The Different Preferences of Learning among Emergency Medicine Residents in Riyadh, during their Residency Program
Faheem Mohammed Alanazi, Lama alomari, Tariq Almuadwi, Saleh Almesned, Naseem Ali Abusharifa, Nouf Fahad Abdulaziz Abdulwahed, Dalal Saud Alharegi, Mujahid Nasser Al-Muhaydib, Aldanah Najeeb Almubarak, Abdulrahman Mansour Aljarbou, Abdulelah Saleh Alaqil, Samah Hamoud Alshammari, Mohammad Sami Almalki, Mazen Salem Elthiabi, Abdulrahman Khalid Abusalamah
Journal of Pharmaceutical Research International · pp. 38–44 · Published 13 Aug 2022
10.9734/jpri/2022/v34i47A36400Abstract
Traditional teaching approaches are giving way to new ones in medical education. Residents' interest in readily available educational resources is causing instructors to rethink their teaching strategies. This study aims to find which of these ways of learning is preferred by residents. A descriptive survey study was distributed among emergency residents who doing their program in Riyadh during the period from April 2021 to September 2021. All Saudi board emergency medicine residents R1, R2, R3, R4, and post-training residents within the last two years in Riyadh were included. Data were collected using an electronic survey (SurveyMonkey) using a validated questionnaire. This study analyzed 202 residents and post-graduated and ER residents regarding their learning sources and preferences. Participants were at different levels of training as 23.8% were in their first year of residency, 22.8% were in their second year, 19.3% were in their third year, 22.3% were in their fourth year and 11.9% finished their training during the last two years. The majority of the participants 57.4% claimed that they spend 1-2 hours of their extracurricular time on educational material.
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Fatima Iqbal, Myeda Butool, Menahal · Journal of Ayub Medical College · 2026
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