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Background: There is a difference between evidence-based guidelines for geriatric patients and clinical practice of physicians. Prescribing potentially inappropriate medications (PIMs) can be attributed to the fact that many physicians are not aware of PIMs usage. Aim: The aim of this study was to assess the effectiveness of a combined intervention program comprising an educational and clinical pharmacist intervention to reduce the incidence of PIMs among hospitalized geriatric patients. Methods: This was a prospective pre-test versus post-test design study. The screening tool of older persons' prescriptions, 2nd version, and 2015 American Geriatric Society Beers' criteria were used to assess the appropriateness of medications prescribed for geriatric inpatients. The study was carried out in the medical wards of the Department of Medicine at King Abdulaziz Medical City in Riyadh, Saudi Arabia. Results: Four hundred geriatric patients were enrolled in the study: 200 in a pre-intervention group (control) and 200 in the intervention group. After the combined intervention, the incidence rate of PIMs decreased significantly from 61% to 29.5% (p<0.001). Out of 317 recommendations given by the clinical pharmacist, the physicians accepted a total of 196 (61.83%) recommendations. The most common PIMs to avoid regardless of diagnosis of geriatric patients before interventions were first-generation antihistamines (46%), sliding scale insulin (18.5%), antipsychotics (6.5%), benzodiazepines (9.5%), and antiarrhythmic drugs (15%). Conclusion: Using a combined intervention program that comprises an educational intervention of updated evidence-based guidelines and clinical pharmacist intervention would add a significant value to improve prescribing patterns in hospitalized geriatric patients. [ABSTRACT FROM AUTHOR]

Background: Mastery of musculoskeletal (MSK) examination is an essential skill required in the daily practice of a wide variety of fields, including internal medicine, family medicine, rheumatology, emergency medicine, pediatrics and orthopedic surgery; however, an inadequacy of MSK medicine education has been observed in medical colleges worldwide. Objective: The main aim of this study was to assess the competence of senior medical students and interns in examining the MSK system. Design: This was a cross-sectional survey. Setting: This study was conducted between April 2016 and June 2016 at King Abdulaziz University, Jeddah. Participants: The sample comprised final-year medical students and medical interns. Main Outcome Measures: Score on the Freedman and Bernstein examination and students' levels of confidence in examining the MSK system. Results: A total of 140 respondents (medical interns, 42.1% and sixth year students, 57.9%) completed the survey. The mean GPA of the students was 4 (SD 0.41), and the mean grade was 9.82 (SD 3.83) out of 25. Only two participants scored 70%, representing a passing rate of 1.4%. A strong significant correlation was observed between GPA and exam passing score (r = .580; P-value = 0.0016). We also observed a significant association between student level and passing grade. Nearly half of the participants reported that the MSK medicine curriculum needed to be improved. Conclusion: These analyses suggest that undergraduate medical education in MSK is insufficient, as close to 99% of our senior medical students and interns failed to demonstrate competency using the passing grade set by internal medicine residency program directors. Limitations: It would have been beneficial to assess students' MSK examination competency before and after enactments in the MSK curriculum to determine the impact of a new curriculum. [ABSTRACT FROM AUTHOR]

To help teach object-oriented programming, students at King Abdulaziz University in Saudi Arabia created a self-paced, interactive program that associates code with visual cues to reinforce the concepts of inheritance and polymorphism. [ABSTRACT FROM AUTHOR]

Objective:To explore the potential, challenges and needs for internship research activities in achieving scholar outcomes among graduates. Methods:A qualitative general needs assessment and evaluation of an internship research program was conducted at King Abdulaziz University, Faculty of Dentistry (KAUFD), KSA, from December 2014 to February 2015 using focus groups and interviews. The participants included: administrates, faculty, and internship students. Data were transcribed and analyzed following the grounded theory. Results:The participants were two administrative personnel, 21 faculty members, and 16 internship students. Results were clustered around five main domains; curriculum design, faculty, students, administrative, and institutional domain. Reported potentials included: a multi-faceted educational intervention approach, and building evidence-based skills and inquiry minds among graduates. Time, load, and incentives were major challenges reported by faculty. Interesting and achievable research topics were major challenges reported by students. Areas that needed development included: equipped research personnel, aligned administrative and institutional support, faculty skills, students’ knowledge and skills, aligned curriculum, and clear program goals, objectives, and outcomes. Conclusion:Curriculum design, faculty and students’ skills; as well as administrative and institutional support were found to play major roles in the success of the current internship research program at KAUFD. [ABSTRACT FROM PUBLISHER]

Aim:This study aimed to evaluate fifth-year medical students' perception of their learning experience during pediatric rotation at the medical college of King Abdulaziz University (KAU), Jeddah, Saudi Arabia. Method:This cross-sectional study was conducted by distributing a questionnaire to fifth-year students who attended the pediatric rotation at KAU, during 2013–2014. Results:Three hundred fifty-six out of 360 students agreed to participate, representing a response rate of 99%. More than 90% were satisfied with the module, and 80% reported the usefulness of the orientation session. The mean scores for the usefulness of morning experience and afternoon activities were 7.20 ± 2.40 and 6.40 ± 2.70, respectively. A significant difference in the mean scores for supervision was observed between the clerkship sites (p = .0001), with the highest score for consultants’ supervision (7.01 ± 2.90) and lowest for interns’ supervision (4.81 ± 3.30). Conclusions:Overall, although the program was satisfactory to the majority of participants, areas of concern were identified. Students reported more effective learning and development of clinical skills , during the morning rounds, when supervised by consultants and senior specialists, and in activities that involved examining patients, presenting cases, and participating in discussions. [ABSTRACT FROM PUBLISHER]