Background: Nearly 60 million people suffer from Computer vision syndrome (CVS) globally, resulting in reduced work productivity. Objectives:To determine the prevalence of the CVS, describe the working conditions, visualize ergonomic factors, and prevent measures application among university staff members.Methodology: A cross-sectional study was conducted using a semi-structured questionnairethat included a validated CVS questionnaire on university medical staff members. Results:CVSprevalence was 81.2%. Dryness, headache, feeling that sight is worsening and difficulty in focusing on near vision were the most experienced symptoms. Asignificantly higher prevalence of CVS was among females (52.3%), having a higher mean work duration (21.65 ± 7.55 years), those who frequently use a smartphone (84.9%), and spend most of the screen time during day and night (87.1%). Visual ergonomics and preventives measures application such as a correct screen level, a regular cleaning of the screen, appropriate illumination, and use of eye drops were significantly associated with negative CVS.Conclusions: These results raised the attention for the essential need for visual assessment of the university staff members for early and proper diagnosis of CVS to minimize its impact on their working performance. Accordingly, it’s recommended to organize university-based awareness programs regarding CVS for the working personnel.

Purpose: In Egypt, the main challenges to interprofessional education (IPE) implementation are complexity of the required curricular design, the attitudinal barriers between professions, and the needed resources. Action research work was planned and implemented to identify alternative solutions to overcome barriers to IPE in the local Egyptian context. Methods: -An 8-week e-learning elective course was developed, implemented, and evaluated. A mixed group of 30 nursing and medical students was enrolled voluntarily in the course. Female to male ratio was 3:2. Four faculty members were assigned to manage the course. Based on the EMRO-WHO guidelines, ethics content was selected and organized. A closed Facebook group was created and utilized as the e-learning platform. Facilitated large-group and case-based discussions were the main instructional methods. Scoring of mixed small group assignments was the main assessment tool. Course evaluation was conducted using the Interprofessional Socialization and Valuing Scale (ISVS) and an Online-Course Evaluation Questionnaire (OCEQ). Results: ISVS results revealed that students’ perception of ability, comfort and value in working with others, were all positive. The OCEQ provided additional evidence regarding the satisfaction of students with the Facebook group as a learning platform. Assignment submission rate was 90%. Success rate of small group assignments (scores ≥ 60%) was 100%. Response rate to the open online discussions was 63%. Through peer evaluation as well as direct observation of online discussions, there was evidence of distinct contributions by females and by medical students compared to nursing students. Conclusion: As evidenced by the students’ perception and performance, our IPE distance learning experience was valuable. Motivation of medical students as well as females was evident. IPE is a challenging process. The elective approach and using DL can offer solutions. Conducting relevant practical sessions as well as sustainability of this IPE e-learning experience remain key challenges.

Emotional intelligence (EI) is a fundamental pillar for academic and interpersonal success, particularly in demanding educational environments like medical training. Its impact on motivation, stress management, teamwork, and empathy highlights its pivotal role in fostering holistic student development and professional growth. Cultivating EI fosters ethical decision-making, enhances patient trust, and boosts professional satisfaction, thereby contributing to the development of a more compassionate and effective healthcare system. Integrating EI training into medical curricula holds significant potential for strengthening professional identity formation among future healthcare professionals. Such integration can be achieved through targeted strategies, including workshops, role-playing activities, mindfulness exercises, and reflective practices that cultivate self-awareness and empathy. These approaches equip students to effectively manage the emotional complexities of medical practice. By prioritizing the cultivation of EI, medical schools can better prepare students to address the multifaceted challenges of patient care and contribute to improved communication, collaboration, and resilience within healthcare teams. These competencies enable medical professionals to navigate the emotional demands of their profession, reducing burnout and promoting sustained engagement in their roles, as well as ultimately enhancing patient care, professional satisfaction, and the overall effectiveness of medical systems. This AMEE guide explores the impact of incorporating EI training into medical curricula on the professional identity formation of medical students. It focuses on how developing EI skills can enhance professional growth, resilience, and adaptability; thus, it is better to prepare students to handle the emotional and social challenges of the medical profession. The guide also aims to offer practical insights into enhancing medical education and professional development.

The readiness of students for interprofessional learning and academic self-efficacy have traditionally been studied as separate constructs, but their integration provides a powerful conceptual framework for understanding and enhancing collaborative health care education in the context of KSA. This study aimed to assess the readiness for interprofessional learning among undergraduate medical, dentistry, and applied medical sciences students' in KSA in order to identify factors influencing readiness and to examine the relationship between academic self-efficacy and interprofessional education (IPE) readiness. A cross-sectional survey design was employed utilizing a convenience sample of undergraduate students from medical, dentistry, and applied medical sciences schools. Data were collected through online questionnaires, including the Readiness for Interprofessional Learning Scale (RIPLS), Academic Self-Efficacy Scale (ASES), and a demographic survey. Statistical analyses examined the relationships between these constructs while controlling for demographic and educational variables. In total, 718 students participated and the RIPLS scores differed significantly between colleges (p = 0.001) and academic years (p < 0.01 for medicine and applied medical sciences). A strong positive correlation was found between academic self-efficacy and IPE readiness (r = 0.41, p < 0.001), and this relationship was significant across all disciplines. Multiple regression analysis identified academic self-efficacy as an independent predictor of IPE readiness (β = 0.405, p < 0.001), demonstrating that these constructs function as correlative practices within health care education. The integration of IPE readiness and academic self-efficacy as complementary educational principles showed that the confidence of students in their academic abilities significantly influenced their openness to collaborative learning. This conceptual framework provides a transformative approach for enhancing IPE initiatives by addressing both professional attitudes and academic self-confidence simultaneously, ultimately contributing to the development of a more collaborative and effective health care workforce in alignment with Saudi Vision 2030 health care objectives.

This study explored faculty perceptions of using Facial Recognition Technology (FRT) for tracking medical student attendance at a private Saudi medical college. Using a mixed-methods approach, researchers surveyed 112 faculty members and conducted focus groups with 26 participants. The findings revealed a balanced but divided perspective. While a slight majority (51.8%) showed good acceptance, a significant minority (48.2%) did not. Faculty rated the technology highly for its perceived ease of use (85.7%) and effectiveness (75%). However, significant privacy concerns were a major issue for over half of the respondents (55.3%). Qualitative data highlighted key themes, including initial staff reactions to FR technology, the need for better staff communication and training, the balance between efficiency and technical challenges, and deep-seated ethical and privacy concerns related to surveillance. The study concludes that, while faculty see the potential benefits of FRT, successful implementation depends on addressing their legitimate concerns. To succeed, institutions must develop comprehensive strategies that include transparent privacy policies, reliable technology, and robust training for staff. Prioritizing stakeholder engagement and creating culturally sensitive implementation plans are crucial for balancing the benefits of FRT with privacy and ethical considerations.