The objective of the present study was to determine the views and attitude of clinical medical students toward gross anatomy courses taught to them in preclinical years and their relevance to their medical practice.
Materials and Methods:
A structured questionnaire of 16 items was distributed to 146 clinical students. The study group included both genders (104 males and 42 females). A total of 121 students (83%) responded to the questionnaire.
The responses obtained in relation to the clarity of the anatomy course outline its impact on their ability to think and solve problems, develop their skills as members of a team, and its relevance to their clinical practice and their ability to engage in common clinical practices were negative.
There is an urgent need to redesign the anatomy curriculum in King Khalid University in order to enable the graduates to deliver adequate health care to the community.
Anatomy course; attitude; King Khalid University; medical students
Palliative care is a rapidly growing subspecialty that aims at improving the quality of life and relieving suffering associated with life threatening disease. Despite its rapid growth and huge demand, the knowledge of health care professionals on palliative care remains inadequate.
This study aims to determine the knowledge of residents at King Abdul-Aziz University Hospital (KAAUH) on palliative care.
Materials and Methods:
Through a cross-sectional design, all residents in the hospital were invited to complete a two-part self-administered questionnaire in June 2010. The first part of the questionnaire included variables describing the socio-demographic characteristics and educational background, and the second part developed by palliative care education initiative at Dalhousie University in Canada in 2000 had 25 items on the knowledge of palliative care.
Of the 80 residents 65 (81%) responded, the overwhelming majority of whom were Saudis (92.3%) with an equal representation of males and females. The mean age of the participants was 29.1 ± 2.4 years. Less than one-third (29.2%) indicated that they had previous didactic education on palliative care. The percentage of right answers on items reflecting knowledge on palliative care accounted for 29.9% ± 9.9%. No statistically significant difference was found in the level of knowledge among the residents according to their demographics or graduation and training characteristics.
Resident physicians enrolled in postgraduate programs have suboptimal knowledge of basic palliative care. Substantial efforts should be made to incorporate a palliative care module into the theoretical and practical training of medical students and resident physicians.
Knowledge; palliative care; residents; Saudi Arabia
Teaching Evidence Based Medicine (EBM) helps medical students to develop their decision making skills based on current best evidence, especially when it is taught in a clinical context. Few medical schools integrate Evidence Based Medicine into undergraduate curriculum, and those who do so, do it at the academic years only as a standalone (classroom) teaching but not at the clinical years. The College of Medicine at King Saud bin Abdulaziz University for Health Sciences was established in January 2004. The college adopted a four-year Problem Based Learning web-based curriculum. The objective of this paper is to present our experience in the integration of the EBM in the clinical phase of the medical curriculum. We teach EBM in 3 steps: first step is teaching EBM concepts and principles, second is teaching the appraisal and search skills, and the last step is teaching it in clinical rotations. Teaching EBM at clinical years consists of 4 student-centered tutorials. In conclusion, EBM may be taught in a systematic, patient centered approach at clinical rounds. This paper could serve as a model of Evidence Based Medicine integration into the clinical phase of a medical curriculum.
Clinical years; evidence based medicine; medical curriculum; medical education
How students accomplish their learning and what they learn is an indicator of the quality of student learning. An insight into the learning approaches of a student could assist educators of the health profession in their planning for the first year of study. The aim of this study was to develop a reliable and valid Arabic version of the revised two-factor study process questionnaire.
Materials and Methods:
The translation of the revised two-Factor Study Process Questionnaire (R-SPQ-2F) into Arabic was done by an established forward–backward translation procedure. The Arabic version was then distributed to high school graduates applying for a place in the medical program at King Fahad Medical City. A total of 83 students voluntarily completed the questionnaire. The internal consistency and construct validity of the Arabic version of the R-SPQ-2F were computed.
The exploratory factor analysis revealed two components. The two factors were similar to the main scales described in the original English questionnaire. The main scales were the deep and surface approach. The items for the subscales (deep motive, deep strategy and surface motive, surface strategy) had a high internal consistency of more than 0.80.
The results of this study should provide a valid and reliable instrument for the evaluation of the study approaches of Arabic speaking students.
Learning approach; R-SPQ-2F; study process
To assess the attitude and practice of doctors in the Military Hospital Primary Care Centers in Riyadh (RMH) toward research and to identify the main barriers to conduct research.
Materials and Methods:
A cross-sectional study was conducted from March to April, 2010, at RMH primary care centers. The sample included all general practitioners (GPs) working in primary healthcare centers. A self-administered questionnaire was formulated from different sources and used as a tool for data collection.
The response rate was 75%. Among the respondents 96.9% agreed that research in primary care was important for different reasons. Most of the GPs had a positive attitude toward research: 68% had been influenced by research in their clinical practice and 66% had an interest in conducting research, and74.2% of the respondents had plans to do research in the future. Insufficient time was the most frequently cited barrier (83.5%) for participating in research, followed by the lack of support (58.8%).
Many of the GPs had a positive attitude toward research, but had no publications or plan for new research. Lack of time, support, and money were the main constraints for carrying out research.
Family doctors; publishing; research
Adolescents experience rapid biological, psychological, and social transitions that can be associated with mental health problems. During the high school period there are also more academic stressors.
(1) To study the prevalence of mental disorders in high school (grade 12) students. (2) To study some related sociodemographic data.
Materials and Methods:
A cross-sectional study, using GHQ-28, that included 354 students randomly selected from grade 12 in four high schools – two male and two female high schools – in the National Guard Housing (Iskan), in Kashmalaan (suburb of Riyadh).
The overall prevalence of mental disorders was found to be 48% (41% in males and 51% in females); more than 80% of these cases were mild to moderate. Females showed significantly more severe disorders than males (P = 0.017) and students with excellent performance degrees showed a significantly lower rate of mental disorders than others (P = 0.021). However, our study did not show a significant association between psychiatric disorders and other social variables (family size, birth order, and polygamous family) or smoking.
The adolescent age groups in our community had high rates of mental disorders, which required more attention from the family, as well as the educational and health institutes in our country.
Adolescents; GHQ-28; high school students; mental disorder; prevalence; Saudi Arabia
To study the sociodemographic profiles of children under institutional care, identify the characteristic features of the families prone to have destitute children, and suggest measures for prevention of destitution of children in the community.
Material and Methods:
A questionnaire-based cross-sectional study was conducted in a population of 507 boys and girls from 6 to 18 years admitted to four different institutes for care and support. A sample of 170 children was selected using systematic random sampling technique. A survey was done to study the health status of the children. Data was analyzed using SPSS software. Frequency and proportion were calculated and chi square test was used. P value of >0.05 was considered significant.
65.9% of children were in the 6 to 12 age group. 63.5% were Hindu by religion. The majority i.e., 80.9% of the boys and 80% of the girls were urban in origin, 82.4% of the juveniles were from nuclear families, 40.0% of boys and 62.3% of the girl juveniles were from lower socioeconomic status. 75% of boys and 25% of the girls had been child laborers just before institutionalization. Only 12.7% of juveniles were from large families, the rest, the majority (87.3%) were from medium to small sized families.
Nuclear families of medium to small size which belong to the lower socioeconomic status and of urban origin were found to be unable to provide care and support to their children putting them at the risk of becoming destitute.
Children under institutional care; destitute child
The new agenda for Public Health in India includes the epidemiological transition, demographical transition, environmental changes and social determinants of health. Based on the principles outlined at Alma-Ata in 1978, there is an urgent call for revitalizing primary health care in order to meet these challenges. The role of the government in influencing population health is not limited within the health sector but also by various sectors outside the health systems. This article is a literature review of the existing government machinery for public health needs in India, its success, limitations and future scope. Health system strengthening, human resource development and capacity building and regulation in public health are important areas within the health sector. Contribution to health of a population also derives from social determinants of health like living conditions, nutrition, safe drinking water, sanitation, education, early child development and social security measures. Population stabilization, gender mainstreaming and empowerment, reducing the impact of climate change and disasters on health, improving community participation and governance issues are other important areas for action. Making public health a shared value across the various sectors is a politically challenging strategy, but such collective action is crucial.
Health sector; intersectoral issues; public health; role of government
The Kingdom of Saudi Arabia (KSA) has witnessed unprecedented growth in higher education and E-learning in recent times. In the last five years, one university and five colleges have been commissioned every month; 800 scholarships have been awarded every month for overseas study; a national center for E-learning has been established; and E-units or departments have been set-up in almost every university. E-learning has become important for discussion to quote Shakespeare ‘To E or not to E that is the question.’
To examine current and future developments and challenges of E-learning in KSA.
Materials and Methods:
A qualitative approach was used to explore views of 30 senior academicians involved in E-learning during their attendance at a two-week course on the subject.
All participants considered themselves as decision makers on E-learning in their units or departments. They felt that E-learning had come to stay, but acknowledged challenges in respect of resources, organization, management, and information technology.
The fast development of E-learning poses many challenges. Clear vision and strategic planning with prospective E-learners in mind are essential to make E-learning programs cost effective.
Challenges and development of E-learning in Saudi Arabia; E-learning; vision and strategic planning of E-learning
This paper is an attempt to produce a guide for improving the quality of Multiple Choice Questions (MCQs) used in undergraduate and postgraduate assessment. Multiple Choice Questions type is the most frequently used type of assessment worldwide. Well constructed, context rich MCQs have a high reliability per hour of testing. Avoidance of technical items flaws is essential to improve the validity evidence of MCQs. Technical item flaws are essentially of two types (i) related to testwiseness, (ii) related to irrelevant difficulty. A list of such flaws is presented together with discussion of each flaw and examples to facilitate learning of this paper and to make it learner friendly. This paper was designed to be interactive with self-assessment exercises followed by the key answer with explanations.
Pitfalls; assessment; student
The National Commission for Academic Accreditation and Assessment is responsible for the academic accreditation of universities in the Kingdom of Saudi Arabia (KSA). Requirements for this include evaluation of teaching effectiveness, evidence-based conclusions, and external benchmarks.
To develop a questionnaire for students’ evaluation of the teaching skills of individual instructors and provide a tool for benchmarking.
College of Nursing, University of Dammam [UoD], May-June 2009.
Materials and Methods:
The original questionnaire was “Monash Questionnaire Series on Teaching (MonQueST) - Clinical Nursing. The UoD modification retained four areas and seven responses, but reduced items from 26 to 20. Outcome measures were factor analysis and Cronbach’s alpha coefficient.
Seven Nursing courses were studied, viz.: Fundamentals, Medical, Surgical, Psychiatric and Mental Health, Obstetrics and Gynecology, Pediatrics, and Family and Community Health. Total number of students was 74; missing data ranged from 5 to 27%. The explained variance ranged from 66.9% to 78.7%. The observed Cornbach’s α coefficients ranged from 0.78 to 0.93, indicating an exceptionally high reliability. The students in the study were found to be fair and frank in their evaluation.
Student evaluation of teaching effectiveness; student evulation of faculty teaching skills; academic accreditation; faculy personal portofolio; Saudi Arabia
To evaluate the concept of quality assured mobile eye services (MES) in implementing the vision 2020 initiative.
Materials and Methods:
Literature review as well as the medical records of Al-Basar International Foundation (BIF) on MES. Emphasis was focused on the causes of blindness, objectives, operation, management and the benefits of MES, a critical appraisal of MES, training for MES and the relationship with other organizations and concerned government agencies.
More than 38 countries have been included in this exercise during which more than 620 eye camps have been conducted. More than two million people have benefited from the services provided including medicines and glasses in these eye camps and about 180,000 sight restoring surgeries performed for cataract, glaucoma etc.
Quality assured MES are a very important means of tackling the problems of blindness and implementing the vision 2020 initiative. The adoption of this concept by major stake-holders in the prevention of blindness (e.g. WHO, IAPB) will bring an additional momentum to the achievement of this noble goal.
Al-Basar International Foundation; eye camps; mobile eye services
One of the most important steps in curriculum development is the introduction of simulation- based medical teaching and learning. Simulation is a generic term that refers to an artificial representation of a real world process to achieve educational goals through experiential learning. Simulation based medical education is defined as any educational activity that utilizes simulation aides to replicate clinical scenarios. Although medical simulation is relatively new, simulation has been used for a long time in other high risk professions such as aviation. Medical simulation allows the acquisition of clinical skills through deliberate practice rather than an apprentice style of learning. Simulation tools serve as an alternative to real patients. A trainee can make mistakes and learn from them without the fear of harming the patient. There are different types and classification of simulators and their cost vary according to the degree of their resemblance to the reality, or ‘fidelity’. Simulation- based learning is expensive. However, it is cost-effective if utilized properly. Medical simulation has been found to enhance clinical competence at the undergraduate and postgraduate levels. It has also been found to have many advantages that can improve patient safety and reduce health care costs through the improvement of the medical provider's competencies. The objective of this narrative review article is to highlight the importance of simulation as a new teaching method in undergraduate and postgraduate education.
Clinical skills; medical education; medical simulation; simulators
The subject of Biomedical Ethics has become recognized as an essential integral component in the undergraduate curriculum of medical students.
(1) To review the current Biomedical Ethics Course offered at the College of Medicine, King Saud bin Abdul-Aziz University for Health Sciences (KSAU-HS). (2) To explore the perception of medical students on the different components of the course.
Materials and Methods:
The medical students were requested to participate in the study at the end of the course by filling in a pre-designed questionnaire. A qualitative approach was used also to examine their perceptions about certain components of the course.
Forty-one medical students participated in this study. All students expressed their strong agreement on the importance of their learning biomedical ethics. Their views about the role of Biomedical Ethics were also considered. These include professional development, assessment of ethical competencies, and the timing of the teaching of ethics.
The students provided valuable comments that were supported by the literature reviews. Medical Students’ views of the teaching of the various components of biomedical ethics are important and should be sought in the planning of a curriculum.
Bioethics; bioethics curriculum; bioethics learning; bioethics teaching; professional development
Toxoplasmosis drugs have the longest history and are still the first choice for most conditions. Alternative drugs such as Co-trimoxazole and Tetracycline have been tried and acclaimed successful. The lack of general acceptance, however, is an indication that the results are not very convincing. A wide range of antibiotics is urgently needed for patients with drug reaction or resistance problems. The anti-toxoplasmic activity of water and ethanol extracts as well as the oil of some home spices (Piper nigrum, Capsicum frutescens, Cinnamomum cassia and Curcuma longa), were evaluated in murine models of intraperitoneal infection using the RH strain of Toxoplasma gondii. Female mice were infected with 2×102 tachyzoites/ml, and then treated intraperitoneally with the home spices at 100 and 200 mg/kg/day for seven days. The tested extracts reduced the mean number of tachyzoites present in the peritoneal fluid of the experimental mice. The most effective extract was Curcuma longa ethanol extract which showed a 98.6% and 99.2% inhibition of the growth of Toxoplasma tachyzoites in 100 and 200 doses respectively compared to the control infected untreated mice.
Anti-toxoplasmic activity; Home spices; Piper nigrum; Capsicum frutescens; Cinnamomum cassia; Curcuma longa; Toxoplasma gondii; RH strain
Medical education began in Saudi Arabia in 1969 when King Saud University, the first medical school was established. Since then globalization has brought numerous challenges. In this paper, we review the status of medical education and its expected future projects.
Saudi medical education; challenges; curriculum; internship; healthcare system
There is an international move from traditional curriculum towards the learner – centered, and patient-oriented curriculum. In spite of its advantages, problem-based learning requires a larger number of teaching staff and space. This study was done to compare the problem-based learning (PBL), lectures and modified PBL methods.
Thirty-three fifth year medical students who were taking the Family Medicine rotation participated in the study at the College of Medicine, King Saud University. Three instructors participated in the teaching of three topics to the three groups of students. Students acted as control for themselves across the three instructional methods, namely; lectures, PBL and modified PBL. The main outcomes were students’ recall of knowledge, problem solving skills and topic comprehension.
In the initial assessment, there was a significant difference in favor of PBL and the modified PBL regarding comprehension of the topic as tested by the short answer questions (p = 0.0001), problem solving skills as tested by the modified essay question (p = 0.002). Non-significant results were observed at the second stage of assessment. The modified PBL method was the preferred one for 39% of the students, followed by the PBL (36%) and lastly the lectures (25%).
This empirical study suggests some advantages for the PBL method and the modified PBL over the lecture method. Larger studies are needed to confirm our results of this important issue as the modified PBL is an affordable option for schools that can not meet the staff and space requirements of the PBL curriculum.
Instructional methods; lectures; modified PBL; PBL; Saudi Arabia
Student admission into the College of Medicine at King Saud University (KSU) is dependent on the achievement of a grade point average (GPA) of ≥3.5 /5 by the end of the premedical year. This study was undertaken to ascertain whether pre-selected medical students who achieve a relatively low GPA (≤3.75/5) in the premedical year are at risk of having academic difficulties in subsequent years.
A cross-sectional study of all students admitted to the College of Medicine at KSU during 5 academic years (1994 to 1998) was conducted in 2004. The likelihood of completing the program by 2004 and the dropout frequency were compared in the two groups based on their GPA in the premedical year: High GPA (>3.75) and Low GPA (≤3.75).
During the study period, 739 students were admitted to the college. Of these, 619 (84%) were in High GPA group, and 120 (16%) in the Low GPA group. Of the students with High GPA, 545 (88%) out of 619 graduated compared with 79 (66%) of 120 in the Low GPA group (OR 3.822 [95% CI: 2.44, 5.99]: P<0.0001). Overall, 28 students (3.8%) dropped out, but there was a significantly greater frequency of dropping out in the Low GPA group (10/120; 8.3%) compared with the High GPA group (18/619; 2.9%: OR 3.035 [95% CI: 1.37, 6.75], P=0.01).
Our results support the prerequisite of a minimum GPA in the premedical year before proceeding to the higher levels. The GPA of premedical year is a useful predictor of students who need close monitoring and academic support. The use of GPA in the premedical year for admission into medical colleges should help optimize the use of resources and reduce student wastage.
Medical student selection; GPA; Pre-medical year; drop-out; academic performance
Jazan province is located in the south-west of the Kingdom of Saudi Arabia. The province is offlicted with a wide spectrum of diseases and therefore have a special need for more health services. The Faculty of Medicine at Jazan has been following the traditional curriculum since its inception in 2001. The traditional curriculum has been criticized because of the students inability to relate what they learned in the basic sciences to medicine, thus stifling their motivation. It was felt that much of what was presented in preclinical courses was irrelevant to what the doctor really needed to know for his practice. The College therefore, decided to change to an integrated curriculum.
The study was conducted in 2004-2005 in the Faculty of Medicine, Jazan University. It began with a literature survey/search for relevant information and a series of meetings with experts from various institutions. A Curriculum Committee was formed and a set of guiding principles was prepared to help develop the new curriculum. A standard curriculum writing format was adopted for each module. It was decided that an independent evaluation of the new curriculum was to be done by experts in medical education before submission for official approval. There were several difficulties in the course of designing the curriculum, such as: provision of vertical integration, the lack of preparedness of faculty to teach an integrated curriculum, and difficulties inherent in setting a truly integrated examination.
The program designed is for 6 years and in 3 phases; pre-med (year 1), organ/system (years 2 and 3), and clinical clerkship (years 4, 5, and 6). This is to be followed by a year of Internship. The pre-med phase aims at improving the students’ English language and prepare them for the succeeding phases. The organ/ system phase includes the integrated systems and the introductory modules. The curriculum includes elective modules, early clinical training, behavioral sciences, medical ethics, biostatistics, computer practice, and research methods. The curriculum provides active methods of instruction that include: small group discussion/ tutorials, problem-based learning (PBL), case-study/ clinical presentations, seminars, skills practice (clinical skill lab), practical, demonstration, and student independent learning. Methods of evaluating students include continuous and summative assessment.
The new curriculum adopted by the Jazan Faculty of Medicine is an integrated, organ/ system based, community-oriented, with early clinical skills, elective modules, and innovative methods of instructions.
Community oriented education; Curriculum development/evaluation; Interdisciplinary medical education; Problem-based learning
The aim of this study is to assess students’ views on student-teacher relationship and its effect on academic grades.
The present cross-sectional study was conducted in the College of Medicine, King Saud University, Riyadh, in 2005. The questionnaires were distributed to 420 students during the examination period in order to obtain a full response. It consisted of items on different aspects of student-teacher relationship for which the responses were measured on a 4-point scale. The response rate was about 83%.
The current relationship between the student and the teacher was evaluated as very good and good by 61% of the study sample. The responses were associated with their grades as (X2=6.25, p=0.012). Eighty-four point one percent of students with higher and above average grades felt that expulsion from class was an appropriate means of controlling the class. Also (78.2%) students felt that the teachers treated them with respect, and their responses were significantly associated with their grades (X2=11.8, p=0.003). Eight-four percent of the students with higher and above average grades strongly agreed that teacher's performance was affected by students’ attendance or absence and the responses were significantly associated with their grades (X2=4.35, p=0.037). The responses to most of the items by the students were independent of their grades.
This study concludes that student-teacher relationship was good in a medical school and the views of students on this relationship were independent with their academic grades. Further study which includes from 1st year to 5th year undergraduate students is required to give a broader view of student-teacher relationship in a medical school.
Student-teacher relationship; Undergraduate medical education; Saudi Arabia
To explore the prevalent morbidity problems among students at King Faisal University. To identify the nature of referred cases and assess the efficiency of the referral system.
Subjects and Methods:
This was a retrospective, records-based descriptive study, involving the examination of the health records of students at King Faisal University, who attended the Medical Center for Primary Health Care services in a five-year period. A pre-tested compilation sheet was used for data collection.
Out of 2472 consultations, about 58 % of the diagnosed morbidity conditions were of infectious nature, mostly affecting the respiratory (62%), dental (14%), gastrointestinal (7%), and skin infections (5 %), with more prevalence among males. The non-infectious morbidity conditions were recorded more among females and included muscle and joints problems (16 %), allergic conditions (15 %), gastrointestinal (8 %), and trauma (5 %). Some of the encountered morbidity demonstrated seasonal variation. Case referrals were about 6 %, more in the non-infectious conditions, with a deficient feedback system.
Quality improvement of the medical records and the establishment of a proper referral system are necessary. Health education on preventable morbid conditions should be organized and implemented.
Morbidity; Medical Records; University students
A specialty is the transition from the undifferentiated medical graduate phase to the final, fully-differentiated specialist who is almost restricted to one specialized area of medical work. The medical specialty chosen by the medical practitioner is important for both the practitioner and the society. It is an important determinant of the future supply of doctors in different specialties and the planning of the workforce for the health-care services.
Many factors influence specialty choices of the medical student and medical practitioner. These range from individual characteristics to the features of the specialty itself, including specialty-related lifestyle.
This article explores factors influencing specialty choices of medical students and young practitioners. The article also suggests some general and practical principles that junior doctors should follow in selecting a specialty to suit their personality bearing in mind the health needs of the society.
Medical graduate; medical practitioners; medical specialties; medical career; career choice
Multiple Choice Questions (MCQs) are generally recognized as the most widely applicable and useful type of objective test items. They could be used to measure the most important educational outcomes - knowledge, understanding, judgment and problem solving. The objective of this paper is to give guidelines for the construction of MCQs tests. This includes the construction of both “single best option” type, and “extended matching item” type. Some templates for use in the “single best option” type of questions are recommended.
Multiple Choice Questions (MCQs); Assessment; Extended matching Item; Evaluation; Students; Training
In the health care system, continuing medical education (CME) is concerned with the maintenance, improvement, and promotion of health care provided by physicians. The objectives of this study are: to assess the knowledge, attitude and practice of Primary Health Care (PHC) physicians of CME, and to analyze the utilization of Continuing Medical Education (CME) program.
Material and Methods:
This is a cross-sectional descriptive study with an analytic component. A two-stage stratified random sampling was done on 189 PHC physicians from 76 PHC centers in the Al Madina, Al Munawarah City. One Hundred Fifteen physicians actually took part in the study.
Only 3.5% of the physicians were Saudi, 2% had PHC postgraduate qualification in Primary Health Care and 75% had had basic training during their practice. The study showed that: (1) PHC physicians who worked in a group evaluated Medical Education Center (MEC) better than those who worked alone (p =0.0052). (2)Those who were aware of the presence of the MEC gave MEC contribution a better grade in evaluation than those who were not (p=0.0001). (3) PHC physicians who had more experience in medical practice evaluated CME achievement with a better grade than those who had less experience (p = 0.0173). (4) PHC physicians working in groups evaluated CME achievement with a better grade (p = 0.0330). (5) Those who were attached to the hospitals evaluated CME achievement with a better grade (p = 0.0392). (6) Those who attended activities outside PHC centers evaluated CME achievements better than those who did not (p = 0.0202).
From the results it was concluded that: (1) There are many PHC physicians who were unaware of CME activities in their area of work and therefore tend to be unhappy with MEC contribution. (2) PHC physicians were not satisfied with MEC's contribution and with their CME's achievements. (3) PHC physicians felt the need for utilizable CME. (4) PHC physicians were not fully aware of the use of the internet, distance learning, and emails in CME.
Continuing Medical Education (CME); Primary Health Care (PHC); Medical Education Center (MEC); World Health Organization (WHO)
The aim of this study was to investigate the perception of King Saud University female students towards the implementation of premarital screening (PMS) in the Kingdom of Saudi Arabia (KSA).
Two consecutive surveys on knowledge, attitudes and practice (KAP) were conducted two and nine months after the compulsory implementation of PMS in KSA in 1/1/1425H. The female students of King Saud University were given health education lectures before the survey. The first survey was done with a designed close-ended questionnaire distributed at pre and post stages of the health education lecture. However, the second one explored the participants’ perception of the same items in open-ended questions summarized as a “consensus statement”. In fulfillment of their demands, the signed statement was mailed to the legislative authorities.
Results and discussion:
A total of 140 university female students attended the first lecture. The response rate for both pre and post lecture surveys were 132 (94.3%) and 128 (91.4%) respectively. A total of 112 out of 132 (84.8%) students in the pre test and 111 out of 128 (86.7%) in the post-test were single.
Of the married students 7/20 (35.0%) and 7/17 (41.2%) in pre and post tests had previously had PMS screening. The attitude of the students towards PMS was generally positive. One hundred and eight (81.8%) in the pre test and 110 (85.9%) in the post test saw the importance of PMS in controlling the commonest hereditary diseases. However, a smaller percentage of students (69.7% and 75.0%) in pre and post lecture respectively were in favor of the compulsory application of PMS in KSA. In spite of the positive attitude of all the students in the pre and post tests, fears were expressed towards the confidentiality of PMS test results and it was felt that social and psychological problems would ensue from abnormal results. This, however, does not represent the feeling of the entire population in KSA since the participants of the study formed a select group.
The second awareness lecture was attended by 319 students from the College of Education. They were subsequently requested to state their perceptions of PMS application with regard to its content, nature and method of application in KSA in their own words. The collected forms were summarized into a “consensus statement” and signed by all 319 students. They felt that the scope of PMS should be extended to investigate and screen for other diseases especially sexually transmitted diseases that would adversely affect the health of members of the family and the community as a whole. Their worry about the lack of screening for other diseases may be because a majority of the study group were single and would, therefore, refuse to get married on account of the risks to their future offspring. In addition, it may reflect their knowledge of the effects of globalization on the transmission of diseases.
Health education is an important means of improving the public's perception of newly-introduced health interventions. University students have a good perception of the compulsory implementation of PMS in KSA. Pre-marital screening could be extended to include a broader spectrum of health/genetic disorders and will be useful for early identification and possible intervention as well as the prevention of complications.
Premarital Screening; Health Education; Kingdom of Saudi Arabia