Introduction: The aim of this study was to assess the prevalence of suicidal ideation, suicidal attempts, and loneliness among dental and medical students in the western region of Saudi Arabia. Materials and Methods: This cross-sectional study investigated 607 dental and medical students and interns in private colleges in Saudi Arabia. A self-administrated questionnaire was based on the Revised UCLA Loneliness Scale. Suicidal ideation and attempts were measured by a questionnaire adopted from previous research. The data was collected at the end of the year at examination time. Results: The loneliness mean was M= 45.14 (SD 8.66). Among the participants, 37.7% had experienced suicidal ideation throughout their lives, 33.4% had experienced suicidal ideation during the previous 12 months, and 23.2% had attempted suicide. Loneliness was significantly related with suicidal ideation during the previous 12 months (p <0.001) and with suicidal attempts (p = 0.005). The results showed that the following subgroups had higher risk for suicidal ideation and suicidal attempts: female, low family income, married, and dental students. Conclusion: The high levels of suicidal ideation and attempts among dental and medical students in the western region of Saudi Arabia call for the implementation of professional counselling and health promotion programs.

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Although the Teaching Practicum (TP) course makes a significant contribution in preparing teachers, it remains lacking in many essential aspects. To fill in the gaps regarding literature, this research paper was designed to explore the views of three Master of Art (MA) TESOL student-teachers on the advantages they gained and challenges they faced during their TP course at a Saudi university. Participants were interviewed, observed, and the two reflective assignments of the course were analyzed to find answers to the research questions. The research questions focused on the instructional benefits of the TP course and the interventions needed to enhance the effectiveness of the course. The findings revealed that the practical teaching component was the most helpful part of the course and the peer-observation report was the most appropriate evaluation method. Moreover, the study found that the limitedness of the teaching timeframe poses a significant challenge, and hence increasing the teaching practice time was the most significant change the participants suggested. Finally, the study recommends interventions that will help improve the quality of the TP course.

Although the Teaching Practicum (TP) course makes a significant contribution in preparing teachers, it remains lacking in many essential aspects. To fill in the gaps regarding literature, this research paper was designed to explore the views of three Master of Art (MA) TESOL student-teachers on the advantages they gained and challenges they faced during their TP course at a Saudi university. Participants were interviewed, observed, and the two reflective assignments of the course were analyzed to find answers to the research questions. The research questions focused on the instructional benefits of the TP course and the interventions needed to enhance the effectiveness of the course. The findings revealed that the practical teaching component was the most helpful part of the course and the peer-observation report was the most appropriate evaluation method. Moreover, the study found that the limitedness of the teaching timeframe poses a significant challenge, and hence increasing the teaching practice time was the most significant change the participants suggested. Finally, the study recommends interventions that will help improve the quality of the TP course.

No abstract