Facial anthropometry in an Arab population

To measure the inter-alar width of the nose, the maxillary inter-canine distance and mouth width of an Arab sample and evaluate the ethnic variations. A prospective study. College of Medicine and Medical Sciences, Arabian Gulf University, Bahrain. One hundred sixty-eight young adult Arab subjects [51 males and 117 females], from five countries of the Gulf Cooperation Council [GCC], were selected randomly from undergraduate medical students during the academic year 2009/2010. Mouth, nose and teeth dimensions were measured using Vernier caliper; for each subject, three measurements were taken and the average was recorded. The mean inter-alar width of the nose was 35.06 mm [37.14 mm in males and 33.21 mm in females]. The mean maxillary inter-canine distance was 37.96 mm [39.66 mm in males and 36.38 mm in females]. The mean mouth width was 50.66 mm [52.85 mm in males and 48.63 mm in females]. The maxillary inter-canine distance was 75% of mouth width; therefore, the mouth width is a reliable predictor of the maxillary inter-canine distance and vice versa in the Arab population. Comparison between nationals from different GCC countries showed that Bahraini males had significantly wider mouths than Saudi Arabian males [P=0.034]. GCC Arab males had significantly wider noses, broader maxillary arches and wider mouths than females [P<0.001]. Anterior maxillary arches were found to be wide in males and females, which seems to be an ethnic characteristic in Arabs of this region

Perception of medical students undertaking a problem-based learning curriculum: experiences during the pre-clerkship phase

Student's perceptions of pre-clerkship phase concerning their experience of the Problem-Based Learning [PBL] curriculum are variable. To determine how students in the pre-clerkship phase perceive problem-based learning and the changes in these perceptions with increasing experience. College of Medicine and Medical Sciences, Arabian Gulf University, Bahrain. Students were interviewed in focus groups and responses were used to develop a structured questionnaire, with 25 sets of questions on five components of the PBL process, which was distributed to 148 students. Response rates were 96%, 76% and 46% for years 2, 3 and 4, respectively. Students perceived PBL as interesting and it develops self-confidence. During tutorials, most of the students were willing to challenge each other but not the tutor. Students preferred discussions with peers to consulting seniors. As the seniority increase, students tended to discuss more during the second tutorial and tended to ask more questions. While preparing for end-of-unit examinations students attempted inter-problem integration less than intra-problem integration. Students perceived PBL as an interesting, though difficult, method of learning, which helps to develop their self-confidence but may result in gaps in their knowledge. The tendency to focus on clinical aspects of a given problem at the expense of its basic science concepts should be discouraged by careful construction of the problems and tutor guides. While students challenge their peers during discussion, all students do not prepare adequately for the second tutorial. Integrated learning can be further enhanced through focusing on the themes identified in the unit booklets and the use of integrated questions on these themes