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Abstract Background and objective Health literacy is the cognitive and social abilities that influence a person’s motivation and capacity to learn, comprehend, and use information to improve and maintain good health. We aimed to investigate Healthcare Students’ knowledge, attitudes, and practices regarding Health Literacy in the Riyadh Province of Saudi Arabia. Methods This study used prevalidated electronic questionnaires among healthcare undergraduates from colleges affiliated with Saudi University in Riyadh, Saudi Arabia, from December to April 2024. Healthcare students were asked to answer a self-designed online questionnaire sent to them through social media platforms. Results The response rate was 560 out of 600 (93.3%); 293 of the 560 students (52.3%) were aged between 23 and 24 years (mean age was 21.29 SD = 1.852). The mean GPA among the students was 4.31(± 0.682). The average overall score for health literacy among healthcare students was 100.92 ± 11.80. The mean scores for knowledge were 24.17 ± 4.67, attitudes were 38.65 ± 4.20, and practice in health literacy was 38.09 ± 5.09. Among all healthcare students, 50.2% reported good knowledge, 54.1% had good attitudes, and 50.1% exhibited good practices in health literacy. However, students’ knowledge (p = 0.019) and training (p = 0.024) in health literacy were significantly associated with smoking cigarettes. Additionally, smoking shisha was significantly associated with students’ knowledge (p = 0.022), attitudes (p = 0.001), and practices (p = 0.001) in health literacy. Conclusion Our study highlights that half of the healthcare students reported limited knowledge, attitude, and practice in health literacy. Age, gender, and course of study did not show significant differences. Rather, students who did not smoke cigarettes or shisha were found to have higher knowledge, attitudes, and practice in health literacy compared to smokers. However, to improve health literacy, additional education and increased awareness are needed. Further investigation is warranted to address the factors related to poor health literacy.

Abstract Background Obesity among healthcare students (HCs)is a growing concern that needs to be addressed. The purpose of this study was to evaluate the knowledge, awareness, perceptions, practice, and preparedness of obesity, and associated factors among undergraduate HCs. Methods A cross-sectional study was conducted from December 2023 to March 2024 using an online prevalidated questionnaire, to assess clinical aspects of obesity.Simple random sampling was applied for data collection from nursing, emergency medical services (EMS), and pharmacy students at Saudi University, Riyadh Saudi Arabia. All data were analyzed using statistical package for social science (SPSS). Results A total of 456 HCs participated in this study. Among those 68% believed eating high carbohydrates, fats, and sugars leads to obesity. At the same time, 52.2% and 57.2% were aware that smoking and stress can contribute to obesity. On the other hand, 41.9% live a healthy lifestyle and 38.65% engage in physical activity to control their obesity. The demographic variables such as age (p = 0.0001), gender (p = 0.0001), professional classification (p = 0.0001), presence of chronic diseases (p = 0.0001), history of weight loss treatment (p = 0.0001) and body mass index (BMI) (p = 0.0001) were significantly associated with knowledge of obesity(p = 0.001). Similarly, students’ age (p = 0.001), presence of chronic diseases (p = 0.004) history of weight loss treatment (p = 0.0001), BMI (p = 0.001), and active status (p = 0.0001) were significantly associated with the perception of the obesity. Conclusion Undergraduate HCs possess a good understanding of the clinical prospects of obesity. They know its causes, risks, and treatment options. Additionally, they are well-prepared to support individuals in managing their weight through lifestyle modifications and psychological counseling.

Abstract Background Properly designed and implemented eLearning can lead to improvement of dental teaching quality. Various strategies have been proposed to increase the effectiveness of eLearning in dental education, however, there is a lack of research to assess the effectiveness of these strategies. Objective To investigate dental students’ learning performance and perception of a virtual flipped learning format compared to a virtual traditional learning method. Methods A crossover pilot study was conducted at the College of Dentistry, Princes Sattam Bin Abdulaziz University, Saudi Arabia. Computer-generated randomization, blinded from researchers who analyzed the results, was performed to allocate 32 participants (aged 23.27 ± 0.86 years) to one of two groups. Participants in the control group were taught through the virtual traditional learning method (VTL) using live video lectures. In contrast, participants in the intervention group were taught through the virtual flipped learning method (VFL) using recorded online lectures and post-lecture virtual discussions. Learning gain and preference were measured by pre- and post-test average score differences and a modified validated survey, respectively. Results There was no significant difference in learning performance between VFL and VTL groups (P > 0.05). However, students preferred VFL over VTL and the differences were significant among all survey items, except for the opportunity to ask questions. Conclusion Health professions educators are encouraged to carefully design online curricula with efficient learning strategies that help students improve learning performance and foster self-directed learning skills while valuing active learning in an online environment. Trial registration NCT04692142 , 31/12/2020.