Objectives: To study body image perceptions and body image dissatisfaction, and their relationship with Body Mass Index (BMI) among medical students in Oman. Methods: A cross-sectional study was conducted among students of a private medical college in Oman. Data (including self-reported weight and height) was collected through a questionnaire-based survey. Body image perception and satisfaction were assessed using Stunkard Figure Rating Scale (FRS).. Students' responses were collected, analyzed, and interpreted. Results: A total of 351 medical students participated in the study (mean age of 21.6 + 2.2 years, mean BMI of 22.7 + 4.3 kg/m 2 ). Most students were within normal ranges of BMI (63%), 12% were underweight and 25% overweight/ with obesity. Around 66% of students perceived their body image correctly; students at extremes of BMI were more accurate about their body image perceptions. Body image dissatisfaction was high (80%) among the respondents ; 73.5% 0f those dissatisfied desired to be thinner. The association between self-reported BMI with perceived BMI and body image dissatisfaction was significant (p<0.001). Only 18.2% of students felt "attractive". The association between body image perception and body image dissatisfaction was statistically significant (p<0.05). Conclusion: A high degree of body image dissatisfaction and incorrect body image perceptions exists among medical students. There is an increased desire to be thinner and a majority feel unattractive. There is a need to foster healthy body image perceptions among students of health sciences as they are the future in healthcare and can influence the health beliefs in our society. Keywords: Body Image Perception; Body Image Dissatisfaction; Body Mass Index; Medical Students.

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Purpose: Breast cancer is one of the most common cancers in women worldwide. Educative and awareness programs do impact early practices of breast self- examination resulting in early detection of cancer and thereby decreasing mortality. The study aimed to assess the level of knowledge and awareness of breast cancer and breast self- examination among medical and nursing students in Oman and to compare the knowledge on, attitude towards, and skills of students after the training program.Methods: This is a quasi-experimental study that was carried out for medical students from in the College of Medicine and Health Sciences, National University of Science & Technology, Oman and nursing students in the Oman College of Health Sciences and the Al Bathina Nursing institute in November 2019. The pre-test questionnaire was given before the training program and a post-test questionnaire was administered after the training program. Knowledge on, attitude towards, and skills of students on breast cancer and breast self-examination were compared.Results: Pre-test and post-test were collected from 170 students —90 students from medical, and 80 students from nursing schools. A significant improvement was observed in the post-test scores for knowledge on, attitude towards, and skills of students after the intervention (P < 0.001). Conclusion: An educational training program on breast cancer and breast examination with emphasis on skills can motivate the participants to perform breast self- examination regularly. Therefore, it may help students to train target women for the early detection of breast cancer.

Objectives: The purpose of this study was to explore the impact of integrating team-based learning sessions in undergraduate medical ethics education. Though used effectively in other pre-clinical courses, team-based learning is not frequently used in medical ethics education. Student’s accountability for learning, preference for team-based learning, and satisfaction were studied. Methods: Three team-based learning sessions covering focal topics in medical ethics was introduced in the pre-clinical Health Care Ethics course for students at the College of Medicine and Health Sciences, National University of Science and Technology. On the completion of three modules, the team-based learning student assessment instrument (TBL-SAI) by Heidi Mennenga was used to evaluate student perceptions. To this aim, 118 students who had registered for the Health Care Ethics course completed the survey. Results: The findings indicated that students reported a positive experience of team-based learning in medical ethics education. Students also indicated high accountability for their learning, a high preference for team-based learning to lectures in the medical ethics course, and high satisfaction. Conclusions: Team-based learning is thus preferred by students to cover topics and courses in medical ethics. Integrating team-based modules in medical ethics education will enhance self-directed learning, improve teamwork, and help students effectively recall and apply information. It is therefore recommended to integrate team-based learning sessions in medical ethics education.