Purpose: To measure the readiness for self-directed learning in medical students for the evaluation of self-directed learning in the study population. Materials and Methods: The survey was conducted in undergraduate students. The instrument used was Fisher’s readiness scale comprising of self-management, desire for learning, and self-control domains. The data were analyzed by Mann–Whitney U-test and bivariate and partial correlations. The results were compared with the reported ones. Results: Total students surveyed were 300. Of these, 96 responded - 73 (76%) of preclinical and 23 (24%) of clinical classes. The mean readiness score was 124. The mean domains’ scores for self-management, desire for learning, and self-control were 38, 38, and 48, respectively. The preclinical group had a mean score of 122 for readiness, 37 for self-management and desire for learning each, and 48 for self-control. The clinical group’s scores were 129, 40, and 49, respectively. Preclinical and clinical groups differed significantly in self-management domain (P = 0.03). The difference was not significant in desire for learning (P = 0.08), self-control domains (P = 0.40) and readiness score (P = 0.12). The domains of self-control and desire for learning had a positive correlation if self-management was controlled, and self-control and self-management had a positive correlation if desire for learning was controlled (P < 0.05). Conclusion: The measurement of readiness for self-directed learning helps in knowing the true value of self-directed learning in a particular setting. Relatively lower scores in our study mean self-directed learning alone cannot be relied upon to achieve optimum students’ learning. There is also a need for implementing strategies that will help students in improving their readiness for independent learning.

With its widening indications, the need for organ transplantation is growing globally. Currently, there is a crisis of organ shortage and a dire need to adopt ways and means to overcome it to save lives and improve the quality of life of patients with end-stage organ failure. In this regard, on the one hand, efforts should be made to eliminate the barriers to organ donation, such as people’s ignorance about organ donation and ethical and religious concerns. On the other hand, strategies should be implemented to enhance organ donation, which in the case of deceased donors, include accelerating the donation process, instituting a policy of presumed or mandated consent, and utilizing extended criteria for donors. In the case of living donors, these include accepting the paired donation and removing disincentives to donation. Organ donation can also be boosted by allowing restricted compensation or reward. Using social media platforms to educate people, facilitate contacts, and match with unspecified donors is also worthwhile. In the future, xenotransplantation is also showing some promise.

BACKGROUND A stoma requires a patient's lifestyle modifications and mental adjustment. It may hinder certain Islamic rituals that new appliances might overcome. The study aimed at measuring the quality of life in the modern era of stoma care in patients with unique sociocultural characteristics. METHODS Patients with an intestinal stoma for > 3 weeks were included. A modified City of Hope QoL ostomy questionnaire was used with dichotomous scoring on a 0 to 10 scale; rated 0-3 as severe, 4-6 as moderate, and 7-10 as severe. Data were analyzed by student’s t-test, one-way ANOVA, Spearman’s correlation, and multivariate linear regression. RESULTS The response rate was 46%, with 108 patients responding. The mean age was 40.8 years, and the male-to-female ratio 1.2:1. QoL score and that in physical and spiritual domains were 6. In the social domain, it was 7, and in the psychological, 5. The impact was severe in 2%, moderate in 61%, and minimal in 37%. Younger patients, women, and those with benign diseases or without a job had lower scores. 90% of the patients had difficulty performing religious activities, resulting in a lower score. Regression analysis showed dietary and religious factors, leak, foul odor, constipation/diarrhea, poor stoma site, depression, anxiety, and concerns for disease, future, or pouch problems as the significant quality of life predictors. CONCLUSION Stoma patients had multiple impediments to their life quality despite advances in stoma care. Among these, physical and religious issues were significant, but psychological factors were the leading ones. The findings indicate adopting a holistic approach to managing stoma patients to let them have fulfilling lives.

BACKGROUNDSelf-directed learning is believed to impart more efficient learning than the traditional one. However, it requires learners to possess the readiness for it, which varies in individuals. Measuring the readiness for self-directed learning in the indigenous population would help evaluate self-directed learning in a particular setting.OBJECTIVETo measure the readiness for self-directed learning in medical students for its possible impact on their learning.MATERIAL AND METHODSThe study was done during 2017-2018 amongst the medical students of Princess Nourah University, Riyadh, by using the Fisher’s readiness scale. One-way Anova and bivariate and partial correlation were employed for statistical analysis.RESULTSTotal students were 350 with 96 (27.4%) responding - 73 (76%) of preclinical and 23 (24%) of clinical classes.The total mean readiness score was 123.97(SD16.15) versus the desired >150. Mean scores for the domains of self-management, desire-for-learning, and self–control were 37.8(SD5.9), 38.07(SD5.5), 48.09(SD6.7) versus the desired 47.31, 44.26, and 58.98, respectively.In the pre-clinical group, the total mean readiness score was 122.34(SD16.8), and for self-management, desire-for-learning, and self-control, 37.12(SD6.2), 37.52(SD5.6), and 47.69(SD7.1) respectively. In the clinical group, the respective scores were 129.13(SD12.4), 39.95(SD4.7), 39.82(SD5.02), and 49.34(SD5.09).Preclinical and clinical groups differed significantly in the self-management score (P=.04) but not in total readiness (P=.07), desire-for-learning (P=.08), and self–control (P=.3) scores.Self-control and desire-for-learning had a positive correlation, and also self-control and self-management if self-management or desire-for-learning were controlled respectively (P< .05).CONCLUSIONMean scores for readiness for SDL and its three domains were lower than the desired levels. A hybrid system thus seems more appropriate for the setting.