6 results found
Khamis N, Aljumaiah R, Alhumaid A, et al., 2018, Undergraduate medical students' perspectives of skills, uses and preferences of information technology in medical education: A cross-sectional study in a Saudi Medical College, MEDICAL TEACHER, Vol: 40, Pages: S68-S76, ISSN: 0142-159X
Jamal A, Temsah M-H, Khan SA, et al., 2016, Mobile Phone Use Among Medical Residents: A Cross-Sectional Multicenter Survey in Saudi Arabia, JMIR MHEALTH AND UHEALTH, Vol: 4, Pages: 136-146, ISSN: 2291-5222
Deeley Q, Walsh E, Oakley DA, et al., 2013, Using Hypnotic Suggestion to Model Loss of Control and Awareness of Movements: An Exploratory fMRI Study, PLOS ONE, Vol: 8, ISSN: 1932-6203
Zakaria N, Jamal A, Bisht S, et al., 2013, Embedding a learning management system into an undergraduate medical informatics course in Saudi Arabia: lessons learned., Med 2 0, Vol: 2, ISSN: 1923-2195
BACKGROUND: Public universities in Saudi Arabia today are making substantial investments in e-learning as part of their educational system, especially in the implementation of learning management systems (LMS). To our knowledge, this is the first study conducted in Saudi Arabia exploring medical students' experience with an LMS, particularly as part of a medical informatics course. OBJECTIVE: This study investigates students' use of various features of the LMS embedded in a recently implemented medical informatics course. METHODS: A mixed methodology approach was employed. Survey questionnaires were distributed to all third year medical informatics students at the end of the course. In addition, two focus group sessions were conducted with twelve students. A thematic analysis of the focus group was performed. RESULTS: A total of 265 third year medical student surveys (167/265, 63% male and 98/265, 37% female) were completed and analyzed. Overall, 50.6% (134/265) of the students agreed that the course was well planned and up-to-date, had clearly stated objectives and clear evaluation methods, appropriate course assignment, and that the LMS offered easy navigation. Most of the students rated the course as good/fair overall. In general, females were 10.4% more likely to prefer the LMS, as revealed by higher odd ratios (odds ratio [OR] 1.104, 95% CI 0.86-1.42) compared to males. Survey results showed that students' use of LMS tools increased after taking the course compared to before taking the course. The full model containing all items were statistically significant (χ(2) 25=69.52, P<.001, n=243), indicating that the model was able to distinguish between students who had positive attitudes towards LMS and those who did not. The focus group, however, revealed that the students used social networking for general use rather than learning purposes, but they were using other Internet resources and mobile devices for learning. Male students showed a higher preference
Dubb SS, Shanmugarajah K, Patten DK, et al., 2011, 500 Single Best Answers in Medicine, Publisher: Hodder Arnold Publishers, ISBN: 9781444121520
This book presents 500 SBA-style questions arranged by specialty area as well as a practice exam of random questions.
Koppel C, Naparus A, 2007, Thinking Medicine: Structure your Thoughts for Success in Medical Exams, ISBN: 978-0-9561288-1-2
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