Context:The number of Saudi psychiatrists in Saudi Arabia is not sufficient to keep up with the increasing need.[1] Approximately out of 6873 physicians, only 148 are psychiatrists, which is barely 2.1%.[2] Despite the high number of medical students graduating each year and the high demand for psychiatry physicians, only few medical graduates choose psychiatry as a career option.[3]Aims:To investigate the profile of final year medical students of both sexes at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia. In terms of their decisions regarding specialization, this study aimed to identify the motivators and deterrents that impact the choice of psychiatry as specialty.Subjects and Methods:Students filled in a self-reported questionnaire focusing on the several factors that act as motivators, deterrents, or have no impact on psychiatry career choice.Statistical Analysis Used:Statistical analysis was done using Statistical Package for Social Sciences (SPSS)® version 20. Different factors were expressed in terms of numbers and percentages. Chi-square test was used to compare responses to the questionnaire between male and female students and whether the GPA had an effect on their choice. P value less than 0.05 was considered significant.Results:It was noted that 85% did not choose psychiatry, with the most important deterrent being “Family member is psychologically ill” and “Available job position” being the most common motivator for choosing a specialty.Conclusion:In conclusion, there are many factors that play an important role in career choice. No difference was found among male and female students, and no effect was identified while comparing GPA with career choice.
General Education Teachers' Perspectives about Their Practices when Teaching Reading Skills to Students with and at Risk of Learning Disabilities in the Primary Classrooms Abstract The purpose of this study was to identify the perspectives of classrooms’ teachers at the primary grade levels (first, second and third grades) in Makkah about their practices when teaching reading skills (phonemic awareness, phonics, vocabulary, fluency, and comprehension) for classes that involved both students with learning disabilities and at risk of it. Therefore, the researchers designed a questionnaire consisting of 29 items. A total of 39 teachers responded to the questionnaire. The results showed that teachers focused on teaching reading skills in the following order: (1) fluency, (2) comprehension, (3) vocabulary, (4) phonics, and (5) and phonemic Awareness. The results also showed that there are no statistically significant differences among teachers that can be explained by their academic majors, and the number of students with and at risk of learning disabilities in their classes. However, the results showed that there were statistically significant differences among teachers of different grade levels as the first-grade teachers were focusing on teaching the phonics skill. Keywords: Teaching reading, reading skills, students with and at risk of learning disabilities
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