Mohammad Abrar Shareef

Undergraduate research: An innovative student-centered committee from the Kingdom of Saudi Arabia

Abstract Introduction: Concern has been expressed in recent times whether medical schools have adapted sufficiently to cater for the increasing demand of physician–scientists. Studies have shown that research involvement at the undergraduate level is vital to accommodate this growing need. Enhanced communication skills, improved problem-solving abilities and better future employment opportunities are among the other many benefits of undergraduate research (UR). Herein, we report projects run by a unique student driven undergraduate research committee (URC) at Alfaisal University, Riyadh, Saudi Arabia aimed at providing the future generation of physicians training opportunities for pursuing a research intensive career. Methods: The article describes the unique structure of the URC and provides an in-depth description of the various programs and activities used in promoting students’ research activities. We analyzed students’ perception of URC activities via a questionnaire and analyzed research-output of the first graduating batches through their publication record. Results: Overall, more than 60% of the graduating students were involved in the various research programs offered by the URC and around 50% published in peer-reviewed journals with an average impact factor of 2.4. Conclusions: Research involvement by medical students is an essential need of the twenty-first century and models like URC could provide crucial platform for research training to the new generation of physician–scientists.

Evaluation of a combined approach of clinical skills training utilizing near-peers, in-campus faculty and clinicians: An innovative integrated model.

Abstract Introduction: Training clinical skills is essential in medicine. Different models of clinical skills courses have been previously suggested. Here, we report an innovative approach adopted to train junior medical students in clinical skills in a multimodal fashion by near-peers, basic scientists with clinical background and senior clinicians. Methods: This quasi-experimental study was conducted at Alfaisal University College of Medicine at Riyadh. An electronic survey was conducted among year-2 and year-3 medical students seeking their perception about the (a) organization, (b) delivery, (c&d) self- and peer-assessment in clinical skills courses. Total 298 male and female medical students (91%), consisting of 164 from year 2 and 134 from year 3, participated by filling out a questionnaire (Cronbach’s alpha 0.93). Results: Out of maximum five, the average ratings for the course were 3.81, 3.72, 3.67 and 3.73 in organization, delivery, self-evaluation and peer-assessment respectively, with no significant difference between both subgroups. The in-campus sessions rated higher than hospital sessions (p < 0.001). As tutors, interns were rated higher than clinicians (p < 0.001). The qualitative analysis suggested high satisfaction. Conclusions: The clinical skills course that was conducted in a multimodal fashion utilizing diverse tutors showed a positive attitude of students toward the organization and delivery of the course.

Irritable Bowel Syndrome: A Global Challenge Among Medical Students

Irritable bowel syndrome (IBS) has been identified as one of the more highly prevalent and costly gastrointestinal disorders. Despite its uncertain etiology, risk factors, such as stress and academic load, are well correlated with the prevalence of the disease. Being in one of the most stressful and challenging environments, medical students are predisposed to have high rates of IBS. The socioeconomic burden of the disease on its sufferers is devastating as their quality of life is reduced, mandating additional health care precautions. The aim of this article, therefore, is to review the current literature about IBS among medical students, its prevalence, associated risk factors, and diagnostic criteria. Additionally, different solutions and management options are recommended to control the disease.

Research-oriented series: a portal into the culture of biomedical research for junior medical students at Alfaisal University in Saudi Arabia

Student contributions to research have been shown to effectively reflect on their communication and critical thinking skills. Short-term research courses offer opportunities for medical students to advance their research experience in subsequent high-demanding long-term research opportunities. The purpose of the present study was to describe the development, implementation, and evaluation of a research-oriented series (ROS) on undergraduate students at Alfaisal University in Saudi Arabia. The ROS was designed to comprise eight sessions. Each session addressed core principles and the practice of research concepts and was based on theoretical morning sessions supplemented by afternoon practical sessions delivered by experienced senior medical students and faculty members. Students were assessed comprehensively by the end of the ROS. The series was conducted twice, and 35 students were involved each time. A total of 70 enrolled students (35 men and 35 women) with grade point averages of >3.5 and <3.5 were asked to fill out an anonymous, online, self-administered questionnaire assessing their perception of knowledge, skills, and confidence after attending the ROS and evaluating their senior peers. Ninety percent of the medical students responded to the online survey and rated the ROS highly in improving their research knowledge, skills, and confidence. Male students reported significant gains compared with their female peers (P<0.05). Grade point averages did not play a role in student gains after attending the ROS. Qualitative responses were in support of three recurring themes favoring the unique learning environment in the ROS. In conclusion, the ROS offers a short-term systematic approach to fundamental steps and concepts of biomedical research.

The summer premedical program for matriculating medical students: a student-led initiative

The freshman academic year is one of the most difficult years that a medical student experiences in his/her academic life at a medical school. Freshmen are frequently faced with several challenges, such as adaptation to a new academic environment and its associated different methods of teaching, learning, skills, and assessment. The aim of this study was to describe a 4-wk innovative summer premedical program developed by senior medical students at the College of Medicine, Alfaisal University, in an attempt to improve/smooth the experience(s) of prospective freshmen. This report describes the objectives/strategies/methodologies used to tackle the top three identified freshman challenges, namely, 1) advancement of the academic/scholastic/educational background, 2) the development of college-required skills to succeed and excel in the freshman year, and 3) adaption to the college environment. At the end of the program, a survey was conducted to evaluate the effectiveness of the summer premedical program. Seventy-two students attended this program over the past three summers from 2010 to 2012, and twenty-nine students answered the survey with a response rate of 74.1%. Overall, >90% of the survey respondents reported an improvement in their understanding of basic medical science, integration, presentation skills, medical terminology, and junior-senior relationships. Furthermore, the survey highlighted the need for more focus on skills such as time management, participation in large-group discussions, and use of electronic resources, as >50% of respondents reported no improvement in these areas. In conclusion, this is the first report, to our knowledge, that describes a program developed by senior medical students to improve the experience of freshmen.

Meeting the global need for physician-scientists: a Middle Eastern imperative

No abstract available. (Published: 30 October 2014) Citation: Med Educ Online 2014, 19 : 26138 - http://dx.doi.org/10.3402/meo.v19.26138

Objectivity in subjectivity: do students’ self and peer assessments correlate with examiners’ subjective and objective assessment in clinical skills? A prospective study

Objectives The qualitative subjective assessment has been exercised either by self-reflection (self-assessment (SA)) or by an observer (peer assessment (PA)) and is considered to play an important role in students’ development. The objectivity of PA and SA by students as well as those by faculty examiners has remained debated. This matters most when it comes to a high-stakes examination. We explored the degree of objectivity in PA, SA, as well as the global rating by examiners being Examiners’ Subjective Assessment (ESA) compared with Objective Structured Clinical Examinations (OSCE). Design Prospective cohort study. Setting Undergraduate medical students at Alfaisal University, Riyadh. Participants All second-year medical students (n=164) of genders, taking a course to learn clinical history taking and general physical examination. Main outcome measures A Likert scale questionnaire was distributed among the participants during selected clinical skills sessions. Each student was evaluated randomly by peers (PA) as well as by himself/herself (SA). Two OSCEs were conducted where students were assessed by an examiner objectively as well as subjectively (ESA) for a global rating of confidence and well-preparedness. OSCE-1 had fewer topics and stations, whereas OSCE-2 was terminal and full scale. Results OSCE-1 (B=0.10) and ESA (B=8.16) predicted OSCE-2 scores. ‘No nervousness’ in PA (r=0.185, p=0.018) and ‘confidence’ in SA (r=0.207, p=0.008) correlated with ‘confidence’ in ESA. In ‘well-preparedness’, SA correlated with ESA (r=0.234, p=0.003). Conclusions OSCE-1 and ESA predicted students’ performance in the OSCE-2, a high-stakes evaluation, indicating practical ‘objectivity’ in ESA, whereas SA and PA had minimal predictive role. Certain components of SA and PA correlated with ESA, suggesting partial objectivity given the limited objectiveness of ESA. Such difference in ‘qualitative’ objectivity probably reflects experience. Thus, subjective assessment can be used with some degree of objectivity for continuous assessment.

Losing lives to the peril of ragging

“Ragging”, “hazing”, “fagging”, “doping”, “bapteme”, “doop”, and “Mopokaste” – all different words for the same outrageous old tradition of bullying new students as part of their initiation process, or the “rite of passage” into their first year of college. The phenomenon is not restricted to any cultural or continental boundary, and is, therefore, a very relatable and familiar topic to many medical students worldwide. As a freshmen medical student, starting out college is very much like entering a new world – one which is filled with stress, anxiety, and pressure from several sources – and ragging simply adds onto the already overflowing list of overwhelming emotions. This often makes adjustment a difficult process and, therefore, could be one of the contributing factors to the rising rates of depression found in medical students compared with the general population (1). Unfortunately, ragging has become somewhat of an unavoidable part of the average undergraduate student’s life. Studies have shown that students who refused to be part of the ragging rituals were segregated and also prevented from participating in other social events on campus (2). This complex involvement into the system highlights the deep-seated nature of this issue and signifies the fact that to date, ragging is not considered a social taboo, at least not everywhere. Due to this social negligence, helping draw attention to several heinous cases of ragging has become not only an act of kindness but a responsibility for the protection and comfort of freshmen students. In 2012, a student passed away due to a fraternity hazing accident in Illinois, USA (3). Similarly, in 2009, a first-year medical student was ragged and beaten to death by seniors in a government medical college in India (4). In light of these dreadful cases of human loss, we would like to call on the authorities to intervene, in a much more involved fashion than before. A multi-party approach is greatly needed, in which educationists, university officials, public health doctors, psychiatrists, police, and child protection services work hand in hand to bring an end to this meaningless and appalling tradition, thereby ensuring that no further student lives are lost to the menace of ragging ever again.