Background Professional competency of graduates of an institute reflects its teaching and learning environment (TLE). This study aimed to provide a preliminary assessment of the TLE at the College of Medicine at Majmaah University. Methods A cross-sectional survey was conducted during the 2019-20 academic year among students at the College. A validated scoring tool “the Experience of Teaching and Learning Questionnaire” (available at https://bit.ly/3sVBuEw) was used. The mean score of each section and statement, the difference between the mean scores of different demographic groups, and correlations between sections were analysed. Results A total of 234 (72.2%) enrolled students participated in this survey, with a male-to-female ratio and a ratio of participants from basic to clinical years being 2:1 and 1:1, respectively. Most participants reported a GPA of above 3/5. The overall mean score was 3.52/5 points. Section one “approaches to learning and studying” has the highest mean score (3.68), and no section scored a mean below three, though section three “demands made by the course” scored a borderline mean of 3.08. Students in clinical years had a significantly higher overall mean score compared to their counterparts (3.66 vs. 3.39, p < 0.001). Conclusions Students at the College had a positive perception of the TLE, but face challenges in coping with the demands of acquiring knowledge and subject-based skills, and in appreciating the TLE especially during basic science years, highlighting the need for an atmosphere that allows them to meet demands and develop greater appreciation.

Background: Globally metabolic syndrome is considered as important public health issue because of its association with the higher possibility to develop diabetes and heart problems in children, teenagers, and adults. Objective: To assess the prevalence of metabolic syndrome and their associated risk factors amongst adults. Methodology: This was cross-sectional study piloted at the physiology department Bahawalpur Victoria Hospital, Bahawalpur for duration of one year from January 2018 to January 2019. All the information including socio-demographic and anthropometric information were recorded on a predesigned Performa. Blood samples were taken and sent to hospital laboratory for blood chemistry analysis. All of the data was analyzed by using the SPSS version 23 software. Results: In this study a total of 750 participants were included. The overall prevalence of metabolic syndrome was observed in 260 (34.67%) participants. In our study, 156 (60%) female participants and 104 (40%) male were observed with metabolic syndrome. Obese participants having OR of 15.77, age ≥51 years with OR 6.11 and overweight participants with OR of 6.55 were at high risk to develop metabolic syndrome in our study. Based on our study findings, the most common and important factors that affect participants were hyperglycemia (OR: 4.84), high blood pressure (OR: 4.31), abdominal obesity (OR: 350.55), high-TG (OR: 5.81) and low-HDL (OR: 10.3). Conclusion: Our study concludes that metabolic syndrome is high prevalent in our population with female predominance. Keywords: Prevalence; Metabolic syndrome; Risk factors; Adults

Background: Depression is a mental condition that is defined by chronic melancholy and a loss of interest in things that a person generally enjoys, as well as an inability to carry out everyday tasks for at least two weeks. "Students cope with a multitude of difficulties at college, including new lifestyle, friends, roommates, exposure to different cultures and alternate ways of thinking, and, at times, financial troubles. Students who do not feel capable or equipped to cope with the unfamiliar atmosphere of a college campus are more likely to develop depression. Objectives: This study aimed to determine the prevalence of depression among students in medical colleges of Majmaah University, Al Majmaah Saudi Arabia and to measure the rates of depression among students. Material and methods: This was a cross-sectional, observational study done on the medical students of Majmaah University in year 2019-2020. Depression, Anxiety and Stress Scale-21 (DASS-21), along with a pretested pre-coded Socio demographic, questionnaire was used. Prior ethical approval was taken from the institutional review board. Participants’ anonymity was ensured. Sample Type used was Multi stage Stratified sampling and sample size was 369 students. The data was analyzed using SPSS version 20. Results: A total of 369 students took part in the study out of which 185 (51%) were females and 184(49%) were males. After analysis it was found that only 14.9% of students were free from depression, 49.6% students had symptoms of mild depression, 21.7% had symptoms correlating with moderate depression and 13.8% students had severe depression symptoms. Moreover female students were found to have more percentage of moderate and severe depressive symptoms than the male students. Conclusion: Depression is quite prevalent among students in medical colleges of Majmaah University with more students falling under the category of mild to moderate depression. Females have more symptoms of depression than male students. There is need for proper mental health screening programs at community level to help the students to cope up with depression. Keywords: Depression, prevalence, university students, medical college

Objective: To evaluate and compare the students’ and faculty’s perspectives of feedback & its values in an outcome-based medical education system. Methods:  This was a cross-sectional, self-evaluated questionnaire-based observational study con- ducted on the students (group A) and faculty members (group B) of the College of Medicine, Majmaah University by convenience sampling technique. Prior to taking the feedback, consent was taken from the students and faculty members.  The responses were recorded on a scale of 1-5 and the data was analyzed using SPSS version (25). The relationship between categorical variables was analyzed using the Chi-square test and a p value of 0.05’ was considered significant. Results: The questionnaire responses from the A and B groups were recorded. Three important elements were examined: efficacy, value, and the technique for recording constructive feedback. Both groups believed that positive feedback is essential. While there was agreement on various aspects, a substantial difference was also noticed between the perceptive of the two groups in a few areas. Generally, students were observed of being responsive and perceptive, but the instructor’s responded oppositely. There was a considerable disparity in the extent/quantity of input supplied. While the teachers thought it was acceptable, the students did not. Conclusion: The observed differences between the two stakeholders could create a barrier in the effectiveness of feedback and hence the learning process. The comparison in perspective helped in to understand that students and faculty members approve and understand the effectiveness and value of feedback. Encouraging and utilizing this mode to improve learning is required to strengthen students’ education and teaching environment. There were a few conflict areas in accepting, encouraging, and utilization of feedback in the learning process. The medical education department may play a role in abolishing these conflicts to best utilize the affectivity of feedback.

Background: Effective Feedback process is the running blood for learning in an outcome based teaching system and is a powerful tools for improving the future performance of the medical students. Currently almost all medical institutes seem to grapple with the feedback process but the desired results in form of students’ improvement are not considerable. Keeping in view the aforementioned mismatch a structured evaluation of the challenges in its way is necessary. Objectives: The aim of study was to identify the challenges faced by medical students and faculty in feedback process and to compare the discrepancy between students’ and faculty’s perspective about the factors that impede the process in college of medicine Majmaah University KSA. Materials and methods: This was an observational questionnaire based study conducted in 2020-2021 upon students and faculty of medical college of Majmaah University. The participants filled their response about the barriers they face during the feedback process. The data was scrutinized and analysed on SPSS ver 28. Pearson Chi-square and Fisher Exact tests were applied to compare the different responses between faculty and students. A Bonferroni adjusted p-value was reported for multiple comparisons. A p-value of less than 0.05 was considered as statistically significant. Results: It was found that 62% participants said students are afraid of negative comments, 70 % said that students don’t consider the process important, 72 % said it’s a time consuming process comments. Statistically significant results were found in responses between faculty and students about the four variables namely feedback is not taken important, time consuming, increased work load and language barrier. Conclusions: The most significant hurdles in the process of effective feedback in our setup are uninterested pupils, fear of being judged, weak staff skills, time and work constraints, and a language barrier. Key Words: Feedback, Challenges, Barriers, Medical students, Faculty