Medical education and the epidemics: How educational technology responded.

The global disruption created by the Coronavirus Disease 2019 (COVID-19) pandemic in medical education and healthcare institutions is unparalleled. Consequently, it is essential to evaluate the usability of forms of educational technology and to identify their viability and suitability for medical education. The objective of the investigation was to present an assessment of the state of medical education during the COVID-19 epidemic and to identify the obstacles faced by educators while introducing online learning systems for medical students. Two cross-sectional surveys were conducted with 200 medical students and 75 staff members from Saudi Arabia's University of Health. A descriptive method was used to focus on the mechanisms of analysis, foresight, and comprehension of reality. The most significant findings were the obstacles posed by instructors' most urgent requirements for educational technology training and its applications in order to activate distance education in medical education. In addition to a detailed description of the academic and technological concerns and obstacles encountered by students and faculty of health colleges during the pandemic, this report includes a discussion of the pandemic itself. Several prospective recommendations for the use of online and blended learning in health colleges post-pandemic were also made. Additionally, the requirement to activate learning via virtual professional learning groups.

La perturbation mondiale créée par la pandémie de maladie à coronavirus 2019 (COVID-19) dans les établissements d'enseignement médical et de soins de santé est sans précédent. Par conséquent, il est essentiel d'évaluer l'utilisabilité des formes de technologie éducative et d'identifier leur viabilité et leur adéquation à l'enseignement médical. L'objectif de l'enquête était de présenter une évaluation de l'état de l'enseignement médical pendant l'épidémie de COVID-19 et d'identifier les obstacles rencontrés par les éducateurs lors de l'introduction de systèmes d'apprentissage en ligne pour les étudiants en médecine. Deux enquêtes transversales ont été menées auprès de 200 étudiants en médecine et de 75 membres du personnel de l'Université de la Santé d'Arabie Saoudite. Une méthode descriptive a été utilisée pour se concentrer sur les mécanismes d'analyse, de prospective et de compréhension de la réalité. Les résultats les plus significatifs ont été les obstacles posés par les besoins les plus urgents des instructeurs en matière de formation en technologie éducative et ses applications afin d'activer l'enseignement à distance en médecine. éducation. En plus d'une description détaillée des préoccupations et des obstacles académiques et technologiques rencontrés par les étudiants et les professeurs des collèges de santé pendant la pandémie, ce rapport comprend une discussion sur la pandémie elle-même. Plusieurs recommandations prospectives concernant l'utilisation de l'apprentissage en ligne et mixte dans les établissements de santé après la pandémie ont également été formulées. À cela s'ajoute l'obligation d'activer l'apprentissage via des groupes d'apprentissage professionnel virtuels.

Factorial validity of the self-compassion scale among female University students: A comparative study between Saudi and Egyptian cultures.

The study aims to verify the factorial structure of the self-compassion scale across different cultural contexts. The sample included 1039 students, divided into 521 students from Zagazig University (ZU) and 518 from Princess Nourah University (PNU) in the Kingdom of Saudi Arabia (KSA), which were chosen randomly. Exploratory factor analysis was used to test the stability of items on the dimensions. The results showed stability along with kindness with self, isolation, common humanity, and self-judgment factors. On the other hand, confirmatory factor analysis demonstrated that the results of this study yielded the best fit for the total sample. Then factor analysis across the two groups was used to verify the existence of differences between Saudi and Egyptian cultures. The analysis results revealed that the Egyptian environment model is superior to its Saudi counterpart and that there are no differences between the two cultures using the factorial differences indicators RMSEA, NNFI, GFI, and SRMR. This study's outcomes can have global implications for promoting self-compassion as a tool for improving mental health and well-being across cultures.

Parents' digital skills and their development in the context of the Corona pandemic.

We investigate parents' and guardians' digital skills and the extent of their development in the context of the spread of the Corona epidemic. In addition, we sought to explore the differences in digital skills between parents and their employment status, age, and responsibility in teaching children. We sought to rely on the descriptive-analytical approach and prepared a scale of eight theoretical dimensions with the participation of 250 students' Saudi parents. The application of the study was by online submission form (via Edit Submission). Our findings showed that there was a discrepancy in the performance of the sample, which was very high in the dimensions of operational skills, instrumental skills, and cognitive constructivism skills. There were also differences between the effect of computers on the instrumental skills and cognitive constructivism skills of the parents. Parents' dependence on alternative digital sources in exploring for information, formulating knowledge, manipulating it, and criticizing. The learner can reach the cognitive level in a more flexible manner, which allows him to gain learning objectives. The knowledge navigation can be developed because of different online outdoor exercises and software familiar. This requires self-organization to search for appropriate knowledge to use in the renewal of the cognitive structure.

Interaction between cognitive styles and genders when using virtual laboratories and its influence on students of health college's laboratory skills and cognitive load during the Corona pandemic.

This study examined the interaction between cognitive style-gender within Virtual Laboratories (VL) and its influence on students of health college's Laboratory Skills (LS) and Cognitive Load (CL) during the Corona pandemic. This research method is a combination of quasi-experimental research and survey research; consisting of two male and two female experimental groups (contemplative and impulsive). Each group had 20 students from General Health colleges. In the third level, with the microbiological course, eight experiments were studied by a Virtual laboratory (Praxilabs) during the eLearning study in 2020's first semester. Results showed that VL-using Students of General Health colleges studying microbiology had better CL and LS, besides significantly distinguishing between males and females using VLs in CL and LS where males benefited more. Also, a significant difference was established between CS (contemplative/impulsive) VL-using students in CL and LS to the benefit of the contemplative cognitive style. There LS significantly differ due to gender-CS interaction; however, CL does not have any differences because of this interaction.