Jouf University Research Articles

The Relationship of University Students’ Academic Achievement with Emotional Intelligence and Self-esteem: A Descriptive Correlation Study Design at Jouf University, Saudi Arabia 2023

Background: Understanding the factors that influence academic achievement among university students is crucial for educational institutions. This study aims to clarify the possible relationship between students’ academic achievement, emotional intelligence, and self-esteem. The findings from this research may provide valuable insights for educators and policymakers in developing strategies to enhance students’ academic performance and well-being. Methods: A descriptive-correlational study design was used. Participants were a total of 412 university students belonging to the selected 13 medical, scientific, and literary faculties of Jouf University, Saudi Arabia. The sample was determined randomly from different faculties. A multipart assessment tool was used to focus on assessing demographic information in terms of college, years of education, gender, parents’ educational level, marital status, and birth order. Students’ academic performance was based on their selfreported responses, as the grade point average is measured out of five. In contrast, emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire- Short Form and the Rosenberg Self-Esteem Scale used to calculate students’ self-esteem. Results: The study found a strong positive correlation between grade point average, emotional intelligence, and self-esteem with parental educational level and academic year. Emotional intelligence and self-esteem were significantly influencing grade point average. Gender and academic year also had slight positive effects.Conclusion: There is a significant positive correlation between academic achievement, emotional intelligence, and self-esteem. Variables like fathers, mothers, academic year, gender, and self-esteem positively impacted grade point average.

Beyond labs: unveiling dynamics of dental students' transition from pre-clinical to clinical training in a Saudi dental school.

To assess the factors affecting the transition of dental students from pre-clinical to clinical courses in an outcome-based curriculum. This cross-sectional study surveyed dental students in the third and fourth academic years of the Bachelor of Dental and Oral Surgery (BDS) program at the College of Dentistry, Jouf University. Ethically approved and powered by the G Power software, the study employed a modified questionnaire validated through a pilot test to assess five domains. Likert scale responses were analyzed using SPSS v.25, revealing insights into clinical workload, patient interaction, and learning experiences. Multiple regression analysis was used to assess the impact of clinical skill application, workload, transition to clinics, and patient interaction on learning experience as well as CGPA. The Mann-Whitney U test compared the ranks of two independent samples, making it less sensitive to outliers and more suitable for data with non-normal distributions. In this study, the response rate of the participants was 70%. A total of 44 dental students in their third and fourth years of the program completed the survey. The multiple regression analysis showed that the predictors collectively explained 36.1% of the variance in the learning experience (Adjusted R2 = 0.361). "Transition to Clinics" had a significant positive effect on learning experience (β = 0.292, p = 0.012), "Workload" (β = -0.203, p = 0.393) and "Patient Interaction" (β = 0.443, p = 0.168) were not significant predictors. The Mann-Whitney U test revealed no significant gender differences in transition to clinics, workload, patient interaction, application of clinical skills, and learning experience (U = 33.09 to -40.33, p > 0.05), but a significant difference in transition to clinics between third- and fourth-year students (U = 31.56 to -43.24, p < 0.05). The results of this study demonstrate that the transition to clinical training can be intricate, and that multiple elements have an impact on this process. It is crucial to have support systems that facilitate the transition into the clinical learning environment.

Competency assessment in pediatric dental practice: A study on recent dental graduates in integrated curriculum.

This study aimed to investigate the relationship between various independent variables, such as cumulative grade point average (CGPA), socio-economic backgrounds, anxiety levels, and the self-rated competency levels, across six domains outlined by the American Dental Education Association (ADEA) of recently graduating dental students during pediatric patient care. This cross-sectional study was conducted at the College of Dentistry, Jouf University, Saudi Arabia. It included 74 participants (37 final-year dental students and 37 dental interns). Multiple logistic regression was employed to analyze the association between various independent variables (including CGPA, grade point average [GPA] in didactic, practical, and clinical courses, socio-economic backgrounds, gender, and self-reported student anxiety) and self-rated ADEA competency in pediatric dental practice within general dentistry (p<0.05). Final-year dental students were 28.5 times more likely to be competent in professionalism (C2) than interns (adjusted odds ratio [AOR]=28.54, p=0.001). In professionalism (C2), males were 91% less likely to be competent than females (AOR=0.09, p=0.001). A high GPA in didactic courses increased the likelihood of competence in health promotion (C4) by 3.4 times compared with an average GPA (AOR=3.41, p=0.071). Regarding the establishment and maintenance of oral health (C6B), final-year dental students were 4.4 times more likely to be competent than interns (AOR=4.41, p=0.013). This study identified key factors affecting clinical competency during pediatric patient care among newly graduating dentists. It highlighted the influence of gender differences, academic performance (GPA), and anxiety levels among graduates as significant predictors.

Adapting to New Norms: Evaluating Student Experiences and Academic Performance with E-Learning at Jouf University During the COVID-19 Pandemic

Background: The COVID-19 pandemic has significantly impacted various sectors, including healthcare, the economy, and education, leading to a quick shift towards e-learning. Aim: To evaluate student experiences and academic performance with E-Learning during the COVID-19 pandemic. Methods: This descriptive cross-sectional study surveyed 378 students across 13 colleges in the Jouf region of Saudi Arabia, using a structured, self-administered electronic questionnaire. Results: The majority of respondents expressed strong satisfaction with e-learning, reporting minimal challenges in adapting and observing an increase in their Grade Point Average (GPA) post-transition.

Solar energy utilization for underfloor heating system in residential buildings

In this paper, the thermal performance of a solar energy system for heating a residential building is experimentally investigated. In this system, the solar thermal energy is supplied via a flat plate solar collector that provides the heated water into a small-scale chamber, that represents the residential building. The experimental setup is installed in Jouf University campus (Latitude: 29° 47′ 1.9” N, Longitude: 40° 2′ 42.2” E) located at Al-Jouf Province, Saudi Arabia. In this experiment, the hot water supplied from solar collector is mixed with water in the storage tank, then extracted from bottom of the tank to be circulated in a copper tube loop located underneath the floor tiles of the chamber and hence increases the chamber’s air temperature. Two circulation pumps are installed in the system, one to circulate the water between solar collector and storage tank and the other to circulate the water between storage tank and chamber. Measurements of several parameters were conducted to evaluate the overall thermal efficiency of the system. The experimental results showed an average efficiency of 51 %, when operating the system for eight-hours duration in the winter season. Additionally, an economic assessment was carried out to confirm the system’s feasibility. This assessment demonstrated that the constructed system is economically feasible, with an estimated benefit-cost ratio of 1.42.

Adapting to New Norms: Evaluating Student Experiences and Academic Performance with E-Learning at Jouf University During the COVID-19 Pandemic

Background: The COVID-19 pandemic has significantly impacted various sectors, including healthcare, the economy, and education, leading to a quick shift towards e-learning. Aim: To evaluate student experiences and academic performance with E-Learning during the COVID-19 pandemic. Methods: This descriptive cross-sectional study surveyed 378 students across 13 colleges in the Jouf region of Saudi Arabia, using a structured, self-administered electronic questionnaire. Results: The majority of respondents expressed strong satisfaction with e-learning, reporting minimal challenges in adapting and observing an increase in their Grade Point Average (GPA) post-transition.

Patterns and associated factors of shisha usage among the undergraduate students of Jouf University, Saudi Arabia: A cross-sectional study.

Shisha tobacco use is gaining popularity around the world, especially among young people and college students. Shisha users are exposed to many of the same harmful substances as cigarette smokers but at much higher levels, which could have more serious adverse health impacts. The aims of this study were to: 1) determine the patterns of shisha smoking among university students in the Northern Province of Saudi Arabia; 2) identify the reasons for using shisha tobacco; and 3) ascertain whether usage of shisha smoking differs by their sociodemographic characteristics. A cross-sectional survey was conducted among students of seven different colleges at a public university between October and December 2022. A modified version of the Global Youth Tobacco Survey questionnaire was used to collect information specifically on shisha smoking. After adjusting for confounding variables, a logistic regression analysis was used to determine the related factors. A total of 418 participants were included in the study. Of the studied population, shisha smoking was seen in 73.7% (n=308). Out of 308 shisha smokers, 208 (67.5%) had their first session of shisha smoking within the past two years; 34.4% of participants had used it in the past 30 days (current users), of which 27.4% had smoked shisha from 1 to 7 days during the past 30 days. The majority of respondents (63.6%) reported having friends that smoke. The most popular flavor among respondents (24.6%) was apple. For quitting attempts, 46.4% reported a 24-hour quit attempt in the previous year. Stress (23.0%) was reported as the main reason for beginning shisha use. Shisha smoking was significantly associated with age (Ref. 18-20 years; 24-26 years, AOR=0.08; 95% CI: 0.02-0.33, p<0.001; ≥27 years, AOR=0.12; 95% CI: 0.02-0.62, p=0.01), living status (Ref. alone; with family, AOR=0.23; 95% CI: 0.11-0.47, p<0.001; with friends, AOR=0.36; 95% CI: 0.18-0.76, p<0.001), with parents having higher education level (Ref. primary school and lower; Bachelor's, AOR=0.33; 95% CI: 0.14-0.76, p<0.001; diploma, AOR=0.33; 95% CI: 0.15-0.73, p<0.001; PhD, AOR=5.15; 95% CI: 1.00-9.65, p=0.05). Shisha use was more frequent among Saudi Arabian college students, especially those who were aged 18-20 years, living alone, and having highly educated parents.

A longitudinal investigation of the impact of code-switching versus target language only on Saudi EFL students' written receptive vocabulary knowledge development in terms of breadth

This longitudinal research was conducted to investigate the effect of code-switching versus target language only on Saudi students' written receptive vocabulary knowledge development in terms of breadth. A total of sixty male samples were randomly chosen from the population of Saudi EFL students at Jouf University in Saudi Arabia who enrolled in extensive English courses. This course is provided for those who scored less than the direct admission score of 2.5 out of 5 in the English replacement test. Samples were equally divided and allocated into two classrooms. In the first class (i.e., C1), thirty students were instructed by a non-native English speaker who employed code-switching as a pedagogical strategy. Students in the second class (i.e., C2) were instructed by non-native English speakers who employed the target language only as a pedagogical strategy due to the different language backgrounds between the instructor and participants. Data were collected from samples of both classes using the Vocabulary Size Test developed by Nation and Beglar (2007) at four different intervals and over four months (i.e., one academic semester). Results revealed that Saudi students' vocabulary knowledge in terms of breadth had developed significantly at four different intervals in both classes. However, the development in C2 where the instructor employed the target language only, was significantly higher than in C1 where code-switching is employed. Moreover, results also indicated that samples in C1 where code-switching is employed experienced a newly coined linguistic status called Receptive Vocabulary Recission (RVR) which indicates the act of avoiding the acquisition of new English vocabulary since they were habituated to be given an additional explanation for new vocabulary using their first language knowledge. This rescission was very tangible from the mean difference between C1 and C2 score averages.

The Impact of ChatGPT on the Development of Vocabulary Knowledge of Saudi EFL Students

This research was piloted to systematically compare the impact of ChatGPT-generated exercises versus traditional exercises on Saudi EFL students’ vocabulary size and the strength of word families. It aimed to answer the following questions: 1) To what extent does the integration of ChatGPT-generated exercises impact Saudi EFL students’ vocabulary size of word families? 2) To what extent does the integration of ChatGPT-generated exercises impact Saudi EFL students’ vocabulary size and strength of word families? This research holds significance because it provides educators with empirical results of the impact of ChatGPT’s role and function on the second language vocabulary development process. Sixty male Saudi students at Jouf University were selected by stratified random sampling. The design of this research is experimental. Consequently, samples were randomly assigned to different experimental conditions and groups (i.e., control and treatment groups). Computer-Adaptive Test of Size and Strength, as developed by Laufer and Goldstein (2004), was administered to both groups at the beginning and end of their studies in the IELP course with an interval of four months. The collected results from all participants (N=60) from both groups and in both intervals (i.e., pre-test and post-test) were clearly and concisely imported to Statistical Package for the Social Sciences SPSS. Multivariate Analysis of Variance was conducted. Results revealed that Saudi EFL students’ vocabulary development improved significantly in both groups. However, participants in the experimental group who experienced ChatGPT-generated exercises notably surpassed that of the control group in terms of vocabulary size and strength of word families.

Assessment of medical students knowledge and attitude toward infertility at Jouf University, Saudi Arabia

Background: Infertility is considered a chronic disease of the reproductive system, affecting both males and females. The goal of this study wass to assess medical students&amp;apos; knowledge and attitudes concerning infertility at Jouf University in Saudi Arabia. Methods: A cross-sectional observational study was carried out on medical students at Jouf University from February to October of 2023. We designed our study with fourteen questions for knowledge and four questions for attitude. Results: A total of 121 medical students participated, with 46.2% male and 53.7% female. Compared to male students (67.8%), female students (75.3%) exhibited better knowledge and attitudes (P=0.001). Additionally, there was a strong correlation between knowledge and attitude, with means and standard deviations calculated based on demographic factors. However, a lack of knowledge regarding contraceptive use was observed in 75.3% of female and 57.1% of male students. The majority of students responded positively to the attitude questions, with 80% of female students believing that infertility is a curable disease. The binary logistic regression showed that students aged 22 to 26 had 53% more knowledge than those aged 18 to 21 (OR: 1.733; 95% CI 1.087 to 2.865). In addition, second-year students had more knowledge than first-year students (OR: 0.587; 95% CI 0.254 to 0.977), followed by third-year students (OR: 0.462; 95% CI 0.186 to 0.745), fourth-year students (OR: 0.182; 95% CI 0.152 to 0.713), and fifth-year students (OR: 0.287; 95% CI 0.097 to 0.371). Conclusion: The majority of the medical students at Jouf University responded favorably to questions about their knowledge and attitudes toward infertility.

Barriers to Promoting Critical Thinking Skills: An Empirical Study of Female Pre-Service English Teachers’ Perceptions in Jouf University in Saudi Arabia

Critical thinking (CT) is an essential life skill that needs to be instilled in young minds during their education years. This study explored pre-service English teachers’ perceptions of the barriers to promoting CT skills in Saudi classrooms and investigated potential solutions to these perceived barriers. The study used a qualitative research design. Data were collected by conducting semi-structured interviews with 25 female pre-service English teachers. The issues that emerged as barriers to the promotion and development of CT skills in classrooms related to the personality of students, teaching methods, and the culture of criticism. The study proposes measures to enhance the development of CT skills in the classroom, including modifications to the teaching methods courses that are offered in pre-service English programs and the changing of perceptions toward CT skills.

A quantitative study on the impact of educational modules on the awareness of postural ergonomics among the dental clinical trainees of Jouf University: A North Saudi Arabian Cohort

This research aimed to evaluate the difference between self-reported and actual work postures among dental clinical trainees and the effect of health education on their ergonomic postures. Bad postures induce fatigue, musculoskeletal pain, errors, a negative attitude, and job dissatisfaction. It is necessary to evaluate the awareness of posture ergonomics among clinical trainees as the bad postures captured during their learning years transform into habits that could affect future productivity. Hence, a three-level quantitative study was conducted among the dental trainees at Jouf University, Saudi Arabia. The first level comprised a self-reported survey and an observational study to record the working postures of the participants. At the second level, appropriate health education is customized based on the findings observed at the first level. An unannounced observational study was conducted at the third level to assess the impact of ergonomic education on the working postures of the participants. Gender and the academic year level of the participants were the variables considered in the study. The study found that the participants overrated their correct postures (P = 0.005). Fortunately, the final post-ergonomic education observations found a significant improvement in work posture (8.6 vs 12.4), regardless of the variables considered in the study (P = 0.001). The three best correct postures were placing the feet resting on the floor (52.6 vs 92.8 %), using the seat of a dental chair (57.9 vs 89.5 %), and using an upright position of the legs at the thigh-to-leg angle (53.9 % vs 86.2 %). Therefore, the study emphasizes the importance of training in ergonomics and regular, periodic observation to eradicate bad postures before they become a habit among young dentists.

Prevalence and Predictor of Impostor Phenomenon Among Medical Students at Jouf University, Saudi Arabia.

The impostor phenomenon (IP) was defined in 1978 as an "internal feeling of intellectual phoniness felt by people with outstanding academic and professional achievements."This study aims to estimate the prevalence and predictors of IP among medical students. A cross-sectional study was conducted from November 2022 to May 2023. A total of 200 medical students from years one to five participated in the survey; the response rate was 82.5% (165). A stratified random sampling technique was used to select groups of male and female Jouf University medical students from the 1st, 2nd, 3rd, 4th, and 5th batches of the 2022 to 2023 academic year. An e-mail with a self-administered questionnaire comprising the Clance IP scale and a consent form was sent to all participants. The identities of the students were kept anonymous to eliminate response bias. Participation was voluntary. Data were presented in terms of numbers and percentages; a chi-square test was used to compare categorical variables; and multivariable analysis was used to determine predictors of IP using SPSS Statistics version 20 (IBM Corp., Armonk, NY, USA). A total of 165 students responded to the questionnaire, with a response rate of 82.531%; 47.30% were males, and 86 (52.10%) were females. The findings indicate that 12 (7.3%), 83 (50.30%), 59 (35.80%), and 11 (6.70%) medical students, respectively, suffered from few, moderate, frequent, and intense imposter features. Results also showed that 13 (56.50%) first-year students suffered from moderate IP experiences, and 10 (43.50%) had frequent IP experiences. It was observed that for students in the first year, the academic performance represented by a student's grade point average (GPA), monthly family income, father's educational level, mother's educational level, and marital status are predictors of impostor experience. The study's findings show that impostor syndrome is a common problem among medical students and that being in the first year of medical school can increase the incidence of suffering from it. The problem-based learning system in medical school can contribute to impostor syndrome among medical students. Both low-achieving and high-achieving students suffer from impostorism.

The Preferable Academic Counselling Services (electronic / blended / traditional) from the Point of View of Students at Jouf University Students

The Preferable Academic Counselling Services (electronic / blended / traditional) from the Point of View of Students at Jouf University Students

Job Nationalisation in the Private Sector: Obstacles and Solutions in the Jouf Region

This study aims to present the obstacles and solutions for job nationalisation in the private sector of the Jouf region. To achieve this, the researchers 1) conduct a descriptive analysis of 3,000 job seekers in the Jouf region; 2) apply a quantitative analysis of the questionnaire’s respondents (520 job seekers in the Jouf region); and 3) conduct 15 interviews with business owners. Based on the descriptive analysis, nationalising jobs in the private sector of the Jouf region faces several challenges, such as the lack of experience of job seekers, the gap between job seekers’ qualifications and the needs of the private sector, the lack of suitable job opportunities, and in term of working conditions and high operational cost that business owners might face in increasing their nationalisation rate. These challenges indicate the necessity of adopting solutions for job nationalisation, namely adjusting academic programmes, and engaging the private sector in this process, as well as providing training programmes for new graduates of Jouf University before they enter the labour market. In addition, it is necessary to encourage and attract local and international investment to establish businesses and support business growth and job creation. However, a policy of job nationalisation in the private sector can be burdensome for business owners and might negatively affect their success in the market, thus influencing job creation negatively. This means businesses might require support from government bodies, institutions, and law firms in the Jouf region to help them meet the required nationalisation goals. Finally, nationalisation faces other dimensions on the social, institutional, professional, and individual dimensions, where the institutional dimension is considered the highest determent to work in the private sector, and professional and individual dimensions were the least determents of working in the private sector.

Bridging Higher Education Outcomes and Labour Market Needs: A Study of Jouf University Graduates in the Context of Vision 2030

This study aimed to investigate the relationship between various factors that contribute to employability outcomes among graduates of Jouf University, in line with the vision of the Kingdom of Saudi Arabia to bridge the gap between higher education outcomes and labour market needs by the year 2030. This study employed a questionnaire as the research tool, which was distributed to a sample of 220 graduates of Jouf University. Structural equation modelling (SEM) was used to analyze the data obtained from the questionnaire. The results of this study showed that career services and counselling, skills and competencies, and curriculum design were positively related to employability outcomes, whereas industry partnerships and work-integrated learning were found to have no significant relationship with employability outcomes. This study’s findings suggest that enhancing career services, counselling, skills, competencies, and curriculum design can improve graduates’ employability. These results could help bridge the gap between higher education outcomes and the labour market needs, by the Kingdom’s Vision 2030. Future research can build on this study to identify specific strategies that can be implemented to enhance these factors, and improve the employability outcomes of graduates.

Corrigendum] Evaluations of Paranasal Sinus Disease Using Multidetector Computed Tomography in Taif City, Saudi Arabia

Corrigendum for 'Evaluations of Paranasal Sinus Disease Using Multidetector Computed Tomography in Taif City, Saudi Arabia' by: Alotaibi O, Osman H, Hadi Y, Alzamil Y, Alyahyawi A, Al-Enezi MS, Alafer F, Abanomy A, Khandaker MU, Almeshari M. International Journal of Biomedicine 12(4): 575-579. DOI: 10.21103/Article12(4)_OA9 Following the publication of this article, the authors have realized that errors were made with the description of the listed affiliation addresses. Therefore, the author affiliations and addresses, in this paper should have appeared as follows: Osama Alotaibi1,2, Hamid Osman3, Yasser Hadi 4, Yasser Alzamil5, Amjad Alyahyawi5,6, Mamdouh S. Al-Enezi5, Feras Alafer7, Ahmad Abanomy8, Mayeen Uddin Khandaker9,10, and Meshari Almeshari5; 1Department of Radiology, College of Applied Medical Sciences, University of Ha'il, Ha'il, Saudi Arabia 2Department of Radiology, King Abdulaziz Specialist Hospital-Taif, Taif, Saudi Arabia 3Department of Radiological Sciences, College of Applied Medical Science, Taif University, P.O. Box 2425, Taif 21944, Saudi Arabia 4Department of Medical Imaging and Intervention, King Abdullah Medical City (KAMC), Makkah, Saudi Arabia 5Department of Diagnostic Radiology, College of Applied Medical Sciences, University of Ha'il, Ha'il, Saudi Arabia. 6Centre for Nuclear and Radiation Physics, Department of Physics, University of Surrey, Guildford, Surrey GU2 7XH, UK 7Department of Radiological Sciences, College of Applied Medical Sciences, Jouf University, Sakaka, Saudi Arabia 8Department of Radiological Sciences, College of Applied Medical Sciences, King Saud University, P. O. Box 10219, Riyadh 11433, Saudi Arabia 9Centre for Applied Physics and Radiation Technologies, School of Engineering and Technology, Sunway University, Bandar Sunway, Malaysia 10Department of General Educational Development, Faculty of Science and Information Technology, Daffodil, International University, DIU Rd, Dhaka 1341, Bangladesh The authors apologize for any inconvenience caused.

Changing the “Mindset” of Saudi MA Students: From Native-Speakerism to Global Englishes

English is an international language with diverse varieties around the world that are referred to as Global Englishes (GE). Numerous studies demonstrate the importance and effectiveness of integrating GE-informed materials in English Language Teaching (ELT) practices but in the context of the Gulf countries, particularly in Saudi Arabia, such studies are relatively rare. Furthermore, ELT in the Saudi setting is heavily predicated on native-speakerism, with few courses adopting materials informed by GE, which in any case are also limited. This study addresses this gap by exploring the impact of a course delivered on English as a World Language to Saudi postgraduate students using a critical pedagogical approach. The study assesses how such a course can contribute to students’ awareness of their own English as well as GE in general. This qualitative research study investigated the perceptions of Saudi students taking the optional course as part of their Master’s English degree at Jouf University in Saudi Arabia. Data collection methods included semi-structured interviews and reflective journals. The findings revealed positive attitudes towards incorporating GE into English learning and teaching and an improved understanding of linguistic diversity after taking the course. The pedagogical implications of the findings are discussed, and recommendations are given for integrating GE into current ELT practices. The study explores whether incorporating a critical pedagogical approach can not only enhance students’ awareness of English varieties, but also improve their attitudes towards such diverse forms of English as well as their own English variety.

(456) Development of Erectile Dysfunction in Men Treated for Major Depressive Disorder with Selective Serotonin Reuptake Inhibitors: A Systematic Review

Abstract Introduction Sexual dysfunction (SD) is known to be associated with selective serotonin reuptake inhibitors (SSRIs). Objective To determine the effect of different SSRIs on SD development in males, particularly erectile dysfunction (ED), a systematic review was conducted according to PRISMA guidelines. Methods Literature, in English language, published between January 2009 and September 2019 was searched using two electronic databases, PubMed and EMBASE. Studies were screened according to the predefined inclusion-exclusion criteria. The bibliographies of the included articles were screened to identify any relevant articles. Results A total of ten articles were included (8/811 articles searched; two from bibliographies of eight included articles). Treatment-emergent SD, particularly ED was observed in male participants, although the ED incidence was low, less than 2%. SSRIs – fluoxetine, escitalopram, and citalopram – showed a higher risk of ED than other SSRIs. Conclusions The findings indicated a positive association between SSRIs and SD. However, evidence supporting a strong link between SSRIs and ED was insufficient. Disclosure Any of the authors act as a consultant, employee or shareholder of an industry for: jouf university, Saudi arabia.

The impact of using technology and its methods in promoting national belonging and confronting extremism

The research aims to explore the impact of modern technology and its methods (digital citizenship, social media) on enhancing national identity and combating extremism. To achieve this goal, a descriptive-analytical approach was adopted to identify the research variables and review the most important findings of previous studies that addressed these variables (modern technology, national identity, and extremism). In addition, a field study was conducted by distributing 500 questionnaires to a random sample of students at Jouf University and then analyzing the data using the statistical package for social sciences SPSS25. The study found a statistically significant positive impact of using modern technology and its methods (digital citizenship, social media) on enhancing national identity and a statistically significant positive impact on combating extremism. The key terms are technology, national identity, extremism, digital citizenship, and social media.