Background: The most common and serious diabetic complication involves foot ulcers. Such a complication is extremely burdensome for patients and for healthcare systems. Objective: To evaluate the understanding and practice of diabetic patients toward diabetic foot care. Methodology: Using a pretested online questionnaire data were collected prospectively from the general population descent from Hail region between November 2021 and April 2022 and analyzed by SPSS version 24.0. Results: A total of 423 diabetics participated in the study. More than three-quarters (76.8%) were from urban areas (P=0.03). Diabetic foot ulcer was found in 152 (35.9%) and it was lower most in the utmost educational groups (P=0.003) and highest in the older and those from urban areas, P=0.007 and P=0.013 respectively. A 79% knew that regular physical activity helps reduce blood sugar (P=0.001). Moreover, 70.4% were aware that before washing their feet, they should test the water's temperature (P =.001). Awareness was affected by the presence of diabetic foot ulcer and education (P=0.01, and P=0.001 respectively). Foot care practice was reported among 42.6% (P=0.313). It was affected by the presence of diabetic foot ulcer and co-morbidity (P=0.04, and P=0.002 respectively). Conclusion: A low percentage of populations are aware of and practicing diabetic foot care.Emphasis should be placed on intensifying the role of education in diabetic foot care.
Background: In literature, problem-based learning is repeatedly conveyed in relation to medical basic sciences. It has been introduced in the syllabus of the surgery module very recently. Aim: To assess students' perceptions towards PBL in the clinical years course of their medical study, in a surgery module. Methods: A cohort study involves the 6th year students (academic year, 2019-2020) in their surgical course at the end of the newly introduced PBL sessions using a self-administered validated questionnaire. Their responses to close questions had been recorded using a Likert scale. The collected data and their open feedback were analyzed using SPSS version 21. Results: A-80 participants were responded to the questionnaire (male = 46 [57.5%], female = 34 [42.5%]). Their perception of PBL in the surgery module was more positive than negative. Results recognized that student’s perceptions were positive towards the pinpoints of the PBL, precisely in the issues concerned with working in groups, critical thinking and self-learning skills. More than 63% of the participants supposed that the PBL must be preserved as part of the surgery module. However, the number of students who had a negative perception towards PBL process overall was not negligible. Conclusion: PBL is palatable by students, so, it is encouraging to continue adapting this method of learning in the surgery module. Keywords: Conventional teaching methods (CTM); Problem based learning (PBL); Student’s perception; Surgery module.
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