Saudi Cultural Missions Theses & Dissertations
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Item Restricted Clinical Feedback in Emergency Medical Service (EMS) Education: Identifying and resolving the training needs of clinical supervisors in Saudi Arabia(Cardiff Univeristy, 2024-03) Algabgab, Mohammed Fahad; Tombs, Michal; Riley, StephenClinical supervision and feedback are crucial in Emergency Medical Services (EMS) education, as they play a significant role in enhancing the competence and professional growth of EMS students . Supporting and addressing the training needs of supervisors is essential to ensuring they can provide effective feedback and guidance. However, there is no existing literature on the specific training needs of EMS supervisors in the unique cultural context of Saudi Arabia, highlighting the need for focused research in this area. Grounded in the Clinical Performance Feedback Intervention Theory (CP-FIT), the research navigated through a comprehensive examination of clinical feedback’s perceptions, challenges, and training needs from the perspectives of both EMS students and clinical supervisors. The thesis begins with a scoping review, finding that only twelve studies specifically targeted clinical feedback in EMS education over the past two decades, highlighting its importance but also underscoring gaps in the literature. Notably, existing studies fail to explore the perceptions of clinical feedback between students and supervisors and largely focus on the general context of clinical placements, thus diluting the potential insights into feedback’s effectiveness, challenges, and impact on learning and performance. Furthermore, it notes a lack of research in EMS education, especially within Saudi Arabia. To address these gaps, the thesis delves into the perceptions of EMS students and clinical supervisors in Saudi Arabia, thereby filling a regional research void. It investigates the specific challenges in feedback provision and receipt, emphasising the training needs of supervisors, including effective communication, personalised feedback, constructive methods, emotional intelligence, feedback follow-up, technology use, understanding feedback differences, and promoting a positive feedback environment. Furthermore, the thesis employs a Delphi study to consolidate expert consensus on the best approaches to address identified challenges and needs in clinical feedback, including the particular training needs of clinical supervisors. The findings highlight the need for a structured feedback approach that considers the diverse needs and perceptions of both students and supervisors. The thesis proposes a comprehensive strategy, including tailored training programmes and quality assurance and ongoing support, to improve clinical feedback standards. This strategy aims to bridge perceptual gaps, and to foster the students’ learning and professional growth.20 0Item Restricted Using Design Thinking to Develop and Improve Health Profession Curricula(University of Rochester, 2024) Matbouly, Ghassan; Daley, MichaelIn recent years, there has been a notable shift towards student-centered education, with an increasing adoption of Design Thinking (DT) frameworks in educational settings to achieve this objective. DT methodology offers a novel approach to address longstanding and complex educational challenges, emphasizing collaborative curriculum co-design with key stakeholders in health professions education (HPE). Past research has highlighted the effectiveness of DT in fostering innovative ideas that enhance learning outcomes and critical thinking skills among students. However, successful implementation of DT requires thorough preparation, ongoing monitoring of group dynamics, and continuous engagement of stakeholders. This study explores the application of DT in the development of HPE curriculum, revealing its potential to improve both the education and healthcare sectors through enhanced collaboration and innovation.25 0Item Restricted Assessment of Clinical Competence: Implementation of the Objective Structured Clinical Examination (OSCE) in Saudi Medical Schools(University of Leeds, 2023-02-08) Almisnid, Khaled; Homer, MatthewAssessment of clinical skills is essential in determining the competency of health professionals. The Objective Structured Clinical Examination (OSCE) is a performance assessment tool that is widely adopted for this purpose. Despite its widespread use in Saudi medical schools, the implementation and impact of the OSCE in Saudi Arabia (SA) have not been widely investigated. The aim of this research is to provide an in-depth understanding of OSCE usage in Saudi medical schools, the opportunities and challenges offered by its adoption, and to develop recommendations to improve implementation. Using a qualitative constructivist philosophy, this research employs a case study design in two different Saudi medical schools, integrating document review with interviews and focus groups with medical school leaders and their Faculty. Reflexive thematic analysis and codebook methods were applied to interviews/focus groups and documents, respectively. The analysis generated a series of key themes that impacted the OSCE implementation in Saudi medical schools. These themes constitute a conceptual framework that requires careful consideration in order for them to function harmoniously to produce a high-quality OSCE. This research also highlights that each stage of OSCE implementation in the investigated medical schools involves a series of dilemmas and compromises. Analysis suggests that funding sources (public or private schools), accreditation status, faculty experience, and resource availability all influence the quality of OSCE implementation. The research findings are consistent with the international OSCE literature; however, this work brings new insights into the use of the OSCE in SA, a non-western culture, and sheds light on the integrative nature of the factors that contribute to successful implementation. It concludes with a series of recommendations that individual medical schools and organisational networks can employ to improve the OSCE in SA, and beyond.39 0Item Restricted Women, Men, and Medical Education During the COVID-19 Pandemic: The Shift to Online Learning and Gender’s Influence(Saudi Digital Library, 2022-12-15) Alturki, Mona Mohammed; Patel, RakeshIntroduction: In the time of COVID-19, various disciplines have moved to online learning, including medicine. Online learning, in the pandemic context, has allowed students to continue studying despite isolation requirements and quarantines being implemented in various countries, including the Kingdom of Saudi Arabia. The primary aim of this research was to determine how gender influences male and female medical students’ sudden shift to online learning in the context of the COVID-19 pandemic. Methodology: Through Microsoft Teams, the researcher was able to collect data via semi-structured interviews with the study participants. Purposive sampling was used to access a sample of male and female medical students in Saudi Arabia. The participants, 18 male and female undergraduate students studying medicine, attended Umm Al-Qura University or King Saud bin Abdulaziz University for Health Sciences. this study employed a qualitative phenomenological approach to investigate the research question. Results and analysis: the thematic analysis of the interview transcripts revealed a total of nine themes that emerged from the collected data: shift to online learning and students' learning, shift to online learning and students' health-related behaviours, shift to online learning and students' dress, shift to online learning and students' commuting, shift to online learning and students' family responsibilities, gender differences in university regarding education, gender differences in university outside of the classroom, gender differences in dealing with patients as a student, and societal expectations and stereotypes regarding doctors. Conclusion: , the results suggest that there are some significant differences in how male and female students experience medical education, particularly with regards to how students are treated by their professors inside and outside of the classroom and doctors in the clinical setting. Educators and administrators should strive to promote greater gender equality in medical education programs. Future experimental research should consider exploring what strategies might be employed to achieve greater gender equality in medical education.22 0