Students In Qatar Research Articles

Determinants of College and University Choice for High-School Students in Qatar

Drawing on existing research, this paper investigates various predictors of high school students’ college and university choice decisions in Qatar. Based on a 2015 survey of 1,427 participants, this study utilized exploratory factor analysis to identify variables that affect student choice of higher educational institutions (HEI). Three factors were extracted from the analysis, revealing the following aspects of the academic experience as important when choosing a HEI: quality of education, cultural values, and the cost of education. To further the understanding of the relevance of these factors for different student demographics, we employed ordinal logistic regression to test whether several independent variables (student’s gender, nationality, parental education, and parental occupation) act as significant predictors of the three extracted dimensions (dependent variables). The analysis revealed that, indeed, demographic characteristics significantly predict, to varying degrees, all three factors affecting student’s HEI choice. Discussion on postulated reasons behind the recorded relationships will follow, along with implications and recommendations for further study and research. Findings of this study will help HEIs in Qatar and the broader region to position themselves more effectively, and develop targeted strategies that attract a diverse student population.

The effects of using social network sites on academic performance: the case of Qatar

PurposeSocial network sites (SNSs) have been common applications attracting a large number of users in Qatar. Current literature remains inconclusive about the relationship between SNS usage and users’ academic performance. While one stream confirms that SNS usage may lead to addiction and seriously affect individuals’ academic performance, other studies refer to SNS as learning enablers. The purpose of this paper is twofold: first, it investigates the SNS usage profiles among the young generation in the Gulf Cooperation Council (GCC) represented by Qatar; second, it examines the relationship between the identified SNS usage profiles and their respective users’ academic performance.Design/methodology/approachThe study follows a quantitative survey-based method that was adapted from Chen’s internet Addiction Scale to fit the context of social networks. Data were collected from students of two universities in Qatar, one private and another public. Respondents’ grade point average was also collected and compared across the different usage profiles to understand how SNS usage behavior affects academic performance.FindingsResults reveal that there is no linear relationship between SNS usage and academic performance. Therefore, this study further investigates SNS usage profiles and identifies three groups: passive (low usage), engaged (normal usage) and addicted (high usage). It was found that engaged users demonstrate significantly higher academic performance than their passive and addicted peers. Moreover, there is no significant difference in the academic performance between passive and addicted users.Research limitations/implicationsThis study is cross-sectional and based on self-reported data collected from university students in Qatar. Further research venues could employ a more general sample covering a longer period, differentiating between messaging tools (e.g. WhatsApp) and other pure SNS (e.g. Twitter), and to cover other aspects than just academic performance.Originality/valueThis study complements research efforts on the influence of technology on individuals and on the society in the GCC area. It concludes that engaged SNS users achieve better academic performance than the addicted or passive users. Contradicting the strong linear relationship between SNS and performance, as claimed by previous studies, is the main originality of this paper.

Oral Health Status of 12- and 15-Year-Old Students in Qatar: Findings From the National Oral Health Survey

Background The national oral health survey-Qatar was carried out in 2011 in an attempt to establish the baseline information about oral health status among youth. This article describes the oral health status of 12 and 15-year-old students in Qatar. Methods Cross-sectional survey data were analyzed for 12 (N=1060) and 15 (N=1064) year-old students. The caries status based on decayed, missing, filled teeth or DMFT=0 (no caries) & DMFT≥1 (caries present). Mean indices among nationalities and sex were compared by student’s t-test. Analysis of variance (ANOVA) was used to compare means by the type of the school. Logistic regression was used to examine associations among available variables. Results In the overall sample, 53.3% (n=565) of 12-year-olds and 55.4% (n=589) of 15-year-olds had varying levels of dental caries. The odds of dental caries were higher among girls compared to boys aged 12 years (OR=1.3, CI=1.0-1.6, P=0.05) as well as 15 years old (OR=1.28, CI=1.01-1.6, P=0.04) respectively. By nationality, Qatari students had a higher mean DMFT value (1.3 ± 1.2) compared to non-Qataris (0.82 ± 1.1). The public/independent attendees had higher mean DMFT values (1.31 ± 1.2) compared to the other two school categories. Fifteen-year-old students had lower odds (OR=0.81, CI- 0.68-0.97, P=0.02) of gingival bleeding and higher odds (OR=1.68, CI=1.4-2.1, P<0.001) of calculus compared to 12-year-olds. Dental fluorosis was found among 15% of 12 years old and 16.6% of 15 years old. The odds of fluorosis were higher among 15 years old but this relationship was not significant (OR=1.1, CI=0.88-1.4, P=0.36). Lower odds of bleeding teeth (OR=0.81, CI=0.68-0.97, P=0.02) and higher odds of calculus were found among 15 years old (OR=1.68, CI=1.4-2.1, P<0.001) compared to 12 years. Conclusions The results provide directions to further strengthen the oral health strategies through various evidence-based interventions.Background

Application of a systematic approach to evaluating psychometric properties of a cumulative exit-from-degree objective structured clinical examination (OSCE)

Background and purposeObjective structured clinical examinations (OSCEs) are considered gold standard performance-based assessments yet comprehensive evaluation data is currently lacking. The objective of this study was to critically evaluate the psychometric properties of a cumulative OSCE for graduating pharmacy students in Qatar for which policies and procedures were adapted from a Canadian context. Educational activity and settingA 10-station OSCE was conducted for graduating students in Qatar. Evaluation included assessment of pass rates, predictive validity, concurrent validity, internal validity, content validity, interrater reliability, and internal consistency. FindingsTwenty-six students completed the OSCE. Three stations achieved pass rates < 80%. Scores from professional skills and case-based learning courses, formative OSCEs, and cumulative grade point averages correlated with OSCE scores (p < 0.05). Average correlation between assessors’ analytical and global scoring was moderate (r = 0.52). Average interrater reliability was excellent for analytical scoring (ICC = 0.88) and moderate for global scoring (ICC = 0.61). Excellent internal consistency was demonstrated for overall performance (α = 0.927). Students generally agreed stations represented real practice scenarios (range per station, 30–100%). Discussion and summaryThe evaluation model identified strengths and weaknesses in assessment and curricular considerations. The OSCE demonstrated acceptable validity and reliability as an adapted assessment.

Stigma associated with mental illness: perspectives of university students in Qatar.

BackgroundStigma in relation to mental illness is one of the main factors inhibiting people from seeking help. Studies have been undertaken looking into the knowledge, attitudes, and beliefs (KAB) about mental illness among residents in Qatar; however, none have looked specifically at students in higher education. The aim of this study was to understand the KAB toward mental illness among students at a Qatari university and determine if there are any differences based on gender, nationality, and college type.MethodsA convenience sample of students from all genders, colleges, and nationalities was approached to participate in a survey that consisted of four sections: demographic, beliefs, attitudes, and help-seeking and treatment preferences associated with mental illness. Chi-square testing was performed to test for differences in the distribution of proportions of our primary outcomes (students’ beliefs, attitudes, and help-seeking and treatment preferences).ResultsA total of 282 students completed the survey. The majority of the participating students were females (59.3%), non-Qataris (64.3%), and enrolled in science-based colleges (62.7%). Beliefs reflecting poor mental health literacy, such as “medications to treat mental illness can cause addiction”, “mental illness is not like any other illness”, or that “mental illness is a punishment from God”, were reported by a majority of students (84.4%, 56.7%, and 50.2%, respectively). Stigmatizing attitudes that were endorsed by a majority of students included believing that people with mental illness cannot have regular jobs (60.2%), that people with mental illness are dangerous (65.7%), and that they would not marry someone with a mental illness (88.9%). Additionally, 33.6% of students indicated they would be ashamed to mention if someone in their family or they themself, had a mental illness. A vast majority of students (86.3%) indicated to prefer family and friend’s support as treatment options. Significant differences in KAB about mental illness between genders, colleges, and college type were found only for a few items.ConclusionThe findings of this study suggest that a high percentage of students reported KAB about mental illness, that are considered stigmatizing. Students’ KAB about mental illness was consistent with that reported by the general population in Qatar. Nevertheless, the sample was small and as such, larger studies from a randomly selected population are needed to confirm these findings.

Perceived Preparedness of Health Care Students for Providing Cardiovascular Disease Risk Assessment and Management.

Early assessment and management of risk factors is known to have significant impact in preventing cardiovascular disease (CVD) and its associated burden. Cardiovascular disease risk assessment and management (CVDRAM) is best approached by teamwork across health care professionals. This study aimed at assessing health care students’ (HCSs) knowledge about the parameters needed for estimating CVD risk, their self-assessed preparedness/confidence and perceived barriers for the provision of CVDRAM services through a survey administered to third and fourth year pharmacy, medical, and nursing students in Qatar. Although all student cohorts achieved similar knowledge scores, less than half (n = 38, 47%) were able to identify all of the six main risk factors necessary to estimate absolute CVD risk, and a third (32%) were unable to identify total cholesterol as an independent risk factor necessary to estimate CVD risk. Training on the use of CVD risk assessment tools differed among the three student cohorts. All student cohorts also perceived similar levels of preparedness in CVDRAM. However, pharmacy students reported the highest preparedness/confidence with the use of the latest CVDRAM guidelines. The majority of statements listed under the barriers scale were perceived by the students as being moderate (median score = 3). Poor public acceptance or unawareness of importance of estimating CVD risk was the only barrier perceived as a major by nursing students. Future integration of interprofessional educational (IPE) activities in the CVDRAM curricula of HCSs may be a suitable strategy to minimize barriers and foster collaborative practice for the provision of CVDRAM services in Qatar.

Key challenges for implementing a Canadian-based objective structured clinical examination (OSCE) in a Middle Eastern context

Globalization of medical education is occurring at a rapid pace and many regions of the world are adapting curricula, teaching methods, and assessment tools from established programs. In the Middle East, the use of Objective Structured Clinical Examinations (OSCEs) is rare. The College of Pharmacy at Qatar University recently partnered with the University of Toronto and the Supreme Council of Health in Qatar to adapt policies and procedures of a Canadian-based OSCE as an exit-from-degree assessment for pharmacy students in Qatar. Despite many cultural and contextual barriers, the OSCE was implemented successfully and is now an integrated component of the pharmacy curriculum. This paper aims to provide insight into the adoption and implementation process by identifying four major cultural and contextual challenges associated with OSCEs: assessment tools, standardized actors, assessor calibration, and standard setting. Proposed solutions to the challenges are also given. Findings are relevant to international programs attempting to adapt OSCEs into their contexts, as well as Canadian programs facing increasing rates of cultural diversity within student and assessor populations.

The influence of bus service satisfaction on university students' mode choice

SummaryThe purpose of this study was to determine the relationship between bus service satisfaction and the transport mode of choice among university students in Qatar. The degree of bus service satisfaction was collected directly from questionnaire surveys, in which university students were asked questions in relation to their satisfaction with the bus service they used and their transport mode of choice. These questions were categorized into three factors according to confirmatory factor analysis: service at bus stops, service of busses, and service of drivers. Furthermore, the students were asked which mode of transport they used given the choice between public and private transport. This study presents a structural equation model to determine how much bus service satisfaction affects people's decisions about their transport mode. The results from the analysis showed that three key factors—namely, service at bus stops, service of busses, and service of bus drivers—were strongly correlated to the mode of choice. In particular, the bus stop was strongly associated with ease of use, shade, cleanliness, safety, and crowdedness level, while the bus itself influenced reliability, travel time, and frequency. Complying with traffic laws and the driver's attitude were also important contributors to the level of bus service satisfaction. Ultimately, this study will be beneficial for policy/decision‐makers. It will allow them to determine what needs to be accomplished to encourage people to use public transportation. Copyright © 2016 John Wiley &amp; Sons, Ltd.

The Reality of Practicing the Policy of Additional Educational Support Needs among Teachers of Deaf Students in Qatar

&lt;p&gt;The present study aimed to identify the reality of practicing the policy of additional educational support needs among teachers of deaf students in Qatar according to the variables of gender, years of experience and academic stage. The sample consisted of (55) teachers who were randomly selected from Audio Education Complexin the city of Doha, Qatar. The questionnaire used as an instrument for data collection process. The results showed that the reality of practicing the policy of additional educational support needs among teachers of deaf students in Qatar was high, and the results showed statistically significant differences in the two domains, school policy and the team in charge, and in the total degreeof the reality of practicing the policy of additional educational support needs among teachers of deaf students due to the impact of gender in favor of males, while no statistical differences due to the variables of years of experience and academic stage. The study recommended the need to educate teachers of deaf students on the importance of utilizing additional educational support needs in the education of the deaf for its apparent role in activating the partnership with a multi-disciplinary team as well as parents of deaf students.&lt;/p&gt;

Knowledge, awareness, and attitude regarding infection prevention and control among medical students: a call for educational intervention.

BackgroundMedical students can be exposed to serious health care-associated infections, if they are not following infection prevention and control (IPC) measures. There is limited information regarding the knowledge, awareness, and practices of medical students regarding IPC and the educational approaches used to teach them these practices.AimTo evaluate the knowledge, awareness, and attitude of medical students toward IPC guidelines, and the learning approaches to help improve their knowledge.MethodsA cross-sectional, interview-based survey included 73 medical students from Weill Cornell Medical College, Qatar. Students completed a questionnaire concerning awareness, knowledge, and attitude regarding IPC practices. Students’ knowledge was assessed by their correct answers to the survey questions.FindingsA total of 48.44% of the respondents were aware of standard isolation precautions, 61.90% were satisfied with their training in IPC, 66.13% were exposed to hand hygiene training, while 85.48% had sufficient knowledge about hand hygiene and practiced it on a routine basis, but only 33.87% knew the duration of the hand hygiene procedure.ConclusionKnowledge, attitude, and awareness of IPC measures among Weill Cornell Medical Students in Qatar were found to be inadequate. Multifaceted training programs may have to target newly graduated medical practitioners or the training has to be included in the graduate medical curriculum to enable them to adopt and adhere to IPC guidelines.

What Motivates and Engages Students in the Education Process—An Examination of Qatari Students’ Mindset and Attitudes toward Going to School, Learning, and Future Aspirations

&lt;p&gt;This paper examines student attitudes towards school and learning among students in Qatar’s public schools. Drawing upon student surveys administered to 1091 grade 7 and 8 students in 11 independent preparatory schools, the paper observes patterns of attitudes and behavior towards learning, school, and future aspirations. Findings show that student articulation of importance of education, finding learning in the classroom as useful, demonstration of learning behavior in and outside the classroom, and future aspirations to enroll in university are positively associated with attitudes toward going to school. Moreover, findings reveal that gender and nationality gaps exist when it comes to school engagement. Boys and Qatari students appear to have less positive attitudes toward going to school compared to girls and non-Qatari students. Once the Qatari and non-Qatari comparison groups are further disaggregated by gender, findings suggest that Qatari boys least value education. Student survey results further indicate that although overall teaching and classroom environment does not appear to have a significant influence on student attitudes toward going to school, fostering a positive culture and learning environment corresponds positively with higher attitudes toward going to schools for boys. Provided that Qatar’s national vision places importance in national human capital development through education and has identified student motivation as a challenge, the paper discusses implications for policy, programs, and practice to improve student engagement and learning.&lt;/p&gt;

Objective structured clinical examination for pharmacy students in Qatar: cultural and contextual barriers to assessment.

This study aimed to evaluate the feasibility and psychometric defensibility of implementing a comprehensive objective structured clinical examination (OSCE) on the complete pharmacy programme for pharmacy students in a Middle Eastern context, and to identify facilitators and barriers to implementation within new settings. Eight cases were developed, validated, and had standards set according to a blueprint, and were assessed with graduating pharmacy students. Assessor reliability was evaluated using inter-class coefficients (ICCs). Concurrent validity was evaluated by comparing OSCE results to professional skills course grades. Field notes were maintained to generate recommendations for implementation in other contexts. The examination pass mark was 424 points out of 700 (60.6%). All 23 participants passed. Mean performance was 74.6%. Low to moderate inter-rater reliability was obtained for analytical and global components (average ICC 0.77 and 0.48, respectively). In conclusion, OSCE was feasible in Qatar but context-related validity and reliability concerns must be addressed prior to future iterations in Qatar and elsewhere.

Attitudes toward science among grades 3 through 12 Arab students in Qatar: findings from a cross-sectional national study

ABSTRACTThis study assessed students’ attitudes toward science in Qatar. A cross-sectional, nationwide probability sample representing all students enrolled in grades 3 through 12 in the various types of schools in Qatar completed the ‘Arabic Speaking Students’ Attitudes toward Science Survey’ (ASSASS). The validity and reliability of the 32-item instrument, encompassing five sub-scales, have already been shown to be robust. The present analysis focused on responses from 1978 participants representing the students who completed the ASSASS in Arabic. Descriptive statistics were computed and a competing pair of multiple indicators multiple causes models is presented that attempt to link patterns in students’ responses to the ASSASS with a set of indicators. The final model retained student age, gender, nationality (i.e. Qatari vs. Non-Qatari Arab), and school type as indicators. Findings from this study suggest that participants’ attitudes toward science decrease with age, and that these attitudes and related preferences are influenced by students’ nationality and the type of school they attend. Equally important, the often-reported advantages for male over female precollege students in terms of attitudes toward science were much less prominent in the present study.

Knowledge and Perceptions of Pharmacy Students in Qatar on Anti-Doping in Sports and on Sports Pharmacy in Undergraduate Curricula

Objective. To assess pharmacy students' knowledge and perceptions of doping and anti-doping in sports and to explore the curricular needs for undergraduate pharmacy in the field of sports pharmacy. Methods. A cross-sectional, descriptive, web-based survey of pharmacy students was conducted at Qatar University College of Pharmacy from March to May 2014. Data were analyzed using descriptive and inferential statistics. Results. Eighty respondents completed the online survey (80% response rate). Sixty percent were unaware of the World Anti-Doping Agency, and 85% were unaware of the International Pharmaceutical Federation's statement on the pharmacist's role in anti-doping. Students' knowledge score regarding the prohibited status of drugs that may be used by athletes was around 50%. Fourth-year pharmacy students had significantly higher knowledge scores than the other groups of students. Respondents acknowledged the important role of health care professionals, including pharmacists, as advisors on the safe and effective use of drugs in sports. Ninety percent of the students supported the inclusion of sports pharmacy in the curriculum. Conclusion. Pharmacy students indicated a strong desire to play a role in doping prevention and ensure safe and rational use of drugs among athletes. They suggested requiring an education and training strategy for sports pharmacy in undergraduate pharmacy curricula.

A Course-based Cross-Cultural Interaction among Pharmacy Students in Qatar and Canada

To develop, implement, and evaluate a course-based, cross-cultural student interaction using real-time videoconferencing between universities in Canada and Qatar. A professional skills simulation practice session on smoking cessation was run for students in Qatar (n=22) and Canada (n=22). Students role played cases in small group situations and then interacted with colleagues from the other country regarding culturally challenging situations and communication strategies. Students were assessed on analytical content and communication skills through faculty member and peer evaluation. Cultural competency outcomes were assessed using a postsession survey. Overall, 92.3% of respondents agreed that learning was enhanced through the cross-cultural exchange, and 94.9% agreed that insight was gained into the health-related issues and needs of people from another culture. A course-based, cross-cultural interaction was an effective method to incorporate cultural competency principles into student learning. Future initiatives should increase direct student interaction and focus on culturally sensitive topics.

Herbal and nutritional supplement use among college students in Qatar.

There is increasing demand for herbal and nutritional supplements in the Middle East. This study aimed to examine the use of supplements by college students in Qatar and to elucidate users' views about them. A total of 419 college students completed a self-administered questionnaire. Almost half of the respondents (49.6%) had used supplements (ever users), with 32.7% reporting using them in the previous 6 months (current users). Of the latter, 27.7% had used herbal supplements, 56.2% vitamins and minerals and 56.9% non-vitamin, non-mineral, non-herbal supplements. Many participants considered supplements to be safer and more effective than conventional medicines. Supplements were preferred over conventional medicines for the treatment of digestive conditions and common respiratory ailments and for weight management. Educating health-care providers about the benefits and risks of supplements is imperative and will enable health-care practitioners to guide patients in making informed decisions about supplement use.

Achievement-oriented beliefs and their relation to academic expectations and school achievement among Qatari students

This study investigated the relation between motivational goals and university intentions, school valuing and school achievement. The premise of this study is that motivational goals play a key role in academic values and achievement. Confirmatory factor analysis was conducted to establish the construct validity of the motivational measures drawn from the Inventory of School Motivation (ISM): mastery (effort and task), performance (competition and social power), social solidarity (social concern and affiliation), extrinsic (praise and token). A set of eight regression analyses was conducted to examine the relations among these eight motivational measures, future goals to attend college, the value of school and six school subjects. Eight regression equations revealed that effort and task were the most significant predictors of the dependent variables of university intention, valuing school and school achievement scores. Students in Qatar exhibited ‘effort and task’ in goal motivation in relation to students’ beliefs regarding future academic goals and achievement scores in school subjects. As Qatar is a highly gender-segregated society, analyses were also conducted by gender.

Computer use for entertainment among young men and women in Qatar: Evidence from a national sample

In this study we examined the home use of computers for entertainment among 15-year old students in Qatar using a national sample of 8601 students. Scale and item level analyses were performed in univariate and multivariate contexts in order to understand the relationship of computer use with computer availability, internet availability, and demographic differences such as gender and socioeconomic status. Our results suggested significant differences in mean entertainment use across gender and categories of computer and internet availability, while computer use and socioeconomic status were found to be moderately correlated. Implications were discussed.

Teaching Technical Writing: Opportunities for International Collaboration

Globalization of our modern economies requires a workforce that can move easily between time zones and cultures. Professors cannot ignore the drastic impact globalization has and will place upon engineering students. In order to be prepared for a competitive job market and the actual requirements of many engineering positions, students need to understand the constraints and challenges of working with colleagues that may live and work in different cultures, countries, languages, and contexts. However, engineering education rarely offers students an opportunity to practice the realities of our digital and intercultural working environments. This paper outlines one way to offer engineering students with collaborative, international, and intercultural writing projects. Students from a technical writing course in the United States were paired with engineering students in Qatar to develop a set of instructions using multimedia methods. Students learned a great deal from the real-world experience of writing and creating a project across two continents.

Attitudes towards Teaching Profession of Education Students in Qatar

Abstract This study attempted to obtain empirical evidence on education students' attitudes towards the teaching profession in Qatar using the Attitude Scale Towards Teaching Profession. 334 students (M age = 21.3 yr.) majoring in education were surveyed. Internal consistency reliability of scores was acceptable (Cronbach's alpha = .94). The results indicated that the participants tended to hold a fairly positive attitude towards teaching as a profession. Results also suggested that education students' attitudes towards the teaching profession affected their undergraduate academic achievement. Some recommendations to enhance these attitudes were made.