Background and Objectives: The novel coronavirus COVID-19 pandemic causes great public health and socioeconomic harms. Worldwide many countries implemented quarantine policies to minimize the spread of this highly contagious disease. The present study aim was to investigate the impact of quarantine on the medical students’ mental wellbeing and learning behaviors. Methods: In this descriptive study, we used a questionnaire with a Five-Point Likert Scale to collect the information. The questionnaire was distributed among 625 medical students through their emails with a response rate of 530 (84.8%), majority 294 (55.47%) being female. The survey questionnaire consisted of total 20 items; 12 items were related to psychological wellbeing and stress-allied queries and 08 items were about learning behaviors. Results: The findings encompass two important characteristics related to quarantine, psychological wellbeing, and learning behaviors. A combined cohort of 234 medical students, either female or male, (which was 44.1% of the total responders) showed a sense of being emotionally detached from family, friends and fellow students, 125/ 530 (23.5%) medical students felt disheartened. Both female and male medical students showed a marked decrease in their overall work performance. Moreover, 56.2% of the total students (61.5% of the females and 49.5% of the males) felt a decrease in the time they spent studying. Conclusions: Both female and male medical students have identified that quarantine has caused them to feel emotionally detached from family, fellows, and friends and decrease their overall work performance and study period. The findings also show that one-fourth of the medical students who participated in this study felt disheartened during the quarantine period. The long-term quarantine due to COVID-19 pandemic may causes further worsening in the psychological and learning behaviors of these medical students. doi: https://doi.org/10.12669/pjms.36.COVID19-S4.2809 How to cite this:Meo SA, Abukhalaf AA, Alomar AA, Sattar K, Klonoff DC. COVID-19 Pandemic: Impact of Quarantine on Medical Students’ Mental Wellbeing and Learning Behaviors. Pak J Med Sci. 2020;36(COVID19-S4):---------. doi: https://doi.org/10.12669/pjms.36.COVID19-S4.2809 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.

Purpose The COVID-19 pandemic poses a major challenge for medical students’ learning and has become a potential stressor, with a profound influence on their psychological well-being. We aimed to determine the effect of the current pandemic on undergraduate medical students’ learning. We also explored the association of their stress level with coping strategies, educational, and psychological variables. Materials and Methods This is a cross-sectional design study, and participants were the 1st to 5th year medical students. A self-administered questionnaire (18 items) and a well-known Kessler 10 Psychological Distress questionnaire (10 items) were used to collect the data related to perceived stress with an association of educational, psychological, and coping variables. Results The prevalence of overall stress was significantly higher ( χ 2 = 16.3; P =0.000) in female medical students, ie, (40%) as compared to the male students (16.6%), and was highest (48.8%) during the 3rd medical year. It was also noted that the most effective strategy, embraced by students to cope with the severe stress, was “indulging in religious activities” (OR= 1.08; P =0.81). Furthermore, 22.3% of students had perceived severe stress as they did not prefer online learning. Similarly, those students who have not believed or refused the online learning or disagree in “there is pleasure in the study due to COVID” they have significantly higher stress ( χ 2 =39.7; P =0.000) 21.5% mild, 17.8% of moderate, and 21.2% severe. Conclusion We found that the COVID-19 pandemic has induced stress and changes in medical students’ educational attitudes and strategies. The results exhibited that the predominance of stress is higher in females than males, and also more stress was perceived by the students during their transitional year, ie, 3rd medical year (from pre-clinical to clinical) and also the respondents who regularly did religious meditation were at lower levels of stress. COVID-19’s influence on medical education and students’ well-being will be felt at an extended level, which necessitates an appropriate plan for preparedness.

Blood group "A" and "Rhesus +ve" have high risk of breast cancer, while blood type "AB" and "Rhesus -ve" are at low peril of breast cancer. Physicians should carefully monitor the females with blood group "A" and "Rh +ve" as these females are more prone to develop breast cancer. To reduce breast cancer incidence and its burden, preventive and screening programs for breast cancer especially in young women are highly recommended.

IntrOductIOnToday, research on women's health has greatly improved [1,2]. PMS is a common health problem in women in reproductive age and defined as a collection of emotional symptoms, with or without physical symptoms, related to a woman's menstruation cycle [3]. PMS is occur during the luteal phase of menses, however, it disappear with menstrual flow. The prevalence of PMS has been reported in 20 to 32 % of premenopausal [4] and 30-40% of the reproductive female population [5].There are several different symptoms have been associated with PMS [6]. The symptoms are cyclic and recurrent. The symptoms can change in extent and strength during different cycles [7]. Different etiologies have been suggested for the PMS. The abnormal function of hypothalamic-pituitary-adrenal axis (HPA), which leads to defect in adrenal hormone secretion, nutritional defects and environmental factors are the main factors for PMS [8]. The endocrine systems is one of the theories for explaining the physiopathological mechanism of PMS [7].PMS affects women's quality of life, economic and social performance. In other study, about 23-31 % of reproductive aged women experience PMS to a degree that affects their daily lives [9].PMS can cause mood disorders and its complications [10]. Therefore, during the last 2 decades; several studies have been conducted on various treatment options regarding PMS [11][12][13][14].Due to side effects of PMS, the present study aimed to investigate the prevalence of PMS using meta-analysis method. MethOds search strategyThis originally meta-analysis reviewed the world wide prevalence of PMS. We electronically searched the English-language medical literature published between 1996 -2011 using the available databases including Pub Med and Medline. The protocol was obstetrics and gynaecology section designed using widely recommended methods and reported according to PRISMA [15]. Using the medical subject headings (MeSH), we searched "Premenstrual Syndrome", "Epidemiology of PMS" and "prevalence of Premenstrual Syndrome" including all subheadings. study selection and data extractionTwo researchers independently screened the titles of all recode citations, removing duplicate records and distinguishing potentially relevant studies for inclusion. Abstracts from selected citations were then independently reviewed by two researchers for further relevance, with full text manuscripts retrieved as appropriate. In the disagreement cases, a third consultant acted as an intervener. This search selected 53 abstracts. The following data was extracted from included studies: first author, study population, type of data collection, sampling methods, type of study and main findings. The eligible studies were those which reported the "Premenstrual Syndrome" and "prevalence of Premenstrual Syndrome". However, studies which included treatment of PMS were excluded. Out of 53 abstracts, 26 papers were categorized as potentially eligible for meta-analysis and systematic review. In the last stage 17 full text articles were used in the ...

The new coronavirus disease (COVID-19), caused by severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2), has recently put the world under stress, resulting in a global pandemic. Currently, there are no approved treatments or vaccines, and this severe respiratory illness has cost many lives. Despite the established antimicrobial and immune-boosting potency described for honey, to date there is still a lack of evidence about its potential role amid COVID-19 outbreak. Based on the previously explored antiviral effects and phytochemical components of honey, we review here evidence for its role as a potentially effective natural product against COVID-19. Although some bioactive compounds in honey have shown potential antiviral effects (i.e., methylglyoxal, chrysin, caffeic acid, galangin and hesperidinin) or enhancing antiviral immune responses (i.e., levan and ascorbic acid), the mechanisms of action for these compounds are still ambiguous. To the best of our knowledge, this is the first work exclusively summarizing all these bioactive compounds with their probable mechanisms of action as antiviral agents, specifically against SARS-CoV-2.

This study examines the long-term impact of the faculty development programs on the multiple choice question (MCQ) items’ quality leading to study its effect on the students’ overall competency level during their yearly academic assessment. A series of longitudinal highly constructed faculty development workshops were conducted to improve the quality of the MCQs items writing skills. A total of 2207 MCQs were constructed by 58 participants for the assessment of 882 students’ cognitive competency level during the academic years 2012–2015. The MCQs were analyzed for the difficulty index (P-value), discriminating index (DI), presence/absence of item writing flaws (IWFs), and non-functioning distractors (NFDs), Bloom’s taxonomy cognitive levels, test reliability, and the rate of students’ scoring. Significant improvement in the difficulty index and DI were noticed during each successive academic year. Easy and poor discriminating questions, NFDs and IWFs were decreased significantly, whereas distractor efficiency (DE) mean score and high cognitive level (K2) questions were increased substantially during the each successive academic year. Improved MCQs’ quality leaded to increased competency level of the borderline students. Overall, the longitudinal faculty development workshops help in improving the quality of the MCQs items writing skills of the faculty that leads to students’ high competency levels.

The rising prevalence of diabetes mellitus (DM) is a serious global health concern. The world is experiencing type 2 diabetes epidemics and prevalence differs by gender, regions, and level of socioeconomic development. Type 2 diabetes mellitus (T2DM) in men increased at a faster rate and numbers are continuing to rise in some regions of the world. This study aimed to estimate the prevalence of T2DM among men in the Middle East countries. Seventy-four research articles were identified through search engines including Web of Science, Medline, PubMed, EMBASE, Scopus, and Ovid databases by using keywords “epidemiology,” “prevalence,” “diabetes mellitus,” and individual names of the Middle East states. Finally, 17 studies were included for the assessment of prevalence of T2DM among men in the Middle East. In the Middle East, high prevalence of T2DM among men was identified in Bahrain (33.60%), Saudi Arabia (29.10%), United Arab Emirates (UAE; 25.83%), and Kuwait (25.40%), whereas low prevalence was reported in Iran (9.90%) and Yemen (9.80%). The random pooled prevalence in the Gulf Cooperation Council (GCC) states was (24.0%) compared to non-GCC states (16.0%), and in both GCC and non-GCC countries combined, it was 19%. The prevalence was significantly associated with the gross domestic product of these states ( p = .0005). Despite different socioeconomic and cultural settings in the Middle East, the rising T2DM prevalence among men was identified in Bahrain, Saudi Arabia, UAE, and Kuwait. These states must incorporate future diabetes defensive strategies targeting the Middle East population to minimize the burden of DM from the region.

BackgroundThe students’ perception of the learning environment is an important aspect for evaluation and improvement of the educational program. The College of Medicine at King Saud University (KSU) reformed its curriculum in 2009 from a traditional to a system-oriented hybrid curriculum.ObjectiveThe objective of the present study was to determine the perception of the second batch (reformed curriculum) of medical graduates about the educational environment at the College of Medicine, KSU, using the Dundee Ready Education Environment Measure (DREEM) scale.MethodsThe fifth year medical students were asked to evaluate the educational program after graduation in May 2014. The questionnaire was distributed to the graduate students electronically. The DREEM questionnaire consisted of 50 items based on Likert’s scale; and five domains, namely, students’ perceptions of learning, perceptions of teachers, academic self-perceptions, perceptions of atmosphere, and social self-perceptions. Data were analyzed using SPSS.ResultsA total of 62 students participated in the study. The score for students’ perception of learning among medical students ranged from 2.93 to 3.64 (overall mean score: 40.17). The score for students’ perception of teachers ranged from 2.85 to 4.01 (overall mean score: 33.35). The score for students’ academic self-perceptions ranged from 3.15 to 4.06 (overall mean score: 28.4). The score for students’ perception of atmosphere ranged from 2.27 to 3.91 (overall mean score: 41.32). The score for students’ social self-perceptions ranged from 2.85 to 4.33 (overall mean score: 24.33). The general perceptions of the students in all five sub-scales were positive.ConclusionThe overall student’s perception about the educational environment was satisfactory. This study was important to evaluate the students’ perception of the learning environment among medical graduates of the reformed curriculum and provided guidance on areas of improvement in the curriculum.