Students’ perceptions about the family medicine course in Qassim, Saudi Arabia

Al‐Mohaimeed, Abdulrahman; Midhet, Farid; Barrimah, Issam; Khan, Nauman Zafar; Sharaf, Fawzy; Alnohair, Sultan

doi:10.3109/0142159x.2014.886010

Cited by 5 publications

(6 citation statements)

References 22 publications

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“…These skills were administered in the undergraduate and postgraduate curricula in Saudi Arabia. 16,17 The current study did not demonstrate an association between patients' characteristics and their satisfaction with the way they received bad news. A similar insignificant association was found between the satisfaction score and the patient's type of cancer.…”

Section: Discussioncontrasting

confidence: 78%

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Breaking Bad News of a Cancer Diagnosis: A Mixed-Methods Study of Patients’ Perspectives

Al-Johani¹,

AlShamlan²,

AlGhamdi³

et al. 2022

PPA

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A cancer diagnosis is an overwhelming process for both patients and doctors. Many studies have addressed doctors' opinions and knowledge regarding breaking bad news (BBN). However, scarce knowledge exists regarding patients' perspectives for communicating bad news. Therefore, the current study aims to assess cancer patient preferences and satisfaction about BBN. Patients and Methods: This is a mixed methods study consisting of two phases; an in-depth interview and cross-sectional quantitative analysis. Thematic analysis was used for the qualitative data to explore patients' satisfaction and preferences about BBN. For quantitative analyses, the overall satisfaction was calculated as satisfaction percent. Bivariate analyses were performed, and statistical significance was set as p < 0.05. Quality function deployment was used to effectively define patient requirements of highest priority.Results: Thematic analysis revealed two main themes. Theme 1; patients' requirements for BBN and theme 2; patients' reaction at the time of diagnosis with their categories. For the quantitative part, a total of 222 patients responded to the survey, females made up 70% of the sample. Satisfaction score percent ranged from 25.5 to 100%, with a mean of 82.7±11.9%. The most preferred items were mainly concerned with the doctor being honest and encouraging, good listener and interacting giving simple smooth explanations without using medical terms, and empathetic (average score 4.8/5). Also, providing the diagnosis in a calm and private environment (4.7/5). Analysis also found that the requirements for improvement included providing a written summary after receiving the diagnosis and patient perception assessed by the doctor before telling the diagnosis. Conclusion:Communicating bad news effectively is crucial in the management of cancer patients. The process of BBN should be patient-centered, focusing on patients' needs. Thus, the current study has demonstrated the patients' preferences and the requirements, which should be incorporated into BBN protocols.

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Section: Discussioncontrasting

confidence: 78%

“…These skills were administered in the undergraduate and postgraduate curricula in Saudi Arabia. 16 , 17 …”

Section: Discussionmentioning

confidence: 99%

Breaking Bad News of a Cancer Diagnosis: A Mixed-Methods Study of Patients’ Perspectives

Al-Johani¹,

AlShamlan²,

AlGhamdi³

et al. 2022

PPA

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“…In another study, the final year medical students valued the OSCE as a tool of assessment in FM course at FOM, Qassim University in Kingdom of Saudi Arabia with mean score of 0.33 [12]. Direct comparison with this study was difficult due to different methodology of these studies.…”

Section: Participants' Perceptions Towards Appropriate Assessmentmentioning

confidence: 88%

Evaluation of Quality of Family Medicine Education for Fourth Year Students at the Faculty of Medicine, Suez Canal University, Ismailia, Egypt: Students’ Perspectives

Razeq

Ahmed

Nour-Eldein

2019

Preprint

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Background Despite delivering high quality of undergraduate family medicine (FM) education positively impacts undergraduates. Egyptian studies of undergraduates' teaching quality in FM are limited. This study aimed to evaluate the fourth year medical students' perspectives on quality of FM education and to determine their learning experiences' associated factors at the Faculty of Medicine, Suez Canal University (FOM/SCU). Methods A cross-sectional study included convenience sampling of 109 participants with a response rate 90.83% in academic year 2017/2018. Data was collected via emails from August to September 2018 using a self-administrated questionnaire, which included demographic and academic data, Undergraduate Module Experience Questionnaire, and 2 open-ended questions. Results The mean age of participants was 21.93 ± 0.52 years and 66% of participants were females. More than half of participants positively perceived (Mean score was ≥ 4) improving their competencies by attending training in primary healthcare settings (55%), improving their consultation and communication skills (52.3%), wide covering of intended learning objectives in assessment (52.3%) and satisfaction with objective structured clinical examination (57.8%). Overload work was perceived (Mean score was 2.97) and others learning experiences subscales were questionable perceived (Mean score was 3-3.99). Participants' perceived the presence of unwanted academic pressure on them, too many topics of syllabus, the unsatisfying of library resources for their needs and unhelpful portfolio guide (Mean score was < 3). Family medicine module satisfied 47.7% of participants. The predictors of their satisfaction were learning resources (odds = 9.63) and good teaching (odds = 7.624). There was no significant association between students' demographic and academic variables and their perspectives with quality of FM module. Participants suggested more live lectures (37.6%). Conclusions: Undergraduate FM education strove to satisfy students. Learning resources and good teaching were predictors of their teaching quality. Continuous quality improvement of FM education using students' learning perspectives is needed.

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“…In another study, the final year medical students valued the OSCE as a tool of assessment in FM course at FOM, Qassim University in Kingdom of Saudi Arabia with a mean score of 0.33 [12]. Direct comparison with this study was difficult due to different methodology of these studies.…”

Section: Participants' Perceptions Towards Appropriate Assessmentmentioning

confidence: 89%

Evaluation of Quality of Family Medicine Education for Fourth Year Students at the Faculty of Medicine, Suez Canal University, Ismailia, Egypt: Students’ Perspectives

Abdelrazeq

Ahmed

Nour-Eldein

2019

Preprint

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Background Students' learning experiences and satisfaction are indicators of perceived teaching quality of family medicine (FM). Delivery of high quality FM education for undergraduates has a positive impact on their knowledge, attitudes, skills and interest in the subject. Egyptian studies into assessing of teaching quality in FM are limited. This study aimed to evaluate the fourth year medical students' perspectives on quality of FM education and to determine their learning experiences' associated factors at the Faculty of Medicine, Suez Canal University (FOM/SCU). Methods A cross-sectional study included convenience sampling of 109 participants with a response rate 90.83% in academic year 2017/2018. Data were collected via emails from August to September 2018 using a self-administrated questionnaire, which included demographic and academic data, Undergraduate Module Experience Questionnaire, and 2 open-ended questions. Results The mean age of participants was 21.93 ± 0.52 years and 66% of participants were females. More than half of participants positively perceived (Mean score was ≥ 4) improving their competencies by attending training in primary health care settings (55%), improving their consultation and communication skills (52.3%), wide covering of Intended Learning Objectives in assessment (52.3%) and satisfaction with Objective Structured Clinical Examination (57.8%). Overload work was perceived (Mean score was 2.97) and other learning experiences subscales were questionable perceived (Mean score was 3-3.99). Participants' perceived the presence of unwanted academic pressure on them, too many topics of syllabus, difficulty of MCQs, the unsatisfying of library resources for their needs and unhelpful portfolio guide (Mean score was < 3). Family medicine module satisfied 47.7% of participants. The predictors of their satisfaction were learning resources (odds = 9.63) and good teaching (odds = 7.624). There was no significant association between students' demographic and academic variables and their perspectives with quality of FM module. Participants suggested more live lectures (37.6%). Conclusions Undergraduate FM education strove to satisfy students. Learning resources and good teaching were predictors of their teaching quality. Continuous quality improvement of FM education using students' learning perspectives is needed.

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Students’ perceptions about the family medicine course in Qassim, Saudi Arabia

Abstract: Although the degree of students' satisfaction with the different learning activities varied, students felt that having a variety of learning and teaching experiences was more appropriate.

Cited by 5 publications

References 22 publications

Breaking Bad News of a Cancer Diagnosis: A Mixed-Methods Study of Patients’ Perspectives

Breaking Bad News of a Cancer Diagnosis: A Mixed-Methods Study of Patients’ Perspectives

Evaluation of Quality of Family Medicine Education for Fourth Year Students at the Faculty of Medicine, Suez Canal University, Ismailia, Egypt: Students’ Perspectives

Evaluation of Quality of Family Medicine Education for Fourth Year Students at the Faculty of Medicine, Suez Canal University, Ismailia, Egypt: Students’ Perspectives

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