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Objective: A paradigm shift towards a PBL bidirectional dialogic feedback can enhance learners’ performance. This study aimed to investigate undergraduate medical students’ perceptions of their PBL feedback. Methods: We sent e-mail invitations to a web-based survey to year one and two students at College of Medicine, King Saud University. Items included the process, content, and benefits of PBL feedback. Results: Of 209 respondents, 110 (53%) were first and 99 (47%) were second-year students. About 50% agreed that the feedback was regularly provided at scheduled timing and 72% perceived feedback environment as non-threatening. Agreement rates that the tutors asked students first to assess their performance, tell them what went well, what the areas for improvement are and develop with them an improvement plan were 59%, 61%, 61% and 52%, respectively. 61% agreed that tutors judged performance not personality. More year one students significantly agreed that the PBL feedback helped them to improve their knowledge acquisition and non-technical skills. Conclusion: Many of our PBL tutors have started the shift to a dialogic bidirectional feedback. We recommend continuing the faculty development efforts, peer-reviewing, and seeking student’s feedback within the academic quality satisfaction surveys. Abbreviations: PBL: Problem-based learning, ATA: Ask-Tell-Ask, CoM: College of Medicine, KSU: King Saud University. doi: https://doi.org/10.12669/pjms.36.7.1778 How to cite this:Saeed M, Isnani AC, Khan SA, Khamis N. Students’ Feedback about Feedback; Have our PBL tutors started the shift towards a dialogic ask-tell-ask approach? Pak J Med Sci. 2020;36(7):1698-1702. doi: https://doi.org/10.12669/pjms.36.7.1778 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Background: Video-sharing website “YouTube” is a growing source of healthcare information. But, the videos uploaded on this open platform are not peer reviewed, therefore, the information available needs to be sufficiently evaluated. No studies have been conducted to evaluate the authenticity and utility of obstetrics and gynecology (Obs/Gyne) physical examination YouTube videos. This study was performed to analyze the sources, contents, and quality of videos about the Obs/Gyne clinical examination available on YouTube. Methods: A systematic search was performed on YouTube website using the following key words: “OBSTETRIC,” “GYNECOLOGICAL,” “SPECULUM OBSTETRIC,” “OBSTETRIC CLINICAL,” “BIMANUAL PELVIC,” and “EXAMINATION” to analyze the sources, contents, and the quality of YouTube videos about the Obs/Gyne clinical examination during the period between November 2015 and March 2017. The videos were classified into educationally useful and useless based on the content, accuracy of the knowledge, and the demonstration. Results: Out of total 457 screened videos, 176 (38.51%) videos met the pre-set inclusion criteria. After review, out of 176 pertinent videos, 84 (47.7%) videos were found educationally useful, and out of these 84 useful videos, only 29 (34.5%) were highly educational in nature. Conclusion: YouTube videos showed variable educational value. Only, a small number of videos were identified as useful and can be used by the medical students for self-directed learning and by the clinical teachers for educational purposes or other academic activities.

Background/Aims: This study aimed to design a structured simulation training curriculum for upper endoscopy and validate a new assessment checklist. Materials and Methods: A proficiency-based progression stepwise curriculum was developed consisting of didactic, technical and non-technical components using a virtual reality simulator (VRS). It focused on: scope navigation, anatomical landmarks identification, mucosal inspection, retro-flexion, pathology identification, and targeting biopsy. A total of 5 experienced and 10 novice endoscopists were recruited. All participants performed each of the selected modules twice, and mean and median performance were compared between the two groups. Novices pre-set level of proficiency was set as 2 standard deviations below the mean of experts. Performance was assessed using multiple-choice questions for knowledge, while validated simulator parameters incorporated into a novel checklist; Simulation Endoscopic Skill Assessment Score (SESAS) were used for technical skills. Results: The following VRS outcome measures have shown expert vs novice baseline discriminative ability: total procedure time, number of attempts for esophageal intubation and time in red-out. All novice trainees achieved the preset level of proficiency by the end of training. There were no statistically significant differences between experts' and trainees' rate of complications, landmarks identification and patient discomfort. SESAS checklist showed high degree of agreement with the VRS metrices (kappa = 0.83) and the previously validated direct observation of procedural skills tool (kappa = 0.90). Conclusion: The Fundamentals of Gastrointestinal Endoscopy simulation training curriculum and its SESAS global assessment tool have been primarily validated and can serve as a valuable addition to the gastroenterology fellowship programs. Follow up study of trainee performance in workplaces is recommended for consequences validation.

Background and Objectives: In 2016 we published a stepwise evidence-based model (subsequently named SimSteps) for curriculum development (CD) of simulation-based courses. The current study aimed to assess the uses, user friendliness, and perceived effectiveness of this model and its worksheet and to obtain suggestions for improvement. Methods: We sent e-mail invitations for a 14-question web-based survey to 13 health professionals who requested the supplemental worksheet of the stepwise model and 11 authors who cited the model's publication in 14 articles. The survey included quantitative and qualitative items. Results: Sixteen (67%) from seven countries and six professions responded. Ten (63%) used the model: six for both course and faculty development, three for course development only, and one for faculty development only. Both users and nonusers found the model and worksheet applicable and user friendly and agreed that they guided use of a systematic, comprehensive approach to CD. 94% (15 of 16) agreed that they helped CDers integrate educational effectiveness criteria, develop more objective learners' assessment tools, and enhance validity for their courses. Sixty-nine percent (11 of 16) agreed that model and its worksheet helped CDers include nontechnical skills in courses. The highest reported role in enhancing program evaluation results was in the gain of knowledge (five of eight, 63%) and least was clinical outcomes (two of eight, 25%). All respondents would recommend the model and worksheet to a colleague. Conclusion: Respondents find the stepwise model and its worksheet user friendly and helpful in developing simulation curricula of high educational standards. Future studies should include larger sample size, objective measures of impact, and longer-term follow-up.

Background A growing number of wearable devices claim to provide accurate, cheap and easily applicable heart rate variability (HRV) indices. This is mainly accomplished by using wearable photoplethysmography (PPG) and/or electrocardiography (ECG), through simple and non-invasive techniques, as a substitute of the gold standard RR interval estimation through electrocardiogram. Although the agreement between pulse rate variability (PRV) and HRV has been evaluated in the literature, the reported results are still inconclusive especially when using wearable devices. Aim The purpose of this systematic review is to investigate if wearable devices provide a reliable and precise measurement of classic HRV parameters in rest as well as during exercise. Materials and methods A search strategy was implemented to retrieve relevant articles from MEDLINE and SCOPUS databases, as well as, through internet search. The 308 articles retrieved were reviewed for further evaluation according to the predetermined inclusion/exclusion criteria. Results Eighteen studies were included. Sixteen of them integrated ECG - HRV technology and two of them PPG - PRV technology. All of them examined wearable devices accuracy in RV detection during rest, while only eight of them during exercise. The correlation between classic ECG derived HRV and the wearable RV ranged from very good to excellent during rest, yet it declined progressively as exercise level increased. Conclusions Wearable devices may provide a promising alternative solution for measuring RV. However, more robust studies in non-stationary conditions are needed using appropriate methodology in terms of number of subjects involved, acquisition and analysis techniques implied.

Academic misconduct/dishonesty has become widespread behavior among many university students across the globe, and medical education is not an exception. Until recently, few efforts have been made to study the dishonest behavior in Middle-Eastern universities. This study examined the prevalence and predisposing factors of cheating among medical students in Saudi Arabia and suggests suitable preventive measures. A cross-sectional survey-based study was conducted at a government medical college during the 2014-2015 academic year. The response rate was 58.5% (421/720). The overall cheating behavior practiced by the participants was 29%, predominantly by male students. High GPA scoring students were the least likely to cheat. The participants living with their families were more likely to cheat compared to those who were living apart from their families. The reasons participants gave to justify their cheating behavior included getting better grades, passing the course, and lacking preparation while still recognizing that cheating is a 'mistake.' Overall, significant academic misconduct concerning cheating was found among the Saudi medical students; this misconduct is alarming in a reputable government institution. The implementation of strict punishments, requiring ethical courses and creating ethical awareness by exploiting the potential of Islamic religious belief might help to control this problem.

Objectives: To evaluate the implementation of the Joint Master of Health Professions Education (JMHPE) as a distance learning program as regards the e-learning process, the educational resources, the administrative process and the educational units of the JMHPE from the students’, graduates’ and faculty point of view. Subjects and methods: A descriptive study was held to evaluate the JMHPE program (Process-Based, formative program evaluation). The target groups were all graduates of the Joint Master of Health Professions Education (71 graduates), fifth round students (82 students) and all planners and co-planners of the program (9 faculty). Two methods for data collection were used in this study, self administered questionnaires for the graduates, students and the Faculty, and review the JMHPE documents. Results: Through the target groups’ perspectives and documents review, the study resulted in an agreement among the majority of the JMHPE graduates and students who rated the program as “very good” or “excellent” as regards its relevance to their profession, meeting their expectations, being a challenging, professional distance learning program, meeting its educational objectives, its organization suitability, suitability of its duration to cover educational activities, in addition to its impact on increase in their knowledge in health profession education and acquitization of distance learning skills. Enhancing capacity building and career development in Health Professions Education at all levels (national, regional, and international) was the most agreed upon point of strength (95% of graduates and 85% of students). All of the graduates (100%) and the majority of the students (87.5%) mentioned their satisfaction from the JMHPE program as a whole, so all the graduates (100%) and the majority of the students (90%) would recommend it to their colleagues. Dependence, reluctance and lack of commitment among some of the group members was the most agreed upon points of weakness (53% of the graduates and 87.5% of the students) Conclusion: The Joint Masters of Health Professions Education is meeting its goals and objectives. Its theory is designed to achieve the intended outcomes and its operations make the theory effective. Being a distance learning program was an advantage for many of the program participants and facilitated their learning to a great extent. Most of the program participants were satisfied with the program and most of them also stated that they recommended the program to their peers.