An increasingly alarming phenomenon of tramadol drug abuse has been demonstrated in the Egyptian community. The alleged usages of tramadol had also contributed greatly to its popularity and massive use especially among Egyptian youth as a remedy for premature ejaculatory function and for extended orgasm and increase sexual pleasure as promoted through many online drug stores and media.1Aim of the workTo study the impact of tramadol and its increasing rates of drug abuse widely spread among Egyptian youth on the observed association with recently increasingly noted variable forms of aggression and accidents.Patients and methodsThis study was carried out on the patients who presented to (PCC-ASU) Hospitals, Egypt in the year 2010 (January–December).ResultsThe total number of studied cases was 640 with the adult (67.9%), males (77.2%). Abuse form of drug intake was the highest (50.8%). Oral intake (96.8%). The most frequent forms of injuries were cerebral edema (55.9%).ConclusionsThe significantly notable increasing violence forms are closely related to drug abuse. Tramadol’s prevalence is the mostly noted due to its wider availability and cheaper prices than other types of abused drugs. The unplanned indirect media advertising for tramadol abuse through movies and show series also played a remarkable role in promoting tramadol abuse.RecommendationsDrug screening for tramadol should be added to all forms of basic toxicological screening. Especially in cases of patients involved in violent crimes and road traffic accidents, also for those applying for drivers’ license fitness program

Background: The medical internship is a critical period of intense learning and professional development. During this time, medical graduates must acquire and apply vast amounts of knowledge under significant cognitive and emotional strain. Novel methods, such as integrating behavioral neuroscience, which examines how the brain enables learning and memory, manages emotions, and guides decision-making, with educational psychology, which explores how people are motivated, regulate their own learning, and think about their thinking, may support a more effective, brain-aligned, and sustainable training environment. Aim: This study assessed the feasibility and efficacy of a curriculum integrating neurodidactic and psychological techniques to improve resilience and clinical performance among Saudi medical interns. Methods: This study used a pragmatic, quasi-experimental, single-cohort longitudinal design with pre- and post-intervention assessments. The research team co-developed a curriculum comprising a series of educational modules that incorporated evidence-based learning strategies, including retrieval practice, spaced repetition, and interleaving. The curriculum also featured multimedia cognitive-load design, metacognitive coaching, mindfulness, reappraisal drills, and team communication simulations. One hundred participants completed the study. To evaluate the intervention’s impact, we used validated Arabic-language surveys to assess cognitive engagement, emotional resilience, and perceived stress. Faculty members rated clinical competencies using workplace-based assessments (mini-CEX), and focus groups were conducted to gather qualitative feedback. Results: The implementation yielded significant positive outcomes, with notable elevations in cognitive engagement (+12.4, p < 0.001) and in emotional resilience (+8.7, p = 0.002). Perceived stress decreased from 48% to 32% (p = 0.008), while clinical competency scores improved significantly ( p < 0.001). Multivariable regression revealed that resilience increase was a strong predictor of improvements in clinical competency (R ² = 0.35, p < 0.001). Conclusion: This pragmatic, single−cohort curriculum was feasible to implement and was associated with improvements in cognitive engagement, emotional resilience, perceived stress, and clinical performance among Saudi medical interns, supporting further evaluation and potential broader adoption of such integrated programs in medical education.

BACKGROUND: Patient-centered care (PCC) is crucial for quality health care, and medical education plays a vital role in fostering PCC attitudes among future physicians. However, evidence on the development of these attitudes during medical training is inconsistent, particularly in Saudi Arabia. To evaluate patient-centered attitudes among undergraduate medical students at Taibah University in Saudi Arabia and to examine the relationship between these attitudes, academic year, and gender. MATERIALS AND METHODS: A cross-sectional observational study was conducted during the 2024–2025 academic year among medical students from the second to sixth year. A convenience sampling method was used to recruit participants. Participants were categorized into Phase 1 (2 ^nd –3 ^rd year), Phase 2 (4 ^th –5 ^th year), and Phase 3 (6 ^th year). The Patient–Practitioner Orientation Scale (PPOS), measuring ‹Sharing› and ‹Caring› dimensions, was administered using an online survey. Data were analyzed using descriptive statistics, t-tests, and one-way analysis of variance (ANOVA), with <0.05 considered significant. RESULTS: A total of 207 students participated (67.6% female). The mean overall PPOS score was 3.89 (SD = 0.67), with the Caring subscale (4.22 ± 0.79) scoring higher than the Sharing subscale (3.67 ± 0.70). Female students scored significantly higher on total PPOS and the Caring subscale. A decline in Caring scores was observed in Phase 3 (Year 6) students compared with earlier years (=0.013). CONCLUSIONS: Medical students at Taibah University showed moderately patient-centered attitudes, with higher scores in the “Caring” dimension than in “Sharing.” A decline in patient-centered attitudes was observed during clinical years. These findings emphasize the need to improve PCC education, especially during clinical training. It is proposed that medical curricula be revised to better support the development and maintenance of caring attitudes throughout the entire course of medical training.

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.