Objective. Parental recognition of children’s developmental milestones has been correlated with more effective childcare strategies and overall better outcomes for children. However, the knowledge that parents have about children’s development remains uncertain which reflects serious concerns about children’s health in Saudi Arabia. Therefore, this study was undertaken to identify parents’ knowledge levels about children’s developmental milestones and the information sources they rely on for this knowledge. Study Design. We recruited 1471 parents aged ≥18 with at least one child under 14 and living in Riyadh to participate in an online survey between July of 2019 and January of 2020. Results. Most respondents showed a poor level of knowledge (80.0%) in all of four domains. However, mothers had more acceptable levels of knowledge (21.0%) than fathers (10.0%) ( p ≤ 0.01 ). There was a significant association between knowledge and age at first child’s birth; respondents who had their first child between 39 and 50 had the highest levels of knowledge (37.5%; p ≤ 0.01 ). In the four domains of development, parents were found to have the most knowledge about physical development (52.3%), followed by cognitive development (21.6%), social development (21.5%), and emotional development (21.2%). Only a few parents (5%) claimed to always rely on their healthcare professionals for information. Conclusion. There is a lack of appropriate knowledge about developmental milestones among parents, which reflects serious concerns about children’s health in Saudi Arabia. Healthcare institutions and pediatricians currently play a minimal role in health education. Effective health education programs and strategies should be implemented to improve child development outcomes in the community.

BackgroundMultiple sclerosis (MS) is a serious chronic autoimmune disorder of the central nervous system of unknown etiology. MS-related depression is a common mood disorder recognized within the medical community. However, their association is ambiguous, underdiagnosed, undertreated and less reported. ObjectivesThe study aimed to estimate the point prevalence and severity of depression among multiple sclerosis patients in Saudi Arabia. Materials and methodsWe conducted an observational cross-sectional study among multiple sclerosis patients in Riyadh region, Saudi Arabia. Patients filled demographic data and Patient Health Questionnaire-9 (PHQ-9) to determine depression. Those who did not meet the age, disease duration, and regular follow-up eligibility criteria were excluded from the study. ResultsWe enrolled 238 MS patients in the study, male patients represented 39.1% (n = 93) while females accounted for 60.9% (n = 145) (male:female ratio 0.64). The mean age of the study population was 32.07 ± 7.93 years. The mean duration of the disease was 7.06 ± 4.7 years. We determined that 89.9% (n = 214) of the patients showed mild to severe depression symptoms (55.46% of the females, and 34.4% of the males; p = 0.474). We further found that 37.39% (n = 89) and 65.13% (n = 155) of the depressed patients were unemployed (p = 0.039) and were non-smokers (p = 0.097) respectively. Furthermore, depression severity is significantly associated with education (p = 0.005). ConclusionHigh levels of depression symptoms were found among MS patients in Saudi Arabia. The relationship between MS and psychiatric conditions exists despite the uncertainty of its pathogenesis. Further longitudinal studies should be carried out to obtain more valid outcomes. Neurologists treating MS patients can play a role in studies related to the condition by investigating depressive symptoms actively and providing the data.

Background Problem-based learning (PBL) is a student-centered innovating instructional approach in which students define their learning objectives by using triggers from the problem case or scenario. Objectives To assess undergraduate medical students’ perception toward PBL sessions and to compare their perceptions among different sex and grade point average (GPA) in the college of medicine, Al-Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia. Materials and methods We conducted a cross-sectional study based on a self-administered anonymous online questionnaire during the first semester of the 2017–2018 academic year in IMSIU. The data were collected from male and female students of the second and third year, as well as male students of the fourth year. Results Out of 259 students, 152 (58.7%) completed the questionnaire. The students’ perception toward PBL was more positive than negative. Most of the students reported that PBL sessions increased their knowledge of basic sciences ( P =0.03). Furthermore, most students agreed that PBL provided a better integration between basic and clinical sciences which differed significantly between the different GPA groups ( P =0.02). Nevertheless, only 28.3% of the students agreed that the teaching staff is well prepared to run the sessions with significant statistical difference among different GPA groups ( P =0.02). Moreover, only 26.3% of the students reported that there was proper student training before starting the PBL sessions with no significant difference. Additionally, only 34.2% and 28.9% of the students felt that they learn better and gain more knowledge thorough PBL than lectures respectively, with no significant difference. Conclusion This study showed that tutors should be trained to guide the process of PBL effectively to achieve its goals. Moreover, students should be securely introduced to PBL and experience the development of their clinical reasoning through PBL. Further improvements are needed to provide students with an effective favorable learning environment and to take the students recommendations into consideration.

ObjectivesThe College of Medicine at Imam University has incorporated reciprocal peer-teaching into the curriculum in the form of peer-led seminars. The aim was to evaluate this program and ascertain student perceptions.MethodsA cross-sectional survey of medical students attached to the Internal Medicine I and II courses was conducted in 2018. The questionnaire evaluated perceptions about the peer-teaching program, tutors’ knowledge, skills and attitudes, both from a student and a tutor perspective.ResultsBased on a 63% response rate from a total of 410 students, 34.5% of learners agreed that peer-tutoring was the most effective method of clinical teaching and 30.3% disagreed. More students reported that peer-led seminars did not prepare them for their exams (38.4%) compared to those who reported it did (27.9%). More than 40% of participants reported the tutors were approachable, created a welcoming learning environment and provided targeted information. From a tutor perspective, more than 70% of participants reported that they developed personally and professionally, improved their collaborative, communication, tutoring and presentation skills and confidence. Female students reported they benefited more as tutors compared to male students.ConclusionStudents regard obligatory reciprocal peer-teaching in the form of peer-led seminars as similar to faculty teaching and an overwhelming majority report that they benefit both personally and professionally from leading seminars. As doctors are expected to teach and train younger generations, medical schools should prepare all students for such roles. A system that provides an opportunity for every student to become a peer-teacher can fulfil this need.

Background Current guidelines recommend the introduction of allergenic foods as early as 4–6 months of age to decrease the risk of food allergy. However, caregivers’ knowledge about such practices and adherence to them is ambiguous. Objectives The purpose of this study was to evaluate the timing of introduction of potentially allergenic foods into children’s diet and the level of maternal awareness about and degree of compliance with current recommendations. Materials and methods We conducted a cross-sectional study from May 2019 to January 2020 at Imam Mohammad Ibn Saud Islamic University Medical Center, Riyadh, Saudi Arabia. Data were collected through questionnaire-based surveys, and a total of 405 mothers were enrolled in the study. The eligibility criteria included mothers of children between the ages of 12 and 36 months. Results Most mothers in this study had initiated allergenic foods, and the average time of introduction was 9.84 ± 3.16 months for eggs, 14.6 ± 5.78 months for peanuts, and 13.6 ± 5.37 months for fish. Around one-quarter (n = 102, 25.2%) of the children were identified as being in the high-risk group. Most mothers did not know or disagreed that the timing of introducing allergenic foods might help in preventing food allergy, but there was no difference between the risk groups (33.8% and 26.2%, respectively). Moreover, only 18.6% and 13.2% of the high- and low-risk groups, respectively, received correct information from their health care providers ( P = .004). Mothers with only one child were less likely to start eggs at an early age (odds ratio [OR] = 0.5 and P = .005). Furthermore, children at a high risk of food allergy were two times more likely to start eggs at an earlier age (OR = 2.12 and P = .003). Conclusion In this study, the allergenic food feeding practices being followed for infants and young children were found to be suboptimal. Parental education level and the number of siblings were identified as potential barriers to the implementation of and adherence to recent guidelines. There is a need for corrective measures to ensure safe and appropriate feeding practices in the Saudi community.