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Vitamin D comes in two forms: ergocalciferol (D2) and cholecalciferol (D3). This study aimed to assess mothers' knowledge, attitudes, and practices toward vitamin D deficiency among children. We collected data using a self-administered online questionnaire to gather information about the characteristics, knowledge, attitudes, and reported practices of 800 Saudi Arabian mothers regarding vitamin D deficiency. The mean age of participants was 31.2±4.76, and 8% had a university education. When it came to household income, the majority (90.1%) reported that they had enough money. Participants who attended training courses, employed mothers, total practice, and total attitude had a significant favorable effect on knowledge, with a p-value of less than 0.01. Employed mothers, training course attendees, total practice, and overall attitude had a significant favorable effect on mothers' practice, with a p-value of less than 0.01**. More than half of the mothers who participated in the study had an inadequate level of understanding. Less than two-thirds of those surveyed noted the deficient practice. Two-thirds of the moms who participated in the study had a negative attitude toward vitamin D deficiency. There was a strong positive correlation between total knowledge, total attitude, and total practice-related vitamin D deficiency. [ABSTRACT FROM AUTHOR]

Introduction: Recall and understanding of basic science knowledge is considered background for studying the clinical sciences but does not directly affect clinical knowledge. Our aim was to evaluate the basic medical sciences recall and explore the association between the knowledge of basic and clinical sciences concepts. Methods: The current descriptive study was conducted during the academic year 2009-10. It included 183 medical students (48.6% male, 51.4% female) from among 2nd, 3rd, 4th and 5th year students of Taibah University College of Medicine in AL-Madinah AL-Munawarah, Kingdom of Saudi Arabia. Response rate was 73%. We administered an anonymous knowledge test with 15 basic and clinical pairs of questions. Results: There was a statistical significant overall effect of the study year when the second basic year students score compared with the clinical year's scores for basic questions (6.4 ±1.9 and 5.68 ±1.7, F = 12.51, p<0.001) and for clinical questions (4.0 ± 2.5 and 4.5 ± 1.8, F = 14.73, p<0.001) respectively. Conclusions: We would recommend modification of basic knowledge education to correlate with clinical training such that the student would be able to assimilate concepts of disease at an integrative level. [ABSTRACT FROM AUTHOR]