Background Many studies have found that telemedicine and telehealth services quality and patients’ clinical outcomes, following telehealth visits, maybe comparable to those of traditional face-to-face office visits especially in a crisis like COVID-19 complete lockdown. Objective This study aimed to identify the patient's experience in using the telemedicine strategies during the COVID-19 pandemic and assess these patients' perception about their experience of using telemedicine in Saudi Arabia. Methods A cross-sectional survey study was done on 425 patients treated through telemedicine programs in Saudi Arabia from February to August 2020 during the COVID-19 pandemic in Saudi Arabia. An online questionnaire was adopted and modified to elicit participants’ socio-demographic data, participants’ satisfaction and attitude toward telehealth and telemedicine, and their views on health care services. Results About 84.9% of the participants thought that telemedicine made healthcare easier during the COVID-19 pandemic. Almost half of the respondent was very satisfied with the ease of registration (52%), while 43.4% of respondents stated that they had the ability to talk freely over telemedicine. In the present study, The highest satisfaction was reported by 53.4% of respondents for ease registration, 40.1% for quality of the visual image, 41.9% for quality of the audio sound, and 44.8% for their ability to talk freely over telemedicine, respectively. The highest satisfaction was reported by 40.5% about the ability to understand the recommendations, 40.5% about the overall quality of care provided, 37.4% about the overall telemedicine consult experience. The results revealed a significant positive correlation between satisfaction and attitude scores. Conclusion This study revealed acceptable satisfaction and attitude of patients toward telemedicine programs in Saudi Arabia. However, more effort should be done by the Saudi Ministry of Health to increase the knowledge of patients about teleconsultation available services.

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Aim: To examine the relationship between reflective thinking and metacognitive awareness to help medical students to be independent learners who can control their learning and improve their professional performance. Study Design: It is a cross-sectional correlational study. Place and Duration of the Study: This study was conducted at the Faculty of Medicine-Suez Canal University in August 2018. Methodology: This is a cross-sectional correlational study; the study population included the undergraduate medical students in all study years at the Faculty of Medicine, Suez Canal University. The sample was 264 randomly selected students by using a cluster sampling technique. The instruments that were used for data collection were the Metacognitive Awareness Inventory (MAI) to measure students’ metacognitive awareness levels, Reflection-in-Learning Scale (RLS) to measure the students’ reflective learning levels. Results: The descriptive statistics of both MAI and RLS total scores of students in the six study years revealed that students have mean total MAI total scores = 178 ± 26 and have mean total RLS total scores = 60 ± 13. The Spearman's correlation between the metacognitive awareness and the reflective learning skills of medical students revealed that there was a statistically significant high positive correlation between the metacognitive awareness and the reflection in the learning of FOM-SCU students         (p= 0.699, p-value<0.0001). Multiple regression analysis revealed that the weighted combination of the predictor variables explained approximately 50% of the variance of reflection in learning. Conclusion: It is concluded from this study that the students at the Faculty of Medicine, Suez Canal University have fair to good metacognitive awareness and partial to ample reflective abilities. There is a significantly high positive relationship between metacognitive awareness and the reflective learning skills of medical students.

Purpose: Cognitive load theory (CLT) is receiving increased recognition in medical education and it was cited as an important theoretical framework for simulation-based medical education. Simulated learning environments can place a high demand on the cognitive resources of the learners, hence, we aimed to design an instructional framework to optimise the total cognitive load imposed on the medical students during their clinical skills training in the clinical skills laboratory. Method: This study is a quasi-experimental post-test design. The sampling technique was purposive sampling, which included year 2 students at the Faculty of Medicine-Suez Canal University population. The study was conducted in the clinical skills and simulation laboratory. The intervention group received a developed instructional design framework based on CLT. The control group learned with the ordinary teaching method without any intervention. The cognitive load was measured using the Cognitive Load Inventory (CLI) immediately after the training session for both groups. Furthermore, students’ achievement in the clinical skill laboratory was compared in both groups. Findings: The total cognitive load is lower in the group that received the developed instructional design than that of the control group, and this result was statistically significant. Also, the performance of the intervention group is higher than in the control group. Implications for research and practice: The developed instructional design framework is a potentially useful guide for managing students' cognitive load in the clinical skills training session.

<strong>Background:</strong> Clinical placement is the main site for interns’ training, however clinical placement is an uncomfortable and inconvenient environment for learning. Trainees need intelligent conversation with self and others to advance in their careers. In this regard, Peers informally teach each other through discussion. Nowadays, there is an international need and interest in formal peer-assisted learning. Hence, Situational model for curriculum development is a suitable model for training as it is culturally driven and emphasizes context. The research objectives are to apply a situational curricular model, using a peer-assisted learning. In addition, to explore the students’ perception towards peer-assisted learning. <strong>Methods:</strong> A mixed method quantitative and qualitative design single group post-test design was applied in this study, where all the nursing interns in the current year were selected. Peers conducted orientation sessions to make situational analysis. After that, each intern, with his educational supervisor, develops personal objectives and a development plan. Selection of contents and learning opportunities is the responsibility of interns guided by the general outcomes and list of required competencies during the training year. The last step is assessment and evaluation of performance. Furthermore, interns’ perceptions towards using peers-assisted learning were measured through distribution of self-administered questionnaire, and conduction of focus group with interns. <strong>Results:</strong> Overall students’ perceptions toward this reform were positive, all means were above four, especially their perception towards Peer Assisted Learning (PAL) as a relaxed and comfortable environment and as a new learning opportunity. <strong>Conclusion:</strong> Interns found that reform of their training through conducting situational model for training is an effective method, especially when using Peer Assisted Learning (PAL) in its conduction, which, they recommended its implementation to all units’ orientation.

Introduction: Well-being in learning environment requires a culture that actively helps students to achieve their own potential. It requires a learning environment (LE) that supports physical, social and spiritual development. It has been shown that medical students experience high levels of stress that can hinder their performance, professionalism, and overall health. With respect to primary health care (PHC), some studies have shown the relative advantage of PHC centers to provide opportunities for “hands on” practice by pre-clinical students, availability of general practitioners (GPs) to supervise students, and with respect to the scope of PHC, which includes, beside patient care, community health education. Unfortunately, some aspects of the training process in clinical learning environment (CLE) have unfavorable effect on students’ well-being. Medical students face personal distress with negative effect on academic achievement, competency, professionalism, and health. We aimed to measure students wellbeing during their training in primary health care units. Materials and Methods: This is a cross sectional study to assess well-being of undergraduate students in primary health care (PHC) centers affiliated to the Faculty of Medicine, Suez Canal University (FOM-SCU). In addition, to test psychometric prosperities of The MED-NORD (Medical Education in Nordic Countries) questionnaire through exploratory factor analysis (EFA). A comprehensive (purposive) Sample was taken from year 1, 2, and 3. Results: Testing the psychometric prosperities of MED-NORD questionnaire revealed that the questionnaire contained 7 factors and 41 items. The seven factors are: Conceptions of learning and knowledge, Approaches to learning, Perceptions of the learning environment, Problems in studying, Optimism, Reflective learning, and Lack of interest. There were adequate correlations between the factors. Conclusion: The study concluded that the students positively perceived their well-being. Furthermore, Students preferred collaborative knowledge building in learning. However, they use surface approach in their learning more than deep approach. This study also concluded good reliability and construct validity of MED-NORD questionnaire.