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Objective: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.Results: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.Conclusions:The results of this study should provide a valid and reliable instrument for the evaluation of the study approaches of Arabic speaking students.

Ethical decision making is a complex process, which involves the interaction of knowledge, skills, and attitude. To enhance the teaching and learning on ethics reasoning, multiple teaching strategies have to be applied. A medical ethical reasoning (MER) model served as a framework of the development of ethics reasoning and their suggested instructional strategies. Problem-based learning (PBL), being used to facilitate students' critical thinking, self-directed learning, collaboration, and communication skills, has been considered effective on ethics education, especially when incorporated with experiential experience. Unlike lecturing that mainly disseminates knowledge and activates the left brain, PBL encourages "whole-brain" learning. However, PBL has several disadvantages, such as its inefficiency, lack of adequately trained preceptors, and the in-depth, silo learning within a relatively small number of cases. Because each school tends to utilize PBL in different ways, either the curriculum designer or the learning strategy, it is important to maximize the advantages of a PBL session, PBL then becomes an ideal format for refining students' ethical decisions and behaviors.

The site was then replicated within the Department of Medicine's internal network within 48 hours and made available to the whole department, then copied into the hospital-wide intranet so other departments could access it. Additionally, all staff were granted access to Box folders containing the resources, and links were both emailed department-wide and posted on the website (https://uwmad ison.box. com/s/br7hz uqgh5 1cwg2 4egvb kon4u 7ia4h4m). The curriculum is voluntary, with the assumption that providers will review the materials relevant to his or her learning needs. The first materials were posted 14 days after programme inception, and the entire curriculum was fully available 19 days after inception. Within 2 weeks of posting the material, there had been 258 views of the content by 98 unique viewers.

Background: Student absenteeism refers to the frequent absence from classes without any good reason and thought to be the primary concern in health profession education worldwide mainly in medical school. Methods and Material: This study is a cross sectional design conducted in 152 medical students of King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS), Saudi Arabia. A self-reported questionnaire was used to determine absenteeism behavior, contributing factors of absenteeism, and level of satisfaction of medical students towards the medical program of the university. Adapted questionnaire from Timmins and Kaliszer (9) was also utilized to examine factors of stress among medical students. Descriptive statistics, linear correlation and Pearson correlational coefficient utilizing SPSS v22 for the analysis of data. Results: A total of 143 (92.76%) participated in the study. 104 or 72 % were male, and 28% were female with mean age of 22.5 (±2.02) and a mean GPA of 4.4 (±0.4). 77 (53.8%) of students were absent for 5 times or more in lectures/basic and clinical sciences sessions and clinical diagnostic sessions. These absences are mainly because of study (n=36, 25.2%) and course dissatisfaction (n=32, 22.4%). However, only 3 (2.1%) who had an absence for 5 times or more in Problem Based Learning (PBL) sessions. These absences in PBL sessions are mainly because of sleep (n=11, 7.7%) and family commitments (n=10, 7.0%). There is an inverse correlation between absenteeism and academic performance. Conclusion: Absenteeism has a negative impact on the academic performance of medical students.