Medical students' perception of the reformed medical curriculum at King Saud University

Objectives: To evaluate the King Saud University [KSU] medical students' perceptions of the educational programmes' quality

Materials and Methods: A total of 289 medical students at KSU, College of Medicine were selected randomly from year 1 through year 5 and were invited to participate in a descriptive cross-sectional study design. A questionnaire was distributed to the students and collected on completion. The questionnaire measured the students' perceptions of the educational programmes and their competence, as well as their overall satisfaction with the training delivered and the feedback system

Results: About 60.5% of the students declared that the educational programmes provided them with the necessary knowledge while only 48.5% of students believed that it provided them with the necessary skills required. Only 34% of students stated that the intended learning objectives were known to them at the beginning of the courses. About half of the students indicated that the programmes actively involved them in the problem-solving process. Half of the students believed that the amount of basic science knowledge provided was enough; however, 39.5% of students [in their clinical years] believed that the amount of knowledge delivered in the basic science courses was inadequate. Only 18.4% of students considered that the basic science courses prepared them for a clinical clerkship. 17.7% of the students declared that the research activities improved their research skills. 47.3% believed that the research activities helped them in understanding community characteristics, 57.6% asserted learning the basics of medical statistics, 44.6% believed it helped them in using the available resources in solving community problems and 49.5% believed it helped them in learning as well as acquiring project management skills. 34% of the students participated in planning educational activities while 53.7% participated in evaluating these educational activities. 36.1% of students gave frequent feedback to the college. Only 30.2% of the students were satisfied with the overall quality of the educational programmes

Conclusion: The students' perception of the educational programmes was illustrated and important aspects were highlighted which needed to be addressed and revised in order to improve the quality of the curriculum

Student perception of small group teaching in first year MBBS at king Saud university medical college Saudi Arabia

To assess the students' perception of the small group teaching sessions in first year MBBS at King Saud University Medical College in Saudi Arabia. The study also evaluated the role of the tutors during the small group sessions. A cross sectional descriptive survey was conducted at the end of the cardiovascular block during 2009-2010 academic year among the first year medical students at the King Saud Medical College [168 male and 104 female]. A 19-item questionnaire [in English language] that included closed-ended questions that addressed the issues of concern in the integrated curriculum in regards to small group sessions was administered on line. The overall response rate was 93%. The students were satisfied regarding the structure of the sessions [89.7%]. The students thought that their role was made clear [90.3%] and were satisfied about the location and the facilities [71.6%]. The students thought that the sessions were provocating [75.7%], helped them to be active learners [88.5%] and led them to be deep learners [87.2%]. The learning needs were made clear [62.5%]. The tutors were enthusiastic [81.2%] but offered plenty of information [61.2%]. The sessions were useful, taught life-long learning [78.7%], improved the students' abilities to think and solve problems [83%], developed their skills to work as a team [43.6% strongly agreed] and improved their communication skills [89.1%]. The students are generally happy with the small group session's structure and process. Tutors are enthusiastic and helpful. However, the tutors offered plenty of information and need re training

Lipoprotein [a] is a feature of the presence, diffuseness, and severity of coronary artery disease in Saudi population

To study lipoprotein[a] [Lp[a]] levels in Saudi patients with angiographically defined coronary artery disease and to see its relationship with its severity and diffuseness. This cross sectional study was carried out at King Khalid University Hospital, Riyadh, Saudi Arabia in 2006-2007. One hundred and forty-seven individuals with coronary artery disease [CAD] and 49 healthy individuals matched for age and body mass index were studied. Among CAD patients, 133 underwent angiography. Blood samples were analyzed for total cholesterol [TC], triglycerides [TG], low density lipoprotein [LDL] and high density lipoprotein [HDL] and Lp[a]. Coronary artery disease patients had higher Lp[a] levels than controls [25.78 +/- 25.09mg/dl versus 14.57 +/- 11.81 mg/dl, p=0.0030]. Patients without stenosis [10.97 +/- 8.06mg/dl] and one vessel involvement [19.67 +/- 17.33mg/dl] had significantly lower levels of Lp[a] compared to double [31.88 +/- 32.17mg/dl] and triple [29.70 +/- 28.12mg/dl] vessel disease. Lipoprotein[a] levels correlated significantly with coronary vessel score [r = 0.234, p = 0.033] and Gensini score [r = 0.256, p = 0.02]. Smoking [odds ratio [OR]: 1.86; 95% confidence interval [CI]: 1.020-2.510; p=0.04], TG levels [OR: 2.04; 95% CI: 1.251-4.932; p = 0.03] and Lp[a] levels [OR: 1.56; 95% CI: 1.033-3.687; p = 0.025] significantly predicted CAD severity. High risk levels of Lp[a] >/= 30 mg/dL were present in 66.7% of CAD patients. Lipoprotein[a] levels are significantly higher in Saudi patients with CAD compared to healthy individuals, and are associated with more severe and diffuse blockage of the coronary vessels

Effects of adenosine on the organ injury and dysfunction caused by hemorrhagic shock

Adenosine has been shown in animal and human studies to decrease the post-ischemic myocardial injury by lowering the levels of tumor necrosis factor-a. The objectives of the study was to examine the protective effects of adenosine on the organ injury [liver, kidney, pancreas] associated with hemorrhagic shock in rats. The study was conducted at Cardiovascular Physiology laboratory, King Saud University, Riyadh in 2007-2008. Anesthetized male Sprague- Dawley rats were assigned to hemorrhage and resuscitation treated with 20mM adenosine, untreated, or similar time matched control groups [n=6 per group]. Rats were hemorrhaged for one hour using a reservoir model. Arterial blood pressure was monitored for one hour, and maintained at a mean arterial blood pressure of 40 mmHg. Adenosine 20mM was injected intra-arterially, before resuscitation in the adenosine treated group. Resuscitation was performed by reinfusion of the sheded blood for 30 minutes. Arterial blood samples were analyzed for biochemical indicators of multiple organ injury: 1] liver function: aspartate aminotransferase [AST], alanine aminotransferase [ALT], 2] renal function: urea and creatinine, 3] pancreatic function: amylase. In the control group there was no significant rise in the serum levels of [i] urea and creatinine, [ii] aspartate aminotransferase [AST] and alanine aminotransferase [ALT], [iii] amylase. While in the adenosine treated group, resuscitation from one hour of hemorrhagic shock resulted in significant rises in the serum levels of [i] urea and creatinine, [ii] aspartate aminotransferase [AST] and alanine aminotransferase [ALT], [iii] amylase. Treatment of rats with 20mM adenosine before resuscitation following one hour of hemorrhagic shock decreased the multiple organ injury and dysfunction caused by hemorrhagic shock. Adenosine attenuated the renal, liver and pancreatic injury caused by hemorrhagic shock and resuscitation in rats. Thus, the inflammatory response to shock may contribute to the multiple organ failure developed after hemorrhagic shock and resuscitation

reading habits of medical students at medical college King Saud University

Understanding the reading habits of medical students provide insights and opportunities for medical educators to evaluate the learning needs of the students and improve the teaching methods. The purpose of the present study was to describe the reading habits of King Saud medical students in a fifth year clinical rotation, which previously have not been described. A questionnaire was administered to 96 medical students rotating through their fifth year at the King Saud University College of Medicine during 2008-2009 academic years. The questionnaire focused on issues related to the reading habits. Seventy three of 96 [76%] medical students in a fifth year clinical rotation completed the questionnaire. Students reported reading for an average of 4.3[SD 5] [median three hours per week, range zero to 35 hours per week]. The most commonly used and useful reading resource were pocket books and medical text books. Approximately 90% of students reported problems in reading about their patients. Students spend sufficient amount of time reading medical pocket books and lecture handouts with less time spend on online sources. The majority of students reported problems in reading that medical educators need to address

Myocardial protection by amiloride, a Na[+]-H[+] exchange blocker, after in vivo resuscitation of hemorrhagic shock in rats

Hemorrhagic shock and resuscitation is known to result in moyocardial contractile dysfunction and failure, but the role of the Na[+]-H[+] exchanger in hemorrhagic shock remains unclear. However, there has been intensive research investigating the myocardial protective effects on the Na[+]-H[+] exchange blockers in ischemia-reperfusion. Prior studies in our laboratory found that blocking the Na[+]-H[+] exchanger for short period on an ex vivo perfusion of isolated hearts has a protective effect on myocardial contractile function. The present study examined the protective effects of blocking the cardiac Na[+]-H[+] exchanger, by injecting 100 microM amiloride intra-arterially, on myocardial contractile function after in vivo resuscitation following our hour of hemorrhagic shock in rats. Male Sraque-Dawley rats were assigned to either hemorrhagic-treated, untreated, or similar time-matched control groups [n= 4 per group]. The left carotid artery was cannulated for blood pressure monitoring and hemorrhaging. Rats were hemorrhaged using a reservoir model. Arterial blood pressure was maintained at a mean arterial blood pressure of 40 mm Hg. After a 60-min hemorrhagic shock, rats were treated or not by injection of 1 ml of 100 microM amiloride [0.027 mg/ml] intra-arterially. Rats were then resuscitated in vivo and monitored for 30 min. Hearts were harvested and perfused in the Langendorff system for 60 min for measurement of hemodynamic function. Inhibition of the Na[+]-H[+] exchanger by injecting amiloride i.a. before in vivo resuscitation following hemorrhagic shock improved myocardial contractile function. Blocking the Na[+]-H[+] exchanger using amiloride before in vivo resuscitation following hemorrhagic shock protected the heart against dysfunction

Students' perception of one year experience with the clinical skills laboratory at King Saud University Medical College

The clinical skills laboratory is an educational facility where clinical skills could be obtained and practiced in a protected safe environment. The present study evaluated one year experience with the new clinical skills laboratory that was opened at the college of Medicine, King Saud University in 2004. We surveyed 123 students in their clinical years at the end of the surgery course for evaluation of one year experience at the clinical skills laboratory at King Saud University Medical College. More than two thirds of the students [n=102, 82.26%] found the skills lab useful for the course and think that learning in the clinical skills lab is more useful before dealing with real students [n= 112, 90.32%]. While only 11 students [8.87%] think that it is more useful after. Around two thirds of the students [n= 101, 82.11%] considered the instructors to be friendly and helpful. More than half of the students [n=73, 58.9%] found the duration of the sessions not enough and more than two thirds of the students [n=102, 82.3%] think that more sessions are needed. Although the clinical skills lab was started in a temporary location, 86 students [69.4%] found the location of the skills lab to be appropriate. Despite the short experience, more than half of the students [n=79, 64.23%] found the organization of the sessions appropriate. These findings suggest that the clinical skills lab is providing a satisfactory and useful way of learning for the medical students in their clinical years after one year of being opened