Understanding the needs of the Kingdom of Saudi Arabia: Child maltreatment prevention program development.

BACKGROUND: Global efforts are being made to combat child maltreatment (CM); however, in 2011 the Kingdom of Saudi Arabia's (KSA) response to this issue was found to be mediocre. Several developments have been implemented in KSA since then, and reevaluation is now necessary. OBJECTIVE: To assess the CM-prevention readiness (CMPR) of KSA in regard to implementing large-scale, evidence-based CM-prevention programs. PARTICIPANTS AND SETTING: Key informants based in KSA who were decision makers and senior managers in the CM field; face-to-face interviews were conducted in the participants' offices. METHODS: This was a cross-sectional study. We used the multi-dimensional tool "Readiness Assessment for the Prevention of Child Maltreatment - short version," which examines 10 dimensions concerning this topic. Comparison between the results of this study and those of the 2011 examination was performed to determine how the situation in KSA has changed. RESULTS: Sixty informants were interviewed; the majority being females (57%) and from governmental institutions (56%). The average total score for the 10 dimensions was 47.4%, an increase from the 43.7% reported in 2011. The strongest dimensions were legislations and mandates (8.3/10), followed by knowledge (7.1/10) and institutional links and resources (5.8/10). The lowest scores concerned human and technical resources (1.7/10) and attitude towards CM (2.8/10). Compared to the 2011 results, some dimensions showed significant improvements, but the majority had remained consistent. CONCLUSIONS: Time and commitment are necessary to secure CMPR improvement. Periodic assessment of CMPR is required to provide proper recommendations to the government regarding the progress of CM-prevention strategies.

Role and challenges of simulation in undergraduate curriculum.

RATIONALE: Medical simulation is relatively a novel technology widely utilized for teaching and assessing students clinical skills. Students and faculty face many challenges when simulation sessions are introduced into undergraduate curriculum. OBJECTIVES: The aim of this study is to obtain the opinion of undergraduate medical students and our faculty regarding the role of simulation in undergraduate curriculum, the simulation modalities used, and the perceived barriers in implementing simulation sessions. METHODS: A self-administered pilot tested questionnaire with 18 items using a 5-point Likert scale was distributed to undergraduate male (n = 125) and female students (n = 70) as well as to the faculty members (n = 14) at King Fahad Medical City, King Saud Bin Abdul Aziz University of Health Sciences, Saudi Arabia, to respond. Survey elements addressed the role of simulation, simulation modalities used, and perceived challenges to implementation of simulation sessions. RESULT: Various learning outcomes are achieved and improved through the technology enhanced simulation sessions such as communication skills, diagnostic skills, procedural skills, self-confidence, and integration of basic and clinical sciences. The use of high fidelity simulators, simulated patients and task trainers was more desirable by our students and faculty for teaching and learning as well as an evaluation tool. According to most of the students', institutional support in terms of resources, staff and duration of sessions was adequate. However, motivation to participate in the sessions and provision of adequate feedback by the staff was a constraint. CONCLUSION: The use of simulation laboratory is of great benefit to the students and a great teaching tool for the staff to ensure students learn various skills.