Search

The purpose of this study is to construct and evaluate diagnostic battery tests of verbal and non-verbal learning disabilities for students in the Arabic schools. 612 students were in the 3rd, 4th and 5th grades of primary school were involved, mostly from Egypt and Saudi Arabia. Their ages ranged from 7.94-10.98 with mean age = 9.62 and SD = ±0.93. The Diagnostic Battery Tests (DBT) of VLD and NVLD for the primary school students was developed in accordance with the Arabic environment. The Battery includes seven subtests divided into two fields; the verbal learning disabilities and the non-verbal learning disabilities. The tests are developed in accordance with the ages of students and their academic grades. With the help of results, it has been found that DBT of VLD and NVLD have shown good reliability and validity indictors. Additionally, DBT showed the ability to distinguish between neurotypical students and those with learning difficulties. With increasing grades from three to five, the increase in performance level, decrease in performance time and standard deviations were noticeable, which can be attributed to the improvement in learning, experience, maturity and cognitive growth level with the progress of grades.

This study aimed to test a proposed structural model of the relationships and existing paths among cognitive processes (attention and planning), visual motor integration, and academic achievement in reading, writing, and mathematics. The study sample consisted of 50 students with mild intellectual disability or MID. The average age of these students was 13.52 year (SD = 1.47), and their average IQ was 59.91 (SD = 2.64). The findings indicated significant positive relationships among all variables of interest (p < 0.01), and all of the model fit indices were well fit.

Anatomy was studied through e-learning as a social distancing measure to prevent the spread of COVID-19. This study explored anatomy educators' and learners' experiences with online learning in two Middle Eastern countries in terms of instruction, engagement and assessment. The study employed a cross-sectional, mixed-methods approach using a validated questionnaire to collect data from students in 14 medical schools in Saudi Arabia and the United Arab Emirates on their experience with online teaching, engagement strategies and assessment in anatomy courses. The Delphi technique was used to explore faculty challenges and recommended solutions. Six hundred and sixtysix students completed the questionnaire. Less than half (41.74%) reported that their interaction with the instructor was easier and more comfortable than during face-to-face lectures. In addition, less than a quarter (21.32%) believed it was better to adopt online rather than face-to-face anatomy instruction. Faculty members described challenges and provided suggestions to enhance online teaching, including faculty and staff development, technical support, appropriate software to increase student engagement and curriculum development to suit the new normal. They also suggested improving assessment design and construction as well as adopting measures to eliminate cheating, train faculty and staff and properly select software. In conclusion, the student and faculty experiences with e-learning in anatomy were generally positive. Both faculty and staff identified many challenges with an emphasis on the loss of face-to-face teaching. Accordingly, faculty development, technical support, appropriate software to enhance student engagement and reformed curricula to suit online teaching are needed in online anatomy education. [ABSTRACT FROM AUTHOR]

Background: The College of Medicine at Qassim University (COMQU) was founded in 2001 as a problem-based learning and community-oriented medical school in order to strengthen the health system not only in the Qassim region but also in the whole of Saudi Arabia. The aim of the current study was to assess whether the COMQU is a socially accountable medical school and the steps taken to achieve that target. Materials and methods: The study used the social accountability grid published by the World Health Organization (WHO) as a framework to assess the social accountability efforts in the context of three functions of medical schools: education, service and research. Data were collected through the analysis of college documents (2001–2017) and interviews with key informants. Results: The COMQU shows compliance towards social accountability in the three domains of the grid. The indicators related to the education domain demonstrate more compliance than those of research and community service in the grid. Conclusion: The COMQU is based on community-oriented medical education (COME) with strong commitment towards social accountability (socially responsible going towards social responsiveness). More research is needed in order to pave the way to achieve social accountability status. Abbreviations: COMQU: College of Medicine at Qassim University; COME: Community-oriented medical education; WHO: The World Health Organization; MOH: Ministry of Health; SCFHS: Saudi Commission of Health Specialties; PHC: Primary Health Care; HYMS: Hull York Medical School; WFME: World Federation for Medical Education; NCAAA: National Commission for Academic Accreditation and Assessment [ABSTRACT FROM AUTHOR]

Objectives: This study aimed to measure the prevalence of Internet use and addiction and determine its association with gender, academic performance and health among medical students. Methods: This cross-sectional study was conducted between December 2017 and April 2018 at the College of Medicine, Qassim University, Buraydah, Saudi Arabia. The validated Internet Addiction Test questionnaire was distributed by simple random methods to medical students (N = 216) in the pre-clinical phase (first-, second- and third-years). A chi-square test was used to determine significant relationships between Internet use and addiction and gender, academic performance and health. Results: A total of 209 student completed the questionnaire (response rate: 96.8%) and the majority (57.9%) were male. In total, 12.4% were addicted to the Internet and 57.9 had the potential to become addicted. Females were more frequent Internet users than males (P = 0.006). Academic performance was affected in 63.1% of students and 71.8% lost sleep due to late-night Internet use, which affected their attendance to morning activities. The majority (59.7%) expressed feeling depressed, moody or nervous when they were offline. Conclusion: Internet addiction among medical students at Qassim University was very high, with addiction affecting academic performance and psychological well-being. Suitable interventional and preventive measures are needed for proper Internet use to protect students' mental and physical health. [ABSTRACT FROM AUTHOR]