<p>Study Habits of Urology Residents in Saudi Arabia: Identifying Defects and Areas for Curricular Development – A Trainee-Based Survey</p>

Abstract

This study evaluated the study habits of Saudi urology residents throughout their residency training. It examines the study time and quality of study materials used by Saudi urology residents and identifies ways to maximize study benefits. Patients and Methods: An online questionnaire was distributed to 152 registered residents in regions throughout Saudi Arabia (response rate: 93.4%). The questionnaire addressed study habits throughout training, motivations for studying, preferred study resources, impressions on teaching quality, study preparation methods, and exam preparedness among junior and senior residents. Results: Among all residents, 37.3% read for 2-5 hours weekly. Juniors read significantly more than seniors (P = 0.034). Marital status affects seniors' study habits (P = 0.029). For most seniors, preparation for the final board exam is the greatest motivation for studying (P = 0.006). The AUA/EAU guidelines were useful information source for seniors (P = 0.001). Fifty-four percent (54.4%) of residents felt that their residency program did not provide protected study time prior to the board exams. Moreover, the majority (64.8%) felt that the training program did not adequately prepare them for the board exams. Conclusion: We recommend that local program directors implement more effective teaching methods. Structured reading habits and specific study materials were found to be positive predictors of successful performance. Residents should also be educated in balancing working hours, social life, and study.

Assessment of the Study Habits of Residents in Physical Medicine and Rehabilitation Programs in Saudi Arabia: A Cross-Sectional Study

“…15 Most residents felt that their residency training program did not effectively prepare them for the board examination by not providing protected study time, similar to findings reported in a study performed on urology residents in the KSA. 16 In the current study, residents also reported that they preferred to study independently rather than in a group; this finding corroborates the result of a previous Saudi study performed on urology residents 16 though is in contrast to an American study, which found a prevalent preference for group study in undergraduate medical students. 17 The findings of our study highlighted several factors that were perceived to potentially negatively impact the academic performance of physiatry residents in the KSA, including a lack of structured or protected study time, difficulty accessing research publications, unengaging journal club events, and inadequate examination preparation.…”

The Effect of Assessments on Student Motivation for Learning and Its Outcomes in Health Professions Education: A Review and Realist Synthesis

“…After applying the inclusion and exclusion criteria, 24 out of 15,291 articles were included (see Figure 1). 26–49 The rigor and relevance of each article is reported in Supplemental Digital Appendix 2 (at http://links.lww.com/ACADMED/B420).…”

“…Stimulation of autonomous motivation also happened if the assessment was poised to directly build competence and was an embedded active learning assessment, with timely, external, and multiple sources of feedback. 28 , 31 , 33 , 40 , 41 , 44 , 47 , 49 Assessments that included setting individual 40 or shared goals, 41 stimulated learners to reflect, 33 were jointly constructed by learners and teachers, 45 had authenticity with clinical practice, 26 , 28 , 35 , 37 , 38 , 49 encouraged sharing or shared group learning and responsibility, 27 , 39 , 41 , 44 and held personal value for students also stimulated autonomous motivation. 27 , 31 , 45 Certain student characteristics also form the context for autonomous motivation stimulation, such as high baseline autonomous motivational (for learning) levels, 39 having the motivation for personal achievement or satisfaction, or having a love of learning and passion for the topic.…”

“…Stimulation of controlled motivation happened in different contexts. The mere presence of assessments (formative 31,32 or summative [26][27][28]36,37 ) was an external motivator for learning or preparing for the assessments, as were the presence of grades, 34,38 highstakes assessments (like licensure examinations 36 ), 26 and a strong focus on factual knowledge. 27 Further contexts stimulating controlled motivation included the presence of a competitive element 26,31 ; pressures related to performance, 27 time, [26][27][28]35 emotions, 27 external rewards, 27 and internal reasons (the desire to fulfill supervisor's expectations) 36 ; and fear of disclosing a lack of knowledge or failure.…”

Impact of COVID-19 on Urology Practice in Saudi Arabia

“…Data from Italy 44 showed majority of Italian urology residents experienced slowdown in their learning process and they spend at least two hours per day (85.2%), while few have four or more hours (32.5%). Study habits of urology residents in Saudi Arabia have been studied, 45 the study conducted a year before the pandemic time showed 37.3% spent 2–5 hours weekly. Juniors read significantly more than seniors (P = 0.034).…”