The consumption of dietary supplements is increasing worldwide, yet national data from Saudi Arabia remain limited. This study examined the prevalence, patterns, and predictors of dietary supplement use, with emphasis on vitamin intake. A cross-sectional survey was conducted among 477 adults meeting inclusion criteria. Self-reported data included demographics, supplement use in the past 12 months, types and forms consumed, frequency, motivations, and information sources. Descriptive statistics and logistic regression were applied. Overall, 58% reported using at least one supplement in the past year, with vitamins comprising 81% of use. Pills and capsules were preferred, and daily intake was most common (58%). Female gender (AOR = 2.04; 95% CI: 1.26–3.31) and higher education (AOR = 4.04; 95% CI: 1.88–8.64) significantly predicted vitamin use. Common motivations included health promotion (19%), symptom relief (24%), and physical appearance (10%), with gender differences in reasons related to general health and immunity. Nearly three-quarters of participants relied on informal sources for supplement intake. Dietary supplement use is prevalent, particularly among women and the highly educated. Targeted education and regulatory measures are needed to promote safe, informed use, aligning with the national health strategies under Saudi Vision 2030.

Background: Language competency has been perceived to be a significant barrier to both learning and interaction in university. However, most studies in this field confine themselves to perceptions of students. This study focused on actual behaviors in small group discussions. It explored whether linguistic differences affect the level of participation between students who conduct discussions in their native Arabic language and those who participate in a second language, being English. Methods: An experimental study conducted at a Saudi medical school. First-year medical students were assigned randomly to attend two small-group discussions either in Arabic or in English. All sessions were video-recorded for data transcription and analysis. The students’ utterances were broken down into propositions and subsequently categorized as either explanatory or descriptive. The number of propositions for each student was counted for each group. Analysis of variance was conducted to test for differences. To examine students’ perception toward conducting small-group discussions either in English or Arabic, students were invited to anonymously fill a questionnaire distributed at the end of the sessions. Results: Students who were assigned to sessions conducted in their native language produced significant more descriptive (p<0.005) and explanatory propositions (p<0.008). Discussions conducted in their native language were almost 60% more extensive than those conducted in English. Although not significant, students reported that conducting the PBL tutorial session in the Arabic language made them more motivated and gave them more confidence in expressing their thoughts. However, when PBL is conducted in English, students indicated that their understanding of basic sciences is better (p<0.001). In addition, they assume that they acquire a deeper knowledge. Conclusion: Students’ who use their native language in small-group discussions contribute more than those discuss matters using a foreign language. However, more students perceived that using the English language helps them better in understanding basic sciences and ensuring deeper knowledge.

Background: The status of vitamin B12 and folate has been implicated in the development and progression of Alzheimer’s disease. Methods: The study explored this issue through a retrospective case-control study design, with follow up of the case group for 18 months. The case group (n = 136) comprised patients 65 years or older diagnosed with Alzheimer’s disease and having a Mini-mental State Examination score (MMSE) of ≤ 27. The control group comprised healthy adults 65 years or older (n = 338) with a MMSE score of >27. Results: Vitamin B12 and folate levels were not found to differ between case and control groups. B12 and folate status at baseline was not predictive of disease progression in the case group. Discussion: This lack of association differs from other studies which have shown a protective effect of vitamin B12 and folate on cognitive decline.

Background and aimDietary pattern and diet quality can influence the incidence of dental caries and can be indicated by decay missing filled (Dmf) scores in the primary dentition. This study aims to find the relationship of nutritional status and oral hygiene practices on Dmf scores of preschool children.Materials and methodsSemi-structured and self-administered questionnaires, distributed among 60 preschoolers' parents, were used to assess the demographic and diet related data. Anthropometric measurements of the preschoolers were taken following universally accepted protocols. The relationship between dietary supplement consumption and the presence of dental caries was evaluated by chi-square test employing SPSS 22.ResultsThe anthropometric measurements among 4-year-old children were on par with the standard values and that of 5-year-olds were below the reference range. All the measurements except head to chest circumference were higher than normal range among 3-year-old subjects. Regular and periodic dental check-ups significantly influenced dental caries prevention (p = 0.030). Statistically, there was no significant association between Dmf scores and thumb-sucking habits (p = 0.568), brushing teeth and usage of tooth floss (p = 0.96), consumption of nutrient supplements (p = 0.744), and BMI (p = 0.564) of the subjects. Furthermore, the correlation between z scores and Dmf scores was found insignificant.ConclusionLong-term as well as short-term malnutrition initiated 2 years after the start of the pre-schooling. With severity of undernutrition there was a trend to have high Dmf scores.