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Health concerns and stress were issues for adults and older patients, whereas privacy and confidentiality concerned the younger age group. Patients admitted to the obstetrics and gynaecology wards were more likely to reject student involvement in hospital procedures than patients in other departments. Most of the patients had a markedly positive attitude towards bedside teaching. Alternative methods of teaching can be implemented in situations where patients feel uncomfortable with students' involvement during their hospital stay.Most of the patients had a markedly positive attitude towards bedside teaching. Alternative methods of teaching can be implemented in situations where patients feel uncomfortable with students' involvement during their hospital stay. This study investigates the differences between nursing students' surface and deep approaches to learning across their demographic profiles. Further, this study explores the association between the participants' ages, year levels, and learning approaches. From December 2019 to February 2020, we used a quantitative-comparative- correlational study design at the University of Hail KSA. A survey-based questionnaire was used to collect data from 349 randomly selected nursing students. One-way analysis of variance (ANOVA) and t-tests were used to examine the difference between the surface learning and the deep learning approaches of the participants across their profiles. Pearson's correlation coefficient was used to determine the relationship between participants' learning approaches, ages, and year levels. A significant difference in the deep learning approach was noted for age (F (3, 345)=35.71; =0.01] and program type (bridging/regular) [t (347)=-8.81, =0.01]. A moderately positive significant correlelop creative learning environments that can encourage students to use both approaches and to advance the transition to deep learning. Understanding the way psychiatry residents select, consume, and prioritise their educational resources during their psychiatry residency programme is essential. The purpose of this study was to evaluate Saudi psychiatry residents' study habits during their residency training. In this cross-sectional study, 150 Saudi psychiatry residents were invited to complete an anonymous survey with 18 close-ended statements. The responses were recorded on a 5-point Likert scale. The survey included items about study volume, motivational factors, study resources, study methods, and overall satisfaction with training. We received responses from 121 residents. There were more men (57.9%) than women (42.1%). A larger percentage of residents studied between two and five hours per day (30.6%). A larger proportion of residents did not agree that the psychiatry residency programme had some degree of protected time prior to their board exams (42.2%). The most crucial motivating factor for their study was the final board exam; 28.1% and 35.5% of residents ranked this factor as highly and very highly motivating, respectively. The most useful study resources were books such as Kaplan, Oxford, and Oral Board materials. Our study is the first of its kind that provides insight into the study habits of Saudi psychiatry residents. The information can be used to improve the quality of training and medical education of psychiatry residents.Our study is the first of its kind that provides insight into the study habits of Saudi psychiatry residents. The information can be used to improve the quality of training and medical education of psychiatry residents. There is a shortage of urology residents in the KSA, and patients may have to wait for nearly three months to seek medical consultation with qualified urologists. According to the literature, urology residents face work-related burnout, which may affect the quality of health services provided to Saudi patients. This study aims to investigate the prevalence of work-related burnout among urology residents in KSA. A cross-sectional survey was carried out among Saudi urology residents using the Copenhagen Burnout Inventory (CBI), which includes personal, work, and patient-related burnouts. The survey was electronically sent to urology residents registered with the Saudi Commission for Health Specialties (SCFHS). Data were analysed using the SPSS program. Of the 247 selected residents, 215 (87.04%) completed the questionnaire. Concerning personal burnout, 12.6% reported 'always feeling tired', 13% 'always physically exhausted', and 19.1% reported being 'always emotionally exhausted'. In addition, approximately 14% described the work as emotionally exhausting to a very high degree, while 18.6% added that they felt burnt out because of the work to a very high degree. According to the CBI, the mean personal burnout was 57.92, while the mean work-related burnout was 55.26. Urology residents in KSA suffer from a high degree of burnout, and urgent interventions are essential to make their work-life balance less exhausting.Urology residents in KSA suffer from a high degree of burnout, and urgent interventions are essential to make their work-life balance less exhausting. This study aimed to formulate and implement a case-based cardiovascular physiology module for second year clinical pharmacy (CP) students. We also evaluated the students' feedback and compared the academic performance between a case-based teaching (CBT) group and a traditional didactic lectures (TDL) group. This descriptive quantitative study was conducted on 181 students who were divided into two groups. Group 1 (77 students) underwent TDL and the same topics were delivered to Group 2 (94 students) through CBT. A written examination was conducted at the end of both modules. https://www.selleckchem.com/products/sndx-5613.html A validated questionnaire was used to obtain feedback from the CBT group regarding CBT and their assessment grades (response rate - 93.6%). Students' feedback about CBT was positive. The majority of students, 63 (72%), preferred learning and understanding through CBT, finding it an enjoyable experience. Participants stated that CBT stimulated critical thinking (67; 76%) and linked theory to practice (69, 78%). Furthermore, 70 (80%) preferred this type of teaching and assessment in the future and 70 (80%) agreed to include CBT in all preclinical subjects.

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