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Karimian Z, Barkhor A, Mehrabi M, Khojasteh L. Which virtual education methods do e‑students prefer? Design and validation of Virtual Education Preferences Questionnaire (VEPQ). BMC MEDICAL EDUCATION 2023; 23:722. [PMID: 37789327 PMCID: PMC10548741 DOI: 10.1186/s12909-023-04687-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Accepted: 09/14/2023] [Indexed: 10/05/2023]
Abstract
BACKGROUND With the prevalence of new technologies and evolving student learning styles, virtual teaching methods have become increasingly popular. As a result, more and more students are opting to learn online. However, one common concern is that they may feel disconnected from their teachers, leading to feelings of loneliness and doubts about the quality of education they are receiving. To address this issue, a study was conducted to gather data on students' preferences for virtual education and to validate a tool for measuring students' preferences for virtual education. METHODS The research was conducted in a mixed method with a quantitative-qualitative sequence. A virtual education preferences questionnaire (VEPQ) for students with a total of 17 items was created and validated as part of the qualitative component by looking at the theoretical underpinnings and experts' opinions in the focus group. The scale of the six-point Likert questionnaire was from very high to very low. To validate the tool and determine preferences, exploratory factor analysis was used. A total of 155 samples answered the questions and the data were analyzed using SPSS-24 software. RESULTS A total of 155 complete questionnaires were returned; among them, 110 (71%) were filled out by women, 73 (47.1%) by respondents between the ages of 36 and 45, 107 (69%) were already employed in paramedical fields, and 48 (31%) were enrolled in a medical school. The opinions of ten experts were used to confirm the face validity of the questionnaire. With CVI = 0.924 and CVR = 0.805, content validity was verified. Using the internal consistency method of the questions with a Cronbach's alpha coefficient of R = 0.824, the validity of the entire questionnaire was confirmed. Exploratory factor analysis revealed that a total of five components-self-directed projects (29.58%), e-content (13.00%), online presentation (10.97%), face-to-face interactions (9.12%), and text interactions (7.11%) had the highest load, with a total of 69.77% of the structure explaining virtual education preferences. The factor analysis test and the suitability of the sample are both confirmed by the value of KMO = 0.721 and the significance of Pvalue < 0.001. CONCLUSION It appears that the highly valid tool developed can be used to ascertain the educational preferences of students. Also, the high factor load of self-directed educational methods and e-content shows that independence and flexibility in time and place are more important for students.
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Affiliation(s)
- Zahra Karimian
- Department of e-Learning in Medical Sciences, Virtual School and Center of Excellence in e-Learning, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Asieh Barkhor
- Virtual School and Center of Excellence in e-Learning, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Manoosh Mehrabi
- Department of e-Learning in Medical Sciences, Virtual School and Center of Excellence in e-Learning, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Laleh Khojasteh
- Department of English Language, School of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran.
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Neamatallah ZA. Level of knowledge of sports coaches and physical education teachers in physical therapy. ELECTRONIC JOURNAL OF GENERAL MEDICINE 2023. [DOI: 10.29333/ejgm/12832] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/16/2023]
Abstract
The topic of physical therapy has concerned widely among the developed scholarly works but little in the developing context, thus this study pursues to explore the role of level of knowledge of both sports and physical education teachers in the area of physical therapy in context of Jeddah, Saudi Arabia. The study was a descriptive in its nature and through using the questionnaire, the data collected from Jeddah City in Saudi Arabia for further perceptions in this topic. A total of 98 participants involved in this study, and the results showed the majority of the participants had adequate knowledge about the important role and potential benefits of the physical therapy in their workplaces. The implications provided of this study indicate the need to integrate the training sessions of the physical therapy into sports events and activities to avoid injuries and improve rehabilitation and treatment of these injuries once occurred. For further exploration of this issue a larger with different sample is needed to fulfill the research gaps in this field.
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Affiliation(s)
- Ziyad A Neamatallah
- Department of Physical Therapy, Faculty of Medical Rehabilitation Sciences, King Abdulaziz University, Jeddah, SAUDI ARABIA
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Alanazi F, Alrwaily M. Assessing Physical Therapy Knowledge amongst the New Graduates in Saudi Arabia: Competency Examination across the Nation. Healthcare (Basel) 2022; 10:healthcare10030579. [PMID: 35327057 PMCID: PMC8954066 DOI: 10.3390/healthcare10030579] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2022] [Revised: 03/15/2022] [Accepted: 03/17/2022] [Indexed: 12/04/2022] Open
Abstract
Given the increasing demand for more trained physical therapists in providing care to patients in Saudi Arabia, it has become vital to adequately assess individual physical therapy graduate academic learning and performance. Therefore, the present study aimed at evaluating the knowledge and skills of Saudi PT graduates. A competency examination adapted from a practice test that is commercially available and simulates the National Physical Therapy Examination (NPTE) was conducted. Out of 398 Saudi physical therapists that were approached with the examination link, 149 PT graduates consented to the study. Seventy questions were randomly selected by two individuals familiar with the content of PT programs in the United States and Saudi Arabia. The content outline of the selected questions followed the NPTE recommendations for body systems and non-systems. Each question was multiple choice with four answers. The examination was distributed electronically. Each participant was given 90 min to complete the examination. The passing score was set at 55%. Out of 149, only 6six (4.02%) participants passed the examination with an average passing score of 67% (range: 56–96%). In the primary domains of body systems, the score was highest in the endocrine domain (55.1%), followed by the integumentary (42.18%) and the neurology (40.9%) domains. In the non-system, participants had the highest score in the professionalism domain (89.8%). The highest mean knowledge score was obtained in the field of assessment (38.57%). PT graduates from Saudi Arabia performed poorly in the examination, demonstrating weak domain knowledge and skills.
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Affiliation(s)
- Fahad Alanazi
- Department of Physical Therapy, College of Applied Medical Sciences, Jouf University, Sakaka 72388, Saudi Arabia
- Correspondence:
| | - Muhammad Alrwaily
- Division of Physical Therapy, School of Medicine, West Virginia University, Morgantown, WV 26506, USA;
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AlOmar RS, AlShamlan NA, AlAmer NA, Albrahim NI, Alshulah ZZ, Kalalah ZA, Almoaibed DM, Alshulah HZ, AlRashid MR, Althumairi AA, Althunyan AK. Predominant learning approaches of medical students in Saudi Arabia. Postgrad Med J 2021; 98:860-865. [PMID: 37063030 DOI: 10.1136/postgradmedj-2021-140679] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2021] [Accepted: 07/31/2021] [Indexed: 11/03/2022]
Abstract
PURPOSE OF THE STUDY This study aims at identifying the predominant learning approaches by Saudi medical students across Saudi Arabia and assess its possible associations with sociodemographic and educational characteristics. STUDY DESIGN A cross-sectional study design using the Approaches and Study Skills Inventory for Students questionnaire. The questionnaire gives rise to three possible learning approaches; deep, strategic and surface approaches. Bivariate analyses were performed through independent samples t-test and χ2 tests where appropriate. A multinominal regression analysis was performed to obtain risk estimates and 95% CIs. RESULTS A total of 3767 students participated and were included in the analysis. The predominant learning approach was the deep approach, followed by the strategic and surface approaches (40.59%, 37.81% and 21.60%, respectively). Males and students belonging to private medical schools were more likely to adopt a strategic rather than a deep one (relative risk ratio (RRR) 1.22, 95% CI 1.06 to 1.42 and RRR 1.32, 95% CI 1.05 to 1.65, respectively). Students with an A grade point average (GPA) were less likely to adopt a surface approach, whereas those with a C GPA were more likely to adopt it (RRR=0.67, 95% CI 0.54 to 0.83 and RRR=1.29, 95% CI 1.02 to 1.61, respectively). CONCLUSION The findings from this study show that medical students predominantly favour the deep learning approach. Results from this study encourage the continuous adaptation of clinical teaching in medical schools to optimise students' learning experiences.
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Affiliation(s)
- Reem S AlOmar
- Department of Family and Community Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Nouf A AlShamlan
- Department of Family and Community Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Naheel A AlAmer
- Department of Family and Community Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Nouf I Albrahim
- College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Eastern, Saudi Arabia
| | - Zainab Z Alshulah
- College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Eastern, Saudi Arabia
| | - Zahra A Kalalah
- College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Eastern, Saudi Arabia
| | - Danah M Almoaibed
- College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Eastern, Saudi Arabia
| | - Hawra Z Alshulah
- College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Eastern, Saudi Arabia
| | - Musaad R AlRashid
- College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Eastern, Saudi Arabia
| | - Abdulaziz A Althumairi
- College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Eastern, Saudi Arabia
| | - Abdullatif K Althunyan
- Department of Family and Community Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
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Yousef DA. Learning style instruments in Arab countries: an analysis of existing literature. EUROPEAN JOURNAL OF TRAINING AND DEVELOPMENT 2021. [DOI: 10.1108/ejtd-06-2020-0112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
The purpose of this study is to examine learning style instruments used in Arab countries to measure higher education students’ learning styles, identify the most common instruments and determine whether the reliability and validity of these instruments have been verified in Arab contexts.
Design/methodology/approach
A comprehensive review of the existing literature using several databases and search engines. Descriptive statistics, such as frequencies and percentages were used to present the results.
Findings
There are only a few published studies related to learning styles in Arab countries, with the majority published between 2012 and 2016 using samples drawn from Saudi Arabia, the United Arab Emirates and Iraq. The most common learning style instrument is the Felder–Silverman/Solomon Index of Learning Styles. The reliability and validity of this instrument require further investigation.
Research limitations/implications
This study is not without limitations. First, it covers only publications in the English language. Second, the paper focuses on research involving higher education students. Third, only research that was available online was used in this study. Nonetheless, the findings have several implications for researchers, educators and human resource development managers. For researchers, this study highlights research gaps that need to be filled. It also serves as a basis for more analytical and in-depth studies. The data also helps educators become more informed about the learning style instruments commonly used in the Arab context and whether the results from these instruments are dependable. Human resource development managers can draw on these findings to choose instruments that have proven reliable and valid.
Originality/value
This study is the first attempt to examine learning style instruments used in Arab countries and to explore whether the reliability and validity of these instruments have been verified in Arab contexts. This paper is a useful contribution to research into learning styles and learning style instruments.
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Experiences of Overseas Trained Physical Therapists Working in Saudi Arabia: An Observational Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17103406. [PMID: 32414169 PMCID: PMC7277431 DOI: 10.3390/ijerph17103406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/27/2020] [Revised: 04/01/2020] [Accepted: 04/01/2020] [Indexed: 11/23/2022]
Abstract
Background: Health professionals, including physical therapists (PTs), are known to migrate for better jobs, as well as for personal and professional development. However, this involves risks of maladjustment, discrimination, and exploitation. We conducted this study to investigate the experiences of overseas trained PTs in Saudi Arabia (SA) and their perceptions about physical therapy practice and problems regarding the profession in the country. Methods: A questionnaire and accompanying explanation of the study was sent to 175 members of the Saudi Physical Therapy Association (SPTA) working in SA who had been trained outside SA and had a minimum of one year of work experience before moving to SA. Results: One hundred and fifty (86%) respondents completed the questionnaire. Among the respondents, the majority had more than five years of work experience after moving to SA. While 54% of the respondents reported that they were satisfied with their work experiences in SA, the remaining respondents reported their dissatisfaction for various reasons. Conclusions: With the increase in aged population and rise in disability, the need for PTs has simultaneously increased in the health care sector around the world, including in SA. Until PTs of local origin are ready to fill the requirements, the services of PTs from other countries will be required in SA. Although the majority of respondents reported having positive work experiences in SA, the negative aspects and challenges faced by PTs in SA have also been highlighted in this study. These problems need to be addressed in order to promote the development of a better and more holistic approach to patient care.
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Are Active Teaching Methods Suitable for All Generation Y students?—Creativity as a Needed Ingredient and the Role of Learning Style. EDUCATION SCIENCES 2020. [DOI: 10.3390/educsci10040087] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
Active teaching methods are emphasized as an important part of an effective teaching process for Generation Y students. Still, some individual characteristics, such as creativity and learning style, need to be considered as they can affect outcomes of the learning process. Empirical research on the students’ preferences for various active and passive teaching methods was done on a sample of graduate students from the Faculty of Economics and Business in Zagreb. Perceptions of students regarding 52 individual teaching methods, and teaching methods bundles were investigated. Findings reveal that more creative students, as well as activists and pragmatists, and especially reflectors while learning, do exhibit the greater inclination towards active teaching methods.
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Snook AG, Schram AB, Jones BD, Sveinsson T. Factors predicting identity as educators and openness to improve: an exploratory study. MEDICAL EDUCATION 2019; 53:788-798. [PMID: 31131926 DOI: 10.1111/medu.13909] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2019] [Revised: 03/08/2019] [Accepted: 04/09/2019] [Indexed: 06/09/2023]
Abstract
CONTEXT Researchers suggest that teachers' work environment affects their sense of connectedness and appreciation, which affects their educator identity. However, sessional (also known as adjunct, clinical, contingent and non-tenured) faculty members may struggle with their educator identity. The purpose of this exploratory study was to examine the extent to which perceived connectedness and received appreciation predicted identity as a medical (health care science) educator and openness to improve in tenure-track and sessional faculty members. METHODS We utilised an 'identification with teaching' scale to measure medical educator identity. We developed scales to measure perceived connectedness to university department, openness to improve teaching, and appreciation as a motivation to try a new teaching method. We then hypothesised a path model between these constructs. We surveyed faculty members at a health sciences school and performed confirmatory factor analyses and structural equation modelling using data from a sample of 73 tenure-track and 146 sessional faculty members to explore support for the hypothesised model. RESULTS Connectedness and appreciation predicted identity as a medical educator and openness to improve in different ways for sessional and tenure-track faculty members. For tenure-track faculty members, appreciation predicted medical educator identity and openness to improve, whereas a sense of connectedness trended towards predicting an openness to improve. For sessional faculty members, connectedness to their department predicted their identity as a medical educator, which acted as a mediator to predict an openness to improve. DISCUSSION Our data supported the hypothesised model, but the sessional and tenure-track faculty models differed in strength and focus. We explore reasons for these differences based on the working environment of each teacher type. We suggest that the two models partially explain the transformation from 'a clinician who teaches' to a medical educator. Finally, we make suggestions for how identity as a medical educator and openness to improve may be encouraged in both types of teachers.
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Affiliation(s)
| | - Asta B Schram
- Health Sciences School, University of Iceland, Reykjavik, Iceland
| | - Brett D Jones
- Virginia Polytechnic Institute and State University, Blacksburg, Virginia, USA
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Stander J, Grimmer K, Brink Y. Learning styles of physiotherapists: a systematic scoping review. BMC MEDICAL EDUCATION 2019; 19:2. [PMID: 30606180 PMCID: PMC6318981 DOI: 10.1186/s12909-018-1434-5] [Citation(s) in RCA: 31] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/04/2018] [Accepted: 12/14/2018] [Indexed: 05/10/2023]
Abstract
BACKGROUND Understanding students' learning styles, and modifying teaching styles and material accordingly, is an essential to delivering quality education. Knowing more about the learning styles of physiotherapy learners will assist educators' planning and delivering of learning activities. The purpose of this scoping review was to explore what is published about physiotherapy learning styles. METHODS An adapted Arksey and O'Malley framework was applied to undertake this systematic scoping review. Nine electronic databases (CINAHL, BIOMED CENTRAL, Cochrane, Web of Science, PROQUEST, PubMed, OTseeker, Scopus, ERIC) were searched using the keywords: 'learning styles' and 'physiotherapy'. English-language, primary research articles that investigated physiotherapy learners' learning styles were sought. RESULTS Of 396 potentially-relevant articles, 15 were included in this review. The studies mostly reflected undergraduate students (910 undergraduates, 361 postgraduates, 23 professionals), in developed countries. Nine articles used the Kolb's experiential learning theory (ELT); one study applied Honey and Mumford's approach; two studies used the Gregorc model of cognition and three studies did not specify an underlying theory. Outcome measures included different versions of Kolb's Learning Style Inventory, the visual-aural-read/write-kinesthetic questionnaire, Gregorc style delineator, Felder Silverman's Index of Learning Survey, and Honey and Mumford's Learning Style Questionnaire. The preferred physiotherapy learning styles, according to the ELT, seem to be Converger (learns "hands-on" and applying previously attained knowledge) and Assimilator (gathers and organises information to make the most sense). CONCLUSIONS Both physiotherapy learners and physiotherapists have specific learning styles of active participation, underpinned with practical examples of theoretical concepts. More research is needed in developing countries, and on postgraduate and professional physiotherapy learners' learning styles. Also, further research should focus on defining and describing physiotherapy learning styles in a way to be used as an industry standard; and developing valid and reliable learning style outcome measures applicable across physiotherapy learners and settings.
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Affiliation(s)
- Jessica Stander
- Division of Physiotherapy, Faculty of Medicine and Health Sciences, Stellenbosch University, Francie van Zijl Drive, Tygerberg, Cape Town, 7505 South Africa
| | - Karen Grimmer
- Division of Physiotherapy, Faculty of Medicine and Health Sciences, Stellenbosch University, Francie van Zijl Drive, Tygerberg, Cape Town, 7505 South Africa
| | - Yolandi Brink
- Division of Physiotherapy, Faculty of Medicine and Health Sciences, Stellenbosch University, Francie van Zijl Drive, Tygerberg, Cape Town, 7505 South Africa
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İlçin N, Tomruk M, Yeşilyaprak SS, Karadibak D, Savcı S. The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC MEDICAL EDUCATION 2018; 18:291. [PMID: 30514280 PMCID: PMC6278061 DOI: 10.1186/s12909-018-1400-2] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/19/2018] [Accepted: 11/22/2018] [Indexed: 05/07/2023]
Abstract
BACKGROUND Learning style refers to the unique ways an individual processes and retains new information and skills. In this study, we aimed to identify the learning styles of Turkish physiotherapy students and investigate the relationship between academic performance and learning style subscale scores in order to determine whether the learning styles of physiotherapy students could influence academic performance. METHODS The learning styles of 184 physiotherapy students were determined using the Grasha-Riechmann Student Learning Style Scales. Cumulative grade point average was accepted as a measure of academic performance. The Kruskal-Wallis test was conducted to compare academic performance among the six learning style groups (Independent, Dependent, Competitive, Collaborative, Avoidant, and Participant). RESULTS The most common learning style was Collaborative (34.8%). Academic performance was negatively correlated with Avoidant score (p < 0.001, r = - 0.317) and positively correlated with Participant score (p < 0.001, r = 0.400). The academic performance of the Participant learning style group was significantly higher than that of all the other groups (p < 0.003). CONCLUSIONS Although Turkish physiotherapy students most commonly exhibited a Collaborative learning style, the Participant learning style was associated with significantly higher academic performance. Teaching strategies that encourage more participant-style learning may be effective in increasing academic performance among Turkish physiotherapy students.
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Affiliation(s)
- Nursen İlçin
- School of Physical Therapy and Rehabilitation, Dokuz Eylul University, 35340, Inciralti, Izmir, Turkey
| | - Murat Tomruk
- School of Physical Therapy and Rehabilitation, Dokuz Eylul University, 35340, Inciralti, Izmir, Turkey
| | - Sevgi Sevi Yeşilyaprak
- School of Physical Therapy and Rehabilitation, Dokuz Eylul University, 35340, Inciralti, Izmir, Turkey
| | - Didem Karadibak
- School of Physical Therapy and Rehabilitation, Dokuz Eylul University, 35340, Inciralti, Izmir, Turkey
| | - Sema Savcı
- School of Physical Therapy and Rehabilitation, Dokuz Eylul University, 35340, Inciralti, Izmir, Turkey
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The Learning Preferences among Nursing Students in the King Saud University in Saudi Arabia: A Cross-Sectional Survey. Nurs Res Pract 2017. [PMID: 28630767 PMCID: PMC5463154 DOI: 10.1155/2017/3090387] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
Objective The present study aimed to identify the most common learning preferences among the nursing students in Saudi Arabia and to investigate the associations of certain demographic variables with the learning preferences. Methods All the undergraduate nursing students in the nursing college were requested to participate in this descriptive cross-sectional study. An Arabic version of the Felder-Silverman learning style model (FSLSM) questionnaire was used to examine the learning preferences among undergraduate nursing students. Results A total of 56 (43%) completed questionnaires were included in the final analysis. Results of the present study indicate that the most common learning preferences among the nursing students were visual (67.9%), followed by active (50%) and sequential (37.5%) learning preferences. The verbal style was the least common learning preference (3.6%) among the nursing students. There was no association between gender and learning preferences (p > .05). Conclusion The present study concluded that the visual, active, and sequential styles are the commonest learning preferences among the nursing students. The nursing educators should emphasize the use of this information in their teaching methods to improve learning skills among the nursing students.
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Alghadir A, Zafar H, Iqbal ZA, Anwer S. Physical therapy education in Saudi Arabia. J Phys Ther Sci 2015; 27:1621-3. [PMID: 26157276 PMCID: PMC4483454 DOI: 10.1589/jpts.27.1621] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2014] [Accepted: 01/17/2015] [Indexed: 11/24/2022] Open
Abstract
[Purpose] To review the physical therapy educational program model, professional curriculum, and gender representation at major universities, as well as the quality and scope of physical therapy practice in Saudi Arabia. [Methods] Information regarding course curriculum, gender representation, and the quality and scope of physical therapy practice was collected from six universities in Saudi Arabia, the Saudi Physical Therapy Association, and the Saudi Health Commission. [Results] The first bachelor's degree course of physical therapy was started in Saudi Arabia more than 30 years ago. In the last 10 years, the number of universities offering a bachelor's degree in physical therapy has risen from 6 to 16, of which 14 are governmental and two are private. The 5- to 6 year bachelor's degree program in physiotherapy includes an internship and preparatory prerequisite courses. Postgraduate study in physical therapy was introduced in 2000. Most universities offer segregated physical therapy courses for male and female students. [Conclusion] The enrollment of students in physical therapy programs in Saudi Arabia is gradually increasing. There are many opportunities to extend the scope of practice and contribute to the health needs of the Arab population and international communities.
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Affiliation(s)
- Ahmad Alghadir
- Rehabilitation Research Chair, Department of Rehabilitation Sciences, College of Applied
Medical Sciences, King Saud University, Saudi Arabia
| | - Hamayun Zafar
- Rehabilitation Research Chair, Department of Rehabilitation Sciences, College of Applied
Medical Sciences, King Saud University, Saudi Arabia
- Department of Odontology, Clinical Oral Physiology, Umea
University, Sweden
| | - Zaheen Ahmed Iqbal
- Rehabilitation Research Chair, Department of Rehabilitation Sciences, College of Applied
Medical Sciences, King Saud University, Saudi Arabia
| | - Shahnawaz Anwer
- Rehabilitation Research Chair, Department of Rehabilitation Sciences, College of Applied
Medical Sciences, King Saud University, Saudi Arabia
- Padmashree Dr. D. Y. Patil College of Physiotherapy, Dr.
D.Y. Patil Vidyapeeth, India
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Bindawas SM. Physical Therapy Entry-level Education and Post-professional Training in Saudi Arabia: A Comparison of Perceptions of Physical Therapists from Five Regions. J Phys Ther Sci 2014; 26:1377-82. [PMID: 25276019 PMCID: PMC4175240 DOI: 10.1589/jpts.26.1377] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2014] [Accepted: 03/05/2014] [Indexed: 11/24/2022] Open
Abstract
[Purpose] The goal of this study was to examine potential differences in physical
therapists’ perceptions of content areas for the new entry-level Doctor of Physical
Therapy (DPT) curricula and specialties for post-graduate residency and fellowship
programs among five geographical regions in Saudi Arabia. [Subjects and Methods] All
physical therapists in Saudi Arabia were invited to participate in this cross-sectional
study, which was conducted via a web-based survey. The first domain queried the importance
of introducing 10 content areas into future DPT curricula. The second domain concerned the
importance of developing residency and fellowship programs in nine subspecialties.
Descriptive statistics were generated, and an analysis of variance with a post hoc Tukey’s
HSD test was used to evaluate the significance of differences in the physical therapists’
perceptions across the geographical regions. [Results] In total, 148 participants
responded to the survey. Significant differences were found among respondents in different
geographical regions for 4 of the 10 skills and 3 of the 9 subspecialties. [Conclusion]
Understating the variations between the five regions would be helpful in developing a new
model for future DPT and post-professional programs that addresses potentially unique
needs perfectly. Future research is needed to confirm the findings in a wide range of
stakeholders.
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Affiliation(s)
- Saad M Bindawas
- Department of Rehabilitation Sciences, College of Applied Medical Sciences, King Saud University, Saudi Arabia
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