker: Dr. Muhammad Imran, Shahid Shamim, Mohamed Farouq
King Abdulaziz University Jeddah, Saudi Arabia.
Introduction:
Although separated by a distance of 160 km, medical colleges in Rabigh and Jeddah, both affiliated
with King Abdulaziz University (KAU), employ paralleled educational philosophy and curriculum.
Educational environment, that is conducive for students’ learning and progress, is considered a
product of multiple factors. It is known to have an impact on students’ satisfaction with the program, aspirations and academic achievement, both during the program and in future.
The University has developed a modular curriculum that is supposed to be implemented equally
effectively in the two cities. However, the two colleges have differences in number of students
and faculty, logistic support, methods of implementing the curriculum and students’ demography.
Hence, it is considered worthwhile to study the differences in their educational environment.
This study evaluates and compares the educational environment of medical colleges at Rabigh and
Jeddah through students’ perception, using the Dundee Ready Education Environment Measure
(DREEM) inventory tool.
Methods:
This cross sectional study was conducted at KAU Rabigh and Jeddah campuses. Cohorts of students from faculty of Medicine at Rabigh and Jeddah colleges were asked to fill DREEM Questionnaire, a validated tool to assess the educational environment. Students participating in the study
were randomly selected from basic and clinical years.
The data from the questionnaires were stored and analyzed on SPSS software for frequencies,
percentages and correlations. P value of less than 0.05 was considered significant.
Results:
(Study is in progress)
Perception of students is compared between two medical colleges, both affiliated with KAU. Comparison is also done among students of basic sciences and clinical years. Inferences are drawn on
the similarities and differences of students’ perceptions in different groups.
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Day 2
Time: 8:30 – 8:55 am
Topic: Professionalisation of Medical Education
Speaker: Dr. Janet Grant
Centre for Medical Education in Context [CenMEDIC], United Kingdom.
Professionalisation is a current concern among many groups ranging from social workers to accountants,
academics and evaluators. Drawing on this experience, we will explore the process of forming and supporting a recognised profession.
We will examine some assumptions about professionalisation, and pose a number of significant questions
that must be answered before a process of true professionalisation can be claimed. And we will ask:
• What are the drivers for professionalisation?
The following issues will be addressed.
• What do we mean by professionalisation?
A variety of potential meanings will be examined including knowledge and skills, ethical dispositions, expertise, autonomy and the institutionalisation of practice, credentialing, certification and licensing, and
remuneration and prestige, code of practice, qualifications, continuing professional development.
• The components of professionalisation:
- Demarcation and standards.
- The development of professional identity and self-concept [identity trajectories, the role of community,
identity as learned [what would be taught?] or experienced].
- Technical vs creative views of professionalization.
- Role perception and role satisfaction.
- Separation or integration of medical education as a professional pursuit [unbounded vs blended professionals].
- Professional specialization.
• Support structures for professionalisation
Two common approaches to professionalisation will be mentioned:
1- The trait approach
2- The power approach
The assumption that professionalisation is a positive development will be examined and risks and benefits
outlined.
The implications of this for a development programme towards professionalisation will be considered.
Professionalisation of health professions education cannot occur unless there is an impact on health care
simply because the development of a professional approach to education and training will take people,
time and changes in the practice and context of teaching and learning, as well as changes in qualities of
those who are taught.
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93
Time: 8:55 – 9:20 am
Topic: Inter-Professional Futures: Collegial, Efficient and Inspirational.
Speaker: Dr. Jenny Keating, Fiona Kent, Michelle Leech, Kerry Hood, Mio Dodic
Monash University, Australia.
Introduction:
The management of complex health conditions demands coordination of care by health professionals who
can efficiently and effectively combine their rich and diverse skills. This presentation describes interprofessional education opportunities implemented in the Faculty of Medicine Nursing and Health Sciences at
Monash University.
Methods:
We report on student led clinics designed to fill gaps in local service provision, student led beds in a rehabilitation unit and emergency department, student clinics in general practice and aged care facilities,
pre-clinical student reflections on ethical issues on internet discussion sites, student teams who work with
local communities to help in areas of need, and teaching and learning resources developed for sharing by
teachers across disciplines.
Students primarily from the last year of entry-level programs were recruited either as volunteers or by
scheduling participation as part of usual placement rotations. We gathered data on student reflections,
experiences and learning outcomes, patient experiences and health outcomes, health services delivered
by students, educator reflections, costs and logistics.
Outcomes:
Students reported highly positive experiences. Patients valued the time and breadth of care afforded by
student team. Within interprofessional teams, students collaborated in assessment, care delivery and appropriate referral to services and support. In clinics, students identified patients at risk of losing independence. Educators valued working with student teams. The costs of running clinics as a learning environment
were higher than hospital placements. There were no differences in performance indicators comparing
patients managed by student teams and those receiving usual emergency department care.
Discussion and conclusion:
Interprofessional learning and practice is feasible, enjoyed by students and educators, appreciated by patients, and exposes students to each other’s skills. Ideally student teams would work in areas of existing
service needs (e.g. in aged care settings, emergency departments). Collaboration between educators is a
welcome and important by-product of interprofessional education.
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Time: 9:20 – 9:40 am
Topic: Preparing Graduates for 21st Century Medical Practice: The Role of
“Four Cs”- Critical Thinking, Communication, Collaboration and Creativity.
Speaker: Dr. Naghma Naeem
Batterjee Medical College, Jeddah, Saudi Arabia.
Overview:
Medical Graduates entering the 21st century workplace will face new challenges in their medical
practice. The nature of future practice is unpredictable and will require practitioners to be critical
and creative thinkers as well as collaborative problem solvers. In addition, they will require proficiency in communication and skills in technology.
This talk will focus on:
• the changing nature of medical practice;
• the universal competencies of critical thinking, communication, collaboration and creativity
(“Four Cs”) that all medical graduate will require; and
• our role as medical educators to facilitate not only the acquisition of core content of Medicine
by medical students but also these essential competencies that will be crucial to their survival in
this dynamic new workplace.
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97
Time: 9:40 – 10:00 am
Topic: Ethics and Medical Ethics
Speaker: Dr. Durmuş Günay1, Dr. Süphan Nasır2
1Council of Higher Education, Turkey (CoHE/YÖK); 2Istanbul University, Turkey.
Ethics belongs to the field of axiology, which is one of the three basic fields of existence for philosophy, i.e., ontology, epistemology and axiology. Values are judgments that guide our actions/behavior. Of the three fields of existence, existence in thought, existence in language and existence
in the external world, ethics is part of existence in the language. Morals belongs to existence in the
external world. Ethics means the theory of right and wrong conduct; morals its practice. Moral is
the visible result of ethics. Ethics is the philosophy of morals, the science of morals. We can speak
of medical ethics, a physician’s morals, and ethics of science or the morals of a scientist.
In this study, different philosophical views on ethics and basic ethical concepts will be discussed.
We will try to explain how rational based philosophical ethical values and faith based religious ethics values affect the human behavior.
Medical ethics and the importance of medical ethics will also be examined. The fact that the problems of humanity cannot be solved without solving ethical problems will also be discussed.
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99
Time: 10:30 – 10:45 am
Topic: Medical Students Role Toward Community
Speaker: Dr. Rania Zaini
Umm AlQura University, Saudi Arabia
Background:
Saudi medical schools developed a national competence-based medical education framework
(Zaini, et al, 2010). Community was a domain of the suggested framework. Most medical schools
overlook role of the doctor in maintaining and advocating community wellbeing.
Aim:
The study investigates medical students of Umm AlQura University (UQU) involvement and commitment toward community wellbeing and how school’s curriculum and extra curricula activities
influence students.
Methods:
Three focus groups with 17 UQU interns were conducted in March 2011. Grounded theory was
utilized in the analysis.
Results:
UQU interns believe that there was a limited opportunity to develop students’ skills and concern
to serve and enhance community wellbeing. Curriculum focused mainly on the theoretical aspects
of community medicine and public health. Most of curriculum-structured activities for communities were superficial and not integrated.
Interns believed that being medical students in Makkah is considered a unique opportunities,
which is not well utilized by the curriculum. Students’ engagement in unstructured volunteering
activities, especially during Ramadan and Haj, is considered very important in developing students’ clinical and interpersonal skills, as well as their confidences. Interns believed that there is a
big opportunity to develop research skills within community-oriented activities.
Take home-massage:
Reviewing UQU medical curriculum to address developing the role of graduates in maintaining
and advocating community wellbeing is essential. UQU reviews the structural utilization of Haj and
Omra as learning opportunities for students.
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101
Time: 10:45 – 11:00 am
Topic: Defining Medical Professionalism from an Arabian Perspective
Speaker: Dr. Mohamed Al-Eraky
University of Dammam, Saudi Arabia.
Background:
Medical professionalism has been described as a set of attributes and behaviors, yet the Western
frameworks of medical professionalism may not resonate with the cultural values of non-Western
countries.
Aim:
This study aims to formulate a professionalism framework for healthcare providers as interpreted
by local medical professionals in Arabian countries.
Methods:
A purposive sample of 17 experts from diverse disciplines participated in a Delphi study in three
rounds. Consensus was identified by content analysis and by numerical analysis of responses on
the basic attributes of medical professionalism in Arabian context.
Results:
Eight professional traits were shortlisted and coupled in four themes (Gates): dealing with self,
dealing with tasks, dealing with others and dealing with God. Self-accountability and self-motivation were interpreted from a faithful viewpoint as ‘‘taqwa’’ and ‘‘ehtesab’’, respectively, in Arabic.
Discussion:
The study highlights the divergent interpretation of medical professionalism between Western
and Arabian contexts. The Four-Gates Model helps in better understanding of medical professionalism as grounded in the minds and culture of Arabs.
Conclusion:
The model may act as a genuine framework for teaching and learning of medical professionalism
in Arab medical schools.
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103
Time: 11:00 – 11:15 am
Topic: Replacing the Wrap-up Problem-Based Learning (PBL) Session with
a Modified Team-Based Learning (TBL)
Speaker: Dr. Mohammad Saleh Hassan, Abdullah Al Ghasham
Qassim University, Saudi Arabia.
Problem-based learning, hybrid approach, is the principle instructional educational strategy of Qassim College of Medicine, KSA, with one brain-storming session and a second wrap-up session. TBL
sessions, once weekly, are recently introduced. It is assumed that the students, after filling their
gap of knowledge, would implement their knowledge to the studied problem and able to solve the
patient problem. Based on the observed evidences, there are deviations from the classical PBL approach and the knowledge implementation and problem solving; we designed this study with the
objective of investigating the possibility of replacing the PBL wrap-up session with a modified TBL
one, to enable the students to implement their knowledge in a better way. After a period of training on how to use STROBE classroom observation tool, we started to measure the learners and instructors engagement-behaviors in ten PBL wrap-up sessions (from the monitoring room) and ten
TBL sessions (by attendance with the students in the large lecturing room) in each of year two and
three (male side), throughout one academic year. Proportions of different types of engagementbehaviors were recorded and compared using chi-square. A survey was conducted to year two
and three also, to collect their opinions about TBL in knowledge implementation. Results showed
that there were no significant differences between learners to learners, learners to instructors, or
self-engagement behaviors in both PBL wrap-up sessions and TBL sessions year two and three. The
only statistical significant difference was between learners and group leaders. On the other hand,
students expressed their inclination to TBL rather than PBL wrap-up sessions for better knowledge
implementation. In conclusion, (modified) TBL sessions may represent a suitable alternative to the
wrap-up sessions of PBL to improve the application of knowledge.
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105
Time: 11:15 – 11:30 am
Topic: Approaches to Curriculum Integration in the Twenty-First Century
Speaker: Dr.Shihab Khogali
University of Dundee School of Medicine
Introduction
Curriculum integration is a key strategy for delivering effective medical education in the 21st century. The undergraduate medical curriculum at the University of Dundee is outcome-based and
integrated around body systems and common patient presentations. The curriculum is 5-year spiral course, delivered over two phases: a body systems course with early clinical exposure (Year
1-3), and a preparation in practice phase (Year 4-5) during which students are totally based in the
clinical environment. The final block of the body systems course (phase 1 of the curriculum) is a
three-week block, known as transition block 1 (TB1).
Methods
TB1 aims to encourage Year 3 medical students, studying at the University of Dundee, to apply and
integrate knowledge and skills from phase 1 of the curriculum (the body systems course). The approaches adopted, to help students integrate their learning, during TB1 will be described. These
include team-based learning supported by technology and clinical skills teaching.
Results
TB1 has been evolving over the last few years. The block is well received by Year 3 medical students, and the feedback from it is positive.
Discussion and Conclusions
It is possible to deliver a dedicated block to help students integrate learning from a body systems
phase of an undergraduate medical curriculum. The advances in teaching and learning methods
and in technology provided enhanced opportunities for curriculum integration.
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107
Time: 11:30 – 11:45 am
Topic: The Current Situation of Medical Education Departments in Health
Profession Colleges in KSA: An Attempt to Develop National Standards for
Their Evaluation
Speaker: Basma Ali Alrowelli
National Guard Health Affairs, Saudi Arabia
Background:
Medical education (ME) in the kingdom of Saudi Arabia (KSA) had a big stride forward since the
first collage of medicine was established in King Saud University (previously, Riyadh University) in
1979 (1388 H), At that time Medical Education Departments (MED) were not established or even
known in the higher education system. The aim of this project is to study the current status of
medical education units in health profession educational colleges in KSA, with an effort to developing national standards that can help in evaluating these units.
Objectives
•
Study the current status of medical education departments/units (MED) in health profession
colleges (HPC) in KSA.
•
Assess the needs of MED in HPC in KSA.
•
Establish a data base for medical education units in HPC in KSA.
•
Develop national standards to evaluate MED in HPC in KSA.
Methodology:
A structured data collection form was used to collect the data from the HPC authorities in 18
Saudi governmental universities. Literature review, experts interviews and one round of Delphi
technique were used in the development of an instrument consisting of six standards to be used
for evaluation.
Results:
18 universities that have HPC were included; 16 had MED, and 13 of these departments were
functioning. Curriculum development and faculty development were predominant as subunits in
these departments.
Six National Standards were developed, with each one of them having an area of two levels (Must
& Should) to be applied for evaluation of MED.
Conclusion and recommendations:
There is a need for leadership support to enhance the role of MED in KSA universities, in promoting health profession education, not only in colleges of medicine but in HPC as a whole. Evolution
of ME in KSA has reached a stage that can accept and apply the new trends
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Time: 12:45 – 1:30 pm
Topic: Study Skills for Medical Students
Speaker: Dr. Syed Moyn Aly
College of Medicine Taif University, Saudi Arabia
Introduction
Students, when they enter medical college, are in the habit of using strategies acquired
during high school studies. After entering medical college, most of them do not realize that
the skills required in a university degree program are different from those proven successful earlier.
Many have problems struggling with time management, stress, language barriers, cognitive overload and ignorance about strategies available for various kinds of information
given to them during medical studies.
This lecture will help students understand the strategies for improving recall, managing
stress, dealing with procrastination and improving time management.
Objectives of the lecture:
By the end of the hour long lecture, students will be able to:
• List strategies for simple and complex information
• Describe reasons for procrastination and strategies for dealing with it
• Discuss strategies for reducing exam stress
• List strategies for improving time management.
Progress Test is a comprehensive assessment that tests all students of medical schools, regardless of their level, against the final program outcomes. The concept of progress testing
was introduced to enhance problem solving skills, clinical reasoning and creative thinking
of students.
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Time: 1:30 – 2:00 pm
Topic: Achieving Excellence in Medical Education: The Strategies & Challenges.
Speaker: Prof. Khalid Bin Abdulrahman
Al Imam Mohammed Ibn Saud Islamic University (IMSIU)
Medical education is on today’s agenda. What students learn, how they learn, where they
learn and how the learning is best organized and assessed are questions being addressed,
not only by medical education enthusiasts or educational researchers but more generally
by healthcare professionals, the public and politicians. In Saudi Arabia, there has been a
corresponding increase interest in medical education and a rapid expansion in the number
of medical schools, with the number doubling over the past five years to 28 public and
7 private schools. The increase in the number of medical schools to meet societal needs
is noble decision. However, there should be reviews and measures taken to assure the
quality of these schools. The National Commission for Accreditation and Academic Assessment (NCAAA) is the national accreditation body in the Kingdom that is responsible for
assessment and accreditation of all medical schools in Saudi Arabia. NCAAA is responsible
for assessing and accrediting all public and private medical schools in Saudi Arabia. Many
medical schools have responding to meet the minimum standards of NCAAA. However,
accreditation is not the end of story. Accreditation can contribute significantly to quality
of undergraduate medical education provided that stakeholders are very committed to
quality improvement programs. Creating a culture of quality in medical schools with full
participation from all stakeholders should spark such commitment. Medical schools should
be working hard to move beyond quality assurance. They should seek for excellence in
medical education. Excellence in medical education is the ability to reach a level of performance that becomes the benchmark for others and then sustain that performance for an
extended period of time. The Strategies and challenges of achieving excellence in medical
education are addressed in this presentation.
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113
Time: 2:00 – 2:30 pm
Topic: Current Trends in the Assessment of Clinical Competency at the Workplace
Speaker: Prof. Hossam Hamdy
University of Sahrja, United Arab Emirates.
The presentation highlights the current trends in assessment of clinical competencies particularly
at the workplace. The training of health professionals has changed from unstructured, gaining
experience by “osmosis” and difficult to assess, to structured, gaining experience by coaching and
measuring achievements in real life practice environment. To assess competency, it is important
to understand what is clinical competency as a concept, how it is acquired and how best it could
be assessed.
The presentation will pull on lessons learnt from experiences and research on assessment of professional competency and problems. It will challenge some common practices, particularly deconstructing competence and measure its components e.g. OSCE.
The presentation supports the importance of global assessment, close observation of the trainee,
the importance of feedback and how to combine formative and summative assessment “a fusional
model”, and support the importance of the holistic judgment and qualitative value in assessment
of clinical competency at the workplace.
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115
Time: 2:30 – 3:00 pm
Topic: What Should we be Measuring in Workplace Assessment
Speaker: Prof. Brian Jolly
The University of Newcastle (UoN), Australia.
A large number of specialty colleges and postgraduate training institutions around the world are
beginning to use workplace –based assessment either formatively or summatively. This presentation will describe some of these approaches using examples from remote and rural medicine,
emergency medicine, and the assessment of international medical graduates in Australia. Currently a variety of tools are in use, such as the mini clinical evaluation exercise (Mini CEX) and
direct observation of procedural skills (DOPS), supplemented by assessments such as 360-degree
evaluations. The numbers of assessments that are needed for reliable assessment varies quite
dramatically across different contexts, and the importance of some approaches, such as the use
of 360 degree assessment, has resulted in interesting dilemmas. For example, who should do the
assessment may also be dependent on what is being assessed. Different health professionals, or
people at different points in the professional hierarchy, see different facets of clinical competence
of a trainee, and they may also construe and value clinical competence in somewhat different
ways. The relationship between content, context and the way that supervisors think about their
trainees as learners, all have a bearing on this issue. This evidence has a profound impact on what
we should measure and how we should design the response scales of judgement-based assessment instruments.
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117
Time: 3:30 – 3:45 pm
Topic: Role of Quality Control Process in Building up High Quality
Assessment System: A Case Study
Speaker: Dr. Hamza Mohammad Abdulghani
King Saud University, Saudi Arabia
College of Medicine, King Saud University is the first medical college established in the Kingdom of Saudi Arabia. In line with the contemporary changes in medical education, the traditional curriculum of the
college has been recently, undergone many changes to include various innovative strategies in teaching,
learning and assessment system. In the recent past, the teachers/course organizers were responsible for
preparing, and conducting assessment in the college. However, educationists believe that the assessment is
the most important part of any curriculum. Therefore, the college has established a centralized assessment
system to supervise the entire college assessment process.
Description: In an attempt to ensure, high quality assessment system in the college, the assessment and
evaluation unit was established in the year 2009 under the Medical Education Department, College of medicine, KSU. This unit has created ‘Assessment & Evaluation Centre’ (AEC) which is responsible for the collection, revision and creation of appropriate assessment materials with a high quality standards, analyzing
examination materials and giving feedback to the faculty to improve the standards of the examination and
students for their educational progress. There are two main steps for the quality assurance of the assessment system. First, there is an extensive revision process of the assessment materials which are provided
by the faculty, to assure the high quality assessment methods. Second, there is a post-exam item analysis
including discriminating and facility indices, destructors analysis, reliability and alpha if item is deleted, to
assure the any problematic exam material and selection of assessment materials for banking.
These quality assurance processes are based on the scientific ‘Best-evidence Medical Education’ (BEME)
principles. Research activities are in progress to look at our local findings for further improvement. AEC
started to spread the orientation of the international standards of the assessment system.
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119
Time: 3:45 – 4:00 pm
Topic: Standard Setting for Student Assessment
Speaker: Dr. Gominda Ponnamperuma
University of Colombo, Sri Lanka / University of Dundee.
Determining who passes has a direct impact on patient safety. Hence, deciding the pass mark can arguably
be called the single most important activity in a medical examination. This is by no means to undervalue
the other activities related to assessment such as selecting the correct content and competencies to assess,
identifying the right method of assessment, and designing the correct questions using appropriate, unambiguous language. However, these activities are mostly related to a single test item, within a multi-item
test. In contrast, setting the pass mark affects all items and the assessment as a whole.
Notwithstanding such importance attached to standard setting, the tendency, however, has been to consider standard setting lightly, as a mere afterthought. There are many reasons for this. Some of these reasons are historical. Historically, the pass mark has been a fixed score, and hence nobody used to be unduly
concerned about such a given entity that is beyond the control of any examiner or examination committee.
This plenary, firstly, will discuss the repercussions of a fixed pass mark.
If a fixed pass mark is unsuitable, which methods are available for the examination committee to set the
pass mark? Methods are many. The availability of a plethora of standard setting methods has bewildered
many a novice, when selecting the most appropriate method for a given situation. To avoid such bewilderment, it is easier to consider the different standard setting methods in groups. With a strong emphasis on
the rationale behind each group of standard setting methods, secondly, this plenary will draw clear general
guidelines as to when a particular group of methods could be more suitable than another, depending on
the situation and the purpose of standard setting.
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121
Time: 4:00 – 4:15 pm
Topic: Can Test Blueprinting Act as an Evaluation Tool for Summative Examinations?
Speaker: Dr. Sameer E. Al-Harthi1, Omayma A.E. Hamde1, Hebatuullah Alsayed1,
Omar I. Saddah1, Aea Tekian2, Yoon Soo Park2
1King Abdul Aziz University- Faculty of Medicine, Saudi Arabia; 2University of Illinois Chicago, USA.
Purpose:
Many health professions programs in the Arab region do not design summative examinations based on a
blueprint, thus potentially impacting the validity of the assessment. This study investigates the value of test
blueprinting in evaluating a Pharmacology summative examination by examining student performance.
Method:
This study examined students’ success rate, distribution of grades and trend analysis which were compared
between 2011-2012 exam that was not based on a blueprint and 2012-2013 exam that was based on a
blueprint. Department faculty revisited the learning objectives and defined the “Must” objectives. Faculty
had consensus on the content, relevance weights for each content domain, and percentage of test items to
be selected in each cognitive domain using Bloom’s taxonomy classification.
Results:
There was variability between student performance in the exam with and without blueprinting. Students’
success rate in exams from both retrospective and prospective blueprinting were not altered; however, the
difference in grade distribution was significant (p<0.001). Results of pre-blueprinting summative examination were not valid, and the exam did not measure a representative sample of the educational objectives
of the course compared to prospective blueprinting.
Conclusion:
The implementation of test blueprinting reflects the actual performance of students and is an essential step
to ensure content-related validity evidence in summative examinations.
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123
Time: 4:15 – 4:30 pm
Topic: Predictive Validity of Item Scoring Questionnaire
Speaker: Dr. Syed Moyn Aly
College of Medicine Taif University, Saudi Arabia.
Introduction:
Developing high quality one best MCQs seems to be a daunting task for many faculty members who have
not been trained extensively in it. Hence the quality of One-Best MCQs developed by such faculty members
remains dubious till post exam item analysis is done. Based on guidelines developed by the National Board
of Medical Examiners (NBME), USA, the researcher developed a scoring sheet which should help in predicting the quality of One Best MCQs.
Methods:
This study took place at College of Medicine, Taif University. A questionnaire wad developed based on
NBME guidelines. Theory examination from one integrated module was considered and evaluated by three
independent evaluators who did not discuss the results with each other. Based on the questionnaire, every
item was given a score. After scores for all items were collected, they were correlated with item difficulty
and discrimination.
Results:
It was found that there was positive and significant correlation (r= 0.45 , p= 0.00) between the scores and
discrimination index. The correlation between scores and difficulty index was positive and significant for
moderate difficulty items (r= 0.57, p= 0.01). Scores did not correlate significantly with difficult and easy
items (p=.23 and p= .45 respectively). All calculations were done on SPSS 17.0.
Discussion:
This questionnaire seems to be of value in predicting item quality. If used suitably by faculty members who
are trained in developing One best MCQs, this questionnaire can prove to be an asset in the process of pre
exam item analysis. It would help concerned faculty members delete items or improve them before they
are administered.
Conclusion:
The item scoring questionnaire seems to be of value in this preliminary exploratory study. There is need for
further analysis in order to establish its true value.
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127
Day 3
Time: 8:30 – 9:30 am
Topic: Clinical Teaching
Speaker: Dr. Zubair Amin1, Dr. Ali Ibrahim Alhaqwi2, Dr. Bashir Hamad3
1National University of Singapore, Singapore; 2King Saud bin Abdulaziz University for Health Sciences;
3Saudi Arabia
Clinical teaching is the cornerstone of clinical medicine. Clinical teaching is a highly personalized
form of teaching characterized by a tripartite interaction between patient, learner and clinical
teacher. Two most important outcomes of clinical teaching are clinical reasoning and clinical decision making. In this symposium, three of us will lead a discussion with specific focus on the context
of clinical practice in Saudi Arabia. Key questions to be deliberated are:
• What are the attributes of clinical teaching? What are the cultural and contextual uniqueness in
clinical teaching in Saudi Arabia? How can we make the clinical teaching most effective?
• What are the deficiencies of the current mode of clinical teaching? How can we improve? How
can we reward and recognize clinical teachers?
• What are areas of improvements in students and trainees assessment during clinical teaching?
How can evidence from epidemiology, health service, and learning sciences guide us to develop a
robust assessment system?
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129
Time: 9:30 – 10:00 am
Topic: E-Learning and Learning analytics
Speaker: Dr. Mohammed Saqr
Qassim College of Medicine.
E-learning offers many advantages for medical students, including easier access to information,
rich content, diverse delivery methods, personalized instruction, accountability, better availability regardless of time and place allowing for self-pacing, interactivity, confidence, and increased
convenience. For faculty it reduces efforts, offers a wide range of ways to deliver content, and improves tracking. Beside the opprtunities it offers for institutions, stakeholders and the community
at large.
Learning analytics is a new and emerging area of research that aims at measurement, collection,
analysis and reporting of data about learners and their contexts, for purposes of understanding
and optimizing learning and the environments in which it occurs.
There is an unexplored potential for generating novel insights, which might reshape our teaching,
learning, and the educational process as a whole and the way we present it to the learners.
This presentation will give an overview about e-learning with focus on Qassim College of Medicine, and its approach and outlines the various types of learning analytics and why it is essential to
monitor, analyse, understand students’ and teachers behaviour online, and how this can be used
to re-model e-learning offered, anticipate students performance, take action when necessary, and
for the institution at large to plan ahead.
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131
Time: 10:30 – 10:45 am
Topic: Ten Steps to Develop Medical Reasoning Module in an Integrated
System Based Environment: Al- Baha Experience
Speaker: Dr. Haitham El Bingawi, Essam Mady, Emad Koshak
Al Baha University, Saudi Arabia.
Background:
Teaching clinical reasoning to medical students can pose a challenge to the clinical teacher and is
deficient in many curricula. This work describes how Al Baha Medical School developed a unique
module in clinical reasoning.
Methods:
Many international and national medical curricula were reviewed and the intended learning outcomes were identified. The Harden’s questions for developing a course were used.
Result:
10 steps were identified:
(1) The needs were identified by reviewing literature and Delphi approach.
(2) 1 credit hour module was designed containing 6 blocks and 12 learning outcomes.
(3) The contents were based on the learning objectives of the block and the system involved.
(4) The module blocks were pooled in a stepladder concept that links theory to practice and integrated horizontally and vertically.
(5) A mix approach on the SPICES strategy was adopted.
(6) The teaching methods used were: 7 lectures, 1 bed site teaching, 3 illness script sessions, 2
small group discussions, 1 seminar, and 1 tutorial.
(7) Formative and summative assessments were used.
(8) A study guide highlighting the topics, teaching methods, assessment techniques, resources and
other information was developed.
(9) Students’ feedback questionnaire was adopted to identify the educational environment.
(10) The module was managed by a coordinator and a committee.
Discussion:
Clinical reasoning is a skill to be learnt not a concept to be understood. These 10 steps will offer
a practical roadmap to teachers who are in a position of reviewing, revising or developing a new
clinical reasoning curriculum. It will act as foundation for the concept of medical reasoning; yet,
the clinical implementations should be infused and recalled throughout the whole curriculum.
Take home message:
This innovative module will provide a practical roadmap for teaching medical reasoning to students in any integrated medical curricula.
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133
Time: 10:45 – 11:00 am
Topic: Factors Affecting Expert Judgment in Standard Setting
Speaker: Dr. Said Hamed Abbadi1,2, Dalal Mohiddeen Nemenqani1, Syed Moyn Ali1
1Taif University, College of Medicine, Saudi Arabia; 2Suez Canal University,College of Medicine, Egypt.
Introduction:
The Angoff method is considered to be one of the most popular and highly recommended standard setting technique especially for MCQs. In this study we attempted to determine the factors
affecting judgment of experts during standard setting by Angoff method. Also, we investigated if
there was a significant change in the results of standard setting procedure done on two different
occasions for the same exam and by the same panel of judges.
Methods:
In this study, Comparative cross-sectional study was done. Group of eight experts performed Angoff’s method on the same exam on two different occasions. These experts were asked to fill a
questionnaire about factors that affected their judgment during Angoff’s.
Results:
Results of the study indicated that same group of experts set similar standard for the same test
material in later occasion (p > 0.05). The 2 factors that all expert mentioned that they keep in their
minds during their judgment were; borderline student and the level of difficulty of the questions.
The other factors which were mentioned by the majority of the experts were considering the
overall quality of the students in that batch and the difficulty index given to them about the items.
Discussion:
Standard setting for special senses module exam for 3rd year students were done before the exam
and the cut off was 61% and repeated again after the exam with same group of experts , with 60%
cut off. Though statistical analysis of the items were available during the post-exam session, it did
not affect the expert opinion significantly. All experts agree that the factor they consider in their
judgment was the concept of the borderline student.
Conclusion:
This result showed that Experts would provide similar cut off scores even on two different occasions. This study also highlights the factors considered by experts.
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135
Time: 11:00 – 11:15 am
Topic: Exploring Faculties’ Perspective on Research Supervision:
A Qualitative Study
Speaker: Dr. Amani Jamil Al-Muallem
1Taif University, College of Medicine, Saudi Arabia; 2Suez Canal University,College of Medicine, Egypt.
Background:
Research supervision is an integral part in the development of and research training of medical
students. Despite its importance, it is one of the poorly investigated area in medical education.
The objective of this study was to explore the experiences and needs of research supervisors.
Methods:
This was a qualitative semi-structured interviews that were conducted in two universities (KSAUHS and Sydney). Face to face interviews were carried out with 18 participants (research supervisors). Topic guide included: supervisors’ perspectives, personal experience, professional needs
and challenges facing them during research supervision. Interviews were digitally recorded and
transcribed and thematic analysis of the data was done.
Results:
The results were summarized into themes: issues concerning supervisors, students and their contexts. There was consensus between supervisors regarding their motivation, challenges, and personal concerns when supervising research students. Rewards, recognition and time management
were important factors expressed by majority of the participants. Students’ personal characteristics such as enthusiasm, professional level and progress were of importance to the research supervision process. Contextual factors included: clear institutional rules and regulations of supervision,
valuing and recognition of supervisors were essential to the majority of supervisors. However,
some structural differences were observed between the Australian and Saudi supervisors. Majority of Australian supervisor were skeptical about being associate supervisors rather than being
primary supervisor.
Conclusions:
This study highlighted that research supervision is influenced by multiple factors that needs to
be recognized and explored in further studies. Future research should explore the supervisees as
well as the supervisors in order to get a fair and comprehensive view of the research supervision
process.
Take home messages:
Research supervision is a far more complex than what we thought and several factors are involved
in understanding this important academic activity
136
Note
137
Time: 11:15 – 11:30 am
Topic: Evaluation of Formal Mentoring Between Faculty and Medical Students:
a Survey of the Students’ and Faculty’s Perception of the Mentorship Program at
Alfaisal University
Speaker: Dr. Maria Ghawji, Muhammad Raihan Sajid, Peter Cahusac, Rimsha
Shaiff, Abdul Ahad Shaikh, Khalid Al-Kattan
Alfaisal University, Saudi Arabia.
At Alfaisal University College of medicine, a formal one to one mentoring program was introduced
two years ago with a scope covering academics, life cycle counselling along with career plans. It
is done with confidentiality from both sides. The main aim of this study is to evaluate the mentors’ as well as the mentees’ feedback regarding different aspects of the mentorship program
through a self-developed questionnaire. Medical students from year 1 through 3 filled a total of
385 questionnaires: 59% were female respondents while 41% were male. Further, the frequency
of respondents was approximately 33%, 31% and 33% each from years 1, 2 and 3 respectively. 17%
of mentees reported meeting with their mentors after exams, whilst 12% reported meeting every
other month. 40% of the students reported receiving a response from their mentor within hours.
Moreover, lack of motivation and lack of communication were identified to be the main challenges
standing in the way of this mentor-mentee relationship. Additionally, only 20% of the students felt
that their mentors supported them in time of weakness. A student t-test showed statistically significant responses (p<0.001) for mentors providing constructive critique and demonstrating competence in the student’s area of needs when compared within other groups. Statistical analysis
showed that the level of satisfaction from the mentorship program was highest among the year
three students. We conclude that an effective as well as tailored program based upon improved
communication and easy accessibility will lead to successful outcome.
138
Note
139
Time: 11:30 – 11:45 am
Topic: Defining the Core Competencies for College of Medicine
Speaker: Prof. hmed Al Rumayyan, Lubna Baig, Mohiuddin El Magzoub, brahim Al
Alwan, Bashir Hamad
King Saud bin Abdulaziz University of Health Sciences (KSAU-HS)
Introduction:
Core competencies for any institution characterize the graduate of any institution. The College of
Medicine (COM) at KSAU-HS started the process of reviewing its curriculum and it was felt that as
first step we need to identify the core competencies for the COM.
Objectives:
Identify the core competencies for KSAU-HS with their sub-domains
Methods:
The process of defining core competencies started with first reviewing the core competencies
(with their sub-domains) of CANMED, ACGME, Sydney Themes and the Saudi-Meds. The first draft
of core competencies for KSAU was developed. This draft of Core Competencies was sent to key
educational leaders and community leaders (including the media people) for review and comments, through a survey. The comments from the reviewers were then incorporated in the survey
which was sent via survey monkey to the educational leaders and college faculty. The faculty and
education leaders were asked to give their agreement with the domains and subdomains of the
core competencies. The survey results were incorporated in the document and shared with the
faculty for their opinion and suggestions for further improvement.
Results:
Six core competency domains were identified with their sub-domains (descriptors) for undergraduate Medical education at KSAU. The core competencies include:
1. Medical Expertise
2. Evidence based Medicine and Research Skill
3. Health Advocate
4. Health Manager and leadership
5. Professionalism
6. Communication
Conclusions:
The core competencies were approved from the College Council and mapped to the undergraduate curriculum of KSAU. This process ensured that all required competencies for Medical graduates are addressed in the curriculum.
140
Note
141
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143
Conference Posters
ID: 104
ID: 105
Prevalence of Premenstrual Syndrome and Its Impact on
Quality of Life among University Medical Students,
Al Qassim University, KSA
Manal Ahmad Al-Batanony, Sultan Fahad Al-Nohair
qassim faculty of medicine, Saudi Arabia
Student Presentation: A Conceptual Model
Premenstrual syndrome (PMS) involves a variety of physical, emotional and psychological symptoms experienced
by some women during the late luteal phase of menstrual
cycle (7-14 days prior to menstruation). The symptoms
of PMS seem to worsen as menstruation approaches and
subside at the onset or after days of menstruation, and a
symptom-free phase usually occurs following menses. The
group of women with the severest premenstrual symptoms
and impairment of social and role functioning often meet
the diagnostic criteria for premenstrual dysphoric disorder
(PMDD), a severe form of PMS. Objectives: To determine
the prevalence of premenstrual syndrome (PMS) between
university medical students, and to evaluate the impact of
the condition on their quality of life (QOL). Methodology: A
cross-sectional study included unmarried medical students
aged 18-25 years with regular menstrual period for the last
6 months.
Socio-demographic data, DSM-IV (Diagnostic and Statistical Manual of Mental Disorders of the American Psychiatric Association) criteria questionnaire for PM/PMDD as
well as the daily record of the severity of PMS problems
scale (DRSP) was collected for each student for two prospective cycles. Health-related quality of life (HRQOL) data
questionnaire was collected on medical outcome study
Short Form 36 (SF-36) after taking informed consent from
the students. Results: The prevalence of PMS among the
studied group was 78.5%, of them, 5.9% had severe form of
PMS. This study showed that the burden of PMS/PMDD on
health-related quality of life was on mental and emotional health-related quality of life domains beside on physical health-related quality of life domains as the students
with PMS reported a poorer health-related quality of life
as measured by SF-36 than those without PMS. Conclusion: PMS/PMDD is a prevalent, yet undertreated, disorder
among medical students in KSA, which adversely affected
their quality of life.
144
Abdelmageed Mohamed Imam1, Abdulaziz Ajlan Al-Salloom1, Mohamad Izham Ibrahim2, Badr Hamid Elsanosi3,
Ahmad Homaidan Al-Wabel1
1College of Medicne - Qassim University, Saudi Arabia;
2College of Pharmacy - Qatar University, Qatar; 3College
of Pharmacy - Qassim University, Saudi Arabia
Background: This study represents a response to a frequent call from medical education experts/teachers, from
around the world that any given school develops curriculum learning strategies that best meet its vision/mission.
In this report, we are suggesting a language-based conceptual model on student presentation, as a curriculum
learning strategy. Student presentation promotes content
understanding that can be enhanced if the student is not
under stress. We assume that, in any given medical school,
if the student mother-tongue language is not similar to the
school instruction language, then the student is likely to be
under stress. Objective: To contribute ideas towards quality
enhancement in medical education. Method: This is a concept study. The Model Outline & Conclusions: In this work,
we are suggesting a conceptual model where the student
is encouraged to utilize his/her mother-tongue language
education sources for ( in-depth ) understanding of the presentation topic, whenever he/she understands the topic (
partially ), see Figure 1, for a graphic representation of the
model. Research has shown that some students, during education activities using non-mother-tongue language, were
unable to understand ( in-depth ) the subject, and/or were
unable to fully participate in discussions. Furthermore, it
was also shown that people retain information far better in
their mother-tongue language. Based on long teaching experience, our primary drive for this work, was to expose an
unjustified stress on some students whose linguistic abilities do not match their academic talents. Future research,
exploring on the role of language and linguistic factors in
student presentation/medical education, is likely to generate data supporting this approach. Thus, high quality medical education is, eventually, enhanced.
Figure ( 1 ) A graph showing a language-based conceptual
model for student presentation
ID: 106
Assessment of the Quality of Educational environment
During Undergraduate Clinical Teaching Years in the King
Abdul Aziz University, College of Medicine in Saudi Arabia
Rajaa Allhiani
King Abdulaziz University, Saudi Arabia
The undergraduate curricula of medical schools in King Abdulaziz University Saudi Arabia, is traditional, like most of
the medical schools in the Middle East region. A measure
of the educational environment in the college of medicine
as perceived by students would assist educators and college administration personnel in gauging the quality of the
learning occurring within this important venue.
Objectives:
1)To assess the quality of educational environment during
undergraduate clinical teaching years in College of Medicine, King Abdulaziz University, Jeddah , Kingdom of Saudi
Arabia.
2) To detect problem areas that should be remediated.
3) To compare the gender difference in the perceptions of
the educational environment in the clinical teaching stage.
Methods:
During the academic year 2012/2013, the DREEM questionnaire was distributed and collected by the undergraduate student leader of the same year to all 280 females and
males’ clinical stage medical students. 4th year, 5th year
and 6th year clinical stage students are located in the hospital sites for their clinical teaching. Each medical student.
4th year, 5th year and 6th year. Has an undergraduate administrator who distributed and collected the questionnaire. Comparisons between, students’ responses according to their studying years in the college and their gender
were taken in consideration.
Conclusion :
The DREEM provides useful diagnostic information about
medical schools, whether it is in developing or western
developed countries. The DREEM gives a clear indication
of the priorities for reform of the curriculum. These data
can also serve as a baseline for a longitudinal quality assessment of student’s perceptions of the changes planned
for the college of medicine King Abdulaziz University, Saudi
Arabia.
ID: 108
Dental Interns’ Perception of Student-Centered Small
Group Teaching Based on Clinical Scenarios
Ammar Abu Mostafa
Riyadh Colleges, Saudi Arabia
Introduction:
A revolution in medical and dental education has
occurred at the beginning of the 20th century as a result
of major changes in the science itself, nature of society and
principles of learning. Education in the medical fields has
responded to those changes by developing its pedagogy to
adopt more interactive student centered approach, with
learners collaboratively work in small groups. In this regard the learners’ perspective is considered important in
providing feedback about efficiency of teaching strategies,
curriculum, assessment methods and facilities, in more
general terms, the “overall learning process”.
Methodology :
This study was aimed at investigating the dental interns’
perceptions toward using student-centered small group
teaching method based on clinical scenarios at Riyadh Colleges of Dentistry and pharmacy – Riyadh. A focus group
was used as a qualitative research tool in which different
themes were discussed.
Results :
Our findings indicated general satisfaction of the dental
interns with the student-centered small group teaching
approach based on clinical scenarios; and indicated their
preference over the traditional lecture-based approach
stating greater independence, more joy, less stress, deeper
thinking, better understanding, teamwork, more student
involvement and an enhanced learning environment similar to the real context.
Conclusion :
It can be concluded that adopting this teaching method has
positively reflected on the learning process of the dental
interns, additionally using qualitative research tool was appropriate in investigating learners’ perceptions.
ID: 111
Credit hours policy & hybrid problem-based learning
(PBL) medical curriculum reform: An Experience of Najran
school of medicine KSA
Mohamed Hanafy Morsy1,7, Jobran Miree Al-Qahtani2,
Mohamed Saeed Alayed2, Saeed Ali Alsareii3, Moawia
Hassan Alshiek4, Metwally Abdullah5, Shiraz Elkheir6,
Mohamed Amin Al-khawanki1, Mohamed Sabry6
1Hematology Department -Faculty of medicine – Najran
University; 2Pediatrics Department-Faculty of medicine –
Najran University; 3Surgery Department-Faculty of medicine – Najran University; 4Community medicine Faculty of
medicine – Najran University; 5Forensic Medicine Faculty
of medicine – Najran University; 6Anatomy Department
Faculty of medicine – Najran University; 7Al-Azhar school
of Medicine - Clinical Pathology Department-Cairo-Egypt
Problem-based learning (PBL) promotes self-directed
learning (SDL) which is often linked to lifelong learning and
higher learning skills notably critical thinking. With the introduction of (PBL) into most Medical Schools, the number
of lectures in undergraduate courses has significantly being reduced while other teaching modalities adopted. This
has led to the main problem of increased courses credit
hours. This constituted a dilemma of PBL curricula to adopt
a credit hour policy suitable for both PBL system as well
as the requirements of accreditation. In Najran College of
Medicine a similar problem was faced concerning how to
estimate the courses credit hour of the different learning
activities while reducing the number of lectures to move
towards promoting SDL. The main aim of this paper was to
adopt a new credit hours policy in our college and evaluate the impact of this change on calculating credit hours
suitable for accreditation purposes. The approach we followed was content analysis of the literature concerning
what is written about credit hour of the different learning
145
activity. We found that the adoption of our new policy can
reduced lectures by (8 %- 66%) and increased significantly
the student’ centered learning activities. The application of
this policy was suitable for adjustment of the credit hours
of our Hybrid PBL Curriculum for the purpose of academic
accreditation. It can also give flexibility to the process of
curriculum reform that is highly relevant to PBL philosophy
ID: 115
Insight of medical students for achieving competencies
Abdul Sattar Khan, Feroze Kaliyadan, Fahad AlWadani,
Seba Greiz
College of Medicine, King Faisal University, Saudi Arabia
Introduction:
Medical students are expected to acquire some competencies whether learning in Problem-Based Learning (PBL) or
Subject-Based Learning (SBL) system. It has been debated
as to which competencies are required for undergraduates
level. Curriculum planners claim that problem-based learning curriculum develop almost all competencies. However
so far no such study has been conducted to assess what
medical students themselves understand about competencies.
Method:
A quantitative and qualitative study was designed. We developed a questionnaire to assess the perception about
understanding of competencies based on a five point Likert
scale. A focus group discussion was conducted with three
groups of each class from male and females. The repeated
themes were extracted and reported. We focused on trying to find out what competencies the students felt were
important and whether they felt that their curriculum addressed those competencies are addressed sufficiently.
Results:
There was no statistically significant difference between
students following the PBL and SBL (>0.05). The reasons
mentioned as to why students did not understand about
the concept of ‘competencies’ well by PBL students included: ‘No clear understandings of objectives’, ‘lack of training of staff’, etc. SBL students mentioned other factors like:
‘nobody discussed about competencies’, ‘teachers are not
aware of these competencies’, ‘do not have special programs for any competency’ etc.
Discussion:
The fact that in spite of being in a earlier stage of study the
PBL students had an equal understanding of the concept of
‘competencies’ suggests that the PBL curriculum might better able to address the concept of competencies.
Conclusion:
It may be justified to state that students should receive understanding of required competencies at beginning of the
curriculum whether it SBL or PBL.
.
146
ID: 114
The evaluation of hospital-learning environment for pediatric residency in Eastern Region and comparison with
other studies in Saudi Arabia
Waleed Hamad BuAli1, Abdul Sattar Khan1, Mohammad
Hussain Al-Qahtani2, Sheikha Al-Dossary3
1College of Medicine, King Faisal University, Saudi Arabia;
2Pediatric Department , University of Dammam; 3Pediatric Department, King Fahad university hospital
Background:
The hospitals play a pivotal role in educational cycle for
undergraduate as well as for postgraduate level in clinical teaching. So far no study has been conducted to assess
the hospitals’ environment for learning purposes in multicenter sites in Saudi Arabia. We have conducted this study
to evaluate the environment of hospitals for learning purposes of pediatric residents.
Methods:
We applied Postgraduate Hospital Educational Environment Measure (PHEEM) to measure the learning environment at six teaching hospitals in Eastern Region of Saudi
Arabia. A total of 104 residents of pediatrics specialties
have participated in the study. The authors were not aware
about any identification of residents and made codes for
different teaching hospitals.
Results:
The response rate was 87.5% from a total of 120 residents,
and 37 (35.5 %) females and 67 (64.4 %) males residents
have responded. The residents rated overall learning environment as favorable for training (100/160). There were
some items in social support domain suggesting improvements. Though there was no significant difference between
male and female residents, the questionnaire pointed to
differences (p<0.05) among the participant teaching hospitals.
Conclusion:
PHEEM questionnaire pointed to an overall positive rating
and some areas where there is still a room for improvement.
ID: 122
Male Medical Students’ Preference of Resource Material
and Academic Performance: A Correlational Study at Taif
University
Meshari Alzahrani, Syed Aly
Taif University, Saudi Arabia
Introduction and research problem:
Selection of reading material is an important determinant
of academic performance. Studies have shown that using
books for studies has a positive impact on examination results, and on academic achievement.
This aims to explore students’ study habits with emphasis on which sources they use and the pattern of resource
use. It also attempts to seek correlation between reading
choices and grades.
Research Methodology:
This is a correlational, study obtained from an online questionnaire which 132 male medical students filled and sent.
Descriptive statistics were reported. Spearman’s correlation was used to test the hypotheses. SPSS version 17.0
was used.
Main results:
90.8% do not often read articles. 79.5% students do not
often study recommended books. 66.6% students depend
mainly on lectures. Only 27.3% feel that reading books will
help them get good grades. There was a positive significant
correlation between:
• satisfaction with information from lectures and
grades(rho=0.585,p= 0.000)
• depending on lectures for information and grades(rho =
0.698, p = 0.000).
There was a significant negative correlation between reading recommended textbooks and grades (rho = -0.399, p =
0.000).
Conclusion and recommendations:
This study shows how much students depend on lectures
for their information. This practice is rewarded by high
grades.
More extensive research is needed in medical students’
reading preferences. Medical schools need to include strategies which promote wider reading. One important way of
doing this is by including topics or content from books and
articles in examinations.
ID: 123
Pre-constructed concept maps of clinical problems as a
tool in medical education. Consistent differences between
concept maps constructed by medical experts versus residents
Nicolaas Verloop, Sylvia Vink
Leiden University, Netherlands, The
Introduction:
Increasingly, pre-constructed concept maps (i.e. schematic overviews of a clinical problem, depicting the relevant
concepts and the links between them) are used in medical education. However, a major question is how complex
these concept-maps should be. Should concept maps for
undergraduate medical programs be constructed by experienced medical experts, or would that result in concept
maps that are too complex and are too far above students’
knowledge level? An alternative would be to have residents
as constructors. To date, there is no systematic knowledge
about consistent differences in complexity between concept maps constructed by experts versus residents.
Methods:
Seven expert groups and seven ‘parallel’ resident groups
(with an equivalent disciplinary composition, like surgery,
radiology, internal diseases, et cetera) constructed a concept map about a clinical problem (like coughing, diarrhoea, chronical abdominal pain). The resulting concept
maps were analysed with a category system, enabling us
to determine the characteristic features, like organisation
(e.g. “umbrella-concepts”) and degree of integration between clinical and basic science concepts.
Results:
In general the number of clinical and basic science concepts
used by experts versus residents did not differ significantly. The most striking result was that the resident concept
maps tended to be more elaborate. They used significantly
more ‘umbrella concepts’, i.e. concepts that subsumed
other concepts.
Discussion:
Concept maps constructed by experts differ systematically
from those constructed by residents. The main reason experts express less ‘links’ between the concepts might be
related to the social dimension during the concept mapping process: being “among experts” might lead them to
explicate less, assuming that their interlocutors rely on the
same knowledge base.
Conclusion and implications:
The consistent explicitness of the concept maps preconstructed by residents might make them more suitable for
scaffolding undergraduate students’ learning than expert
preconstructed concept maps.
ID: 124
CRISIS: A glimpse of a Family Physicians Education Program at present
SYED IRFAN KARIM1, FARHANA IRFAN2
1Dept.of Family & Com. Medicine ,College of Medicine
,King Saud University , Riyadh , Saudi Arabia; 2Medical
Education Research Chair ,College of Medicine ,King Saud
University , Riyadh , Saudi Arabia
Background:
The dynamic nature of health care necessitates that physicians remain competent and up to date through Continuing Professional Development (CPD). The challenge is to
develop effective CPD Programs. CRISIS, an acronym (convenience, relevance, individualization, self-assessment, interest, speculation and systematic), is a practical tool for
developing and evaluating CPD programs.
Objectives :
This study aimed to evaluate the King Saud University Continuing Professional Development (CPD) Program for Family Physicians in relation to the CRISIS criteria.
Methods:
A descriptive study, conducted at King Saud University (KSU)
in Riyadh, Saudi Arabia. The authors used the six strategies
of CRISIS for evaluation. The program was independently
analyzed by the three authors using CRISIS framework. The
results were synthesized. The suggestions were discussed
and agreed upon, to be documented finally.
147
Results:
The results indicate that KSU-CPD program meets the
CRISIS criteria for effective continuing professional development and offers a useful approach to learning. The
course content covers specific areas of practice, but some
shortcomings were found that need to be improved like
self assessment area and individual learning needs analysis
Conclusion:
This program is suitable for Family Physicians, as it is well
planned and utilizes most of the principles of CRISIS, but
there is still room for improvement. Designing a program for general practitioners using hybrid model that
offers a blend of e-learning as well as face-to-face learning
opportunities would be an ideal solution.
ID: 129
The Malaysia DREEM: Perceptions of Medical students
about the Learning Environment in a Medical School in
Malaysia
Redhwan Ahmed Al-Naggar
Universiti Teknologi MARA, Malaysia, Malaysia
Background:
Student’s perceptions of learning environments are important to continuously improve the educational environments
of a curriculum by defining its strengths and weaknesses.
Therefore, the aim of this study was to explore students’
perceptions of learning environments among medical students in Malaysia. Various aspects of education environment were compared between year levels and gender.
Methods: This cross-sectional study was conducted at the
Management and Science University (MSU), Shah Alam,
Malaysia in 2012. A total number of 438 medical students
were participated in this study and the response rate was
87.6%. Data were analyzed using SPSS18. Comparisons of
the mean scores of Dundee Ready Education Environment
Measure (DREEM) subscales were calculated. The t-test
was used to determine statistically significant differences.
Results: The majority of the study participants were female,
Malay and from year three (68.7%, 65.3, 55.7%; respectively). Analysis of individual of the 50 items of the DREEM
inventory showed that 47 items scored range between 2.00
and 3.00, 3 items scored below 2.00. These were identified
as problem areas in this medical school that are required to
be critically addressed. The overall score showed that the
medical students’ perceptions were positive. The students’
perception toward educational environment was positive
for all 5 DREEM subscales. Conclusion: The study found
that in general the perceptions of the participants about
the learning environment were positive. Nevertheless, the
study also found there is a need for curriculum improvement in this school and identified priorities areas for such
improvement.
ID: 132
TEACHING BIOSTATISTICS TO MEDICAL UNDERGRADUATES IN INTEGRATED CURRICULUM
Waqas Sami1, Mohammed Almansour1, Tayyaba Waqas2
1Department of Public Health & Community Medicine,
College of Medicine, Majmaah University, Saudi Arabia;
2Punjab Institute of Cardiology Lahore
148
As medicine has moved to become more evidence based,
biostatistics has become ever more important in practicing medicine and for the education of tomorrow’s doctors.
The role of biostatistics in medical education is now well
recognized, and the curricula in almost all the medical colleges and postgraduate institutions across globe has provision of teaching biostatistics. In an integrated curriculum
biostatistics and research methods, course should be inducted in-combination from 1st year of study and its Curricula should be developed by content experts with taking
care of the spiral approach. Integration is now considered
the best way to teach so the tutors should get maximum
benefit of teaching biostatistics under this system. The curriculum contents should be updated at the end of course
every time based on feedbacks and recent advancements
in the field. Computer based approach should be used to
make the learning more interactive. Assessment must be
aligned with teaching methods, curriculum outcomes and
course objectives.
ID: 134
Students’ perception towards teaching pharmacology on
module based curriculum
Mahfoudh Al-Musali Mohammed Abdulghani
Qassim University, Saudi Arabia
Understanding current perceptions held by future medical
practitioners regarding pharmacology and its role in both
clinical practice and research may be helpful in improving teaching on this subject. This study was conducted to
evaluate medical students attitudes toward pharmacology
by conducting a cross sectional survey. The majority of the
participants were from the Bachelor in Medical Science
(42%), female (75.3%), Malay (68%), from semester four
(21.3%). About 28% of the students mentioned that pharmacology is their favourite subject. However, the majority
of them (66.6%) reported that the pharmacology subject
has created the knowledge base which will help them in
choosing drugs rationally in their future practise. Conclusion: The results of this study indicate that students are
able to reflect on what and how they are learning. There is
a need to delete the general stigma related to this subject
that it’s a dry and boring subject by the students. Various
efforts are directed towards the objective of making pharmacology teaching an interesting and a significant learning
experience, by formulating new educational strategies and
modules for the medical students.
ID: 135
Practical Research Experience Course for Medical
Students
Tarig Hakim Merghani, Maree Alamri
University of Tabuk, Saudi Arabia
Recent years showed an increasing interest in undergraduate research among both medical students and faculty
members. Participation in undergraduate research has positive effects on analytical and critical thinking of students
and increases their interest in postgraduate studies. As part
of their curriculum, medical students are taught principles
of research methodology; however, this may not satisfy
needs of those willing to gain practical skills and graduate with strong research portfolio. In this article, we have
described general outlines of an elective practical research
experience course which will be implemented in Faculty of
Medicine- Tabuk University. Research experience of each
student will be completely supervised by a faculty member, starting from preparation of a research proposal to
publication. Objectives of the course are presented and
responsibilities of supervisors are discussed. The course allows teaching staff in the Faculty of Medicine to transfer
part of their knowledge and research experience to their
students. Although a supervision increases the workload
and consumes valuable time, previous studies showed that
participating faculties benefit from these courses and experience significant improvement in quality of work. The
course reflects a strong commitment of the Faculty of Medicine to scientific research.
ID: 136
Effect of Blended Learning on Newly Nursing Student’s
Outcomes Regarding New Trends in Nursing Subject at Ain
Shams University.
Fathia Ahmed Mersal12, Nahed Ahmed Mersal2
1college of Nursing Qassim university and Ain shams University , Saudi Arabia; 2Faculty of Nursing Ain Shams university
Background Blended learning is a new educational approach used in nursing education to enhance nursing student’s outcomes. Aim of this study : was to examine the
effect of blended learning on newly nursing student’s
outcomes regarding new trends in nursing subject at Ain
Shams University. Hypothesis : Students who will be exposed to Blended Learning (CD) in combination with lecture (Study group) will have improved Outcomes compared
to the Students in the control group who will be exposed
to lecture only regarding new trends in nursing subject.
Design : A quasi experimental study design was utilized to
accomplish the aim of this study. Setting: The study was
conducted in Faculty of Nursing Ain Shams University Cairo
Egypt. Sample : Two convenience samples of all available
first year students’ from the previously mentioned study
setting in 2012/2013 and 2013/2014 academic years as
control group and study group respectively. Tools for data
collection : A self-administered structured questionnaire
to assess demographic characteristics and learning needs,
student’s satisfaction , student’s academic achievement.
Results : There was improvement regarding satisfactory
level of achievement and decrease in the percent of poor
and very poor of blended learning group with no statistical
difference between two groups. There was improvement
in student’s satisfaction of blended learning group regarding the course and teaching method with highly statistical
significant difference between two groups. Conclusions :
blended learning improved newly nursing student’s Outcomes both Academic achievement and Student’s satisfaction than Lecture only regarding new trends in nursing subject at Ain Shams University. Recommendations : blended
learning can be used to facilitate the implementation of
nursing educational programs.
In the early 19th century an Islam-based reform movement,
led by Shehu Usmanu Danfodiyo, succeeded in establishing
a purely Islamic government in Hausaland, which is today
the Northern part of Nigeria. . One of the movement’s scientific legacies is its leaders’ extensive works on clinical education which, if examined carefully, would be found to be
substantially still relevant today. An important piece in this
regard, Kitab Masalih al-Insan al Muta’alliqah bi al-Adyan
wa al-Abdan, authored by one of the jihad leaders, Shehu
Abdullah Danfodiyo, is examined in this paper. The aim is to
bring to the fore the extent to which works of local scholars on medical sciences could still be relevant today. The
paper focuses on this book which serves as the principal
instrument for data collection. Descriptive method is used
in data interpretation where relevant portions are brought
out and discussed. It is revealed that .the book sounds
relatively modern and substantially in tandem with contemporary medical education. It is discovered that aspects
of ailment diagnosis, treatment of disease, prevention of
infection, maintaining a healthy body and good doctor-patient relationship are relatively adequately explained. Similarly, what to be considered before prescription and types
of treatment such as dietary, therapy, Cupping, etc., are
discussed. Though authored more than two hundred years
ago, this book could still be relevant today. At a time when
medical sciences appear to be geared towards destructive
purposes, when several home-grown doctors seem to behave harshly towards patients and when medical profession is generally assumed to be independent of religion this
book could be of significant importance. This is because,
among other things, it stresses on both preventive and curative healthcare, begins from simple to complex aspects
and expatiates on the virtues and functions of the physician, the patient and the nurse.
ID: 139
Student Stress: A Letter
Abdelmageed Mohamed Imam, Saleh Alqaryan
College of Medicne - Qassim University, Saudi Arabia
Student Stress: A Letter
Stress may be defined as the human response to environmental pressures. The stress response seems to be stimulated by a variety of underlying risk factors and/or aetiologic situations. The prevalence and sources of stress among
medical students in Universiti Sains Malaysia and Universiteit Maastricht, have recently been analysed & compared.
The authors concluded that academic requirements ( AR
) were the most stressful events as perceived by students.
The purpose of this communication is to raise a question:
What are the probable underlying risk factors and/or aetiologic situations that may convert AR into stressful events
? The Letter: In a scientific communication ( in press ), we
have suggested that in any given medical school: if the
student mother-tongue language ( SML ) is not the same
as the school instruction language ( SIL ), then a stressful event may arise. In this sense, non-fulfilment of AR is
a complication of stress secondary to an underlying risk
factor which is the discrepancy between the SML and the
SIL. We think, such a situation, remains a dilemma-like issue that needs to be approached and evaluated by medical
ID: 138
education experts and teachers. Conclusion: We suggest,
Clinical Ethics according to Sheikh Abdullahi Danfodiyo it is more rewarding to explore on why and how stress is
born. For example, in AR, the underlying risk factors and/
and its Relevance to Modern Medical Education
or aetiologic situations of stress seem to be very diverse.
They may include language, culture, faith, socio-economic
Ahmad Yahya
status, gender, and ethnicity.
Federal College of Education, Nigeria
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ID: 140
Role of Medical Councils in Accreditation and Evaluation
of Medical Institutes- A Pakistani Perspective
Musadiq Idris, Umer Farooq
The Islamia University Bahawalpur, Pakistan, Pakistan
The Higher Education Commission of Pakistan (HEC), is
an independent, autonomous, and constitutionally established institution of primary funding, overseeing, regulating, and accrediting the higher education efforts in Pakistan. In 2003, Canada began helping Pakistan develop an
accreditation system. According to the charter of HEC “the
HEC of Pakistan may set up national or regional evaluation
councils or authorize any existing council or similar body
to carry out accreditation of institutions including their
departments, facilities and disciplines by giving them appropriate ratings. Various councils were established under
Quality Assurance Agency of HEC viz. National Accreditation Council for Teachers Education (NACTE), National Agricultural Education Accreditation Council (NAEAC), National
Business Education Accreditation Council (NBEAC) and National Computing Education Accreditation Council (NCEAC).
However, the five (06) councils associated with the accreditation/evaluation of medical institutes are independent
bodies, though, recognized by the HEC. These include Pharmacy Council of Pakistan (PCP), Pakistan Medical and Dental Council (PMDC), Pakistan Nursing Council (PNC), Pakistan Veterinary Medical Council (PVMC), National Council
for Homeopathy (NCH) and National Council for Tibb (NCT)
(Eastern Medicine). The present work will discuss the role
of these councils in accreditation/evaluation of their respective medical institutes in Pakistan. Furthermore, it will
unearth the innovations being made in the aspect of accreditation and the issues of concern, thus arising.
ID: 141
Usage Rate of Emerging Web Technologies by Undergraduate Medical Students in the University of Tabuk
Amina Anwar Unis, Reham Al Khubrani, Ameera El Howatee
University of Tabuk, Saudi Arabia
1 Amina Unis, 2 Reham El Khubrani, 3 Ameera El Howatee
1 Assistant professor of Pharmacology-Faculty of
Medicine-University of Tabuk -Saudi Arabia
2,3 Sixth year medical student -Faculty of MedicineUniversity of Tabuk -Saudi Arabia
BACKGROUND
Recently, it has been noticed an increasing use of new web
technologies by medical students. Even though these technologies were developed for social communication , it has
been tailored by medical students to substitute traditional
medical knowledge and information. In addition, faculty
members started to intermingle with students using such
technologies. Hence, the present study was developed to
measure usage rate of these emerging web technologies by
medical students and to identify its impact on the process
of medical education.
METHODS
A semi structured questionnaire survey was developed to
measure the usage rate new web technologies for medical
education and was distributed to all undergraduate medical students (285 students in both male and female campuses) in Faculty of Medicine in the University of TabukSaudi Arabia.
RESULTS
The present study has recognized that undergraduate medical students in the University of Tabuk have great familiarity with emerging web technologies. In addition, it has
been found a significant increase in the usage rate of new
web technologies among undergraduate medical students.
Such increase in utilization rate was justified by medical
students as these technologies facilitated their study tasks
e.g. searching for information, submitting assignments and
attending virtual classes.
CONCLUSIONS
Emerging web technologies have a positive impact on the
process of medical education for most of the students
which was justified by its increased usage rate. Proper integration of such technologies in the medical education is
needed in order to maximize and measure its benefits.
ID: 150
Can The Basic-Clinical Barrier Fade in The Integrated Medical Education?
Emad Abdulqader Koshak, Adel Abdulaziz, Essam Mady,
Usama Akl
Albaha University, Saudi Arabia
Introduction:
Despite the recent dramatic shift of medical curricula towards more integration that loosen a lot of traditional barriers, the divide between the basic and clinical years, still
exists. According to regulations of study and assessment
(RSA), students who fail in any basic sciences course had to
stay at home for a full academic year to restudy and examine this course before pursuing their study into the clinical
sciences phase.
Methods:
Al-Baha University Faculty of Medicine (ABUFM) has adopted a six years system based modular curriculum with a vertical and horizontal integration. 20% of the clinical phase
content is taught in the basic sciences years and vice versa.
A study and assessment committee (SAC) was assembled
to develop an updated RSA. Non structured meetings, focus groups and questionnaires were among the utilized
tools to conduct situation analysis.
Results:
A set of organizing rules shaped out ABUFM regulations for
RSA:
• Students who fail in one basic sciences module can be
allowed to register the full clinical modules.
• Students who fail in two basic sciences modules (not major prerequisites) can be allowed to register non-conflicting
clinical modules.
• In the clinical phase, these students can reset for the examination of the failed modules within their regular time.
150
Discussion:
The basic-clinical barrier is incompatible with the goals of
integration. New RSA rules will then recommend case sensitive solutions that can diminish the basic- clinical barrier.
Accordingly, failed students will be protected from multiple
deleterious psychological effects from staying at home such
as: losing their enthusiasm to study and feeling deteriorated beyond their colleagues.
Conclusions or take home messages
PBL is an unconscious enabler of learning / practice of Evidence Based Medicine.
Take home message:
Based on integration advantages in modern medical education, innovative RSA will bring novel practical case sensitive solutions. Ultimately, fading the basic – clinical barrier,
which will allow defaulter to study at their own pace.
ID: 159
ID: 156
Evaluation of different teaching learning methods as enablers of EBM –Learning and Practice
Syed Suhail Naser Osmani, Murugesan Kannan
RAK Medical and Health Sciences University, United Arab
Emirates
IIntroduction:
The Sicily statement states that, “all health care professionals need to understand the principles of EBP, recognize it,
in action, implement evidence-based policies, and have a
critical attitude to their own practice and to evidence.(1)
Evidence-based medicine (EBM), has become an integral
part of the undergraduate curriculum. The opportunities
for learning of EBM are variable and so are the methodologies.(2) Our school has a credit course, “Clinical Decision
Making” (CDM) as a vertical weave from year II to year V, as
a part of its curriculum.
Aim
A questionnaire study was done, to assess students’ perceptions, about the impact of different teaching-learning
methodologies on their learning during the CDM course.
Methods
Survey was done amongst, 120 students, of years III, IV and
V at RAK College of Medical Sciences, to evaluate the student perceptions.
Results
Problem Based Learning (PBL) and Bedside clinical teaching, were identified to have greatest impact on their learning during “CDM” course. Problem Based Learning was the
most favored choice.
Discussion:
Health professionals, educated within traditional lecture
system of medical education, are not confident about accessing, understanding, and critically appraising evidence
from research, whereas, process-oriented methods such as
the problem-based learning, allow students to learn how to
locate new information, work co-operatively, and find solution to practical problems, preparing them to make clinical decisions based on best available evidence. 4,5,6,7 Our
students have pointed out that Problem based and bedside
clinical teachings are the two most effective educational
methodologies which develop the attitude and skills, essential for the Learning / practice of EBM
Evidence based medicine course curriculum should use real
patients, bedside teaching, case discussions and Problem
based learning as educational methodologies.
Designing and Evaluation of an Innovative Multidisciplinary Clinical Module on Cardiology and Cardiovascular
Surgery for Medical Students in Al-Baha University.
Walyeldin Elnour Elfakey1, Emad Abdelgader Koshak2,
Adel Abdelaziz3, Usama Akl4, Fahad AlQahatani5, Essam
Mady6
1AlBaha University, Saudi Arabia, Bahri University, Sudan;
2AlBaha University, Saudi Arabia; 3AlBaha University,
Saudi Arabia; 4AlBaha University, Saudi Arabia; 5AlBaha
University, Saudi Arabia; 6AlBaha University, Saudi Arabia
Background:
Al-Baha Faculty of Medicine is adopting an integrated system based curriculum .In the basic phase, integration was
a straightforward, while challenging in the clinical phase.
To develop an integrated clinical module, it was necessary
to recall surgery, medicine and paediatrics from their ivory
towers to be tailored in one medium.
Methodology:
To develop, implement and evaluate a module on: Cardiology and Cardiovascular Surgery (CCVS), a module committee was assembled including an internist, surgeon, paediatrician and community physician. ILOs related to basic and
clinical sciences were formulated. Content organization
was performed depending on the ILOs. Varieties of teaching/learning and assessment strategies were adopted. Inferences of program evaluation were obtained through self
administered students’ and staff questionnaires.
Results:
The study guide developed. The contributing specialties
were: internal medicine, paediatrics, surgery and community medicine. 20% of the content was allocated to basic sciences. The module introduced for study by the fourth year.
Teaching/learning activities were: Lectures: 32, Tutorials: 2,
Seminars: 4, PBL sessions: 8, SDL sessions:4, Skills’ Lab. sessions:5, day-long hospital-based clinical sessions:12, basic
sciences practicals:2.
ILOs were perceived as comprehensive by 23.3% and 86.7%
of staff and students respectively. 23.3% of both staff and
students perceived the content as satisfactory. Perceived
points of weakness were: imbalance between basic and
clinical contents and between medicine and surgery in
other side.
Discussion and Conclusion:
Validity of integration in the clinical phase indicates loosening the borders between clinical specialities. CCVS module
can be seen as a prototype of integration between clinical
sciences. Medical and surgical problems of the cardiovascular system in all age groups are put together. In spite of
perceiving it as satisfactory, students and staff members
identified some points of weakness considering the novelty
of the experiment.
Take home massage: The development of multidisciplinary
integrated system-based clinical modules is achievable.
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ID: 160
Students’ Perception of Educational Environment at
Rabigh Medical College
Fahd Altherwi, Mukhtiar Baig, Shahid Shamim, Abdullah
Ahmad Alahmary, Sami Anwarfathi Kalantan
Rabigh Medical College, King Abdul Aziz University, Jeddah, KSA, Saudi Arabia
Introduction:
Students’ perception regarding educational environment is
a valuable basis for modifying and improving the quality of
educational environment. Assessing educational environment is vital in determining the success or failure of any
institute. A positive environment leads to achievements
of students in learning while a negative one would hinder
their accomplishments. Rabigh Medical College (RMC), at
King Abdulaziz University (KAU), Jeddah, is a relatively new
institute for undergraduate medical education. The first
batch of RMC will graduate in 2014. The purpose of present
study was to assess the students’ perception of educational
environment at RMC.
Methods:
A cross-sectional study was conducted with students of
2nd to 6th year of RMC, KAU, during March 2014. Dundee
Ready Education Environment Measure (DREEM) questionnaire was employed to assess the educational environment
as perceived by students. The English version of the DREEM
inventory was translated to Arabic and students’ perception was taken anonymously.
This oral presentation part of systematic reveiw study was
conducted to compare the effectiveness of stress management programs in dental education, through a systematic
review of the literature. The number of studies concerning
stress management programs for dental students is limited, compared to studies discussing the sources of stress
among dental students. Different types of programs for
stress management have been reported, and they differ
in their duration content, and outcomes. Two main strategies have been used to help stressed students: 1) decrease
the number of stressors and 2) increase coping with stress.
The first strategy includes several actions, such as reducing fear of failure and workload pressure due to examinations and requirements. The second strategy includes
stress coping techniques, such as deep breathing exercises.
Although positive effects have been reported for most of
the programs, these results have mainly been found using
self-report subjective measures. There is a need for more
research to suggest the most effective stress management
program.
ID: 164
Four Years Experience Of Progress Tests
Nabil Amer Amer
Sulaiman Alrajhi Colleges, Saudi Arabia
Conclusion :
Students at RMC have an overall positive opinion regarding
educational environment at the Institute. However, a number of areas are recognized which require improvement.
Progress test is a comprehensive test which reflects the
achievements of all students at certain times. It includes all
medical students but each year is compared with its counter part.Their is negative marking inorder to discourage the
guessing factor. The norm is decided by the group after the
exam and not before.Sulaiman Alrajhi Colleges conduct six
progress tests per year. As we have an agreement of collaboration with Maastricht University, we receive four progress tests per year conducted together with other seven
universities world wide from Australia to Brazil. Also as a
collaboration with Gassim University we conduct two progress tests per year ; one in each semester together with
other nine national universities. We have four batches of
students who sat for these progress tests from first year
to fourth year. Our results showed a clear improvements
in the last progress tests and some times we score better
than our counterpart the international medical students
(ITM) who study in Maastricht using the same curriculum.
This indicates clearly that our students if giving the right
directions and encouragements they can be as good as any
other medical students although we are just a five years
old medical college. I will present the results of both Maastricht progress tests in comparison with ITM students and
also our four results of University of Gassim progress tests.
ID: 161
ID: 168
Stress Management in Dental Students
Importance of Clinical Reasoning in Medical Education: An
experience of using case-based studies at Sulaiman
AlRajhi Medical College.
The study was approved by the Dean of the RMC. The data
was analyzed on SPSS version 16, for mean and standard
deviation of total DREEM scores and five subscales were
reported.
Results:
Total respondents were 86 (response rate = 57.33%) and
total DREEM mean score was 116.79/200 (58.4%). Highest
score was found in the domain of student’s academic selfperception (61.12%) and lowest in domain of students’ social self-perception (52.89%). A significant number of items
were presented with a mean of two or less indicating problem areas and majority of the items had a mean between
two and three indicating further improvement.
Abdullah Alzahem1, Henk van der Molen2, Benjamin de
Bore3
1Ministry of National Guard - Health Affairs, Saudi Arabia;
2Erasmus University; 3Princes Nora University
Zaka Khan
Sulaiman AlRajhi Colleges, Saudi Arabia
Much has been emphasized on the importance of clinical
reason in medical education. Enforcing clinical reasoning in
152
medical students is grounded in different educational principles that prepares students to deal with better diagnostic
process and further patient management.
The process of clinical reasoning incorporates hypotheses
generation wit testing through subsequent questioning,
reanalysis, differential diagnosis and eventually a working
diagnosis.
In this paper, we will discuss an experience of using problem-based learning through case-based studies to teach
clinical reasoning to medical students in clinical years at
Sulaiman AlRajhi Medical College.We will explain different challenges and strengths that our faculty has faced in
teaching clinical reasoning to medical students.
ID: 170
Impact of an Educational Intervention on Family Physicians’ Compliance with Screening for Depression in Diabetic Patients
Mohammad Zaki AlBaik
Prince Sultan Medical Military City, Saudi Arabia
Background
Diabetes mortality is increased when accompanied with
depression. Screening for depression is recommended by
national and international authorities.
Objective
To evaluate the effect of a brief and interactive seminar
to family physicians on their compliance with depression
screening in diabetic patients.
Methodology
The study was designed as a quasi-experiment of pre and
post assessments. Physicians with a minimum of one year
experience and diabetic patients of either sex, 18 years and
older, new to the clinic or follow up were included. Mentally retarded patients or with psychiatric disease were
excluded. Convenience sample was used. There were 102
patients in the pre intervention group and 101 patients in
the post intervention group. All the 13 physicians were included. An interview questionnaire and abstraction sheet
were used for data collection. The two-item version of patients health questionnaire (PHQ-2) was used as a screening tool. Interactive seminar lasting 30-minutes was used as
intervention and post seminar assessment was done after
one month.
Results
Thirteen physicians and 203 patients were included. Participating physicians screened one patient before the intervention, and 24 patients (23.7%) after it (p<0.0001).
Patients with PHQ-2 positive were constituting 45.8%.
Depression was associated with female gender (p=0.049),
long standing diabetes (p=0.035), insulin use (p=0.024),
and with other medical comorbidities (p=0.006).
Conclusion
A brief and interactive seminar can improve family physician’s compliance with screening for depression in diabetic
patients. Further study is needed to determine whether
the beneficial effects are maintained.
ID: 171
Improvement in medical education teaching with simple
steps
Shahid Akbar, Mohammad Alorainy, Mansour Alsharidah
College of Pharmacy, Qassim University, Saudi Arabia
Sometimes more importance is attached to the methods of
teaching rather than the teaching itself. Regardless of the
system of teaching, effective teaching in general and medical education in particular involves three components; the
teacher (Professor), the student and the purpose that connects them. These components are interconnected and
interdependent and their individual significance cannot be
overemphasized. Purposeful teaching is not simply a passive transfer of information but involves a carefully crafted strategy that requires a number of factors to be taken
into account for it to be a purposeful exercise. Imparting
knowledge is a process that entails, in addition to competence, thoughts, compassion and sincerity of the teacher.
It is part of the responsibilities of a professor to inspire
students and instill confidence and define the purpose of
the process of teaching and learning. Moreover, learning is
an active process for which the active participation of the
learner is a prerequisite. The learner (the student) must
have a desire, a passion, and a higher goal to achieve as
a result of the learning process. In addition, the student
must have a faith and trust in his teacher’s knowledge and
sincerity. We intend to present some simple steps for both
effective teaching and to improve the learning process.
ID: 172
Getting ready for success in a PBL medical program: Introducing PBL in the English language classroom at Sulaiman
Alrajhi Colleges
Abdelmoniem Fahmy M. Soliman
Sulaiman Alrajhi Colleges, Saudi Arabia
Introduction
Recently, there has been a critical change in higher education from teacher-centered approach towards studentcentered approach where students are responsible for
their own learning.
Methods
This paper examines the effectiveness and usefulness of
using PBL in the English language classroom, particularly
in teaching English Grammar to EFL Preparatory Year Program (PYP) students at Sulaiman Alrajhi Colleges (SRC)
to prepare them to the PBL learning environment when
they join the College of Medicine. In order to increase
their chances for success, PYP students are fortunate to
start their first PBL experience in the English Grammar II
class. In this class, both students and the EFL teacher address some of the challenges that students may encounter
during their next academic years (e.g., interpersonal communication, group dynamics, etc.). It is an opportunity to
provide students with the philosophy of PBL, the basic information needed to do PBL, the objectives it is designed
to achieve and an introduction to group work.
Results
Although getting knowledge of the philosophy and objectives of PBL is essential, a true understanding of PBL may
153
only come through taking part in the process in class. The
English Grammar II class represents the transitional period
that PYP students experience before joining the medical
program. The results of this experiment reveal that PYP
students have developed and acquired the basics of PBL
through their engagement in identifying and solving authentic problems in English Grammar.
Discussion
It is useful and beneficial for PYP students to do PBL before
joining the medical program in order to work more productively with other classmates to solve problems in both the
medical program and their daily life situations as well.
ID: 173
Innovation in Ethics and Professionalism Course: Early Experience with Portfolio-Workbook
Nadeem Alam Zubairi, Mohamad Hesham Ahmed, Muhammad Shahid Shamim
King Abdulaziz University, Saudi Arabia
Introduction
Ethics is considered an essential trait for medical graduates
and has become a part of formal curriculum in almost all
healthcare institutes. However, there are still no evidencebased, recommended strategies for ethics teaching in order to achieve the outcomes of ethics course in most medical colleges of the world and the situation is equally worse
in the Saudi Arabia. We developed a portfolio-workbook
for Professionalism and Ethics Course at our College. We
believe this innovation improved the delivery, students’ understanding and learning of the subject content.
The aim of this study is to analyze students’ and faculty’s
feedback regarding the innovative use of Portfolio-workbook in Ethics and Professionalism course.
Method
Innovation: A “portfolio-workbook” folder is developed on
the principles of cognitive load and guided learning theories. The portfolio-workbook contains reading material,
exercises for students to reflect on what they have learnt
and evidence of their experiences in clinical work. Students
from early clinical years completed the two-week module
in ethics (and professionalism), during which they learned
with small group discussions, students’ presentations and
role-plays, on the topics expressed in the portfolio-workbook.
Data Collection: Proforma with open and closed ended
questions were used to collect the required data. Feedback
regarding the innovative learning process and Portfolioworkbook was gathered from faculty involved in delivery of
the course and students who finished the two-week course.
Analysis: The quantitative data is analyzed for frequencies
and percentages. Content analysis was conducted for the
open-ended responses.
Results
In process
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ID: 177
Portfolio at Sulaiman Alrajhi Colleges, Self analysis- the difference. A pilot project.
M.Ishaque Sarhandi.
Sulaiman Al-Rajhi Colleges, Bukayria Qaseem., Saudi Arabia
Dr. M. Ishaque Sarhandi.
Introduction:
Medical education research has changed over the years
from merely descriptive studies towards justification or
curriculum comparison studies and, nowadays, towards a
slow introduction of more clarification studies.
Portfolio is an integral part of the assessment strategy, used
to look into the progress of a student.
The present study has evaluated the difference perceived
by the students in reflecting on their own self, while using
the old and new techniques.
Method:
This is descriptive study done prospectively. Ten students
were selected from SRC students’ batches from each batch.
A structured questionnaire developed by the author was
presented to all the selected students’. Prior to this consent
form and confidentiality issues were ensured.The data was
interpreted and analyzed on SPSS 17th version.
Any student of SRC who has used both types of portfolio
programs, selected through randomized systematic sampling and willing to sign the consent form.All the students
of first year as they haven’t used the old portfolio program
and using only the new program..
Results:
This pilot study has revealed promising results in terms of
comfort to use the new strategy to write the self analysis
and covering all the areas they want to describe in their
self analysis. The new strategy has also helped them to get
a clear feedback from their mentors along with planning for
their future learning objectives for the upcoming blocks/
clusters.
ID: 178
Student’s Perception on Objective Structured Practical Examination in College of Applied Medical Sciences
NAZIM NASIR AHMAD1, Mohammad Rehan Asad2,
Waqas Sami3, Khwaja Mohammad Amir4
1KING KHALID UNIVERSITY, Saudi Arabia; 2Majmaah University, Saudi Arabia; 3Majmaah University, Saudi Arabia;
4Majmaah University, Saudi Arabia
Introduction:
The Objective structured practical examination (OSPE) is
the modified version of the OSCE used for the summative
assessment of practical knowledge and skills in Medical
Education. Although College of Applied Medical Science’s
is following traditional curriculum but it implements OSPE
as one of the assessment tool in curricula. In this study, the
student’s feedback and perception will provide the baseline for any required modification in future and eventually
leads to more effective implementation of the OSPE.
Objectives:
To evaluate student’s response for OSPE in College of Applied Medical Sciences Khamis Mushaiyat and to correlate
responses of the students from three different levels.
Materials and Methods: It is institutional based cross sectional study. The responses were collected by using self-administered questionnaire based on Likert scale. Student’s
feedback for OSPE was assessed from 79 students of 3 different levels (level 3, 6&7). The questionnaire was divided
into three parts; structure/format of examination, conduct
of examination and evaluation of the examination. The
perception of students were statistically analyzed and then
compared among different levels.
Results
OSPE stations were properly organized 58 (74.4%), OSPE
eliminates factor of luck 40 (52.1%), time allocation was appropriate 39 (49.4%) and assessment was fair 54 (48.6%).
Students from all three level agrees and showed significant association (p<0.001) that OSPE eliminates factor of
luck among them. There was also a significant association
(p<0.001) between students of different level for the presence of examiner on each station facilitated their exam.
Conclusion
It can be concluded from the study that OSPE is an effective/unbiased and authentic mode of assessment and can
be extended to other level of students.
ID: 182
The effect of reducing the number of options on the psychometric properties of a MCQs test in a medical school.
BAHAELDIN AHMMED HASSAN,
OMER ABDELGADER ELFAKI
KING KHALID UNIVERSITY- ABHA- SA. COLLEGE OF MEDICINE
Introduction: .
Optimal numbers of options in single best answer MCQs is
still a matter of debate that needs further evidence.
The aim of this study was to explore the effect of reducing
the number of options of MCQs test in gynecology from
four to three on psychometric parameters of the same test.
Methods:
Four options MCQs test was conducted to a cohort of fifth
year medical students after completing their clinical course
of obstetrics and gynecology in a six-year MBBS program
in college of medicine- King Khalid University- Saudi Arabia. The same test was modulated by removing the options
with the least students’ responses. This reformed test was
administered to another cohort of students from the same
course. Item analysis of both tests was conducted. Paired ttest and chi-square tests were used to compare the psychometric parameters with P value set at 0.05 as significant.
Results:
The three options test showed a small but significant increase in test reliability compared to four options test (0.89
Vs. 0.8 respectively). The mean item difficulty index of four
options test was 0.879 compared to 0.808 for the three options test (P=0.0001). The mean item discrimination index
was found to be 0.3111 and 0.2333 for the four and three
options tests respectively (P value =0.0001)thirty five percent of the distracters in the three options test were identified as non-functioning distracters (NFDs) compared to 49%
in four options test (P value= 0.001). The mean functioning
distracter per item was found to be 1.27 for four and 1.53
for three options tests respectively (P value = 0.024).
Conclusion:
The three options test showed significant improvement in
three of the four psychometric properties studied.
ID: 183
Evaluating Knowledge, Attitude and Skills Toward Patient
Safety Among Medical Students in Saudi Arabia
Abeer Arab, Hussain Abubakr, Rawan Benkuddah, Waleed
Bokhari
King Abdulaziz University, Saudi Arabia
Introduction
This study aims to evaluate the impact of teaching a patient
safety module on medical students’ knowledge, attitude,
and practice.
Methods
A case-control study was done between two groups. The
first group included students from King Abdulaziz University that offers a patient safety module as part of their curriculum compared to a second group from other five different saudi universities. A self-rating questionnaire was
designed to measure knowledge, attitude and skills toward
patient safety.
Results
392 final year medical students filled the questionnaire,
with current response rate of 60.3%. In the first group,
77.8% claim to understand the definition of medical error,
while 62% only from the second group think they do. Only
40.5% from the first group declared they know how to report an error with 18.8% from the second group (P-value=
.094).. Only 52.5% of the first group and 41.9% of the second group agreed that competent physicians do not make
medical errors that lead to patient harm (P-value= .842).
Both groups agreed on the need for teaching a patient safety curriculum. Moreover, 55% of the first group answered
the hand hygiene practice questions correctly compared
to 42.4% only from the second group. That difference was
consistent for other questions but more prominent with
questions related to vital safety practice as needle safety
and medication errors.
Conclusions
Our study concluded that students who participated in patient safety module through their curriculum were more
knowledgeable and alert regarding WHO objectives of patient safety.
D: 185
The Use of Social Media in Education among Medical Students, Saudi Arabia
Anas khaleel Alsuraihi, Sultan adnan abu ganim, Ahmed
Saeed Almaqati, Dr.Nisreen Jastaniah
King Saud bin Abdulaziz University for Health Science,
Saudi Arabia
Background
Social Media (SM), a virtual place where people can share,
exchange, and communicate their ideas and knowledge,
has become the new trend in communication and learning. This study aims to explore the usage of SM by medical
students in Saudi Arabia and to find out the most common
resource used in medical education. Furthermore, it aims
to illustrate the impact of SM on students’ learning.
155
Method
This is a cross-sectional study where pretested questionnaire was distributed to medical students from different
universities in Saudi Arabia, during the period June – August 2013, via emails, Twitter, Facebook and SMS. Statistical analysis was done using SPSS V17. We used Chi-square,
t test, and Mann-Whitney U when appropriate.
Results
The total respondents were 657 students, from 23 different medical schools in Saudi Arabia, females represented
60.5% (n=397). The most common site used by both gender was YouTube 42.3% (n=185), however males preferred
using Twitter and Wikis (P=.001). In regards to utilizing SM
for learning 95.8% (n= 419) of the students believed that
it is beneficial, whereas 4.2% (n=18) found it not beneficial. Females stated that SM helps them linking basic with
clinical science (P=.003). Surprisingly, data showed that as
students advance in level, premedical, medical, and clinical
years, their awareness of ethical guidance for proper use of
SM decline (P=.0001).
Conclusion
Medical schools need to improve the utilization of SM, by
faculty and students to develop activities and encourage
the usage of SM in education. Therefore, it is essential to
establish an ethical guidance to ensure the appropriate use.
ID: 187
An Empirical Examination on Using e-learning in Medical
Education from Innovation perspective as non-linear processes carried out in Universities Networks
Prof.Dr.Tarek Taha Ahmed
Pharos University in Alexandria, Egypt
Background/Research Problem/Purpose:
Despite e-learning can offer medical education students an
innovative learning environment compared with traditional education, limited studies addressed this phenomenon
in developing countries context. Thus this research paper
aimed to empirically examine e-learning implementation
in medical education form innovation perspective as nonlinear processes carried out in university network, conceptualize, develop and validate a mathematical model for examining the critical innovation constructs that significantly
influencing this usage, assessing their relative importance,
and predicting medical students’ intention to take up elearning study
Design/Methodology/Approach:
The research design involved a cross-sectional survey for
data collection. Among a total of 500 questionnaires that
were randomly distributed, 369 valid patient responses
were received and used in data analysis. The reliability of
instruments was assessed, and showed high using internal consistency (Cronbach’s alpha > 0.8). A multi-stage research methodology was used, combining quantitative and
qualitative methods to validate the research model and
empirically test the hypothesized relationships. Pre-study
was conducted using focus group and complemented by
in-depth interviews. Multiple regression analysis with its
associated statistical inference tests was applied, and muticollonearity effects were assessed.
156
The results showed that there was no significant collinearity detected among regressors
Findings/implementation/Results: Based on our findings
the current study has made a number of important practical and academic implications. These findings provide valuable guidance for researchers and practitioners for effective
e-learning implementation and can assist as a framework
for enhancing medical education outcomes
Discussion/Originality/Results:
Unlike previous studies this study has taken a further significant step in contributing to both theory and practice and
expand the research scope through integrating the critical
critical innovation adoption antecedent predictors, cited in
literature, into one framework subject to examination for
validation and relationship in e-learning medical education
setting.
ID: 193
Perception and influence regarding career decisions of undergraduate Saudi dental students’ at Qassim region
Saeed Banabilh, Abdulwahab Alshahri, Roba Alsalhy,
Rawan alrothey, Walied Al-Lahyan
Qassim University-College of Dentistry, Saudi Arabia
Background:
Students’ reasons for choosing dentistry as a profession
have not been well documented, especially in the developing countries.
Objective:
The aims of this study were to determine the reasons why
undergraduate Saudi dental students who attended both
public and private University at Qassim region chose dentistry as a career and to know who influencing student’s
choice.
Method:
A total of 270 out of 300 responses were recorded for this
study, a response rate of 90 percent. An anonymous questionnaire was administered to dental students, and a chisquare test was used for statistical analysis of the data.
Results:
The results showed that students chose dentistry as a career for the following reasons: economic (easy to find jobs,
81.9 percent); professional (one of my parents working in
health care professional, 80.7 percent); personal (dentist
usually doesn’t deal with life threat cases, 74.1 percent)
and vocational (I like to interact with others, 70.0 percent).
When group and item scores were compared between genders, statistically significant differences were only found for
economic reasons (p<0.05). In addition, self-motivation; father and mother were the strongest influencing factors in
the choice of dentistry as a career by Saudi students.
Conclusion:
The reasons Saudi dental students chose dentistry as a profession were mainly economic then professional. However,
economic reasons were found to be the significant factors
for choosing dentistry as a career by both genders in this
group of Saudi dental students.
ID: 190
ID: 191
Academic Performance and Study Pattern Styles among
Medical Students in Saudi Arabia
Nivin Sharaf Eldin, Akef Obeidat
Alfaisal University, Saudi Arabia
Oral Presentation
Rational
The capability and willingness of students to develop and
implement time management skills is crucial for better academic performance and quality educational outcome
Over the last two decades, student mentorship showed
promising results to better prepare students for high academic performance through identifying their studying barriers and helping them implement the required corrective
measures.
Objective
The main objective of the current study is to explore students’ different studying patterns and observe the learning
behaviours among Medical Students in Saudi Arabia in order to improve their academic performance
Methodology
Our methods include questionnaire survey and student
mentorship interviews. These tools are aiming to produce observational insights and student awareness for
their studying styles and their capabilities for preforming
the required corrective measures and accepting interventions. Students then will be re-evaluating their perceptions
and academic performance. The modified questionnaire is
based on an extensively tested and validated time management questionnaire of Kent University, UK. Data collection
and statistical analysis will be carried out using SPSS VR20
Results
Many medical students volunteered to be involved in the
current study. Our target is to recruit 100 subjects from
the Saudi medical student. Between 2011 and 2014, 20
students were interviewed and answered the survey. Preliminary results showed that 10 students (n=10, 50%) were
capable of changing their studying pattern from late evening to early morning hours. Moreover, this group showed
elevated GPA from 2.25±0.5 to 3.5±0.5with p ≥..05.
Conclusions
Student’s mental stress due to lack of proper time management and feelings of inadequacy to learn were identified
as core barriers to achieve higher academic performances.
Here, we showed that proper mentorship and better time
management plus the identification of study pattern styles
among students are clearly affecting the academic performance of the medical students in Saudi Arabia. More studies are required to improve Mentorship development program
Kiran Mehtab, Sharmeen Amin, Zafeer Ahmed Yazdani,
Sundus Khan, Aliya Khan
jinnah sindh medical university karachi, Pakistan
Original Article
“Comparison between Learning Environment in Government and Private Hospitals in Karachi in Relation Of Gender”
Researchers: Kiran Mehtab1 Sharmeen Amin2 Zafeer
Ahmed Yazdani3 Sundus Khan4 Aliya Khan5
Introduction:
It is an essential need of every medical student to be provided with a supportive and instructive environment in
their learning hospital. This environment should be similar
for the students learning in both, government and private
hospitals settings. This environment should be free from
any discrimination among the students on the basis of gender.
AIMS:
This study aims to:
1) Compare the proficiency of the clinical environment provided to the students in Government and Private Hospitals
in Karachi
2) Determine the presence of discrimination among the
students in Government and Private Hospitals on the basis
of gender
Methodology:
A cross-sectional survey conducted among the students
of four major tertiary care hospitals of Karachi. A total of
600 students were included in the study, 150 from each
hospital. The data was collected using a self-administered
questionnaire. Data was analyzed using SPSS 20.0. A confidence level of 95% and a p-value of < 0.05 were considered
significant.
Results:
The students learning clinical skills in Private hospitals
were more satisfied 56% of the environment as compared
to those studying in Government hospitals 34.7%. The chi
square value for the comparison between these hospitals
settings is 10.173 with a p-value <0.005. The mean for the
grading of Private hospital’s learning environment is 6.76
with a standard deviation of 1.883 as compared to the
Government hospitals having a mean of 5.73 and standard
deviation of 1.815. The Chi Square value for the comparison of clinical environment for male and female students is
3.168 with a p-value between 0.05 and 0.1.
Conclusion:
From this comparative study it was deduced that there is
significant difference between the learning environments
of these systems. The students need an environment in
which there is active interaction between students and
doctors and ample chances for them to develop their clinical skills. Fortunately, there is no discrimination among the
medical students in these systems on the basis of gender.
157
ID: 195
Introduction:
Introduction of Evidence-Based Medicine (EBM) in the 4th
Year MBBS Integrated Modules at Ibn Sina National College for Medical Studies: Student’s Perception
Our medical school has a 5 year undergraduate program
(excluding a year of internship). The first year of this program is a preparatory course which covers an introduction
to medicine module and also English language courses. Assessment for the medicine module includes a written examination in the form of multiple choice questions (MCQs),
student portfolios and student presentations. The English
course in the preparatory year is constructed as a standardized course covering all aspects of medical English including – medical terminology, reading, writing, speaking and
comprehension.
We aimed to study the effect of English language proficiency on the academic performance in the medicine module
by correlating the scores of the English language module
with those of the medicine module.
Hani Salem Atwa, Rashad Hassan Alkashgari, Mohammed
Younis Jan
Ibn Sina National College for Medical Studies, Saudi Arabia
Introduction:
Ibn Sina National College for Medical Studies is the first private medical college under supervision of Saudi Ministry
of Higher Education. It runs Medicine, Dentistry, Pharmacy
and Nursing programs. Medicine (MBBS) program employs
an integrated curriculum that has both systems-based
modules and problem-based learning (PBL).
In Year 4 MBBS, a module called “Integrated Multisystem
Module”, or IMS, is a transitional module between basic and clinical sciences, where integration between both
takes place. Themes in IMS focus on history, physical examination and investigations of different body systems.
A proposal for introducing the concept of EBM in this module was welcomed by the curriculum committee, especially
because it is not taught anywhere else in the curriculum.
Scores obtained in each component of the medical content
assessment were correlated with the total score in the English assessment. Statistical analysis was done using SPSS
software. Non-parametric correlation using Spearman’sRho was the primary statistical measure.
Interactive lectures about EBM were conducted, followed
by assigning a case for each student (or group of 2-3 students), and they were requested to analyze the case, formulate answerable EBM question, search databases for
evidence and provide valid answers for the questions. Assessing students’ work was based on skills in applying EBM
steps and quality of evidence they provide.
Results
A significantly positive correlation (Spearman’s Rho, at 0.01
level) was seen between the scores of the English exam and
the written exam (p –value 0.000) and the oral exam ( pvalue -0.003). Significant correlation with the English exam
score was not obtained for the other components – student assignments, presentations and portfolio.
Methods:
A self-administered questionnaire was used to obtain students’ perception of the EBM topic. A sample size of 60 students was calculated, and response rate was 95% (n=57) .
Descriptive statistics were used and statistical significance
was set at p < 0.05.
Results:
Overall, the great majority (86%) of students perceived the
EBM topic as “useful”. Only 3.5% of them said it is “useless”.
There were differences between males’ and females’ perception. However, such differences were not statistically
significant (p > 0.05) .
Conclusion:
The initiative can be described successful. There is a general agreement between the students about usefulness
and importance of teaching EBM. Introducing this topic on
a wider scale in the undergraduate MBBS curriculum is important, as also said by some of the students.
ID: 194
English language proficiency and academic performance:
a pilot study of a medical preparatory year programme in
Saudi Arabia
Feroze Kaliyadan, Nazer Thalamkandathil, Srinivas Rao
Parupalli, Magdy Hassan Balaha, Waleed Hamad Al Bu Ali
king faisal university, Saudi Arabia
158
Methods
A cross sectional design was implemented where all students in the sample were asked to fill the information sheet
including their scores and bio-data. One hundred and three
students; 54 female and 49 male participated in the study.
Conclusion
To conclude we feel that English language proficiency is
an important factor in determining academic scores of
medical students in our college. This was significantly more
important in the context of summative assessments compared to formative assessments where students had more
time to prepare for the assessment.
ID: 196
Towards Active Learning-Case study at the end of the
Physiology Course of Dentistry Students
Noha Abdel-Aziz Nassef1,2, Magda Hassanein Youssef2,
bd El Rahman Rayan2
1University of Tabuk, Saudi Arabia; 2Ain-Shams University, Egypt
Traditional learning is the current approach of teaching in
our Physiology Department faculty of Medicine, Ain Shams
University for the first year of dentistry students and involves theoretical lectures, practical and tutorial classes.
The lecture content is well organized and presented to the
students. Most of the lecturers use some modern teaching
techniques such as multimedia instructional materials and
power point slides to make the lecture more interesting.
Lecturers mainly focus on how to deliver knowledge and
center on the content of the course. It has been proved that
basic science knowledge learned in the context of a clinical case is actually better comprehended and more easily
applied by medical students than basic science knowledge
learned in isolation (Abraham et al., 2008)1. We try to
make physiology interesting to dentistry students. The best
approach may be to integrate modern teaching methods
as case study learning with our traditional teaching methods to develop critical-thinking skills in undergraduate dentistry students and to help them understand and apply the
basic physiological concepts in clinical practice later and to
motivate students to learn physiology (Allers, 2010)2. At
the end of the physiology course(Cardiovascular 12 hours;
blood: 12 hours; Nerve and Muscle: 6 hours; Autonomic
nervous system: 6 hours; Respiratory: 6 hours; Endocrine:
12 hours; Gastrointestinal: 6 hours) we apply eleven case
study covering these systems.So the aim of the present
study istovalidate the effectiveness of case-studylearning
in physiology at the end of the physiology course.
ID: 197
Professionalism needs training: The results of a workshop
for general practitioners
Dr. Abdul Sattar Khan, Dr. Hatim Sid Ahmed, MONTASER
ABDULLAH BU KHAMSEEN, Dr.Mohammed A Al Eithan.,
Dr. Syed Ali Ibrahim
Ministry of Health, Saudi Arabia
Introduction:
Though new curriculums follow to achieve professionalism
at undergraduate level however what about those who already passed out and now in practices. Therefore, we designed a training workshop on professionalism for general
practitioners (GPs) and aimed to assess the affect of this
training workshop and see their perception too.
Methods:
We randomly selected 30 GPs who works at primary health
care centers for the training of professionalism. However
only 16 GPs showed interest to attend the workshop. It
was a day workshop. One presentation of about 40 minutes was given and followed by small group discussion on
6 – vignettes and give the answers of structured questions
related to vignettes. A pre and posttest was designed that
included 10 questions related to definition, concept and
application of professionalism. And also asked their opinion
for workshop and compared their pre and posttest results.
Results:
The results showed that mean score for pre-test was 4.19
(±2.0) and posttest mean score was 7.69 (±1.6). The paired
t-test showed high significant difference (P=0.0001) in pre
and postest. The participants scored all vignettes from not
serious to very serious (from 1 to 10) and gave 8 scores
to only two vignettes. All participants rated high the workshop and strongly recommended for other GPs.
Discussion:
Though setting expectations for physicians to become professional start from institutional level however, it must be
a continuous process. Therefore it is emphasized that we
need to develop some refresher workshops for the physicians and literature supported that discussion about different vignettes is one of the best ways to teach professionalism. Hence it is confirmed by our results. It has high impact
and received high rating from the participants.
Conclusion:
All participants strongly recommended it for others and felt
that this is a good way for learning about professionalism.
ID: 201
Policies and Procedures Library: The second step in QUCOM simplistic approach to set a quality assurance system
Mohammad Nader Allam, Abdullah Alghasham
Qassim University College of Medicine, Saudi Arabia
Introduction:
Quality can be defined as Doing the Right Things Right, First
Time and Every Time . In our previous report, we identified
key areas in our educational system that need specific regulations to control quality; and mission-extracted institutional objectives were set to outline the quality attributes
for each area (the Right Things). The present work aims
to draw the road-map to accomplish each area objectives
(how to do the right things right).
Methods:
Policies Management Unit (PMU) is assigned to construct
the Policies and Procedures Library. Steps include: 1-Initiate and develop: in consultation with stockholders, 2-Approval: by the Quality Assurance Committee (QAC) and
the College Council, 3-Implementation: by the concerned
authority (Dean or Vice-Dean), and 4-Evaluate and Maintain: by the Quality Control Unit which submits a feedback
report to the PMU and to the QAC.
Results:
The library is structured in two volumes, Academic and University Hospital Policies. Each volume is divided into chapters (may include sub-chapters), each represents the general topics that encompass many individual policies. Each
policy has its own page on the library and has a definite ID.
Discussion:
Each policy acts as a statement of management philosophy aligning the institutional operations with the college
mission. The library manual brings together in one convenient location guidance and directions for all areas of the
college’s programs and functions and serves as a resource
that can be easily revised and updated.
Conclusion:
Defining the right thing (the first step) and the way to do it
right (the second step) energizes us to tackle the third step
to implement a quality assurance system. Our next challenge is to translate “First time and Every Time” into measures to control the quality of our processes and to define
the most relevant and realistic Key performance Indicators
to monitor and benchmark our success.
ID: 202
Adaptation of educational program to prevent infectious
diseases in Saudi Arabia: A Report Paper
Eman Kamel Aldigs, Hind Abdulrazak Abdulmajed
King Abdulaziz University, Saudi Arabia
Introduction:
New and re-emerging infectious diseases create a growing global health threat with major social and economic
impacts on affected populations. Despite the efforts and
successes of awareness and preventive programs of infectious diseases, progress soon began to falter. This raised
the question if blended learning can be a cornerstone for
public health infrastructure to prevent infectious diseases
in the community. Therefore, the aim of this paper is to
introduce the adaptation of European educational program
in Saudi Arabia, which educate students about microbiology, hygiene and the spread, treatment and prevention of
disease.
159
Methods:
The adapted evidence-based program targets students at
junior and senior school level with emphasis of the relationship between theory and practice. The resources comprise
of a teacher and student educational pack that consider
the different learning styles (visual, audio and kinesthetic).
Lesson plans and activities are accompanied by interactive
website (www.e-bug.eu) hosting complementary experiments, games, quizzes, disease fact sheets and animations.
Results:
The following implementation plan were achieved by (1)
translating the full content (2) modifying some activities (3)
ensuring that teachers are committed to program fidelity
(4) meeting the program developer (5) assessing the need
for adaptation and implementation (6) running qualitative research on the pack impact on students behavioural
change (7) Staying up-to-date with program revisions and
new materials.
Conclusion:
A paradigm shift is necessary to improve public health
through adapting the appropriate professional educational
resources in junior and senior schools can help in minimizing transmission of infections. However, adaptation process
as a first step for implementation should be well- evaluated
to avoid changing the core components of the program and
diluting its effectiveness.
ID: 211
Evaluation of students’ perceptions and responses to
feedback at Qassim University college of Medicine
Moeen Zafar Khan1, Humaid Alhumaid2, Abdulaziz
Awaidh Almutairi3, Abdulaziz Faraj Aljohani4
Whereas a large proportion of respondents 229/244 (94%)
considered it important to get a feedback on their work
only 78 students (32%) got a proper feedback in their block.
With significantly more male students getting feedback as
compared to the female students (p<0.005)
The source of feedback was the block organizer in 88/244
(36%) of the cases; result of the examination was the only
feedback for 137/244 (56%) of the respondents; the situation of formal individual feedback was pathetic with only
10/244 (4%) getting a formal written and 44/244 (18%) formal verbal feedback on their performance.
Regarding the utilization of feedback by the students,
129/244 (53%) used it to identify their weaknesses and
improve themselves, 49/244 (20%) were only demoralized,
44/244 (18%) identified their position among peers and
22/244 (9%) used it to locate the difficult examiners.
Discussion:
A high proportion (94%) of our students realized the need for it
but only 35% of them got some form of feed back during their
course. And it was mostly for the purpose of correction. The senior students showed more positive attitude towards corrective
feedback. Similar results have been reported by Alhaqwi et al
2012.
Conclusion
The situation of giving effective feedback to the students at QUCOM is not very encouraging with a high proportion of the students not getting feedback on their performance. This finding
is an important milestone in the progress towards developing a
feedback culture.
ID: 214
1Qassim University, Saudi Arabia; 2Qassim University, Saudi
Arabia; 3Qassim University, Saudi Arabia; 4Qassim University,
Saudi Arabia
Students’ perceptions of critical collaborative competencies which relate to effective collaborative learning in
medicine
Introduction:
Feedback is an integral tool for the development of the
skills of a medical student. Feedback is a two way approach, teachers give feedback to the students about their
performance and students give their feedback about the
teacher and the course both helping in the improvement
of teaching. This research focuses on teacher’s feedback
to the student. Adequate time should be allocated for the
feedback and it must be given to all students individually.
Maha Pervaz Iqbal, Gary Velan, Tony O’Sullivan, Chinthaka Balasooriya
The objectives of the study were firstly to know the current status of feedback in different blocks/courses offered
at QUCOM, secondly to identify the perception of medical
students about feedback given to them.
Methods:
We conducted a cross-sectional study using online and
paper-based questionnaire, from September 2013 till February 2014. The sample size was determined to be 300. A
Pilot study was conducted prior to the main study to determine the expected response rate.Data were analyzed using
SPSS 15 software.
Results:
The total number of respondents was 244 with 138 (57%)
male and 106 (43%) female students. The number of respondents was 45 from year 1, 40 from year 2, 39 from year
3, 50 from year 4 and 70 from year 5.
University of New South Wales Australia, Australia
Introduction:
Collaboration is a key element of ‘good medical practice’
and is highlighted in the competence statements of global
regulatory bodies in medical education. However, it is evident in the literature that not all groups that collaborate
are effective and a gap is present between the promise of
collaborative learning and its implementation in practice.
While a wide range of features which promote collaboration in learning have been identified, the features that are
most critical in ensuring effective collaborative learning behaviours are ill-defined. The goal of this study is to understand medical students’ perceptions of critical collaborative competencies which relate to effective collaborative
learning environments.
Methods:
Five focus group discussions were conducted with 22 Phase
1 (year 1 and 2) medical students at UNSW Australia (University of New South Wales). The data collected was transcribed verbatim and thematic analysis was conducted.
Results:
Students identified collaborative competencies which relate to effective small group, collaborative learning environments in medicine. Students recalled examples and experiences of small group learning activities.
160
Among the common themes which emerged included student behaviours such as contributing in a discussion and
listening to others viewpoint, ability to self-reflect and selfawareness, respect for both colleagues and their work,
openness in sharing ideas, diligence, enthusiasm and engagement.
Discussion:
Students are the stakeholders in small group, collaborative
learning. Students’ perceptions elicited in this study provided insight into behaviours which they believe promote
collaborative learning. This information can be used to promote such behaviours in medical students. Future research
could focus on supplementing this information by understanding the perceptions of small group tutors regarding
behaviours which promote effective collaborative learning.
Take home message:
Identifying the critical collaborative competencies which
relate to effective collaborative learning is an important
step in developing educational strategies to promote these
competencies in medical students
ID: 215
Educational environment across Health Science Colleges
in a large university.
Farhana Irfan1, eiad alfaris2, riaz qureshi3
1KSU, Saudi Arabia; 2KSU, Saudi Arabia; 3KSU, Saudi Arabia
Background:
An important component of any academic institution performance is the evaluation of its environment by the students. A positive learning environment can lead to better
satisfaction, and success of a student at undergraduate as
well as post graduate level.
Objectives:
The objectives of the study were to a) study the Educational
Environment (EE) as perceived by the students from Health
Science Colleges of a large University b) identify the factors
associated with students perceptions according to gender,
study year and the College (specialty).
Methods:
The Dundee Ready Education Environment Measure
(DREEM) questionnaire and a demographic questionnaire
were completed by 1185 undergraduate students enrolled
in the Health professional colleges ( Medicine, Dentistry,
Nursing and Allied Health Sciences) of the king Saud University, Saudi Arabia. Proportional Random sampling was
used from each discipline. Analysis of variance techniques
were utilized to investigate associations between demographic variables on the total DREEM score and subscales.
Where ANOVA indicated a significant difference among
groups, Tukey’s HSD (adjusted for multiple comparisons)
was used to make post hoc comparisons. Significant differences (p<0.05) are reported.
Results:
Total DREEM scores varied significantly between
colleges(p=0.000). Both Colleges and study year were found
to be significantly associated with total DREEM scores, with
students from Dentistry and Medicine scoring higher than
Allied health sciences and Nursing ; first year students gave
significantly higher positive perceptions ratings than the
rest of the years (p=0.000).
College of Dentistry scored the highest (120.5), followed
by College of Medicine (110.72). School of nursing scored
the lowest (57.48) indicating many problems . Total scores
were significantly higher for male ( 92.78+33.86) than female students (84.70+32.25) p=0.000.
Conclusion:
This study indicated some student characteristics related to
dissatisfaction with the EE..The current findings are a clear
indication of negative perceptions of EE among Nursing
and Allied health science students. It also offers a chance
to explore in depth the underlying factors for student dissatisfaction in order to take urgent measures for rectification.
ID: 216
Medical Education and Social Responsibility, Is Curriculum
Responsive?
Nayab Akhtar Azizi, Lubna Ansari Baig
Jinnah Sindh Medical University, Karachi, Pakistan
Background:
Social responsibility is students’s awareness of their social
responsibility to the community and country. Ideally, both
curriculum and medical schools should help students to
fulfill their social contract with the public. Medical schools
should also increase students’ exposure to a populationbased approach to health care. In return, medical Students
should participate in socially responsible activities in order
to practice reliability, trustworthiness, dependability, altruism, and compassion. However, it is becoming a common
knowledge and observation that like other countries, in
Pakistan as well medical education is more focused on the
economic pressures of the marketplace and not much attention is being given to the character development and
moral education of medical students.
Objective:
The purpose of this study is to assess the attitudes, knowledge, and behaviors of medical students in regard to social
responsibility and responsiveness of curriculum in Karachi,
Pakistan.
Method:
This cross-sectional questionnaire based survey was carried out in two medical colleges of Karachi, Pakistan (one
public and one private medical colleges), with medical students in senior years. Two hundred medical students were
given self administered questionnaire, with questions on
demographic variables and items related to social responsibility and accountability.
Results:
The data collection and analysis is still under collection and
results and students’ recommendation will be shared in the
conference.
Conclusion:
The need for informative actions investigating the best
ways to incorporate measure to incorporate social responsibility aspects in medical education appears to be the only
way to boost students’ morale in our country and towards
this direction medical students could also be activated. In
this era of curriculum dynamism we should try to make curriculum responsive to SR and incorporate the components
of social accountability in a systematic way to ensure that
the physicians of tomorrow are aware of their responsibilities to the community and nation.
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ID: 218
Stress and its management in health professionals
Riazul Haq Qureshi
College of Medicine, King Saud University, Riyadh, Saudi Arabia
Abstract:
Stress is an external demand made on the adaptive capacities of the mind and the body. If these capacities can adjust
well and enjoy the stimulus involved, then stress is beneficial; on the other hand, if these capacities cannot handle
the external demand, then stress is unwelcome and harmful.
The harmful effects of stress can affect any and every part
of the body and system. Evidence based studies in different
parts of the world suggest that approximately one third of
the population has stress or anxiety of different levels at
any given time.
Health care professionals and medical students, by very
nature of their work and training are prone to excessive
stress. Self- awareness of this aspect of mental health
among health care professionals and medical students is
important to prevent ‘burn- out’ and ill health.
Two studies conducted at the Family Medicine Department
of the Aga Khan University Hospital in the years 2002 and
2003 among doctors of 3 teaching hospitals of Karachi,
have highlighted this problem faced by the medical profession. A large study conducted at the Department of Medicine at the Mayo Clinic, USA, published in Medical Teacher
in 2011 found that 82% of the medical students had at least
one form of distress and 58% had three or more forms of
distress. Several other studies world-wide convey the presence of excessive stress among the members of the medical profession.
Following consideration of the factors which cause stress
among medical students and doctors, the strategies and
techniques to overcome the problems posed by stress will
be discussed during this keynote address. In conclusion,
time permitting and with the approval of the Chair, a relaxation technique with the participation of the audience may
also be demonstrated.
ID: 220
Can we teach more when we teach less? Interactive lectures, as an active learning vehicle, in comparison to traditional ones;
Ahmad AbdulAzeem Abdullah Omer, Mohammed Elnibras
Department of Surgery, Faculty of Medicine, University of
Tabuk, Saudi Arabia
Introduction:
Traditional lectures have been criticized for being ineffective teaching methods because it involve passive transmission of information. Interactive lectures, on the other hand,
actively involve the students in the learning process and
have good implications on their learning capacity. This paper explores usefulness of interactive lectures to students`
learning and its general aspects in our setting.
164
Methods:
This is a case-control study conducted during the surgical
module taught to the 6th year medical students at the faculty of medicine in the University of Tabuk. It involved the
female batch of students which comprises twenty eight
students. The module involve 32 lectures, 7 of which have
been converted into interactive ones while the rest was
taught in the traditional format. Interactive lectures was
designed to involve work along exercises at regular intervals throughout the lecture and one minute paper exercise
for feedback about the lecture.
Results:
Out of the twenty eight female students in the class, 25
responded by filling up the study questionnaire (response
rate 89.3%). 32 students (96%) have rated interactive lectures as useful to their learning. All students have attributed usefulness of these lectures to integration of basic
and clinical information, while 92% of them related usefulness of interactive lectures to enhanced memorization and
understanding of the information presented. Other useful
aspects of interactive lectures involved; communication in
the class, allows for giving feedback about the lecture and
being motivating and exciting learning method.
Conclusion:
This study showed that interactive lectures are useful to
students` learning in our setting in comparison to traditional ones, in accordance with what is published in the
literature. Among their usefulness, they enhance integration which may count to more understanding and memorization of the information presented. Feedback given by the
students about the lecture helps instructors to improve its
content in the future.
ID: 221
Fourth year Medical Students’ Perception about the Team
Based Learning in Radiology Clerkship
Mehboob Hussain, Fahad Alshehri
Qassim University, College of Medicine, Saudi Arabia
ntroduction:
Team Based Learning (TBL) is a student-centered self-directed learning, fostering students to work in a team. The
role of teacher in TBL is changed from delivering of knowledge in traditional lecturing to manage the student-driven
team based learning.
The purpose of this study was to assess 4th year medical
students’ perception about the TBL in the Radiology Clerkship.
Methods:
Two hundred & three 4th year medical students of Qassim
University College of Medicine who attended the Radiology Clerkship course (IMG-421 course) in 2012-2013 and
2013-2014 academic years were surveyed after the completion of TBLs with a Liker type 20 statements, each rating
one (strongly disagree) to five score (strongly agree). This
scale measured three subclasses: preference for the TBL
over traditional lecturing, applications of knowledge while
working in a team and overall satisfaction for the TBL.
Results:
Data were analyzed using Mann Whitney U test (p < 0.05).
Means and standard deviations for individual statements
and subclasses were calculated for each academic year.
More than 75% students had overall confidence in TBL over
traditional lecturing. However, 70% agree for the increasing number of TBLs during the Radiology course, replacing
traditional lecturing.
ID: 192
Discussion:
Majority students showed a positive attitude towards TBL
and demanded replacement of traditional lecturing with
TBL.
OBJECTIVES:
No study so far published for students’ perception about
TBL in Radiology Clerkship. However, few studies conducted on TBL in pre-clinical phase have almost similar results
with slight variations. A limitation of this study was small
number of students and few TBLs. Further research on a
large scale with total TBLs in the radiology course will explore and open the new doors.
ABSENTEEISM AMONG MEDICAL STUDENTSAhmed
Kiran mehtab, Abubakar khanzai, Faran Khalid, Ali Ghufran,
Aiman Khursheed
jinnah sindh medical university karachi, Pakistan
1. To assess the frequency of bunking lectures among medical students.
2. To review student activities during the absenteeism.
3. To assess the teaching faculty as a reason for students to
bunk classes.
METHOD:
Conclusion:
TBL is an effective, feasible, enjoyable and cost effective educational method, thereby motivating students’ pre class
learning, ensuring team work, clinical reasoning and applying knowledge to the real cases with active learning.
A Cross-sectional study was conducted on a sample of 318
medical students. The sample was taken through Non-Probability Purposive Sampling from different medical colleges
of Karachi, within a study period of 8 months from March
to October 2013. An informed verbal consent was taken. A
pilot study was conducted to assess the authenticity of the
questionnaire. A structured questionnaire was distributed;
got filled .Data was analyzed on SPSS 20.0, with confidence
interval of 95%, margin of error 5%, p-value of 0.05
ID: 225
RESULT:
Attitude and perception about virtual patients by medical
A total of 318 Performa’s were filled by the students. 62.3%
students agreed 75% attendance is required for examination, 80.2% students disagreed on fair system of recording
attendance, <50% students accepted they attended lectures,
maintain strict attendance, 41.5% students marked proxies for their friends. (39.6%) Bunking students spent time
in outing with friends, (9.4%), played sports (35.8%) busy in
friendship, (6.6%) spent time in library studying, (33%) Students didn’t come to college, preferred to complete syllabus
at home. 48.1% students were dissatisfied with teaching faculty, (19.8%) students agree teachers didn’t communicate
with students which resulted in poor understanding of lecture, a reason for bunking lecture.
students enrolled at Sulaiman Al Rajhi Colleges, Saudi Arabia.
Mohammed el-sayed Owid, Zaka Ullah Khan, Abdullah
Rehman, Abu Taiyab Nazmus Saquib
sulaiman al rajhi colleges, Saudi Arabia
Introduction:
Learning tool such as virtual patients (VPs) is widely used in
the western medical education, yet its use in Saudi Arabia
is very limited. Little is known about how the local students
feel about it and whether this method of learning is acceptable to them.
Methods:
We invited third and fourth year medical students of Sulaiman Al Rajhi Colleges (SRC) to this survey (conducted at
SRC in April 2014). We presented two virtual cases, earcanal obstruction and chest-pain for third and fourth year
respectively; the cases were selected with permission from
reputable sources (The American Academy of Otolaryngology and Harvard University) and matched the students’
current clinical rotations. Afterwards, we asked them to
fill out a set of questions that inquired about their attitude
and perception about virtual-cases. The response of each
question was on a 5-point Likert-scale (strongly disagree,
disagree, no comment, agree, and strongly agree).
Results:
An overwhelming majority of the students felt that VPs
were a useful learning tool (third year: 61.9%; fourth-year:
70%) and wanted them to be included as a teaching method in the coming year (61.9% & 90% respectively). Most
of them found VPs helpful and realistic and suggested that
they be conducted in small group setting (47.6% &70% respectively).
Conclusion:
VPs could be a useful addition to the current medical program at SRC as it enjoys positive support from the students.
CONCLUSION:
The study concluded lapse is triangular, the administration,
the teaching staff, the students. We need to coin strategies
focusing on strict measures taken against short attendance;
flip towards competitive lecturers and building interest of
students in topics.
ID: 226
Designing Innovative Clinical Module on Endocrine and Endocrine Surgery for Medical Students in
Al-Baha University.
Ahmed Hassan AlGhamdi, Walyeldin E. Elfakey, Emad A. Koshak, Mazein ALZahrani
COLLEGE OF MEDICINE, ALBAHA UNIVERSITY, SAUDI ARABIA
Background:
Al-Baha Faculty of Medicine is adopting an integrated system
based curriculum .In the basic sciences phase, integration
was a straightforward process while very challenging in the
clinical phase. In order to develop a fully integrated system
based clinical module, it was necessary to recall major disciplines and melt them together.
165
Methodology:
To develop, implement and evaluate a module on: Endocrine and Endocrine Surgery (EES), a module committee
was assembled including an internist, surgeon, paediatrician and community physician. Intended learning outcomes related to basic sciences as well as clinical sciences
were formulated. Content selection and organization were
performed depending on the ILOs. Varieties of teaching/
learning and assessment strategies were adopted.
Results:
Out of 133 videos that have been examined, only 15
(11.28%) have been included. The excluded videos that constitute (88.72%) showed a significant variation between the
causes in the two searching words. Regarding the included
videos, governmental organizations provided almost half of
them (46.67%), TV shows came next with (26.67%), while
websites and Health professionals provided (20%), and
(6.6%) respectively.
Results:
These efforts resulted in construction of students’ study
guide. The contributing specialties were: internal medicine,
paediatrics, surgery and community medicine. 20% of the
content was allocated to basic sciences. The module was
introduced for study by the fourth year students. Teaching/
learning activities were as follow: Lectures: 28, Clinical Presentation: 2, Seminars: 3, PBL sessions: 3, SDL sessions:3,
Skills’ Lab. sessions:3, day-long hospital-based clinical sessions:8, basic sciences practical sessions:2.
Conclusion:
Governmental organizations recorded the highest number
of Arabic CPR videos on YouTube of all included videos. In
contrast, private training centers show a poor contribution
in spite of their increasing numbers recently. The Ministry of Health encourages both, governmental and private
efforts to educate the public about national and international standard CPR, and to have them available on their
popular communication channels.
Discussion:
Validity of integration in the clinical phase indicates loosening the borders between the related disciplines as the case
of integration in basic sciences. EES module can be seen
as a prototype of integration between clinical sciences.
Through this module, medical and surgical problems of the
endocrine system in the different age groups are put together.
ID: 232
Take home massage and Conclusion:
The development of multidisciplinary integrated systembased modules in clinical medicine can be achievable.
ID: 227
A preliminary look at the prevalence of Arabic CPR videos
on YouTube
Haneen Saleh Al Owaini, Marwah Hassounah, Chadi Diab
King Saud university, Saudi Arabia
Introduction:
Circulatory system diseases are the second most common cause of death in Saudi Arabia. Three quarters of the
deaths of coronary heart disease occur suddenly in the outof-hospital settings. A crucial link in the chain of survival is
the cardiopulmonary resuscitation (CPR). Public education,
via the Internet, maybe critical in teaching the public about
CPR. Saudi Arabia’s youth is ranked as one of the top users
of YouTube as reported by several renowned news casts.
Objective:
The aim of the current study is to initially evaluate the
availability and prevalence of the YouTube videos, teaching Arabic speaking population, on performing CPR, and to
identify the main providers of these videos.
Methodology:
Considering the research behavior for many users, we have
examined the top 20 results for each one of the four Arabic
keywords; two of them were equivalent to “CPR” and two
equivalent to “First Aid”. Some videos were excluded after
considering the language, topic, and propose of the video.
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INTEGRATED CURRICULUM: ASSESSING KNOWLEDGE
AND ATTITUDE OF UNDERGRADUATE MEDICAL STUDENTS
IN BIOSTATISTICS MODULE
Waqas Sami1, Mohammed Almansour2
1Lecturer of Biostatitsics, Department of Public Health
& Community Medicine, College of Medicine, Majmaah
University, Saudi Arabia; 2Assistant Professor, Family
Medicine, Head, Department of Public Health & Community Medicine, College of Medicine, Majmaah University,
Saudi Arabia
Introduction:
Biostatistics is a branch of applied statistics that is concerned with the application of statistical methods to medicine, clinical trials, demography etc. Biostatistics is relevant
to medical students & practitioners in health sciences and
is taught as a part of medical curriculum all over the world
which is actively discussed in various publications. It is of
prime importance that how this subject should be taught
to medical students especially in integrated curriculum.
Objective:
This study was designed; to compare before and after
knowledge of male undergraduate medical students taking the biostatistics module in integrated curriculum which
was spread over 16 weeks of education and secondly to;
explore student’s attitude towards research.
Methodology:
It was a single group before and after study. All 21 male
students studying in 3rd year were selected using complete
enumeration method. The students were given an MCQ
based biostatistics assessment test at the start and same
test at the end of the module. To explore “students attitude
towards research”, a self-constructed questionnaire comprising of 25 items was used.
Results:
The mean age of students was 19.35+2.67 years. Significant difference was observed between the pre-post assessment test score, showing that students’ knowledge score
was much higher after taking the module (5.68+1.33 Vs
18.21+2.41, p=0.003). Regarding research attitude, majority of students 19 (90.47%) “Enjoyed research”, 16 (76.19%)
“Will apply research approaches in their profession” and
almost half of the students said “they made many mistakes
while preparing the research proposal”.
Conclusion:
Integrated curriculum is one the best approach to teach
biostatistics because it encourages problem based learning
approach. The curriculum contents should be updated at
the end of module every time based on feedbacks and recent advancements in the field. Computer based approach
will give better results and make the learning more interactive instead of didactic lectures.
ID: 233
“Role of Bed side teaching (BST) vs Case Scenarios using
(SDL tool) in the field of clinical medicine”
Zaheera Saadia
Qassim University, Saudi Arabia
Introduction:
The SDL (Self - Directed Learning) in the field of education
is booming as an essential tool which actually enhances the
users in attaining knowledge, attitudes and skills through
its features in the field of education. With the imminent
resources and time consumption for practical observations,
the students sometimes are not able to participate or compete with their clinical practicality in the current education
field, especially in the medicine field. To meet this challenge in the field of education nowadays case studies and
case scenarios have been approached in order to attain
clarity in their learning.
Introduction:
Revision of the test items before exams is an important
step in improving the quality of the test items and the reliability of the scores. It has an impact on the student’s performance. This study was attempted to explore the effect
of pre-exam item review (as part of the quality assurance
(QA) procedure) on the performance of the items and on
student feedback about the exam.
Methods:
This study was done in the College of Medicine, Taif University. Data was obtained from examinations after relevant permission. This is an exploratory study involving
post exam analysis of two theory examinations of the same
module. In the first examination, in 2013, no pre exam item
review was done. The next year, this procedure (of item review) was done. Difficulty and discrimination indices were
compared along with the results of the two exams. Cronbach’s alphas of the two exams were noted. Students were
given questionnaire to obtain feedback about the exam in
which item review was done. This feedback was taken soon
after the exam to reduce memory bias. t-test was done to
compare the means. Descriptive statistics were calculated.
All analyses were done in SPSS version 17.0.
Results:
A significant difference (p < 0.00) was found in the difficulty
and discrimination indices of the two exams. Differences in
marks obtained in the two exams also showed a significant
difference (p < 0.05). The overall response of the students
showed high proportion of acceptability.
Methodology
The participants were students of final year in their obstetrics and gynecology posting from September 2012-March
2014. They were divided into two groups .Group1 handled
the case studies and group 2 handled the case scenarios.
Discussion:
The results revealed the importance of doing pre exam QA
item revision. This improved the item quality and had a
positive impact on the student’s performance. It also had a
positive impact on student perception of the items.
A total of 45 session each were compared to evaluate
which is the better tool?
Conclusions:
Pre-exam item review is very beneficial for the exam’s quality and student’s performance in the exam.
Results
Through the data analysis and interpretation it was inferred
that, students’ performance in for both groups was statistically not different p value >0.05.
Discussion
Although the case studies in real time favored the students
with real life interaction, the case scenario have been providing the students with better picture before their practical or clinical experiences where real time exposure is
optional/impossible. Hence it can be said that through
adapting particular teaching methods the tutors in the education field can shape up their students who in turn can
access all information prior to practical exposure.
Conclusion
Thus it can be inferred from the above analysis that both
the case study and the case scenario have attained similar
results and there is a significant relationship between them
in the field of education. When the case study is not available for the students, the case scenarios can help them to
attain their results.
ID: 236
Teaching Infection Control Longitudinally in Integrated
Medical Program
Muhammad Abdulrahaman Halwani, Emad AbdulKader
Koshak
Al Baha University, Saudi Arabia
Introduction:
Healthcare associated infections and related epidemics
have a massive impact on health care services. The main
reason behind that is the lack of: education, knowledge and
updates by clinicians. Most traditional curricula of medical
schools are deficient in infection control knowledge.
Aim:
This study is to share its teaching experience of infection
control in the integrated medical program in the Faculty of
Medicine at Al Baha University (FMABU), Saudi Arabia.
ID: 240
The effect of pre exam Quality Assurance on the quality
and the feedback of the students
Dalal Mohiddeen Nemenqani, Saeed Hamed Abbadi, Syed
Moin Ali
Taif university, Saudi Arabia
167
Methods
An intensive search was performed to identify any national and international medical school that teaches infection control as a part of its medical program. However, no
national medical school was found to teach the subject
throughout their study plan. Rigorous meetings were held
between FMABU faculty members and experts within the
field of infection control, infectious diseases, and microbiology. This was done in order to select the most appropriate topics content and ILOs for each module in the whole
curriculum.
Results
A total of 28 lectures, 10 practical’s, 15 seminars, 20 tutorials, 20 SDL, 8 field visits, 10 PBL were distributed into 48
modules based on the module specialty related to Infection
Control.
Discussion
Teaching principles of infection control longitudinally in
integrated medical curriculum is achievable. Although the
impact of this integration might not be measurable at this
stage, it is clear that our students are capable of discussing various infection control issues that even some junior
working clinicians are not familiar with. Current regional
recommendations strongly believe that Infection control
teaching should start from the junior academic years upwards through life-long education.
Conclusion
Further research is needed to investigate the long-term impact of infection control education in practical settings and
the decrease of infection rates in healthcare settings.
ID: 241
Introducing Standardized Patients (SPs) into the Clinical
Teaching at Taif University’s College of Medicine , Girls
Section (A Pilot Study).
Dalal Mohiddeen Nemenqani
Taif university, Saudi Arabia
Background:
A Standardized Patient (SP) is an individual who is trained
to portray an actual patient in order to be used in the
teaching and assessment of medical students. The information available on using SPs in Saudi Medical schools is both
limited and deficient. Aims: To assess the feasibility of using
SPs in the clinical teaching at the Taif University College of
Medicine (Girls Side) & to assess students’ responses to a
SP based clinical exercise.
Methods:
The study was conducted over 2 phases: Phase I (Preparatory): case designing was completed, resources and requirements were outlined and made available, and SPs
recruitment was conducted. Phase II (SP based exercise):
A SP based clinical exercise was implemented on 4th year
female students, later the students responded to a survey
concerning the exercise.
168
Results:
Male candidates were excluded from the SPs recruitment
process due to gender segregation rules. Female candidates recruitment from the community failed due
to cultural concerns expressed by the candidates, other
candidates failed to meet the English language requirements. SPs were recruited from college academic staff. 27
out of 36 students responded to the survey. 88.9% of students expressed some degree of satisfaction with the SP
based exercise.
Conclusion:
The findings of our study supported the use of SPs, but
special cultural considerations must be made when doing
so. Further research is required to establish a valid national
approach.
ID: 242
Teaching Medical Microbiology Longitudinally in Integrated Medical Curricula
Talal A. Sallam, Muhammad A Halwani, Emad A Koshak
Al Baha University, Saudi Arabia
Introduction:
Medical Microbiology discipline is usually taught to medical
students as a one course in traditional curriculum during
their basic science years. However, recent medical curricula recommend teaching integration with other disciplines
both basic and clinical modules.
Aim:
To share the experience that the Faculty of Medicine at Al
Baha University had with teaching of medical microbiology
integrated longitudinally within other modules.
Methods:
National and international curricula content and ILOs for
microbiology topics were reviewed. These topics were integrated throughout the two basic sciences years (Y2, Y3) and
three clinical sciences years (Y4,Y5,Y6) phases of the medical program. Different modes of teaching were applied.
Results:
Total microbiology teaching included: 150 lectures, 65
practical, 30 seminars, 40 tutorials, 20 PBL, 20 SDL, 10 field
activity. Basic Microbiology is taught during the students’
time from years 2-5 with the following percentages: 80%
(Y2 & Y3), and 20% (Y4 & Y5). Advanced Microbiology on
the other hand is taught during the duration of the students’ time from years 4-6 with the following percentages:
55% (Y4 & Y5) and 45% (Y6). Finally, Clinical Microbiology
is taught during the duration of the students’ time from
year2-6 with the following percentages: 10% (Y2), 10%
(Y3), 20% (Y4), 40% (Y5) and 20% (Y6).
Conclusion:
Teaching microbiology science in integrated curriculum
longitudinally is achievable. Nevertheless, fine mapping of
the contents are required in order to make the most of microbiology knowledge.
ID: 248
ID: 188
Measuring internal consistency of items used for assessment of clinical phase medical students in their pediatric
course
Role of Living and Surface Anatomy in Current Trends of
Medical Education
Ahmad Settin, Abdullateef Alzolibani, Yasser Farouk, Jalal
Bilal, Khaled Zedan
Pediatric Department, College of Medicine, Qassim University, Saudi Arabia
Introduction.
Instruments used for student evaluation need a follow up
revision of their validity and reliability. Reliability is concerned with the ability of an instrument to measure performance of student in a consistent way. Clinical pediatric
examination involves multiple instruments including written MCQs, simulated history stations, simulated physical
examination stations, OSCE video and photo stations in addition to live clinical settings and continuous assessment
activities. This research aims at the evaluation of the internal consistency of these instruments used in the process of
student evaluation during his pediatric clinical course.
Methods.
This study is involving the score data of 173 students at
their final year of medical education during their pediatric
course in the educational years 2013, 2014. They were in
the form of 6 student batches: batch 1: 33 male students,
batch 2: 32 male students, batch 3: 22 male students, batch
4: 22 male students, batch 5: 31 female students and batch
6: 36 female students. Scale analysis utilizing the Cronbach
alpha measurement, item-total and item-item correlation
were used for assessment of all items of the pediatric clinical examination for each group. In addition, comparison of
student performance was assessed between 4 groups (one
female and 3 male groups) to evaluate the variance of their
results related to each item type used in process of their
evaluation.
Results.
The cronbach alpha estimate for all student groups was
ranging from 0.70-0.86 being higher than 0.80 among 4
of the studied 6 groups. Regarding the individual items,
although their scored cronbach alpha -if item is deletedshowed a generalized satisfactory levels, their item-total
correlation values were unsatisfactory (<0.3) for some
including 3 out of 17 (17.6%) photo OSCE stations, 3 out
of 10 (30%) video OSCE stations, 2 out of 8 (25%) physical
simulation stations, 5 out of 12 (41.7%) history simulation
stations, 2 out 9 (22.2%) physical live stations. Regarding
the item-item correlations it was best between the written MCQ items and the OSCE photos stations in all groups,
however, a very low item-item correlation was observed
mostly between the history simulation, physical live cases
and videos and other stations. Comparing student scores
between groups for each item showed multiple significant
differences (p<0.05) indicative of either the student-groups
were actually variable in their educational abilities or due
to the presence of inter-rater variability that should be revised and resolved.
Discussion and conclusions.
Although the internal consistency of items used for evaluation of medical students in their pediatric course were overall satisfactory, there were still some pitfalls to be revised
and resolved. These include the full training the students
for simulation and video stations, standardizing the difficulty index for each station, improving the skills of students
in live cases encounters and rectifying inter-rater vaiability.
Mohammad Rehan Asad1, Fahim Haider Jafari2, Nazim
Nasir3, Mohammad Othman Al Rukban4
1College of Medicine, majmaah university, Saudi Arabia;
2College of Medicine, Majmaah university, Saudi Arabia;
3College of Applied medical sciences, King Khalid university, Abha, Saudi Arabia; 4College of Medicine, King Saud
university, Saudi Arabia
Introduction :
Teaching and learning of anatomy have greatly transformed
in last two decades. Innovations in medical education, such
as integrated curricula and inclusion of PBL were considered to be responsible for the decline in anatomy learning
by traditionalist especially anatomist and surgeons. In last
two decades, allocated time for anatomy teaching has reduced in medical schools across the world. Living and surface anatomy facilitates students in developing skills for future clinicians. Even some educationist considered it to be
main teaching tool for learning anatomy as replacement of
dissection based cadaveric anatomy. Innovations in medical technology and reduced time paved the way for implementing teaching methodologies e.g., body painting, peer
physical examination, medical imaging and virtual anatomy
software’s in teaching and learning of living and surface
anatomy.
Methods :
This article focuses on reviewing the historical background
and current trends in teaching and learning of living and
surface anatomy with special emphasis upon its pedagogical aspects, some views of medical educationists and under
undergraduates. It also compares pros and cons of various
teaching methodologies used in learning of living and surface anatomy, emphasizing on challenges faced in its pedagogy.
Conclusions :
It concludes that living and surface anatomy should be considered as an integral part of the curriculum. Inclusion and
implementation of teaching and learning strategies, such
as body painting, peer physical examination, medical imaging and virtual anatomy software’s will enhance learning of
living and surface anatomy in an integrated and relevant
framework.
ID: 251
Student’s perceptions of the learning environment in a private dental college of Karachi
Muhammad Junaid Lakhani1, Syed Moin Ali2, Ahmed
Shahnawaz3
1Jinnah Medical and Dental College, Karachi, Pakistan;
2Taif university Saudi Arabia; 3Dow University of Health
Sciences, Karachi, Pakistan
Introduction:
Educational environment is one of the most important determinants of an effective learning. Most of the Dental colleges in Pakistan are following the traditional educational
169
Introduction:
Educational environment is one of the most important determinants of an effective learning. Most of the Dental colleges in Pakistan are following the traditional educational
system which has a teacher-centered approach. Learning,
perceived by students as a one way transmission of information, is assessed by annual exams at the end of the year.
A positive educational environment can provide the basis
of positive change in the learning outcomes. The Dundee
Ready Education Environment Measure (DREEM) questionnaire was used to assess the learning environment as perceived by students of Jinnah Medical and Dental College.
Methods:
Among students of first year BDS the Dundee Ready Education Environment Measure (DREEM) Questionnaire, was
used to assess the learning environment as perceived by
students. The English version of the DREEM inventory was
administered to all the students. The participation was voluntary and the questionnaire was anonymous. The return
of the completed questionnaire was taken as their implied
consent.
Results:
Around 185 (100%) respondents rated reaction, learning
and behavior as 3.53+0.08, 3.59+0.08 and 3.57+0.08, respectively. CFA showed and adequate validity of the survey and Cronbach’s alpha revealed an acceptable internal
uniformity (0.69). Excellent students rated highly in all major domains ( vs. pass in reaction [p< 0.049], vs. average in
behavior and learning [p<0.035 & p<0.031]) respectively.
Students who were often involved in teamwork rated highly in both learning if compared to those who were rarely
involved
Results:
The overall DREEM score was 125 (out of 200). The perception of the students to the learning environment was
found to be positive. The general atmosphere of college
was found to be comfortable. The study also highlighted
the areas that need improvement in the dental college.
Conclusion:
This study demonstrated that Alfaisal first year medical
student showed good perception towards TBL in all major
Domains.
Discussion:
The overall DREEM score in this study was 125 (out of 200).
This is comparable to the global DREEM scores reported for
different medical schools around the world like 139/200
in the United Kingdom. Students felt their teachers were
knowledgeable,and that their teaching helped the students
to develop professional competence. The students also
considered the overall atmosphere of college as comfortable and reported better-than-average social lives.
ID: 249
Conclusion:
The study showed a positive learning environment at the
college. The students experienced educational stresses but
their social life on the campus was quite satisfactory.
ID: 252
Assessment of First Year Medical Students’ Perception
of Teaching and Learning Functional Anatomy through
Team-Based Learning Sessions
Dana Arfan Kalagi, Adam Obad, Ahmed Peeran, Mohammad Shareef, Wisaal Alsheikh, Abdulhadi Alamodi, Tehreem khan, Ahmed Yaqinuddin, Paul Ganguly
alfaisal university, Saudi Arabia
Background:
Team-based learning (TBL) is active learning strategy that is
increasingly being adopted by medical schools. The College
of Medicine at Alfaisal University has adopted TBL as a new
teaching method for first year medical students. This study
aims to describe TBL in Alfaisal college of medicine and to
assess first year medical students’ perception towards this
approach.
170
Method:
Five-point likert scale questionnaire was structured based
on kirkpatrick’s theory assessing three major domains; reaction, learning and behavior. This survey was distributed
amongst first year medical students. Confirmatory factor
analysis (CFA) and cronbach alpha coefficient tests were
used to assess the validity and the reliability of the construct, respectively. A further analysis was conducted using willcocksin, manwhitney u test, and one way analysis of
variance (ANOVA) tests. Qualitative results were analyzed
using directed content analysis
The Relationship between Mobile Phone Use and Ear
Problems among Medical Students, Taibah University
Magda Hassanein Metwally Youssef1, Tayseer Mansour2,
Abrar Abd El Rahman El Harbi3
1Faculty of Medicine Taibah University, Saudi Arabia;
2Faculty of Medicine Taibah University, Saudi Arabia;
3Faculty of Medicine Taibah University, Saudi Arabia
Background:
Concerns regarding the potential physiological effects of
exposure to radio frequency radiation have been increased
recently.
Objective:
This study explores a relationship between the use of mobile phone and auditory problems and the gender difference among medical students.
Methods:
A cross-sectional study was conducted at Faculty of Medicine, Taibah University, Al Madinah Al Monawarrah, KSA
during the year 2013- 2014. For this purpose a questionnaire was used as data collection tool.
Results:
There were 239 responses from the total population of 445
students with a response rate of 53.7%. The mean age of
the students was 20.5 years, ranging from 18 to 23 years.
The study showed that 59.3% of the male students and
36.1% of the female students used mobile phone for more
than 7 years. There was no past history of ear diseases in
93.2% and 86.1% in male and female students. The current study revealed that female students were significantly
complained of ear diseases more than male students.
Mobile phone use was associated with vertigo (1.7% and
15% in male and female students; P=.000), tinnitus (3.4%
and 18.3% in male and female students; P=.000), dizziness
(8.5% and 20.6% in male and female students; P=0.001)
and hearing loss (1.7% and 2.2% in male and female students; P=0.2).
Conclusion:
This study indicated that high frequency of mobile phone
use could be a risk factor for ear diseases among medical
students. It is concluded that the use of mobile phone is a
health risk factor, and thus it is suggested that excessive
use of mobile phones should be avoided and social awareness increased through health promotion activities, such as
group discussions or public presentations and via electronic and printed media sources. Mobile phone use should be
included in future investigations as a potential risk factor
for developing ear diseases.
ID: 254
Assessing an Innovative Community-Based Colorectal
Cancer Awareness Initiative
Osama Mufid Mustafa
Alfaisal University, Saudi Arabia
Background:
Colorectal cancer (CRC) remains among the most common
cancers in Saudi Arabia, ranking first in males and third
in females. With the absence of a national screening program, public awareness continues to be particularly central
to all efforts mounted to reduce CRC incidence, morbidity
and mortality.
Objective:
To assess the effectiveness of a novel, structured, stationbased educational model in delivering CRC knowledge to
members of the Saudi community.
Methods:
This is a prospective, pre-post, survey-based study. The
15-point, comprehensive survey was developed according to the recent literature. The item-inclusion criteria of
survey were based on the relevance to the health belief
model(HBM), a widely-accepted model for explaining and
predicting health-driven behavioral modifications. The
awareness campaign was divided into four stations, each
addressing a single CRC-knowledge theme. Stations were
time-and task-structured. Lasting for an average of 2 minutes, each station employed interactive audio-visual illustrations and was led by a trained medical student. Questionnaires were handled before and after the campaign.
Paired t-test and McNemar’s test were used to assess for
statistical significance.
Results:
468 attendees consented to participate but only 359 cases (76%) met the study criteria and, thus, were included.
Mean age was 35 ± 10.2. The majority were Saudis (92%),
and males (74%). We found a significant difference between pre- and post-survey results, with an average improvement of 5.6 (40%) in knowledge scores (95%CI=5.35.9, p<0.001). The mean change from baseline knowledge
was significant across all addressed areas (p<0.001), with
the highest achieved in ‘screening age’ (66%) and ‘epidemiology’ (64%) knowledge areas. Over 85% of participants
recommended using this design for future, public-targeted
awareness programs.
Conclusion:
Public awareness is an essential component of any measures geared toward CRC control. We present an educational model that appears to be effective in conveying specific
but comprehensive cancer knowledge to the community.
ID: 256
Medical Education in Saudi Arabia: where do we stand?
Mona Al Sheikh1, Muhammad Shahid Shamim2,
Mohammed Farouq2
1University of Dammam; 2King Abdulaziz University, Jeddah
Background:
Department of Medical Education (DME) has become an
essential part of medical institutes around the World. Their
role is to oversee the process of medical education and
provide support to administration, faculty and students
in achieving the required standards in medical education.
Nevertheless, having a DME does not guarantee the improved scenario of medical education in an institute, unless
the department is actively trying to achieve its well thought
of objectives for fruitful results in educational standards,
faculty development and research, which are considered
the key areas of DME functioning.
Objective:
This study will analyze the current status (SWOT analysis) of
DMEs in medical colleges of Saudi Arabia and suggest possible actions to strengthen the weaknesses in this regard.
Method:
Data regarding the number of medical colleges in Saudi
Arabia will be collected from Saudi Commission of Health
Specialties. Information regarding DMEs in each of the
medical college will be collected from college websites and
through personal visits and/or communications with colleges’ administration or senior faculty members.
Data will be considered reliable if acquired from published
sources (on-line or in print) or validated by two or more of
the unpublished sources.
Results:
Results will be drawn from the following variables
• Number of medical colleges in different regions of the
country and their year of start
• Number of students in each year in each medical college
• Presence of DME in medical college
• Number of qualified full time faculty in DME
• Number of qualified medical educationists in College
• Availability of college’s DME policy document
• Number of research publications from DME of medical
college
• Post Grad Course/s in Med Education from medical college
Conclusion:
DME’s are the heart of medical education. Curriculum development, innovations and outcome improvement cannot
be achieved and sustained without establishing these functional units.
171
ID: 263
Satisfaction level about Small group discussion among Taif
University, College of Medicine students and faculty
Said Hamed Abbadi1,2, Syed Moyn Ali1, Dalal Nemenqani1, Adnan Sulaimani1
1Taif University, College of Medicine, Saudi Arabia; 2Suez
Canal University, College of Medicine, Egypt
Introduction:
Small group discussion (SGD) allow the students to take
active role in eliciting the learning outcomes, the problem stimulate basic science outcomes, the students have a
reasonable time to search for the learning outcomes , the
students discuss the gathered information in SGD. As part
of the evaluation process, an in-dept study was conducted
to determine how well our small group discussions are received by the students and faculty. This was done by a survey in which strengths and weaknesses were determined.
Methods:
The medical education unit conducted a survey to find out
facts about the level of satisfaction. A questionnaire was
distributed among the students. This was related to their
satisfaction level about the SGDs. In-depth interviews were
held with a sample of the faculty. Their views were noted.
b) What are students’ perceptions of their own learning in
relation to passive and active learning experiences?
Method:
Research Design: The study employed a mini survey method
in investigating into students’ perceptions of their teachers
teaching. The target population for the study was undergraduate medical students of Rabigh Medical College, King
Abdulaziz University, Jeddah.
Instrument: A semi-structured questionnaire was designed
for eliciting information about students’ perception of their
teachers’ teaching and questions were measured using a
4-point Likert-scale (1=strongly agree, 2=agree, 3=disagree
and 4=strongly disagree). The questionnaire instrument
was content validated by faculty at medical education unit.
Data Analysis: All the copies of the questionnaires were examined to check accuracy and completeness after which
the schedules were numbered serially, edited, coded and
fed into the computer. The data obtained was analyzed using the Statistical Package for Social Sciences (SPSS 16.0).
Descriptive statistics were depicted using absolute numbers and simple percentages.
Results:
The overall results of the study indicated that there are
many concerns about usefulness of SGD, performance of
facilitators, and the need for improvement of the whole
process.
Results
In process
Discussion:
The answers of the students and views of the faculty were
analyzed to know what are the main reasons behind the
non-satisfaction of both students and faculty in certain
items related to SGD. A plan for improvement of the quality and outcomes of the SGD session were done.
The effect of MCQ review on students’ perception
Conclusions:
SGD is one of the most important teaching methods that
need a lot of work to improve it and use it in a proper way.
ID: 264
Students’ Perception of Teacher’s Teaching Styles in
Rabigh
Durraiz Rehman, Muhammad Abid Bashir, Muhammad
Shahid Shamim, Afia Ansar, Sumera Nisar
King Abdulaziz University, Saudi Arabia
Introduction:
Over the past several years, there have been major changes
in the ways undergraduate medical education content can
be delivered to college students. The curriculum delivery in
medical colleges of Saudi Arabia contains mix of a variety of
teaching methods including teacher centered approach like
didactic lectures to student lectured approaches like PBL.
Students also possess new technologies that support their
learning, as they can download lectures and presentations
from an ocean of data available on internet.
The purpose of this study, therefore, was to examine students’ perceptions of their teachers’ teaching and the
study is guided by the following research questions:
172
a) What are students’ perceptions of their teachers’ teaching methods in relation to teacher-centered and studentcentered teaching methods?
ID: 265
Majed Wadi1, Ahmad Fuad Abdul Rahim2, Muhamad
Saiful Bahri Yusoff2, Kamarul Aryffin Baharuddin2
1University of Science and Technology, Yemen; 2Universiti
Sains Malaysia, Malaysia
Introduction:
MCQ review is considered an important process to ensure
validity, reliability, and other quality indicators of assessment tools. A substantial amount of time and effort into
this process were invested. However, there is lack of scientific evidence showing its effectiveness and how students
perceive reviewed and non-reviewed MCQ.
Objectives:
This study aimed to measure and compare student’s perception between reviewed and non reviewed MCQ.
Methodology:
A parallel randomized control trial was conducted on the
third year medical students in School of Medical Sciences
(SMS), Universiti Sains Malaysia (USM). They were divided
into two equal groups (i.e. control and experimental). A
mock examination was used twice (time I and time II). It
contained three types of MCQ, multiple true false (MTF),
single best answer (SBA), and extended matching question
(EMQ). At time I, non-reviewed MCQ were administered
to both study groups (i.e. experimental and control) as a
baseline measurement. At time II, reviewed MCQ were administered to the experimental group, while the same nonreviewed MCQ were administered to the control group.
Students’ perception toward MCQ’s clarity, difficulty and
preference was measured using a guided survey by likert
scale.
Results:
Out of 203 students, 160 students (78.8%) participated in
the 1st mock examination (Time I). Out of 160 students,
129 (80.6%) participated in the 2nd mock examination
(Time II). Data from the 129 students were selected for
analysis in which 65 students (50.4%) were in the control
group and 64 students (49.6%) were in the experimental
group. Overall, there was no significant differences mean
score of students’ perception, however, there are some
surprising outcomes.
Conclusion:
This study suggested that the review process does not influence students’ perception. Despite of these discouraging findings, the process is still an important activity to ensure test items are developed to the highest quality and
standard.
ID: 267
Quality metrics of a 6th year Dental Orthodontics OSCE
SHOROOG HASSAN AGOU, SAMIRA MUSATFA OSAILAN,
SAHAR MOHAMMEDNOUR BUKHARY
KING ABDULAZIZ UNIVERSITY, Saudi Arabia
Introduction:
Objective reliable assessment of clinical competence is a
requirement. The greatest weakness of the traditional long
case is that it is subjective and there is lack of control on
content representativeness.OSCE is the solution to both of
these weaknesses.
Methods:
Sixty seven students were subjected to 13 stations of OSCE
that represented the core competencies for Orthodontics.
A blueprint ensured distribution of items across the subject. Checklists and rubrics for each clinical encounter stations were prepared. Raters were trained on how to score.
Reliability of the whole test was measured by Chronbach’s
alpha. (Ch@).Each station was assessed using “AMEE Guide
39” quality metrics. Comparing Ch@ before and after deletion of each station,and correlation of checklist and global
rating were used as indicators of quality of each station and
the exam as a whole.
Results:
Overall Chronbach’s alpha was found to be 0.518 Five stations were found to be excellent, 3 stations very good, 4
good and, 1 poor. Checklist scoring correlated positively
with global rating and ranged from 0.630 to 0.812.
Discussion:
The Quality of most stations was good to excellent. Strong
correlation between checklist and global scoring is an evaluation of the scoring process.
ID: 271
Musculoskeletal Teaching and Learning in Saudi Internal
Medicine Residency Programmes
Rania Zaini1, Hani Almoallium1, Waleed Hafith2, Mohammed samannod1, Mayada Fouad2, Alaa Arreheli1, Suzan
Awaan1
1Umm AlQura University, Saudi Arabia; 2King Faisal Specialist Hospital & Research Centre
Background:
Musculoskeletal (MSK) symptoms are the most common
reason for patients to seek medical attention, accounting
approximately 20% of both primary care and emergencyroom visits. Despite the high prevalence of musculoskeletal
disorders in all fields of clinical practice, doctors continue
to describe poor confidence in their musculoskeletal clinical skills.
Objectives:
The study aims to investigate perception of Internal Medicine (IM) residents about the prevalence of musculoskeletal medicine in daily practice, and their self-confidence
in demonstrating musculoskeletal clinical skills: exploring
educational opportunities provided in undergraduate and
postgraduate.
Methods:
31-item questionnaire is developed and piloted: The study
population is residents of the Internal Medicine in Saudi
Arabia.
Results:
296 IM residents complete the questionnaire with 42% response rate, between July-October 2011, representing 21
residency programmes in ten different cities that covering
five regions of Saudi Arabia.
The study indicates residents’ low self- confidence in demonstrating MSK physical examinations with total mean
(10/24). Respondents show general agreement that MSK
problems are very common in patient visits, and indicate
the importance of MSK clinical screening in all standard
clinical examination of patients, yet they point to current
inappropriate practice in handling most cases: Respondents show lower perception of undergraduate and postgraduate training, regarding the inadequate training and
assessment in MSK.
Conclusions:
The study shows a major threaten in clinical practice: most
Internal Medicine residents in the Saudi Arabia have a lower confidence in MSK physical exam. Most medical schools
and Internal Medicine residency programmes do not effectively educate future physicians on MSK medicine in spite
of the increasing prevalence of MSK conduction. An urgent
national study must focus on integrating teaching and
training with standardized approach and to emphasis rapid
MSK clinical screening in all standard clinical examination.
ID: 273
Research-Oriented Series: A Portal into the Culture of Biomedical Research for Junior Medical Students at Alfaisal
University
Nawaf Hussain Albali, Mohammad Abrar Shareef, Loai
Dweik, Zainab Abudan, Abdalla Gazal, Reema Abudawas,
Ranim Chamseddin, Alaa Ali, Tehreem Khan, Abdulhadi
AlAmodi
Alfaisal University, Saudi Arabia
Students’ contribution to research has been shown to effectively reflect on their communication and critical thinking skills. Short-term research courses offer opportunities
for medical students to excel at their research skills and
advance their research experience in subsequent high demanding long-term research opportunities.
173
Purpose:
To describe the development, implementation and evaluation of the Research-Oriented Series (ROS) at Alfaisal University.
Methods:
ROS was designed comprising 8 sessions. Each session addressed core principles and practice of research concepts
and was based on theoretical morning sessions supplemented by afternoon practical sessions delivered by experienced senior medical students and faculty members.
Students were assessed comprehensively by the end of
the ROS. The series was conducted twice where thirty-five
students were involved each time. A total of 70 enrolled
students, half of whom were male and half female, with
Grade Point Averages greater and less than 3.5, were asked
to fill an anonymous, online, self-administered questionnaire assessing their perception of knowledge, skills and
confidence post attending the ROS, and evaluating their
senior peers.
Results:
90% of medical students responded to the online survey
rating the Research-Oriented Series highly in improving
their research knowledge, skills, and confidence. Male
students reported significant gain in comparison to their
female peers (P<.05). The Grade Point Average does not
seem to play a role in students’ gains post attending the
ROS. Qualitative responses were in support of three recurring themes favoring the unique learning environment in
the ROS.
Conclusion:
ROS offers a short term systematic approach to fundamental steps and concepts of biomedical research. Alfaisal
University Junior medical students perceived it as a beneficial pedagogy to improve their knowledge, skills and confidence in research. Such courses could be implemented in
institutes which support dynamic undergraduate research
environment..
ID: 280
Team based learning as an instructional strategy in pathology leads to favourable student perceptions and improvement in assessment.
Khurshid Anwar, Abdul Ahad Shaikh, Muhammad Raihan Sajid, Peter Cahusac, Norah AbdulAziz Alarifi, Ahlam
Alshedoukhy
Alfaisal University, Saudi Arabia
Pathology is an essential course in undergraduate medical education. There is an abundance of recommendations
for what and how to teach Pathology. Instructional strategies employed for the teaching of pathology traditionally
include lectures, demonstrations, practical classes; problem based learning and clinico-pathological conference.
Recently team based learning (TBL) as an instructional
strategy has gained acceptance in a variety of undergraduate medical courses. TBL is a student centred instructional
strategy providing students with an opportunity to apply
their knowledge through a series of activities comprising
of individual work, team work and problem solving assignments. The aim of this study was to evaluate the effect of TBL
on student learning and to correlate it with the student’s performance in summative assessment. The second objective was
to evaluate the student’s perceptions regarding the process of
TBL. We used this strategy in a third year neurosciences block
in a class of 156 students divided into 78 male and 78 female
students. A total of eight TBL sessions were conducted over a
period of six weeks. We found that student performed better
while working in teams as compared to individual testing. The
male students performed better in the TBL and had a more favourable impact on their grades in the summative examination.
The students who attended the TBL sessions performed better
in the summative examinations as compared to those who did
not. There were favourable student responses regarding the
content covered in TBL as well as the process of TBL which led
to improvement in communication and interpersonal skills.
We conclude that implementing TBL strategy in neuroscience
block increased student’s responsibility for their own learning
and helped the students in bridging the gap in their cognitive
knowledge which was demonstrated by their improved performance in the summative assessment.
ID: 285
Transmission line matrix modelling of bioheat transfer in
cryogenic therapy applications
Melouka BELLIL1, Menouar BENNAOUM2, Ali MERDJI3
1CaSiCCE Laboratory, ENSET- Oran, B.P 1523 M’Naouer- Oran,
Algeria; 2LPQ3M Laboratory, University of Mascara, Algeria;
3Mascara University and Laboratory LMPM of Sidi Bel-Abbes
University, Algeria
The transmission line matrix (TLM) method is well suited to efficiently solve the bioheat transfer with phase change in biological tissues during the freezing process. However, the accuracy of this model relies upon thermal properties which are
known to be highly dependent on temperature during solidification process. To do so, a numerical algorithm based on the
TLM method with a hyperbolic model and an automatic time
stepping is developed to predict temperature history during
freezing process taking into consideration phase change and
temperature-dependant thermophysical properties. Propagation of ice ball fronts or solid-liquid interface as well as lethal temperatures isotherms are investigated. Cooling analysis of in vivo biosystems such as cryoablation and the role of
blood flow and metabolic heat generation are analyzed during
phase changes. Confirmation of results through comparison
with known numerical and experimental solutions is achieved
where possible.
ID: 286
Residents satisfaction with simulation learning environment
Sami Ayed Alshammary1, Mefwaz Alshammari2, A/Aziz Aljohani2, Abdullah Alotibie2
1KFMC, Saudi Arabia; 2MOH
Background:
Resident’s satisfaction is an important element of the investigation of simulation learning environment efficacy. There are
suggestions that resident satisfaction may have some correlation with self-confidence and learning achievement.
174
It is an important element of the investigation of simulation learning environment efficacy. There are suggestions
that resident satisfaction may have some correlation with
self-confidence and learning achievement.
Methods:
This is a prospective exploratory study that evaluates learner satisfaction with simulation learning environment and
self-conference utilized satisfaction with simulation experience (SSE) scale and pre and post simulation test for learning achievement.
Participants was : residents (n=39) participating in their
regular simulation-based session at training center, MOH.
A comparison between pre- and post-test results was conducted on the basis of t-test for related samples.
Correlation was used to explore the relationships among
residents satisfaction with the simulation environment and
residents’ self-confidence and achievement.
Results:
The simulation exercise, completed by 39 residents, increased correct test scores on average from 65% to 83% (P
< 0.0001 by paired t-test).Increases in test results were between pre- and post- simulation identical multiple choice
questions. The mean score for satisfaction with simulation
environment items was 4.48, SD (0.45), using a 5-point Likert scale with 5 = strongly agree, 4 = agree, 3 = neutral, 2
= disagree, and 1 = strongly disagree. The mean score for
self-confidence in performing Basic Life Support, evaluating
and managing acute cardiac patient was 3.79, SD (1.01).
For evaluating the relationship between residents satisfaction with simulation learning environment and learning achievement, bivariate analysis revealed a significant
positive relationship between satisfaction with simulation
learning environment and learning achievement (Pearson r
= .80, p < 0.01). The magnitude or strength of the correlation coefficient (r=0.80) indicated satisfaction with simulation environment and learning achievement have a strong
effect and positive correlation.
Conclusions:
Simulation is an effective teaching supplement and can introduce experiential learning in medical education.
ID: 287
Smartphones and Medical Apps utilization by Medical
Students
Sayed Ibrahim Ali, Abdul Sattar Khan, Hashem Taher
Al-Salman, Mohammed Hassan Al-Qattan, Mohammed
Ahmed Al-Bahrani
King Faisal University, Saudi Arabia
Introduction
The smartphones are now part and parcel of our lives as
general public but it becomes an essential tool for medical
practitioners. The usage of apps increased tremendously
during last one decade. Off course, it is also being used
here in Saudi Arabia but so far no such study found that
estimated the utilization rate of smartphones and its apps
by medical students for their study purposes. We sought to
asses the rate of adoption of smartphones and it apps for
medical purposes by medical students.
Methods
It was a cross-sectional survey included both male and female medical students of 4th, 5th and 6th year medical students at college of medicine, King Faisal University, AlHasa,
Saudi Arabia. We designed a questionnaire based literature
and Delphi technique. Though smartphones and its apps
are frequently use by all medical students but we have chosen only clinical years because we hypothesized that its utilization is more in these years.
Results
The results depicted that 134 (56.1%) were males while
105 (43.8%) were females. Out of total, 137 (57.3%) were
studying in 4th year, 72 (30.1%) belonged to 5th year while
30 (12.6%) were completing 6th year. There was significant
difference in using of smartphones for drug reference, that
is males used it more as compared to females (p=0.021).
And females spent more than 40 minutes on apps as compared to males (p=0.029).
Discussion
The results demonstrate that all students use smartphones
but males using it more as compared to females for some
applications like drug referencing while females spent
more time on smartphones. The results match with global
literature.
Conclusion
The medical students use smartphones and its apps on
regular bases, we just need to utilize it for proper purposes
that would be helpful for making universities paper less.
ID: 288
Successful new modified problem based learning (PBL)
curriculum design for undergraduate clinical phase
Badr Aljarallah
Qassim University, Saudi Arabia
Background:
Application of classic PBL in Clerkship phase is challenging.
Summary of work:
Case based curricular design using adult and experiential
education a principle was introduced in undergraduate
medicine course at Qassim University.
Summary of results:
Typical week includes five daily morning reports for acute
management of admitted cases, three bedside teaching for
demonstrating physical signs, two clinical reasoning sessions to address chronic management, and five clinical self
oriented sessions to observe common daily investigations
and procedures, all case based.
Conclusions:
New program design strengthened by Knowles’s principles.
175
ID: 290
ID: 292
Chemoprevention of Oral Cancer by Propolis
Synthesis, caracterization, atropisomeric separation of
thiazoline compound and pharmacological evaluation
Kamal Ahmad Qureshi, Riyaz Ahmed Khan,
Dr. Faisal Al-nashmy Al shalawy, Dr. Jamal Osman
Unaizah College of Pharmacy, Al Qassim University, Saudi Arabia
Research Problem:
Oral cancer represents 3rd most common malignancy after
lymphoma and leukemia of all cancers in the Saudi Arabia. In
addition to high rates of recurrence of head and neck squamous cell carcinoma because of frequent formation of second
primary tumor in 3% to 7% per year, among the highest for any
malignancy.
Significance:
Chemopreventive agents can serve as appropriate therapy for
patients with a premalignant lesion or patients who have had
head and neck squamous cell carcinoma. Also, excellent candidate cancer for assessment of chemoprevention is Squamous
cell carcinoma (SCC) of the oral mucosa because lesions are
amenable to oral delivery of chemopreventive agents.
Research Objectives:
The objective of this study is to investigate and evaluate the
chemopreventive properties of propolis. Also to identify the
ability to modify the expression of several genes relevant to
oral cancer development.
Research Methodology:
Hamster cheek pouch (HCPs) will be painted 3 times a week for
6 weeks with 0.2% 7, 12- dimethylbenz (a) anthracene (DMBA).
Hamsters will be given 5% or 10% propolis in their diet prior to,
during, and after and intralesional injection after carcinogen
treatment. Animals will be sacrificed 12 weeks from the beginning of DMBA treatment and the number of total lesions and
tumors was determined.
Mohammed BOUCHEKARA1, Ayada DJAFRI2, Ahmad ALLOUCH3
1Mascara University, Algeria; 2Oran University, Algeria;
3Lebanese University, Tripoli, Lebanon
The fact that atropisomers of a biologically active compound exhibit different activities has attracted worldwide
attention. The pharmacological activity of a chiral molecule
can vary from one atropisomer to the other. Therefore, it
is essential to separate the different atropisomers in order to be able to carry out the various biological tests; an
inevitable step in the drug development process. In this
study, the separation of racemic-N-[(2Z)-4-methyl-3-(2methylphenyl)-1,3-thiazol-2(3H)-ylidene]-N-(2-chlorophenyl)amine to collect its atropisomers has been achieved
by HPLC using hydroxypropyl- -cyclodextrin (HP
CD)
(to obtain chiral molecules) and hexane-propane-2-ol as a
mobile phase. The optimum conditions of resolution were
established by systematically studying the effect of the mobile phase, the CD concentrations and the time of incubation of the CD-substrate [1,2].
In conclusion, These atropisomers thiazoline were synthesized and their structure were determined and also assayed
for their in vitro antibacterial activity against Escherichia
coli A, Pseudomonas aeroginosa , Staphylococcus aureus
and Streptococcus fasciens using an Agar dilution method.
All bacteria were grown on Mueller–Hinton Agar (Hi-media)
plates (37 °C, 24 h). The Minimum Inhibitory Concentration
(MIC) was considered to be the lowest concentration that
completely inhibited the growth on agar plates, disregarding a single colony or faint haze caused by the inoculums.
This study should extend on tests anti-inflammatory drug
and antifungal because the literature gives results enormously interesting on these subjects. Also of other bacteria
should be also selected to widen the investigation [3].
ID: 291
Controls and monitoring of the right to health
ID: 293
Mohammed Habib BELKAHLA
The effect of the excessive chewing on the durability of
the dental prosthesis
Education Academy of Mascara, Algeria
In recent years, the right to the highest attainable standard of
health is a growing interest, including the organs of the treaty
relating to human rights, WHO and the Commission on Human
Rights (now replaced by the Council of Human Rights), which
in 2002 established the mandate of the Special Reporter on the
right of everyone to the highest attainable standard of physical
and mental health. These initiatives have helped to clarify the
nature of the right to health and identify ways to achieve it.
The present study aims to raise awareness of the right to
health as it is currently defined in the context of international
law on human rights, among the multitude of initiatives and
proposals on what to could or should be. Therefore, it does not
purport to provide an exhaustive list of the issues involved or
set specific standards for them.
This paper first explains what is meant by the right to health
and shows what it entails for individuals and groups, individuals, and describes the obligations for States. It concludes with
an overview of the mechanisms of control and monitoring at
the national, regional and international levels.
176
Laid AMINALLAH1, Ali MERDJI1, El-Bahri OULD CHIKH2,
Bel-Abbes BACHIR BOUIADJRA3, Iyad MUSLIH4, Osama
MUKDADI5, Rajshree MOOTANAH6
1Mascara University and Laboratory LMPM of Sidi Bel-Abbes
University, Algeria; 2Laboratory LSTE, Mascara University, Algeria; 3Sidi Bel-Abbes University, Algeria; 4Department of Mechanical and Industrial Engineering, Applied Science University,
Amman, Jordan; 5Center for Cardiovascular & Respiratory Sciences, West Virginia University, USA; 6Medical Engineering Research Group, Faculty of Science & Technology, Anglia Ruskin
University Bishop Hall Lane, Chelmsford, Essex, UK
The purpose of this in vitro study was to determine the effect of using titanium materials on overload in the dental
implant body-abutment complex. This overload is of vital
importance for the long term success of the dental implant
complex. Inadequate overload results in either loosening
or fracture of implant or supported bone , and is the most
commonly occurring biomechanical complication in implant supported/retained prosthesis. Similar complications
occur when excessive overload is applied to the prosthesis
compounds. These complications can result in unscheduled visits with costly and time consuming repairs for the
clinician and patient.
.ID: 294
The effect of food materials on the longevity of the implant in the bone
Ali MERDJI1, Laid AMINALLAH1, Iyad MUSLIH2, Osama
MUKDADI3, Rajshree MOOTANAH4
1Mascara University and Laboratory LMPM of Sidi BelAbbes University, Algeria; 2Department of Mechanical
and Industrial Engineering, Applied Science University,
Amman, Jordan; 3Center for Cardiovascular & Respiratory
Sciences, West Virginia University, USA; 4Medical Engineering Research Group, Faculty of Science & Technology,
Anglia Ruskin University
The purpose of this study was to develop a detailed 3-Dimension mandibular model with dental implants on the
basis of CT data and to conduct stress analysis to characterize the effects of the material type of food on stress/
strain distribution in the mandibular bone. Four (04) types
of materials with different elastic properties were chosen
as the food materials. The numerical results with 3D Finite
Element Analysis showed that the Mises equivalent stress
and equivalent elastic strain along the circumference of the
implant at distal side were much higher than in the anterior
region. It was also shown that the stress/strain concentration at the bone increased with decreasing the prosthesis
stiffness. The stress/strain concentration observed in the
circumference of the implants could be the driving force
for loosening and fracture of the implants.
ID: 295
Exploring the use of Facebook in medical students: A pilot
study
Abdulazeez Abdulmajeed Barakat, Abdulaziz Mohammed
Shaheen, Fouad Farouk Jabri
College of Medicine, Alfaisal University, Riyadh, Saudi
Arabia
Introduction:
The use of social networking has made the life style of the
current youth generation much different from the previous
generations. The most popular social network is Facebook
with 1.11 billion users. Around 30% of the Facebook users
are university students. 800 million college students spend
100 minutes/day on Facebook. This use of technology enables the students to multitask. However, studies suggest
that there is a potential impact of using Facebook on students’ studying time and therefore their academic performance. Our literature review showed no studies addressed
the use of social networking among university students in
Saudi Arabia. This pilot study aimed to assess the use of
Facebook, as a social networking website, among medical
students in Saudi Arabia.
Method:
An anonymous online survey was conducted among medical students in Alfaisal University.
Results:
A total of 140 students participated; 80% were male. Among
participants who study more than 3 hours per day, 41.9%
spend 1 hour or less on Facebook, 32.3% spend 2 hours,
12.9% spend 3 hours and 12.9% spend >3 hours. 70.7%
reported that education was one of the main purposes of
using Facebook. Among the students who use Facebook in
their educational process, 48.5% were first year students,
19.2% were 2nd year, 14.1% were 3rd year, 6.1% were 4th
year and 12.1% were 5th year. In addition, 44.4% reported
that Facebook is effective in their academic performance,
32.3% reported that it’s neutral and 23.2% reported its ineffectiveness. A chi-square test was calculated comparing
the frequency of GPA≥3.25 in students who use Facebook
in education and who don’t. A significant interaction was
found (X2(1)=5.9,p<.05). Students who use Facebook in education were more likely to get GPA≥3.25 than who don’t
use it.
Conclusions:
Using Facebook is expected to influence students’ studying
time and academic performance.
ID: 300
Evaluation of the Orthopedic Residency Training Program
in Saudi Arabia and comparison with a selected Canadian
residency program
Abdulaziz Al-Ahaideb, Hamza Mohammad Alrabai, Osama A. Alrehaili, Abdulaziz N. aljurayyan, Ranyah M. Alsaif,
Nizar Algarni, Hazem M. Al-Khawashk, Abdulrahman D.
Algarni
King Saud University, King Khalid University Hospital, Saudi Arabia
Introduction:
The primary aim of the present study was to assess the
quality of the Saudi Orthopedic Residency Program.
Methodology:
As a comparator, a cross-sectional survey involving 76 Saudi residents and 15 Canadian-trained residents at McGill
University (Montreal, Quebec) was conducted.
Results:
The results showed that Canadian residents read more
peer-reviewed, scholarly articles compared with Saudi residents (P=0.002). The primary surgical role for residents was
to hold retractors during surgery. The survey respondents
strongly supported the ability to recommend removal of
incompetent trainers. Saudi trainees were more apprehensive of examinations than Canadian trainees (P<0.0001).
Most residents preferred studying multiple-choice questions before examinations. Saudi and Canadian participants
considered their programs to be overcrowded. Unlike Canadian participants, Saudi trainees reported an inadequate
level of training (P<0.0001).
Conclusion:
Educational resources should be readily accessible and a
mentorship system monitoring residents’ progress should
be developed. The role of the resident must be clearly defined and resident feedback should not be ignored. Given
the importance of mastering basic orthopedic operative
skills for residents, meaningful remedial action should be
taken with incompetent trainers.
ID: 301
RELATIONSHIP BETWEEN SCHOLASTIC EXCELLENCE & PERCEIVED INTELLECTUAL ABILITY IN STUDENTS OF HEALTH
SCIENCES IN NEWLY ESTABLISHED SAUDI ARABIAN UNIVERSITIES
Fuzail Ahmad, Nasser bin Ali Al Jarallah, Mohammad Othman Al Rukban, Mohammed Al Mansour, Mansour Al
Zahrani
Majmaah University, Saudi Arabia
177
Introduction:
Examination of students’ beliefs about themselves, or selftheories, may provide important insight into their behaviour
and these results shall contribute to the body of knowledge
demonstrating the utility of the motivational concepts for understanding health sciences students’ effort and achievement.
This study shall examine the relationship between the students’ believes about their intelligence, their curiosity and inquisitiveness, and whether these adaptive personal beliefs are
predictive of their academic achievements. Method: A Sample
of 245 students were randomly selected from different colleges offering medical & health sciences courses from various
newly established universities in Saudi Arabia. Implicit Theories of Intelligence Scale & Curiosity & Exploratory Inventory
were used for measuring the outcomes. Result: It was found
that the incremental intelligence beliefs accounted for 25% of
the variance in students’ course grades, F(3,563) = 40.98, p <
.05, adj. R² = .31, whereas exploratory curiosity accounting for
13% and absorptive curiosity accounting for 8% of the total
variance. Discussion: In our sample, the students’ incremental
beliefs were significantly higher than their entity beliefs. Our
results also showed that the students who believe intelligence
is malleable are more likely to inquisitive behaviours; in our
sample, the inquisitive behaviour were significantly positively
associated with students’ course grade leading to excellence in
academic performance.
ID: 302
Developing Cost Effective Simulation Centers in Medical Colleges: An Experience from Rehman Medical Institute Peshawer, Pakistan
Gohar Wajid1, Tariq Mufti2
1University of Dammam Saudi Arabia; 2Rehman Medical Institute Pakistan
Introduction:
There is increasing emphasis on patient safety and improving the quality of healthcare services today. When it comes to
medical education, there is increasing emphasis on promoting
student centered education. Patient centredness on one hand
and student centredness on the other hand has resulted in the
restructuring of curricula and introduction of teaching methods that promote quality and safety in health and encourage
students to be the drivers of their own learning. Nevertheless,
a disconnect still exists between the classroom and the clinical
environment. Many students feel that they are inadequately
trained in history taking, physical examination, diagnosis, and
management. Medical simulation has been proposed as a
technique to bridge this educational gap.1
Patients are increasingly concerned today that residents and
trainees are ‘practicing on them’. The result is the development of simulations that are increasingly being digitalized and
miniaturized and computerized. An inherent issue with medical simulation is their exorbitant cost.
Objective:
to develop cost effective simulation that are used frequently in
medical practice (high volume use).
Results:
This presentation will discuss the development and use of
these simulations and their cost effectiveness issues. The
present will suggest a strategy to develop cost effective
Simulation Center for a medical college.
ID: 305
Looking into the quality of our examinations` questions:
Item Analysis; Do questions perform to the expectations?
Ahmad AbdulAzeem Abdullah Omer, Mohammed Elnibras
Department of Surgry, Faculty of Medicine, University of
Tabuk, Saudi Arabia
Introduction:
It is beyond doubt that important decisions are taken based
on the examination results which may have an impact on
the students` academic future and career (Tarrant & Ware
2008). However some reports have shown that poorly constructed items are still frequently used in medical education (Downing 2005).
Item analysis is a numerical analysis derived from the item
response theory (Swanwick 2010) and is conducted following test administration to scan items for possible problems
in their content, and inconsistencies in teaching and assessment.
Methods:
We analyzed items of two final written examinations of
the surgical module run in 2013- 2014 for 6TH year male
(N=30) and female (N=28) students. Each examination is
composed of 100 questions of best answer, 4-response
MCQ format. Difficulty index, discrimination power and
items with non-functioning distractors were calculated.
Results:
Items with difficulty index within the preferred range (0.5˃
˂ 0.7) accounted for 24% and 30% of the female and male
examination respectively. Items which were answered correctly by all students in each class (difficulty index = 1.0)
represented 9% and 4% of females and males examination respectively. Items with desired discrimination power
within the range 0.35 – 0.45 counted to 8% and 20% of females and males examination respectively. Items with nonfunctioning distractors averaged 69% and 41% of females
and males examinations respectively, Average difficulty index and discrimination power of these items were (0.85 &
0.12) and (0.8 & 0.26) for females and males examination
respectively. An interesting item analysis data of a selected
item were presented.
Conclusions:
Items with non-functioning distractors are unacceptably
high in our examinations and their item analysis parameters are below optimum. Items with difficulty index and discrimination power within acceptable range is reasonable in
number. Item analysis provide a tool by which test items
can be scanned for possible problems.
Methods:
ID: 308
Developing ‘cost effective simulations’ was taken up as a project in one of the leading medical colleges in Peshawer, Pakistan. As a result, several simulations were developed at the
local levels that were highly cost effective.
DESIGN AND IN VITRO EVALUATION OF GASTRIC FLOATING DRUG DELIVERY SYSTEMS OF SIMVASTATIN
178
*riyaz ahmed khan1, *yella reddy ch2, *gamal Osman osman3, *Jawed akhter akhter4, Kamal Ahmad Qureshi5
1Riyaz Ahmed Khan,onaizah college of pharmacy, Saudi
Arabia; 2Yella Reddy Ch,Nizam Institute of Pharmacy,
Deshmukhi, Nalgonda district, India; 3Gamal Osman;
4Jawed Akhter; 5Kamal Ahmad Qureshi
Abstract:
The Floating Microspheres have been utilized to obtain
prolonged and uniform release in the stomach for development of a once daily formulation.
The major advantage of the preparation technique includes
short processing time, lack of exposure of the ingredients
to high temperature and high encapsulation efficiencies.
In this study preparation of simvastatin floating microspheres, evaluation of floating drug delivery system, in
vitro drug release and optimization of buoyancy and drug
release pattern to match target release profile was investigated. Floating microspheres were prepared by solvent
evaporation technique using ethyl cellulose as the rate
controlling polymer and 100mg simvastatin per batch and
it’s in vitro performance was evaluated by the usual pharmacopoeial and other tests such as drug polymer compatibility (FTIR),% yield, drug entrapment efficiency, buoyancy
and in vitro drug release studies.
Results showed that mixing ratio of components in organic phase affected the drug contents(62-69%),yield(1675%),drug release of microspheres (6-87% after 90
min) and the best results were obtained at the ratio of
drug:polymer:polymer(2:5:5 and 25:18:107).in most cases
good in vitro floating behaviour was observed and a broad
variety of drug release pattern could be achieved by variation of the polymer and solvent ratio, which was optimized
to match target release profile.
ID: 309
Evaluation of student assessment practices in the college
of medicine-KKU, Abha, Saudi Arabia
Omer Abdelgadir Elfaki, abdulaziz awadh alamri
king khalid university, Saudi Arabia
Background
The importance of assessment in the educational process is
well emphasized in medical education. It has been also proposed that assessment plays an important role in lifelong
learning. Proper planning and implementation of assessment is therefore essential for achievement of the expected positive effect on students learning. This study was done
with the objective of evaluating the quality of the current
student assessment in the college of medicine, KKU.
Conclusion
Important shortcomings in student assessment system in many
of the courses studied were identified. More attention should
be given to good assessment criteria, namely, planning of the
assessment (blueprint), standard setting and student feedback.
More use of OSCE should be encouraged and use of methods
like long case abandoned or minimized.
ID: 310
The Theory of Multiple Intelligences : New Teaching Approach
Norah Faisal Abukhalid, Eman Abdulrahman Alrashidi
King Saud University, Saudi Arabia
Norah Faisal Abukhalid, Eman Abdulrahman Alrashidi
King Saud University, Saudi Arabia
Introduction
Integrate educational theories and teaching strategies in meaningful way would help to address students needs. In conceiving of intelligence as multiple rather than unitary in nature,
the theory of multiple intelligences, developed by psychologist Howard Gardner * posits that individuals possess different
relatively autonomous intelligences. The aim of this study is to
introduce the theory of multiple intelligences and its application in teaching.
Method
Reviewing literature was the followed method to bring clarity
to the theory of multiple intelligences , and we discuss published information with previous experience about applying
the theory in academic institutions.
Result
A departure from traditional conceptions of intelligence as
limited to mathematical and linguistic abilities. the theory of
multiple intelligences, hypothesizes that everyone is born possessing several intelligences types, include : spatial intelligence,
musical intelligence, bodily-kinesthetic intelligence. and the
possibility of others may eventually expand the list. Therefore
educators should structure the presentation of material in a
style that engages most or all of the intelligences which can
facilitate a deeper understanding of the subject material.
Discussion
Methods
The college of medicine, KKU was established in 1980. The
total number of courses included in the MBBS program in
the college is 35. These are taught over five years excluding
the preparatory year and the internship. In spite of the efforts made to improve the teaching and assessment methods, the program can be described as discipline based.
A survey was planned to study the current assessment
situation of the 35 courses, using online questionnaire
developed using SurveyCrest software during the period
February-May 2014. Analysis of the results was done using
SurveyCrest and Microsoft Excel 2010 program.
defining the intelligence as “the capacity to solve problems or
to fashion products that are valued in cultural setting” , Gardner hypothesizes that these intelligences operate together, and
rarely operate independently. Nevertheless the teacher can
show students how to use their more developed intelligences
to assist in the understanding of a subject which normally employs their weaker intelligences (Lazear, 1992). For example,
the teacher can suggest that an especially musically intelligent
student to learn about the revolutionary war by making up a
song about what happened.
Results & discussion
Twenty course coordinators responded to the survey (57%).
Eleven of the courses covered were basic and nine were
clinical. The study clearly indicated that some of the important principles and guidelines of good practice of students’
assessment were not followed. The shortcomings identified included: lack of exam blueprint, no regular student
feedback, only fixed pass mark was used and no standard
setting, and use of unattended long case as summative assessment in a major clinical course.
Gardner’s Theory of Multiple Intelligences lies in the fact that
people have a unique blend of intelligences. So, educators
should employ customized goals in their teaching that’s fit with
different intelligences, to help in recognizing students talents.
Conclusion
179
ID: 320
Evaluation of Discipline guided field project in improving patient safety attitudes and concepts among last year
medical students
Taher Halawa, Zoher Gazzaz
KAU, Saudi Arabia
Patient safety module at Rabigh Medical school was designed to prepare future medical professionals with the
essential knowledge enabling them of avoiding adverse
events and how to mitigate against these errors.
Evaluation of their progress in acquiring major safety concepts and awareness of patient safety goals was conducted
over Three phases pre ,mid and after their field project
Significant change in their attitude was observed and more
practical safety solutions were introduced by the student
reflecting a great improvement in their disciplines
1qassim university, Saudi Arabia; 2university sciences malaysia-Malaysia; 3univesity of science and management-Malaysia;
4ministry of health =Khartoum state-Sudan
Inroduction ;Artemisinin (ART) is an oral antimalarial agent
that is poorly soluble drug with low oral bioavailability.
Method:The present study describes the preparation of artemisinin freeze dried powder using dextrin, designed to increase
the solubility of artemisinin. Artemisinin freeze dried powders
were prepared by dissolving dextrin in water followed by the
addition of artemisinin at different ratios.
Result and Disscusion:The resultant products were evaluated
using the solubility,dissolution studies, differential scanning
calorimeter (DSC) and scanning electron microscopic (SEM).
The solubility of artemisinin from freeze dried powders increased linearly with increasing the ratio of dextrin to drug.
. Conclusion:These in vitro studies showed that the aqueous
solubility of artemisinin has increased significantly for artemisinin-dextrin powder prepared by freeze drying
ID: 323
ID: 321
Flipped classroom usage in clinical skills teaching in Qassim University: An Evaluation Study
Habiba Kamal, Mohammed Saqr, Nahlah Al-juaid
Qassim College of Medicine
Assessment of Learning Approaches of Medical Students in
University of Science and Technology (UST), Yemen
Clinical sills teaching has been a challenge to keep up with
the innovative educational reform in medical education,
using the flipped classroom in which the students watch
the prerecorded learning materials and skills demonstration at their own pace at home using their own computers
or smart portable devices before class and then engage in
active learning and discussions during class time.
Flipped classroom offers the opportunity of enhancing the
students’ knowledge- based discussions and improving the
understanding and retention of examination skills and its
relevance to clinical medicine as well as encourages the
team based collaborative working.
Subjects and Methods
1rst year medical students were asked to watch the pre-recorded clinical examination of the musculoskeletal system
before class and then attend the class where they continue
learning the skills and discussion of key elements of clinical
techniques.
Abdullah Abdu Almekhlafy1
Muneera Abdulwahab Yahya2
1University of Science & Technology, Faculty of Medicine,
Community Med Dep.; 2University of Science & Technology,
Faculty of Medicine, Anatomy Dep.
Introduction:
The learning approach has been studied extensively because
it is strongly related to students’ level of understanding and
learning outcomes. UST medical curriculum is integrated & hybrid with lectures, PBL, clinical skills lab and bed side teaching.
Objectives of this study were to assess the UST medical students’ approaches to learning and to determine the differences according to gender.
Methods:
Design: cross-sectional.
Participants: Medical students from the 2nd, 3rd, and 4th levels in 2nd semester of year 2013/2014.
Results
Students were surveyed about their reception and we
found that 86% find classroom discussion helped them
learning, 80% find the flipped class can help them achieve
higher grade in exams, 72% find the clinical skills should
use this technique and 75% will use the videos for exam
preparation
Instruments: An Arabic version of Biggs’s Revised Two-factor
Study Process Questionnaire (R-SPQ-2F) was used. R-SPQ-2F
consists of 20 items representing two main scales, Deep Approach (DA) and Surface Approach (SA), with four subscales,
Deep Motive (DM), Deep Strategy (DS), Surface Motive (SM),
and Surface Strategy (SS). The total score is 50 for each main
scale and 25 for each sub-scale.
Flipped classroom is a considerable technique to enhance
students learning outcome in clinical skills teaching.
Data were analyzed by using SPSS 18. T test was used to study
significance of differences between male and female.
Results:
ID: 325
Invitro evaluation of artemisinin-dextrin powders prepared by freeze drying
gamal osman elhassan1, Kah Hay yuen2, Jia Woei Wong2,
Jawed Akhtar akhtar1, Riaz Ahmed Khan1, Jiyuadin khan3,
Kamal Ahmed qurashi1, Khalid Omer alfarouq4
180
This study included 210 medical students (111 male, and 71
female) with response rate of 86.7% (182/210).
The average scores for DA and SA were 32.90±6.1 and 30.38±6.7
respectively.
Both of DA & DS scores were statistically higher among males.
The score of DA was 33.58 for male & 31.76 for female (p =
0.048). However, DS score was 16.84 for male & 15.27 for female (p =0.002).
Discussion:
Adopting of our students of deep approach is favorable in
medical education. This could help them to achieve the
long term goals in their career as medical professionals.
However, we need to motivate them to deeper learning approach especially female students.
ID: 326
Conclusions:
Medical students of UST adopted both of deep and surface
approaches with slightly preferring of deep approach. Male
students adopted deep approach (mainly deep strategy)
more than female.
Qassim College of Medicine, Saudi Arabia
ID: 324
Using Social Network Analytics to Enhance Students’
Learning: An Intervention Study
Ayman Hossny AlGadaa, Azzam Alkadi, Mohammed Saqr
Qassim Faculty of Medicine, Saudi Arabia
Introduction
Online discussions have been used extensively in blended
learning, The goal is to foster engagement with other learners and educators to help the develop their personal understanding and higher level cognitive processing of information beyond the limits of time and space.
Adding Social Dimension to Online Education: Qassim College of Medicine Experiment.
Ayman Hossny AlGadaa, Azzam AlKady, Mohammed Saqr,
Habiba Kamal
Introduction
Online blended learning has been a standard in Qassim College of Medicine since 6 years. Keeping students interested
in e-learning and online courses has always been the challenge since then social networks have gained lots of momentum and became mainstream among students, grabbing their attention and online time
Methodology
Sixty Students of Surgery course 2014 have been offered
social networking using open discussions, comments and
multimedia features as a means to enhance their commitment to the course and help their engagement.
Results
The Social networking component was hugely popular
among students, they posted their daily activities, clinical
trainings and pictures, with lots of comments and discussions about it.
The theoretical principles of online discussions are derived
from social learning theory which focuses on learning that
occurs within a social context involving personal experiences, observations, and interactions with others.
evaluation revealed that 100% of survey responders said
that it helped them being engaged with e-learning, 88%
said it helped them learn online, 23.5% said it had a negative impact on their time. and the overall evaluation score
was 47%.
Social network analytics and visual mapping of social learning can help in understanding students’ interaction, group
dynamics, students-tutors interactions, factors affecting
students learning, ways that help students improve learning, behaviour, attitude. This might reshape the way we
evaluate learning and the way it is delivered.
Discussions and Conclusions
The previous results confirms the potential of social networks to help students be more linked to courses, however
not without its negative side which highlights the importance of improving the social networks in education and
controlling the time for the benefit of students.
Aim of this study was to investigate patterns of students’
interactions and work to improve the students and tutor/
students interactions by means of network analytics.
ID: 336
Methods:
The study was done in two stages:
TBL Tips and its Emerging Trends in Pharmacy Education in
the Kingdom of Saudi Arabia
The first stage was to study the patterns of interactions of
students and tutors in online discussions by social network
analytics in surgery course of 2014 with 60 students enrolled.
Shamshir Khan1, Shahid Karim1, Sana Hashmi2, Adnan
Mohammed1, Naser Al wabel1
The second stage is to improve these patterns to allow for
a better learning and healthier students/tutor interactions.
Results
Studying online discussions revealed unhealthy patterns
like an exaggerated tutor central role, less students/student interaction. discussion were more of repeating others
answers rather producing analysis and synthesis of information. This allowed us to change these patterns and monitor this change, producing a students central discussions
with better information processing and synthesis.
Conclusions:
Social network analytics of online discussions can be used
to enhance students learning in a fast and efficient way.
1Buraydah College of Pharmacy and Dentistry, Buraydah
Private Colleges, Al-Qassim, Saudi Arabia; 2Unaizah College of Pharmacy, Qassim University, Al-Qassim, Saudi
Arabia
Introduction:
The pedagogic approaches used in the different educational system such as medical sciences and pharmacy
have been changing and new teaching strategies are used
to promote active learning. Team-based learning (TBL)
is one of the approaches of innovative teaching methodology which is based on a structured or student centred
but instructor-led method of cooperative learning. TBL has
three phases- Phase I) Preparatory phase where students
prepare for the in-class TBL session by learning the content
of the material provided by the faculty. Phase II) Accountability phase where individual students demonstrate their
readiness for the class by taking an in-class test called the
individual Readiness Assurance Test and team Readiness
Assurance Test. Phase III) Application phase where student
181
prepare for the in-class TBL session by learning the content of
the material provided by the faculty. Phase II) Accountability
phase where individual students demonstrate their readiness
for the class by taking an in-class test called the individual
Readiness Assurance Test and team Readiness Assurance Test.
Phase III) Application phase where student teams’ work on the
same problems or cases designed to provide the teams the opportunity to apply the concepts learned in phases I and II to
solve significant real life problems of varying complexity. There
is limited understanding on the concept of this innovative
teaching methodology in the curriculum of pharmacy education across the Kingdom of Saudi Arabia is limited.
Methodology:
The methodology of present study was based on the web
based search engines such as google, PubMed and survey of
the abstracts of conference proceedings.
Result:
TBL methodology is widely acceptable in the medical science
curriculum and it is in the process of transitioning from a traditional teaching practice in the Kingdom of Saudi Arabia. The
College of Pharmacy, Qassim University is the pioneer to start
TBL system where it was adopted only in the higher level of
pharmacy curriculum as a main instructional strategy.
Conclusion:
Our study concludes that the TBL system is getting popularity day by day in this region. Also, in future a thorough survey
must be conducted to know the students perception as well as
impact of TBL in the pharmacy education.
ID: 338
Death Anxiety Among Physician and Medical Students After
an Orientation Course on Death
Sajida Agha1, Faisal Mughal2, Najla Qazi3
1Medical Education Department, King Saud bin Abdulaziz
University, Riyadh; 2College of Medicine Qassim University,
Saudi Arabia; 3Family medicine department, King Saud bin
Abdulaziz University, Riyadh
Background:
Medical schools require time for end-of-life topic. However,
there is very little medical literature that directly addresses
how medical students and residents are to behave, manage
emotion, and confront their own grieving process when patients die.
Objective:
The purpose of the present research was to see the effect of
an orientation course on death and to evaluate the death anxiety level prevailing among the physician and fourth year clinical year medical students. It was hypothesized that the fear of
anxiety would be higher in medical students and physician in
pre-test before the practical implementation of death orientation course and will be lesser in post-test.
Methodology:
The sample of present study consisted of 80 male and female
subjects. Forty male (n= 20) and female physicians (n= 20) from
King Fahd hospital, Riyadh with their age ranging between 30
182
to 40 years, and 40 male (n= 20) and female students (n=20)
from King Saud bin Abdulaziz University age ranging between
20-25 years. They completed a five point Collett-Lester Fear of
Death Scale before and after a short course on Islamic education including concept of death in Islam, the dying process, grief
and bereavement, communication and the role of the doctor.
The course consisted of approximately 27 hours of interactive
sessions presented in 3-hour blocks during a 9-week period.
This scale is widely used in many researches and is a cultural
free test. For statistical analysis percentages were computed
for gender and age and to compare the death anxiety level chisquare test of independence was applied. The level of significance was <0.05 levels.
Results:
Result showed significant difference between the fear of death
of the two groups in both pre and post test. Results revealed
the positive effects of religious education in medical education.
Conclusion:
End-of-life curriculum is more than teaching about the clinical
care of the patient and support of family. These medical students overwhelmingly identified the need for coping strategies
when confronting the dying patient. Teaching students these
coping strategies should be an integral part of an end-of-life
curriculum. Avenues for further research have also been suggested.
ID: 340
Comparison between team based learning (TBL) marks in
early and late blocks among premed 2 students
Azzam Al-Kadi, Manal Al-Batanony, Adel Al-Twigry, Reham
Abukhalil
Qassim College of Medicine
Background:
The healthcare atmosphere nowadays shifts toward increased
interdisciplinary patient care. Thus it becomes essential that
students be accomplished at group problem solving and develop positive attitudes toward teamwork. Healthcare world wide
needs translation of basic ideas into the clinic. Consequently,
there is increasing demand for graduates equipped with the
knowledge and skills to apply interdisciplinary medicine approaches to the development of novel solutions for healthcare, and this is the unique team based learning (TBL). Aim of
the work: Is investigating and assessing the performance of
students in TBLs and their increased understanding and skills
in case solving by comparing the early marks of TBLs in early
block and the grades of the same group of students in a latter
block. Subjects and methods: All marks of 128 premed 2 students performing TBL for the first time in Unaizah College of
medicine in both the first and the latest blocks of the studying
year are collected. A comparison regarding TBL performance
was done to reflect the gain of students to TBL concepts and
the promotion of lifelong learning. Results: The study show a
highly significant increase in the marks of the students in the
latter block compared to the earlier one (P= <0.001). Conclusion: The knowledge and skills of case and problem solving of
students along with lifelong learning increased with practicing
more TBLs across the year.
ID: 339
Perception and Attitude of PreMed-II female students of
Qassim University on Implementation of Team Based
Learning
Abdulrahman S Al-Anazi1, Md Shamshir Alam1, Manal
Ahmad Al-Batanony2, Jamir Anwar1, Sana Hashmi1
1College of Pharmacy Unaizah, Qassim University,Kingdom
of Saudi Arabia; 2College of Medicine Unaizah, Qassim
University,Kingdom of Saudi Arabia
Introduction:
Teamwork is a developed skill that is essential within pharmacy practice and health care. Exposure to team-based
learning (TBL) may foster development of skills, strengthens student pharmacists’ ability to apply skills and concepts
learned from their introductory curriculum of premedical-II
(PreMed-II) course to advanced practical experiences. Inspite of wide use of team based learning in medical education; the perception of PreMed-II students who might
join College of Pharmacy Unaizah has not been studied.
Therefore the present study provides evidence based on
the perception of female students who registered for the
PreMed-II course (for opting either Pharmacy or Medicine
programme) on the implementation of TBL system in the
curriculum of Unaizah campus of Qassim University.
Methodology:
Validated questionnaire was used to conducted survey on
PreMed-II students. A six-point Likert-type scale was used
to appraise students perceptions of: i) TBL sessions are
more useful and conceptual than traditional lectures, ii) TBL
encourage me to read before iRAT, iii) TBL assist student to
be more organized and punctual, iv) TBL help students to
score better, v) TBL improves the overall performance, vi)
feel more comfortable and enthusiastic with TBL.
Result:
In the present study fifty eight out of 72 female students
who registered for PreMed-II course were participated in
this study, where 27.58% were strongly agreed upon that
this method is more useful and conceptual than traditional
one. Moreover, 31.03% of students agreed whereas only
1.72 % strongly disagreed with TBL than the conventional
method of teaching.
Conclusion:
This study concludes that the TBL system is highly acceptable from both the academicians and students perspective.
Further studies are needed to explore the perception of
TBL in pharmacy students of higher level.
.
ID: 353
The First Medical Doctor (M.D.) Curriculum Program in
the Kingdom of Saudi Arabia at Unaizah College of Medicine: Report on the PreMed2 Year and Use of Team-Based
Learning™ (TBL™)
Fayig Ahmad Elmigdadi1, Azzam Al-Kadi1, Fahd Al-Shehri1, Adil Altwairgi1, Saleh Al-Damegh1, Dean Parmelee2
Unaizah College of Medicine (UCM) at Qassim Univeristy, in
association with Wright State University Boonshoft School
of Medicine (BSOM) of Dayton, Ohio, U.S., has adopted a
medical doctor (MD) degree curriculum. One of the unique
instructional features of the curriculum of BSOM is the use
of Team-Based Learning™ (TBL™), and UCM has incorporated this instructional strategy in its PreMed 2 Year curriculum, to be continued throughout the remainder of the
medical school curriculum as implemented at BSOM.
We focus this report on the experience and performance of
125 students who completed the PreMed2 Year that used
TBL and of our faculty with it as well. We also report on
the level of satisfaction of the students and faculty with
the Year’s curriculum, and highlight the changes planned
for the next year based upon the constructive feedback of
both students and faculty. This study was conducted between September2013 and November 2013. In the 5 major
items of the Student Perception Survey: overall satisfaction
with team experience, team impact on quality of learning,
professional development and the team impact on clinical
reasoning, Strongly Agree and Agree scores were significantly higher than those of Disagree and Strongly Disagree.
In the 14 items of the Faculty Perception Survey including
TBL improves knowledge retention, TBL, as a teaching strategy, is effective for all types of learners and TBL, as a teaching strategy, is effective for all subjects, Strongly Agree and
Agree scores were significantly higher than those of Disagree and Strongly Disagree. These data were presented in
the TBL Collaborative Annual Meeting in Texas,USA this last
March of 2014.
ID: 341
Unaizah Collage of Medicine and Medical Sciences: Why
Team Based not Problem Based Learning?
manal ahmad albatanony, Saleh All-Damegh, Azzam AlKadi, Reham Abukhalil
qassim faculty of medicine, Saudi Arabia
Team-Based Learning (TBL) is a special form of collaborative learning using a speci¬fic sequence of individual work,
group work and immediate feedback to create a motivational framework in which students increasingly hold each
other accountable for coming to class prepared and contributing to discussion. TBL allows a single instructor to
manage multiple small groups simultaneously in 1 classroom. TBL has garnered interest within the medical education community because of its potential to promote active
learning without requiring large numbers of faculty facilitators. Problem-Based Learning (PBL) is student-centered
which refers to learning opportunities that are relevant
to the students, the goals of which are at least partly determined by the students themselves. In PBL students use
“triggers” from the problem case or scenario to define their
own learning objectives. Subsequently they do independent, self-directed study before returning to the group to
discuss and refine their acquired knowledge. Thus, PBL is
not about problem solving per se, but rather it uses appropriate problems to increase knowledge and understanding. To highlight the difference between TBL and PBL and
explain why Unaizah Collage of Medicine (UCM) preferred
TBL model, this paper was applied.
1Unaizah college of medicine UCM, Qassim University,
Jordan, Hashemite Kingdom of; 2Wright State University
Boonshoft School of Medicine
183
ID: 260
Results
Theme-Based Integrated Objective Structured Practical
Examination (TBI-OSPE): Students’ Perception
Details of results are in process. Provisional results are as follows:
Mohammad Saleh Hassan, Amel Yacoubi
Majority of the students interviewed were satisfied with the
genetics module and considered it an important part of their
program. Considerable number of students believed that the
content should be more elaborated over a longer duration.
Some students reported that there should be more integration
between basic science modules and genetics. Senior students
and doctors believe that the module needs more clinic hours
with increased contact with patients and their families.
Qassim University College of Medicine, Saudi Arabia
This study was designed to elicit the opinion of the preclinical
medical students about a suggested approach of practical assessment. Fifty three of female students (out of 87, registered
in year two and three) of Qassim College of Medicine, KSA,
agreed to share in this study. Full explanation was made to the
students about the theme-based Integrated OSPE followed by
distribution of a questionnaire to collect their opinion. Results
showed that 78% of the respondents were accepting the idea
and only 5.7% rejected it. This difference was statistically significant, P<0.05.
:
ID: 255
Students’ Interviews for evaluating effectiveness of Genetics
teaching in Rabigh Medical College, KAU, KSA
Hazem Atta, Muhammad Shahid Shamim, Ashraf El-Harouni
King Abdulaziz University, Saudi Arabia
Introduction
There is no consensus on how much of genetics knowledge and
skills are required for medical students and how much does it
help the students in their later years of education.
We conducted a qualitative interview based study to evaluate
the effectiveness of genetics teaching in Rabigh Medical College (RMC), KAU, and compared the content of our course with
content taught in medical colleges of USA.
Methods
Focus interview based, qualitative study was conducted at
RMC, with students of 4th, 5th and 6th years and graduates of
KAU. Each interview was conducted by the same faculty members and included questions regarding content, effectiveness,
strengths and weaknesses of the genetics course. The interviewees were also asked to give their suggestions for improvement of the course.
The data gathered from interviews was analyzed manually by
content analysis method to develop themes and categories
from responses and interpretations and inferences were drawn.
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