King Saud bin Abdulaziz University for Health Sciences

About: King Saud bin Abdulaziz University for Health Sciences is a education organization based out in Riyadh, Saudi Arabia. It is known for research contribution in the topics: Population & Medicine. The organization has 4611 authors who have published 5069 publications receiving 77006 citations. The organization is also known as: KSAUHS & KSAU-HS.

Systemic review of the epidemiology of autism in Arab Gulf countries.

Abstract: Objective: To assess the current state of knowledge on the epidemiology of autism in Arab Gulf countries, and identify gaps for future research.

Multi-organ point-of-care ultrasound for COVID-19 (PoCUS4COVID): international expert consensus.

Abstract: COVID-19 has caused great devastation in the past year. Multi-organ point-of-care ultrasound (PoCUS) including lung ultrasound (LUS) and focused cardiac ultrasound (FoCUS) as a clinical adjunct has played a significant role in triaging, diagnosis and medical management of COVID-19 patients. The expert panel from 27 countries and 6 continents with considerable experience of direct application of PoCUS on COVID-19 patients presents evidence-based consensus using GRADE methodology for the quality of evidence and an expedited, modified-Delphi process for the strength of expert consensus. The use of ultrasound is suggested in many clinical situations related to respiratory, cardiovascular and thromboembolic aspects of COVID-19, comparing well with other imaging modalities. The limitations due to insufficient data are highlighted as opportunities for future research.

Exploring assessment factors contributing to students' study strategies: literature review.

Abstract: "Assessment steers students' learning" is a statement that has been used repeatedly without solid evidence in the literature. This manuscript aims to evaluate the published literatures on the effect of teaching learning environment in particular, the implemented assessment on students' learning approaches. A literature review was performed on the effect of assessment on students learning approaches. English language literatures were searched in Pubmed, PsycINFO, and Medline without restriction to type or date of publication. Reviewing the literature, the most prominent identified theme was assessment function characterized in summative and formative assessment and general effect of assessment on students' learning approaches. The literature review has pointed clearly to the complexity of the relationship between learning environment, students' perceptions of assessment demands, and students' approaches to learning. Many factors (extrinsic and intrinsic) were theoretically proposed to mediate students' approaches to learning in response to their assessment. However, few of these factors were researched in the published literature. Formative assessment is likely to contribute to students' deep approach to learning while summative is likely to contribute to their surface approach. However, these effects are not definite and further research about the complex relationship between assessment and students' learning is required.