Background Many studies have found that telemedicine and telehealth services quality and patients’ clinical outcomes, following telehealth visits, maybe comparable to those of traditional face-to-face office visits especially in a crisis like COVID-19 complete lockdown. Objective This study aimed to identify the patient's experience in using the telemedicine strategies during the COVID-19 pandemic and assess these patients' perception about their experience of using telemedicine in Saudi Arabia. Methods A cross-sectional survey study was done on 425 patients treated through telemedicine programs in Saudi Arabia from February to August 2020 during the COVID-19 pandemic in Saudi Arabia. An online questionnaire was adopted and modified to elicit participants’ socio-demographic data, participants’ satisfaction and attitude toward telehealth and telemedicine, and their views on health care services. Results About 84.9% of the participants thought that telemedicine made healthcare easier during the COVID-19 pandemic. Almost half of the respondent was very satisfied with the ease of registration (52%), while 43.4% of respondents stated that they had the ability to talk freely over telemedicine. In the present study, The highest satisfaction was reported by 53.4% of respondents for ease registration, 40.1% for quality of the visual image, 41.9% for quality of the audio sound, and 44.8% for their ability to talk freely over telemedicine, respectively. The highest satisfaction was reported by 40.5% about the ability to understand the recommendations, 40.5% about the overall quality of care provided, 37.4% about the overall telemedicine consult experience. The results revealed a significant positive correlation between satisfaction and attitude scores. Conclusion This study revealed acceptable satisfaction and attitude of patients toward telemedicine programs in Saudi Arabia. However, more effort should be done by the Saudi Ministry of Health to increase the knowledge of patients about teleconsultation available services.

Background With the strike of Covid-19, an unprecedented rapid shift to remote learning happened worldwide with a paradigm shift to online learning from an institutional adjuvant luxury package and learner choice into a forced solo choice. This raises the question of quality assurance. While some groups have already established standards for online courses, teaching and programs yet very little information is included on methodology of their development and very little emphasis is placed on the online learning experience. Nevertheless, no work has been done specifically for medical education institutions. Aim To develop a set of descriptors for best practice in online learning in medical education utilizing existing expertise and needs. Methods This work utilizes a qualitative multistage approach to identify the descriptors of best practice in online learning starting with a question guided focus group, thematic analysis, Delphi technique and an expert consensus session done simultaneously for triangulation. This was done involving 32 institution in 19 countries. Results This materialized into the development of a set of standards, indicators, and development of a checklist for each standard area. The standard areas identified were organizational capacity, educational effectiveness, and human resources each of which listed a number of standards. Expert consensus sessions identified the need for qualification of data and thus the development of indicators for best practice. Conclusion Standards are needed for online learning experience and their development and redesign is situational and needs to be enhanced methodologically in axes that are pertaining to the needs of the education community. Taking such axes into consideration by educators and institutions will lead to planning and implementing successful online learning activities, while taking them into consideration by the evaluators will help them conduct comprehensive audits and provide stakeholders with highly informative evaluation reports.

Objective Structured Clinical Examination (OSCE) has been widely used to assess the clinical performance of medical and health profession students. The literature has revealed that OSCE is an effective evaluation tool for evaluating the clinical skills of medical students. The objectives of this study were to investigate perception of the students and staff of OSCE as a clinical assessment tool during their clinical years at the Faculty of Medicine, Suez Canal University (FOM-SCU) as well as the perception of both the staff and medical interns regarding their ethical concerns of using medical interns as simulated patients in OSCE stations. Two different questionnaires were used to explore the perception of the students and staff of OSCE; also, semi-structured interviews with the staff and medical interns as simulated patients inside active stations were conducted. The results revealed that 88% of the students agreed that OSCE should remain as a form of performance assessment, and 83% of them agreed that OSCE was a valuable practical exam and provided them a great learning experience. Approximately 80.4% of the staff emphasised that faculty members need specific training to achieve more valid and reliable results when using OSCE as an assessment tool, and 76.5% of them agreed that using OSCE reduced the bias in clinical assessment. Some medical interns agreed to act as simulated patients inside the dynamic stations instead of using real patients. The study population point of view concluded that OSCE is the most valid and reliable tool for assessing the clinical performance of students; however, it requires comprehensive planning and training with collaborative work from all the stakeholders involved in its organisation and implementation.

Background: Excessive stress can affect students' learning performance and well-being. An optimal level of stress could enhance learning and achievement, whereas excessive stress may affect academic achievement and result in mental and physical health problems. This research aims to assess the prevalence of Beta-Blockers misuse especially propranolol and to determine the stress causative factors among health professions students. Methods: A descriptive cross-sectional study has been conducted at Jeddah, Saudi Arabia. Data collected through an online, modified and valid questionnaire through Google documents were sent to all health professions students. The total number of participants is 430. Results: The prevalence of propranolol misuse is 40% (172) among health professions students in Jeddah city and 89% (153) of them were among the age group 20-30 years. The most causative stimulants to use propranolol among the medical students especially was for reducing the educational stress and anxiety (70%) and they reported that they frequently used propranolol before oral/poster presentation (42%) and entering the practical exams (OSCE/OSPE) (26%) and oral exam (19%) in comparison to the theoretical written exam (p-value < 0.01). Conclusion: This study concludes that there is a high rate of propanol misuse among health professions students in Jeddah city especially among male medical students. All users were aware of the potential side effects of propranolol, however; the stress-relieving effect and feeling of propranolol increased its use prior to practical, oral and presentations exams.