Since the industrial revolution in the 1800s, plastic pollution is becoming a global reality. This study aims to assess knowledge and attitude about plastic pollution among secondary school students in Sharjah city, United Arab Emirates. A cross-sectional study was conducted among 400 students in 6 different secondary schools in Sharjah city. Self-administered questionnaires were distributed through probability stratified random sampling method between February and April 2016. Majority of the population understands how harmful plastic wastes are to the environment (85.5%). However, the students' mean knowledge score was 53%, with females (P < 0.01), grades 11 and 12 (P = 0.024), and students whose mothers were more educated (P = 0.014) being more knowledgeable and inclined towards pro-environmental behavior. Yet, all students showed tendency to be involved in the fighting against this dilemma. Strategies which address deficiencies, provide incentives for change, and assure governmental support along with environmental education are needed to bridge the information gap and enhance opportunities to adopt pro-environmental behaviors.

Background The effectiveness of peer learning in clinical skill development is well recognized and researched, given the many benefits gained such as enhanced learning, alleviation of the burden on faculty, and early development of teaching skills for future doctors. However, little is known in terms of its effectiveness as an assessment tool and the extent to which peer assessment can be relied upon in the absence of faculty support. Objective This study was conducted to assess medical students’ perception toward peer learning, which is based on self-regulated learning as a tool of assessment, and to compare peer evaluation with faculty evaluation of clinical skill performance. Methods A cohort of 36 third-year medical students were exposed to peer learning (same-level) in clinical skills education for 3 months. A convergent mixed methods approach was adapted to collect data from 3 sources, namely, students’ perception of peer learning, performance scores, and reflective observational analysis. A 5-point Likert-type scale was used to assess students’ (n=28) perception on the value of peer learning. The students were asked to assess their peers by using a preset checklist on clinical skill performance, and scores were compared to faculty assessment scores. Reflective observational data were collected from observing video recordings of some of the peer learning sessions. The findings from all 3 sources were integrated using joint display analysis. Results Out of 28 students, 25 students completed the survey and 20 students perceived peer learning as valuable in clinical skills education. The mean score of peer assessment was higher than that of faculty assessment. There was a significant difference in student performance between supervised teaching and peer learning groups (P=.003). Most students focused on the mastery of skill with little attention to the technique’s quality. Further, students were unable to appreciate the relevance of the potential clinical findings of physical examination. Conclusions Peer learning in clinical skills education, based on self-regulated learning, empowers students to develop a more responsible approach toward their education. However, peer assessment is insufficient to evaluate clinical skill performance in the absence of faculty support. Therefore, we recommend that peer learning activities be preceded by supervised faculty-taught sessions.

BACKGROUND The utility of peer learning in clinical skills is well recognized and researched given the many benefits gained, such as: enhanced learning, alleviation of the burden on faculty, and early development of teaching skills of future doctors. However, little is known in terms of its effectiveness as an assessment tool and the extent to which peer assessment can be relied upon in the absence of faculty support. OBJECTIVE This study was conducted to assess medical students' perception towards peer learning as a tool of assessment and compare peer to faculty evaluation of clinical skill performance. METHODS A cohort of 36 third year medical students were exposed to clinical skill's focused, same-level, peer learning for three months. A mixed method approach was adapted to collect data including students' perception of peer learning, performance scores, and reflective observational analysis. A five -point-Likert scale - Instrument was used to assess (n=28) students' perception on the value of peer learning. The students were asked to assess their peers using a pre-set checklist on clinical skill's performance and scores were compared to faculty assessment scores. Reflective observational data was collected from observing video recordings of some of the peer learning sessions. RESULTS Twenty five out of 28 students were completed the survey. Twenty students perceived peer-learning as valuable in clinical skills' education. The mean score of peers compared to faculty assessment was higher. There was a significant difference in student performance between the supervised teaching and peer learning groups with a (P =0.003). Observations have shown that most students focus on mastery of skill with little attention to the technique's quality. Also, students were unable to appreciate the relevance of potential clinical findings of physical examination. CONCLUSIONS Peer learning in clinical skills' teaching empowers the students to develop a more responsible approach towards their education. However, peer assessment is insufficient to evaluate clinical skills' performance in the absence of faculty support. Therefore, we recommend the presence of faculty to guide and supervise peer learning activities.

AimsMidwakh, which involves smoking an Arabian tobacco blend typically mixed with herbs and spices, has recently become a major health concern due to a spreading popularity among adolescents and young adults in the United Arab Emirates (UAE). It is known to contain a higher nicotine content than cigarettes, potentially increasing the risk of addiction, despite contrary popular belief among young smokers. Yet, little is known about attitudes and decision-making processes involving this emerging smoking behaviour. The aim of this study was to ascertain the knowledge, attitudes and practices of Midwakh use among adult males in the UAE.MethodA cross sectional study was conducted among male adults in Abu Dhabi, Dubai and Sharjah. A total of 500 participants completed self-administered validated questionnaires, which consisted of 30 questions that targeted the public's understanding, perception and use of Midwakh. Data were analysed using SPSS 23. Percentages and means were calculated for demographic data and Chi-Square was utilised to measure relations between categorical variables. Odds Ratio (OR) was used to estimate how strongly a predictor was associated to an outcome. A p-value less than 0.05 was considered statistically significant.ResultThe prevalence of smoking Midwakh was 34.8% among the study sample. Males between ages 26 to 35 were found to be 4.48 times (95% CI: 1.59–12.66) more likely to be current Midwakh smokers than any other age groups (P = 0.01). Emiratis in the study were 5.92 times (95% CI: 2.83–12.35) more likely to smoke Midwakh than expats. 65% of respondents reported willingness to smoke Midwakh if it was offered to them. Adults with 3-4 close friends who smoke Midwakh were 6.8 times (95% CI: 2.08–22.41) more likely to smoke Midwakh themselves. Knowledge of being unsafe was cited in 62% of the participants as a cause of quitting Midwakh within two years.ConclusionOur results demonstrate a significant impact of peer pressure on the decision-making process of Midwakh smoking. The high prevalence among young male residents warrants a multi-agency public health approach to tackle the issue. Culturally sensitive campaigns raising awareness to the harmful effect of Midwakh including its addictiveness appear to be essential. Further research investigating the effects of a targeted Midwakh-smoking cessation approaches is warranted.