Factors Affecting Achieving Learning Outcomes in Basic Years in Medical School at King Abdul Aziz University, Jeddah, Saudi Arabia.

Objective: This study was conducted as part of a curricular reform process in Faculty of Medicine (FOM), King Abdul Aziz University Jeddah Saudi Arabia. It explored the perspective of FOM stakeholders on the challenges and factors in the teaching and learning domains that are affecting achieving learning outcomes.

Methods: Faculty teaching in the second and third year, students in third and fourth year, and administrative personnel were included.

Learning transfusion medicine through scoring objective structured clinical examination.

Background: Transfusion medicine education at the undergraduate level is typically limited in duration. In view of limitations of traditional teaching methods, we explore effectiveness of scoring (Objective Structured Clinical Examination) OSCE as an educational method.

Materials And Methods: The study was of a randomized interventional three group pre-test-post-test design.

Team-based learning versus traditional didactic lectures in teaching clinical biochemistry at King Abdulaziz University; learning outcomes and student satisfaction.

Team-based learning (TBL), which encourages students to become active rather than passive learners, has gained world-wide popularity in medical education due to its proven positive effect on more than one aspect of the educational process. At King Abdulaziz University (KAU), clinical biochemistry is still taught in the form of didactic lectures, and while there is a need for introducing active learning, student learning response from TBL has not been explored. In this quasi-experimental non-equivalent comparison group design, we compared learning outcomes and student satisfaction in a clinical biochemistry course taught either via TBL to second year clinical nutrition students (n = 33) or via traditional lectures to same year nursing students (n = 70).

Relationship between admission criteria and academic performance in basic science courses in health science colleges in KAU.

Background: At King Abdulaziz University, medical and health science schools depend on admission exams (aptitude and achievement) and preparatory year scores in their students' selection. However, with the growing number of applicants and the drastic changes in teaching and assessment in these colleges, continuous assessment and development of admission criteria are needed. In this study, we aimed to evaluate the correlation of admission exam scores, in addition to the preparatory year Grade Point Average (GPA), with academic performance in the basic science subjects such as Clinical Biochemistry and Clinical Pharmacology in health science colleges.

Evaluating the long-term impact of faculty development programs on MCQ item analysis.

Purpose: Evaluating the long-term impact of faculty development programs (FDPs) can help monitor the effectiveness of the program and identify areas for development. This study examined long-term differences in confidence, knowledge, behaviors, and policies of faculty members who attended FDPs on multiple choice question (MCQ) item analysis and faculty members who did not attend the FDPs.

Methods: A cross-sectional study design was used, by administering a 24-item survey to a representative sample (simple random selection) of 61 faculty members at King Abdulaziz University Faculty of Medicine.