The impact of gender and English language on the academic performance of students: An experience from new Saudi medical school

Al-Mously, Najwa; Salem, Raneem O.; Al-Hamdan, Nasser

doi:10.5455/jcme.20130226121358

Cited by 32 publications

(22 citation statements)

References 22 publications

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“…It is worth noting that around two thirds of our students in both cohorts prefer to receive feedback in Arabic language (rated significantly higher with sixth year than fifth-year students, p50.05). This is explained by the fact that English is the medium of education and our non-English speaking students consider language to be one of the important challenges (Al-Mously et al 2013).…”

Section: Discussionmentioning

confidence: 99%

Undergraduate medical students’ perceptions on the quality of feedback received during clinical rotations

et al. 2014

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Results demonstrate that feedback on students' clinical performance is often not forthcoming and when offered it is deficient and fails to concentrate on the development of different clinical skills. This highlights the critical challenges that need to be addressed by teachers, medical education unit and all hospital departments in order to enhance giving effective and structured feedback to medical students during clerkships. Results also raise the extreme need for the establishment and enhancement of a culture that supports feedback among all levels of clinical supervisors.

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Section: Discussionmentioning

confidence: 99%

Undergraduate medical students’ perceptions on the quality of feedback received during clinical rotations

et al. 2014

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“…New PhD graduates might not be competent researchers, however, continued early and mid‐career research can support a pathway to an independent research career. This post‐doctoral experience is of particular importance to female academics with English as a second language …”

Section: Introductionmentioning

confidence: 99%

“…This post-doctoral experience is of particular importance to female academics with English as a second language. 21 Currently, there is no published data regarding the percentage of MRS professionals holding a doctoral award in Australia and New Zealand (NZ). This study provides a baseline for future academic and workforce planning and allows international comparison.…”

Section: Introductionmentioning

confidence: 99%

Doctoral profile of the medical radiation sciences: a baseline for Australia and New Zealand

et al. 2017

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IntroductionResearch is critical to evidence‐based practice, and the rapid developments in technology provide opportunities to innovate and improve practice. Little is known about the research profile of the medical radiation science (MRS) profession in Australia and New Zealand (NZ). This study provides a baseline of their doctoral activity.MethodsA cross‐sectional survey of MRS professionals in Australia and NZ holding a doctorate or undertaking doctoral studies, was performed using an online tool (Bristol Online Survey®, Bristol, UK). A chain‐referral sampling technique was adopted for data collection. An email invitation with a link to the survey was generated and distributed through email and social media. The survey contained questions related to participant demographics, doctoral status, qualification route, funding and employment.ResultsThere were 63 responses to the survey comprising 50.8% diagnostic radiographers (DRs; n = 32), 23.8% radiation therapists (RTs; n = 15), with the remaining 25.4% (n = 16) equally split between sonographers and nuclear medicine technologists (NMTs). A total of 40 (63.5%) of respondents had completed their doctoral qualification. In NZ, only DRs held a doctoral award constituting 0.3% of DRs and 0.2% of the total registered MRS population. In Australia, there was a greater proportion of doctoral NMTs (n = 8/1098; 0.7%) than RTs (n = 15/2394; 0.6%) and DRs (n = 27/12,001; 0.2%).ConclusionSimilar to other countries, findings show a very small percentage of doctoral MRS professionals in Australia and NZ. Strategies to engage and support individuals in research, up to and beyond doctoral study, need to be embedded in practice.

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“…(2) Observations have been reported on students' difficulty in using the English language for the purpose of studying, reading and examinations, which have resulted in considerable difficulty with academic performance. (4) A comparative study on motivations for learning the English language of Saudi undergraduates studying medicine, English, and information technology discovered higher levels of extrinsic motivations than intrinsic. (5) The medical students had significantly higher extrinsic motivation than the other populations, which was attributed to practice of only admitting students with the highest grade point average into Saudi medical schools.…”

Section: Introductionmentioning

confidence: 99%

Influence of Family on Saudi Arabian Emergency Medical Services Students

et al. 2017

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<p>Objective: To identify influences on learning for Saudi male students studying Emergency Medical Services at a college in Riyadh, Saudi Arabia. Previous research on influences on student learning in the Kingdom of Saudi Arabia focused on the historical development of education in Saudi Arabia, English language development, and intrinsic motivations of students and excluded a focus on students studying Emergency Medical Services. Methods: Exploratory sequential mixed-methods study was deployed. Results: Family support was an exceptionally strong predictor of student confidence in both skills and post-graduate EMS employment. Concepts involving application, memorization, motivation, and English language did not present as statically significant. The discovery of the strong influences that a family can have on Saudi EMS student’s confidence is noteworthy, as this was not previously discovered in the literature. Conclusion: This discovery holds practical implications for EMS education and training programs as emphasizes the importance of developing practical ways to include a student’s family as a source of support in ensuring student success and confidence. <strong></strong></p>

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The impact of gender and English language on the academic performance of students: An experience from new Saudi medical school

Cited by 32 publications

References 22 publications

Undergraduate medical students’ perceptions on the quality of feedback received during clinical rotations

Undergraduate medical students’ perceptions on the quality of feedback received during clinical rotations

Doctoral profile of the medical radiation sciences: a baseline for Australia and New Zealand

Influence of Family on Saudi Arabian Emergency Medical Services Students

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