Objective: To determine the knowledge, perceived effectiveness and harmfulness of complementary and alternative medicine (CAM) modalities, general attitude and the need for education in the use of CAM therapies among medical and pharmacy students. Methods: A descriptive and cross-sectional study was performed using a pre-tested questionnaire on a randomly selected sample of 250 students in Faculties of Medicine and Pharmacy, Kuwait University. Descriptive and logistic regression analyses were used in data analysis. Results: The response rate was 88.4%. CAM usage was reported by 122 (55.2%) of students, and mostly associated with females (OR 4.4, 95% CI 1.7–11.3). Herbal products were the most commonly used (83, 37.6%). Knowledge about 11 CAM modalities was generally poor, even among the respondents who claimed to know them most. The knowledge about herbal products was significantly better among 58 pharmacy students (49.2%) than 32 medical students (31.4%) (OR 2.0, 95% CI 1.1–3.6). Massage, herbal products and prayer/Qur’an reciting were perceived as being the most effective, while cauterization as the most harmful. Attitude toward CAM was positive, with 176 (79.7%) believing that CAM includes ideas and methods from which conventional medicine could benefit. Lack of trained professionals and lack of scientific evidence were the most perceived barriers for CAM implementation. 198 (89.6%) admitted the importance of knowledge about CAM for them as future healthcare practitioners. Conclusion: The students acknowledged the need to be well educated about CAM to better advise their patients in the future.
This paper investigates the level of reflective practice amongst Saudi female postgraduate students at King Saud University. The study is quantitative in nature, whereby a reflective practice self-assessment scale was administered to assess the reflective practice of 201 female postgraduate students at KSU. The scale concentrates on five dimensions; the ability and freedom to reflect, questioning assumptions, considering others' viewpoints, using reflective methods/tools, and frequency of the refection on events. Findings of this study indicate that Saudi female postgraduate students at KSU reveal a decent level of reflective skills. Findings also display that there are some reflective requirements and skills which are more common in the scientific fields than they are in the literary fields. On the light of these results, recommendations for Saudi postgraduate instructors and program developers are provided accordingly.
<p>A weblog is one of the most effective tools among the latest inventions that enhance student teachers’ learning and practice. With technology becoming crucial for both personal and professional developments, this study focused on the effectiveness of using reflective weblogs in teacher education programs. In this regard, the research investigated the level to which weblogs successfully promote self-reflection and yield peer feedback among student teachers. Furthermore, it explored student teachers’ perceptions regarding the use of weblogs as tools for self-reflection and peer feedback.</p><p>A case study of seven EFL student teachers taking a practicum course at Kuwait University was analyzed in this paper. The study was conducted in the English Curricula and Teaching Methods Department in the College of Education during the first semester of the 2013/2014 academic year. During the 4-week application period, participants were requested to reflect on their teaching practices and provide feedback on their peers’ posts. The data were collected through different qualitative methods such as semi-structured interviews and content analysis.</p><p>The findings of the study suggest that the use of the practicum blog is considered to be effective in facilitating student teachers’ ability to reflect upon their teaching practices and provide comments on their peers during the practicum course. Most participants agree on the usefulness of using weblogs in teacher education programs. Overall, the study results show that student teachers find the weblog as an effective tool for writing reflections, sharing ideas, providing feedbacks, and increasing proficiency levels. The results of the study provide the rationale for using weblogs in student teacher education programs.</p>
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