Factors Affecting Achieving Learning Outcomes in Basic Years in Medical School at King Abdul Aziz University, Jeddah, Saudi Arabia.

OBJECTIVE: This study was conducted as part of a curricular reform process in Faculty of Medicine (FOM), King Abdul Aziz University Jeddah Saudi Arabia. It explored the perspective of FOM stakeholders on the challenges and factors in the teaching and learning domains that are affecting achieving learning outcomes. METHODS: Faculty teaching in the second and third year, students in third and fourth year, and administrative personnel were included. An electronic survey was created. Chi-Squared test for independence was used to test the association between the correspondent group and different statements. Kruskal-Wallis ANOVA was used to examine the differences in medians among the questions utilizing ranks to evaluate different questions, followed by post hoc pairwise comparison with Bonferroni-corrected alpha. RESULTS: A strong association was seen between the correspondent level and perspective on time allocated for modules and vertical integration of the curriculum. Among the most highly ranked challenges for using various teaching strategies were the loaded curricula content and the limitation of time, with an overall median rank of 8. Student readiness and motivation were also significant factors, however, students considered motivation less of a challenge. CONCLUSION: Continuous assessment of factors affecting teaching and learning will bridge gaps in curriculum.

Relationship between admission criteria and academic performance in basic science courses in health science colleges in KAU.

BACKGROUND: At King Abdulaziz University, medical and health science schools depend on admission exams (aptitude and achievement) and preparatory year scores in their students' selection. However, with the growing number of applicants and the drastic changes in teaching and assessment in these colleges, continuous assessment and development of admission criteria are needed. In this study, we aimed to evaluate the correlation of admission exam scores, in addition to the preparatory year Grade Point Average (GPA), with academic performance in the basic science subjects such as Clinical Biochemistry and Clinical Pharmacology in health science colleges. METHODS: The study was conducted on four cohort studies, two faculty of nursing cohorts; nursing students (2017-2018, n=146) nursing students (2018-2019, n=81), and two faculty of applied medical sciences cohorts, clinical nutrition students (2017-2018, n=33), and clinical nutrition students (2018-2019, n=28). The students' scores of General Aptitude Test (GAT), Scholastic Achievement Admission Test (SAAT), and preparatory year GPA were all recorded at the beginning of each semester before the beginning of courses. Clinical Biochemistry and Clinical Pharmacology exam results were recorded at the end of the semester. Correlation was done for each cohort and all cohorts pooled. RESULTS: Results showed only a weak correlation detected between SAAT and the overall achievement in Clinical Biochemistry (r= 0.192, P= 0.042) in nursing students (2017-2018), but no correlation was seen with SAAT or preparatory year scores. There was also no significant correlation between admission exams scores and the students' academic achievement in Clinical Biochemistry or Clinical Pharmacology. On the other hand Clinical Pharmacology exam results showed a significant positive correlation with Clinical Biochemistry results (r=0.688, P=0.000). CONCLUSION: Our results could indicate the need to revisit the admission criteria for these colleges. Furthermore, specific preparatory year tracks for health science colleges can ensure that students improve the specific skills and knowledge required for their future college years3.

Factors to be considered in designing a faculty development program for medical education: local experience from the Western region of Saudi Arabia.

BACKGROUND: Among the different aims of medical education, the provision of society with skilled, professional, and knowledgeable healthcare workers who maintain and develop their expertise over a lifetime career is important. The achievement of this goal is linked with the professional development of both faculty members and healthcare workers. This study aims to measure the perception of faculty members regarding their views about the goals of faculty development programs, practices and activities, and factors that determine their achievement. METHODS: A cross-sectional survey was conducted in multiple universities in the Western region of Saudi Arabia. The participants were given a pre-designed self-administered questionnaire generated from literature. The survey questionnaire consisted of three sections that were designed to assess the faculty members' perception on the faculty development program. RESULTS: A total of 210 faculty members participated in the study. The most important perceived goal was to motivate teachers to become better teachers. The most important perceived practice was establishing a positive climate for teaching and learning. The most important perceived factor was skilled and dedicated staff support. CONCLUSION: The results of this study demonstrate that faculty members have positive perceptions regarding all aspects of faculty development programs. This study will raise awareness regarding the importance of faculty development programs in sustaining educational vitality. We recommend the implementation and maintenance of comprehensive faculty development programs in Saudi universities.

Determining defensible cut-off scores for dental courses.

PURPOSE: Many countries and institutions have a fixed passing score of 60%. For example, this is a national policy in all Saudi universities where students at all levels must score 60% or higher to pass courses. The purpose of this study is to broaden the scope of standard-setting applications, using data from five major dental courses (Endodontics, Operative, Removable and Fixed Prosthodontics, and Pedodontics) in the 5th dental academic year for two consecutive years to determine the cut-off scores. METHODOLOGY: Four expert raters conducted Angoff's method on final examinations of five dental courses to determine the cut-off scores for the two academic years (2015, and 2016). Cohort size of 2015 was 120 students, whilst that of 2016 was 142 students. The study was conducted at the faculty of Dentistry, at King Abdulaziz University (KAU) from December 2017 to June 2018. RESULTS: All five dental courses yielded different cut-off scores than the fixed 60%. The cut-off scores for 2015 and 2016 examinations were 59.15%, 63.75% for Removable Prosthodontics, 51.86%, 53.75% for Fixed Prosthodontics, 47.42%, 50.5% for Pedodontics, 74.22%, 74.31% for Endodontics and 58%, 55.55% for Operative Dentistry. CONCLUSION: Angoff method yielded different cut-off scores than the fixed 60% passing score currently used by the dental school, yielding a difference in pass-fail rates by as much as a staggering 41%. This finding provides support to use evidence-based standard-setting methods to determine the cut-off score for the courses in Dentistry programme.

Assisting the integration of social media in problem-based learning sessions in the Faculty of Medicine at King Abdulaziz University.

PURPOSE: Issues related to traditional Problem-Based Learning (PBL) at King Abdulaziz University Faculty of Medicine (KAU-FOM), including lack of student interaction between sessions and outdated instructional materials have led to the examining the use of social media. This study examines factors affecting the implementation of social media into PBL sessions Methods: Mentored social media activities were incorporated between PBL sessions to third year medical students. Ground rules were set, and students were kept on track with learning objectives and authentic references. An online survey consisting of 18 questions were administered to measure the impact of the social media model embedded between PBL sessions. RESULTS: Feedback showed major improvements in students' learning process as well as identifying areas for improvement. The highest ratings were in participation and communication, knowledge and information gathering, and cooperation and team-building. CONCLUSIONS: This paper indicates that incorporating social media could facilitate learning between PBL sessions. Furthermore, guidelines are proposed to help educators implement a social media model into their PBL sessions.

Integrating an interprofessional education initiative: Evidence from King Abdulaziz University.

PURPOSE: This paper examines current issues with interprofessional education (IPE) at King Abdulaziz University (KAU) and discusses initiatives for integrating IPE into the medical curricula at KAU. METHODS: We reviewed the current body of literature, studied reports from IPE conferences and workshops organized at KAU, and synthesized participants' feedback from the IPE programs, including an online survey. RESULTS: A total of 506 participants responded to the online survey. Respondents rated Interprofessional Collaborative Learning as the highest category of IPE, followed by Interprofessional Self-Improvement and Interprofessional Relationship. A hybrid conceptual framework is proposed, to tackle the issue of role clarification across all healthcare colleges at KAU. This proposition was found to be necessary due to the current state of the undergraduate curriculum which does not prepare students properly for professional collaboration. CONCLUSIONS: The hybrid model may narrow the gap in IPE by emphasizing professional identity while reducing autonomy. Recommendations toward IPE are presented. Challenges toward IPE reform are discussed in the context of implementation at KAU and at other medical schools in the region.

Prevalence of prescription errors in general practice in Jeddah, Saudi Arabia.

PURPOSE: Prescription errors are a common cause of adverse drug events (ADEs). Recognizing ADEs can significantly contribute to the reduction of morbidity and mortality. This study aims to investigate the type and prevalence of errors in prescription writing, directed toward a needs assessment for developing educational interventions. MATERIALS AND METHODS: A cross-sectional descriptive study was conducted in Jeddah community pharmacies (January-February 2016). A random sample of 117 prescriptions were reviewed and analyzed by community pharmacists for legibility and omission of the information in the prescription. RESULTS: Results revealed that 51% of the prescriptions included diagnosis, in which 62% included the recommended drug dosage. Only 7% of drug interactions were reported between the prescribed drugs, 17% of the physicians prescribed drugs that prevented the adverse effects used for diagnosis. Prescriptions for chronic conditions were scrutinized to be 18%. It was noteworthy that 29% of the pharmacists reported difficulty in reading the handwriting of prescriptions. CONCLUSIONS: The quality of prescription writing is deficient in some elements and strategies for improvement are needed. These findings underscore a crucial requirement to upgrade the quality of prescription writing by encouraging continuous medical education programs to facilitate delivery of excellent therapeutic outcomes.

Does the use of a novel self-adhesive flowable composite reduce nanoleakage?

OBJECTIVE: The aim of the study reported here was to evaluate the performance of a self-adhesive flowable composite and two self-etching adhesive systems, when subjected to cyclic loading, in preventing the nanoleakage of Class V restorations. METHODS: Wedge-shape Class V cavities were prepared (4×2×2 mm [length × width × depth]) on the buccal surfaces of 90 sound human premolars. Cavities were divided randomly into three groups (n=30) according to the used adhesive (Xeno(®) V [self-etching adhesive system]) and BOND-1(®) SF (solvent-free self-etching adhesive system) in conjunction with Artiste(®) Nano Composite resin, and Fusio™ Liquid Dentin (self-adhesive flowable composite), consecutively. Each group was further divided into three subgroups (n=10): (A) control, (B) subjected to occlusal cyclic loading (90N for 5,000 cycles), and (C) subjected to occlusal cyclic loading (90N for 10,000 cycles). Teeth then were coated with nail polish up to 1 mm from the interface, immersed in 50% silver nitrate solution for 24 hours and tested for nanoleakage using the environmental scanning electron microscopy and energy dispersive analysis X-ray analysis. Data were statistically analyzed using two-way analysis of variance and Tukey's post hoc tests (P≤0.05). RESULTS: The Fusio Liquid Dentin group showed statistically significant lower percentages of silver penetration (0.55 µ) compared with the BOND-1 SF (3.45 µ) and Xeno V (3.82 µ) groups, which were not statistically different from each other, as they both showed higher silver penetration. CONCLUSION: Under the test conditions, the self-adhesive flowable composite provided better sealing ability. Aging of the two tested adhesive systems, as a function of cyclic loading, increased nanoleakage.