Qatar University Research Articles

Silent struggles: a qualitative study exploring mental health challenges of undergraduate healthcare students

BackgroundMental health is a critical aspect of overall well-being, influencing how individuals think, feel, and perform. Mental health among healthcare students has become a major concern, drawing attention due to its profound impact on their welfare, academic performance, and ability to effectively interact with patients. This paper aimed to explore the experiences of undergraduate healthcare students facing mental health challenges at Qatar University. With a focus on understanding the factors contributing to mental health issues and exploring their coping mechanisms, the research also sought to identify students’ recommendations for institutional support to improve their mental well-being.MethodsA qualitative approach using semi-structured face-to-face interviews was employed to collect data. A purposive sampling method was used to recruit students from five healthcare disciplines- Medicine, Dentistry, Pharmacy, Health Sciences and Nursing- who had self-reported mild to moderate depressive symptoms based on the Patient Health Questionnaire (PHQ-9) and Depression Anxiety and Stress Scale (DASS21). A total of 15 interviews were conducted, recorded, and transcribed verbatim, with thematic analysis used to identify key themes.ResultsSeveral themes emerged from the interviews, including academic pressure, social isolation, anxiety, coping mechanisms, fear of failure, and stigma surrounding mental health support. Academic pressure was consistently reported as a major stressor, contributing to anxiety and emotional strain. Social isolation further exacerbated mental health challenges, while many students highlighted a lack of well-established coping strategies. Stigma related to seeking mental health support was a significant barrier, preventing students from accessing available services.ConclusionThe study highlights the mental health challenges faced by healthcare students, emphasizing the need for effective institutional mental health support. Addressing academic pressures, enhancing self-coping mechanisms and social support systems, and reducing the stigma around mental health care are essential steps toward improving student well-being.Clinical trial numberNot applicable.

Bridging Classrooms and Communities: The Transformative Impact of Community-Based Dental Education on the Learning Experiences of Undergraduate Students.

This study aimed to evaluate the impact of community-based dental education (CBDE) on the learning experiences of undergraduate dental students and recent dental graduates from two diverse geographical regions. The study followed a cross-sectional design, conducted online using Google Forms, with ethical approval from Qatar University. A non-probability purposive sampling method was used to recruit dental students and recent graduates from three institutions in India and one in Qatar. A questionnaire based on 20 closed-ended items and two open-ended questions, developed by a team of dental academics, was used for data collection. Data analysis involved descriptive statistics, analysis of variance (ANOVA) and thematic analysis for open-ended responses. The study included 148 participants, with 116 female (78.37%) and 32 male (21.62%) students, mostly from India (75%) and the rest from Qatar (25%). ANOVA revealed significant differences based on age, country and stage of education (p < 0.001). Dental interns had the highest mean score (1.12 ± 0.8), while Year 2 students had the lowest (0.75 ± 1.08). Female participants had a slightly higher mean score (1.05 ± 0.77) than male participants (0.92 ± 0.98), although this difference was not statistically significant (p = 0.127). Key challenges included inadequate support and cultural barriers in India, and conflicts with religious obligations and didactic workload in Qatar. Recommendations focused on enhancing field activities, logistical support and mentorship programmes. The study shows that dental students value CBDE for developing essential skills for community engagement. However, challenges differ across socio-cultural contexts, highlighting the need for more localised and supportive frameworks to improve CBDE experiences. The variation in student perceptions by age, education stage and country suggests that CBDE strategies should be flexible and adaptable to address the diverse learning needs of students.

A Scoping Review of the Strategic Integration of Artificial Intelligence in Higher Education: Transforming University Excellence Themes and Strategic Planning in the Digital Era

ABSTRACTThis scoping review discusses artificial intelligence's (AI) transformative role in strategic enhancement planning and academic excellence at Qatar University (QU). In response to the unprecedented rise in the integration of AI into higher education institutions worldwide, this study aims to understand its influence on institutional strategies and the development of student competencies. A literature search using Web of Science, Scopus, Google Scholar and IEEE Xplore. In this respect, 156 relevant studies were identified. Data extraction and charting for Covidence provided insights into the effects of AI on teaching, administrative efficiency and student learning experiences. The review emphasises how AI could enhance administrative efficiency and provide personalised learning. Still, it also points to challenges that must be faced: data privacy and reduced human interaction. The findings suggest that AI offers significant advantages in higher education but needs prudent implementation to meet the risks associated with adopting emerging technology. This would address the need for its effective complementarity to traditional educational methods.

Üsküdar University in Qatar for Social Innovation Projects

Üsküdar University in Qatar for Social Innovation Projects

Shaping the future of primary healthcare: Factors influencing medical students’ preference for family medicine specialty in Qatar

Abstract: BACKGROUND: As countries strive to strengthen primary healthcare systems, understanding medical students’ specialty preferences, particularly for Family Medicine, becomes crucial. Objective of present study was to determine factors that influence medical students’ preferences for Family Medicine in Qatar. MATERIALS AND METHODS: A study was conducted among medical students at one public university in Qatar from March 1, 2023, to March 15, 2023. Data collected using a structured, validated questionnaire; students participated in the study by filling an online questionnaire. Information sought included sociodemographic characteristics, medical specialty preferences, and the impact of 31 factors on these choices such as interest in dealing with diverse patient issues, and the influence of physician role models among others. Statistical analysis performed using SPSS version 26.0 Descriptive statistics, including frequencies and percentages, were used to summarize participant demographics and medical specialty preferences. Mann–Whitney U-test tested the difference in preference for family medicine specialty by various students’ characteristics. Logistic regression analysis performed to identify factors related to preferring Family Medicine. RESULTS: A total of 262 students completed the survey with age ranging between 17-24 years (Mean=20, SD=1.7 years); majority (68.3%) were females and 54.4% were non-Qatari. About 16% students reported having a first degree relative or a family friend with family medicine specialty. Compared to surgery and internal medicine, a fewer students selected family medicine as their preferred specialty. Surgery was ranked as the top career choice (53.4%) followed by internal medicine (36.5%) and pediatrics (31.7%). Presence of a personal connection to a field seemed to have a significant impact on student preference. Being in the clerkship phase of medical education (adjusted odds ratio [AOR]=2.18, 95% CI: 1.12–4.23, P = 0.022) and possessing a personal connection to Family Medicine (AOR= 3.46, 95% CI: 1.65–7.29, P = 0.001) significantly predicted the selection of Family Medicine between students’ top two choices. CONCLUSION: Clinical exposure and personal connections influence students’ preference for family medicine specialty. Promoting these elements through targeted educational and mentorship programs may increase students’ interest in Family Medicine and help to address the gap between student preferences and the greater need for primary care providers.

An epidemiological risk assessment of imported malaria cases and potential local transmission in Qatar.

Preventing local transmission of malaria from imported cases is crucial for achieving and maintaining malaria elimination. This study aimed to investigate the epidemiological characteristics of imported malaria cases and assess the distribution of malaria vectors in Qatar. Data from January 2016 to December 2022 on imported malaria, including demographic and epidemiological characteristics, travel-related information, and diagnostic results, were collected and analysed using descriptive statistics. Field surveys conducted in 2021-22 collected mosquitoes using various traps across Qatar. The collected samples underwent morphological and molecular characterization at Qatar University. A total of 2693 cases were reported, with a mean incidence of 13.5/100000 population, decreasing from 18.8/100000 in 2016 to 5.5/100000 in 2020. Most cases were Plasmodium vivax (57.4%) followed by P. falciparum (40.4%). The median age was 32.9 ± 12.5 years, primarily males (86.7%), expatriates (99.6%) and notified during the hot months (July to September). Cases were mainly imported from the Eastern Mediterranean Region followed by the African and South-East Asia Region with no deaths and indigenous cases. Anopheles stephensi was identified as a widely distributed species, but none carried the Plasmodium pathogen. Despite no reports of local transmission, the presence of An. stephensi and favourable environmental conditions pose a risk in Qatar. Strengthening surveillance for imported malaria and reviewing epidemic protocols are necessary. Conventional field studies are imperative to address knowledge gaps in Anopheles mosquito ecology and biting habits in Qatar, accurately assessing the risk of local malaria transmission to support Qatar's malaria-free status.

Pharmacists' perceptions of the impact of Objective Structured Clinical Examination on professional development and competence: a cross-sectional study in Qatar.

The Objective Structured Clinical Examination (OSCE) is a key tool in healthcare education, assessing clinical skills and competencies. This study explores OSCE's impact on pharmacists' competence, confidence, and practice readiness, focusing on its role in professional development and long-term practice improvement. A cross-sectional survey was conducted among Qatar University pharmacy graduates with at least a year of practice experience. The survey included 10 items on a 4-point Likert scale to capture quantitative data, along with open-ended questions for more detailed reflections and qualitative insights. Quantitative data were analyzed using SPSS, and qualitative data were thematically analyzed through an inductive approach, with two researchers independently coded responses and identifying themes. Out of 75 eligible pharmacists, 46 responded (61.3% response rate). Over 85% reported that OSCE improved communication and interprofessional collaboration skills, and 80% felt it helped apply essential professional skills effectively. However, opinions varied on making OSCE a licensure requirement. Six main themes emerged: (i) Enhanced Interprofessional Collaboration Skills, (ii) Application of Professional Skills, (iii) Practical Application of Pharmacy Education, (iv) Adaptability for Evolving Healthcare Challenges, (v) Enhancement of Patient-Facing Communication Skills, and (vi) Identification of Personal Strengths and Weaknesses. This study demonstrates that OSCEs enhance pharmacists' clinical skills, communication, and practice readiness. Pharmacy programs should continue integrating OSCEs alongside other assessments for comprehensive evaluation. Policymakers are encouraged to explore OSCEs for licensure, ensuring standardization and evaluator training. Future research should assess OSCE's long-term impact on pharmacists' career development and patient outcomes.

Health and Well-Being in the Context of Health-Promoting University Initiatives: Protocol for a Mixed Methods Needs Assessment Study at Qatar University.

Health-promoting universities are dedicated to fostering learning environments and organizational cultures that support the physical and mental well-being of students, faculty, and staff. As students constitute the largest group within the university community, any policy intervention targeting them is likely to have a significant impact on the university as a whole. This study aims to assess the health status and needs of Qatar University (QU) students using a comprehensive and holistic definition of health, informed by the perspectives of students, faculty members, and key informants. The ultimate goal is to inform evidence-based policies and services designed to improve students' physical and mental well-being. An explanatory sequential mixed-methods research design will be used to conduct a comprehensive assessment of students' health status and needs. This assessment will consist of a quantitative component (a web-based health survey) administered to a convenience sample of students, and a qualitative component, including focus groups with students and faculty members, as well as interviews with key informants. Priority health issues and their determinants, identified through the quantitative assessment, will inform and guide the qualitative assessment to provide a deeper understanding of the various contexts and factors shaping them. Descriptive analyses (eg, proportions or means with SDs), comparative analyses (eg, t tests or chi-square tests), and association analyses (eg, linear, logistic, or Poisson regression models) will be used to analyze the quantitative data. Thematic analysis will be used in the qualitative assessments. Additionally, an environmental scan will be conducted to assess relevant facilities, services, and programs at the QU campus and the QU Primary Healthcare Corporation Center, as well as to review university policies and regulations that may affect students' health and well-being. Together, the needs assessment and environmental scan will inform the design of multilevel interventions, including health education and promotion programs, health services orientation, and proposed policy changes. Between March and December 2022, 812 students completed the web-based health survey. Data have been extracted, cleaned, and harmonized. Analyses to assess the extent of selection bias and the calculation of weights to account for this in all subsequent analyses have been completed (by December 2023). Following the completion of all quantitative data analyses (expected by the end of 2024), focus groups, interviews, and the environmental scan will begin in January-December 2025. This project will help identify and prioritize the health needs of QU students and their determinants, and inform relevant services and policies targeting these needs. By using comprehensive and context-appropriate methods, this project will contribute to QU's strategic efforts to become a Health-Promoting University. DERR1-10.2196/58860.

Confidence in Prescribing Practices: Perspectives of Senior Medical Students and Recent Graduates at Qatar University

Confidence in Prescribing Practices: Perspectives of Senior Medical Students and Recent Graduates at Qatar University

A Retrospective Analysis of Interactive Videos and Skill Development in First-Year Seminars at a Higher Education Institution

Interactive videos can be a powerful tool in higher education. Soft skills are crucial indicators of success during the first year of university. Consequently, many universities have integrated first-year seminar courses into their programs to equip students with essential skills for academic success. This retrospective quantitative study investigates the impact of using interactive videos to enhance skills in first-year seminars. It analyses a sample of 538 female students from various colleges in Qatar University who took a first-year seminar course in the Fall 2022, Spring 2022, or Spring 2023 semesters. Across 19 classes, these students were provided with six interactive videos covering the following skills: transferable skills, time management, critical thinking, problem-solving, growth mindset, learned optimism, and academic integrity. Students were retrospectively divided into three groups based on how many interactive videos they watched: 0, 1–5, or 6. Controlling for students’ high school grade-point averages, we compared scores on the final exam between groups using ANCOVA. Scores differed significantly among the three groups (p &lt; 0.05). Specifically, those who viewed all interactive videos had the highest scores in the skill application scenarios in the final exam. In conclusion, this study is the first to report that interactive videos might benefit specific higher education students who need to further develop their skills but are unmotivated to do the extra work and learn from the additional resources provided interactively.

Intelligent hybrid approaches utilizing time series forecasting error for enhanced structural health monitoring

Intelligent hybrid approaches utilizing time series forecasting error for enhanced structural health monitoring

Oral health knowledge, attitudes, and practices among female public health and nutrition university students in Qatar.

The present study aimed to determine oral health (OH) related knowledge, attitudes, and practices among Public Health (PH) and Nutrition (NU) students at Qatar University. A cross-sectional study was conducted using a pre-validated questionnaire comprising 36 items covering demographics, knowledge, attitudes and perception of oral health practices. Data were analyzed descriptively (means, standard deviations, proportions) and inferentially using statistical tests including t-tests for comparing means, and chi-square tests for examining associations between categorical variables. A total of 112 female undergraduate students participated, including 41 from PH and 71 from NU programs (response rate for both courses = 59.5%). The mean age was 21.8, while 23% were Qataris and 77% non-Qataris. Overall, students demonstrated good knowledge of OH (67.65%), with the PH group scoring higher (70.7%) than NU (65.35%). Knowledge regarding dental plaque was low for both groups (31.0%). Attitudes toward OH varied among participants. Most students reported practicing brushing with fluoridated toothpaste and demonstrated high knowledge regarding the association between poor OH and general health (95%). Overall, PH and NU undergraduate students exhibited relatively good knowledge of OH, however, demonstrated a range of attitudes and practices, including suboptimal ones. Integration of OH education into the PH and NU curriculum is warranted, along with enhanced interprofessional education to promote self-awareness and improve patient oral health outcomes.

Integrating Eclecticism and Technology in Language Teaching: The Case of Lusail University in Qatar

The objective of this research is to highlight the importance of technology in teaching languages within an eclectic framework. To achieve this goal, we have discussed how modern pedagogy strongly emphasizes integrating technology into language teaching. We have also analyzed the objective of teaching "Technology in Education" to students seeking a major in teaching English language at Lusail University, Qatar's first private national university. The paper focuses on the students' needs to enhance the teaching and learning process by integrating modern technology tools into teaching to adapt to future shifts in technology and pedagogy. We have insisted on the challenges of technological improvements, and the necessity to anticipate and adapt to unpredictable trends in education. By the time students graduate, the educational technologies can be outdated, and this impacts the relevance of gained skills in the rapidly changing educational environment. This research has therefore observed that by applying appropriate educational approaches and developing teaching practices, students can understand the rapidly changing educational contexts and develop their ability to adapt accordingly.

SigBERT: vibration-based steel frame structural damage detection through fine-tuning BERT

PurposeThis article introduces SigBERT, a novel approach that fine-tunes bidirectional encoder representations from transformers (BERT) for the purpose of distinguishing between intact and impaired structures by analyzing vibration signals. Structural health monitoring (SHM) systems are crucial for identifying and locating damage in civil engineering structures. The proposed method aims to improve upon existing methods in terms of cost-effectiveness, accuracy and operational reliability.Design/methodology/approachSigBERT employs a fine-tuning process on the BERT model, leveraging its capabilities to effectively analyze time-series data from vibration signals to detect structural damage. This study compares SigBERT's performance with baseline models to demonstrate its superior accuracy and efficiency.FindingsThe experimental results, obtained through the Qatar University grandstand simulator, show that SigBERT outperforms existing models in terms of damage detection accuracy. The method is capable of handling environmental fluctuations and offers high reliability for non-destructive monitoring of structural health. The study mentions the quantifiable results of the study, such as achieving a 99% accuracy rate and an F-1 score of 0.99, to underline the effectiveness of the proposed model.Originality/valueSigBERT presents a significant advancement in SHM by integrating deep learning with a robust transformer model. The method offers improved performance in both computational efficiency and diagnostic accuracy, making it suitable for real-world operational environments.

The impact of virtual reality haptic simulators in pre-clinical restorative dentistry: a qualitative enquiry into dental students’ perceptions

PurposeIn the realm of restorative dentistry, the integration of virtual reality haptic simulation (VRHS) for learning operative skills has garnered varied perceptions among dental students. Therefore, the aim of this study was to delve deep into undergraduates dental students’ perceptions related to the impact of VRHS in pre-clinical restorative dentistry.MethodsA homogeneous purposive sampling method was utilized to gather data from third-year undergraduate dental students (n = 23) at the College of Dental Medicine, Qatar University, to thoroughly investigate their views on the impact of VRHS on their learning experience in preparing a standard class I cavity. An explorative qualitative method using face-to-face focus group sessions were conducted in English during 2023. Focus group sessions were recorded and transcribed using Microsoft Teams. Two authors independently read the transcripts, coded the text, and manually analyzed text using an inductive thematic approach.ResultsA total of 21 (91.3%) students participated in this study. Analysis of 3 focus group interviews revealed five primary themes summarized with the term “MASTR” (M = manual dexterity, A = assessment, S = sequence, T = training, and R = realism). Based on frequency of reported themes, students perceived realism/ lifelike nature of VRHS requiring further enhancement to achieve the desired learning objective.ConclusionAlthough, VRHS play a crucial role in modern dental education, offering innovative solutions for training, evaluation, and feedback, the need to enhance their ability to simulate real-life dental procedures and learning environment (realism), coupled with interactive and immersive learning experiences were the most frequently raised theme by students. In terms of curriculum design and learning pedagogies, dental educators should consider the appropriate sequence when integrating VRHS within the undergraduate curricula.

Exploring intrinsic and extrinsic sources of academic well-being among university teachers through Q methodology research

PurposeThis paper investigated the intrinsic and extrinsic sources of academic well-being among university teachers at one university in Qatar, to understand how different factors influence their well-being within academia.Design/methodology/approachDrawing on systems theory, this study employs Q methodology research. Data were collected and analyzed using 35 statements (Q-items) related to academic well-being. Twenty-one university teachers participated in the study, providing a range of perspectives on the factors that influenced their academic well-being.FindingsThe analysis revealed two distinct perspectives among the participants concerning the sources of academic well-being. Factor 1 (F-1) emphasized workplace conditions as the primary source of well-being, whereas Factor 2 (F-2) highlighted individual conditions. Additionally, a significant portion of participants did not align strongly with either factor, indicating diverse and individualized sources of well-being that suggest a complex interplay of various elements affecting academic well-being.Research limitations/implicationsThe study’s sample size is limited to twenty-one university teachers at a single institution, which may affect the generalizability of the findings. Future research should consider a larger, more diverse sample to explore the universality of the findings across different academic contexts.Practical implicationsThe implications for university teachers, researchers, leaders and policymakers include a better understanding of the sources that contribute to academic well-being and the need for adopting systems thinking in addressing these sources.Originality/valueThis study employs a unique application of Q methodology within a systems theory framework to explore the sources of academic well-being among university teachers. Unlike previous research that has primarily focused on anxiety, stress and burnout, this study provides a holistic perspective by capturing the complex interplay between organizational structures and individual identities.

Artificial Intelligence Readiness, Perceptions, and Educational Needs Among Dental Students: A Cross-Sectional Study.

With Artificial Intelligence (AI) profoundly affecting education, ensuring that students in health disciplines are ready to embrace AI is essential for their future workforce integration. This study aims to explore dental students' readiness to use AI, perceptions about AI in health education and healthcare, and their AI-related educational needs. A cross-sectional survey was conducted among dental students at the College of Dental Medicine, Qatar University. The survey assessed readiness for AI using the Medical Artificial Intelligence Readiness Scale (MAIRS). Students' perceptions of AI in healthcare and health education and their educational needs were also explored. A total of 94 students responded to the survey. AI readiness scores were average (3.3 ± 0.64 out of 5); while participants appeared more ready for the vision and ethics domains of MAIRS, they showed less readiness regarding cognition and ability. Participants scored average on AI perceptions (3.35 ± 0.45 out of 5), with concerns regarding AI risks and disadvantages. They expressed a high need for knowledge and skills related to AI use in healthcare (84%), AI for health-related research (81.9%), and AI in radiology and imaging procedures (79.8%). Student readiness had a significant correlation with AI perceptions and perceived level of AI knowledge. This is the first study in Qatar exploring dental students' AI readiness, perceptions, and educational needs regarding AI applications in education and healthcare. The perceived AI knowledge gaps could inform future curricular AI integration. Advancing AI skills and deepening AI comprehension can empower future dental professionals through anticipated advances in the AI-driven healthcare landscape.

Enhancing left ventricular segmentation in echocardiography with a modified mixed attention mechanism in SegFormer architecture

Enhancing left ventricular segmentation in echocardiography with a modified mixed attention mechanism in SegFormer architecture

Qatar’s genetic counseling landscape: Current insights and future prospects

Genetic counseling is a dynamic and rapidly growing field. In Qatar, the significance of genetic counseling is underscored by the distinctive demographic characteristics of the population, including elevated rates of consanguinity and larger family sizes, contributing to the increased incidence of many genetic conditions. This emphasizes the crucial role of genetic counseling in addressing the specific needs of the community. Over the past decade, key health care institutions in Qatar, such as Hamad Medical Corporation and Sidra Medicine, have significantly expanded genetic counseling services encompassing premarital, reproductive, prenatal, pediatric, adult, and cancer care. This multifaceted approach reflects Qatar's health care system's commitment to addressing various aspects of genetic health and well-being across different life stages. A pivotal milestone in the field's development in Qatar was the establishment of a genetic counseling master's program at Qatar University in 2018, showcasing the country's dedication to fostering indigenous expertise in genetic counseling with the necessary competencies and cultural sensitivity to address the unique genetic counseling needs of the population. The recognition of genetic counseling as a profession and the licensure by the Ministry of Public Health in Qatar is another key achievement to ensure the high quality of service and protection of the profession. Contributing to global genetic knowledge, various academic and research entities in Qatar are conducting genetic/genomic/genetic counseling research toward advancing precision medicine in the country, and initiatives such as the Qatar Biobank and Qatar Genome Program have played a major role in catalyzing these efforts.

Understanding Researchers’ AI Readiness in a Higher Education Context: Q Methodology Research

Taking a human-centered socio-cultural perspective, this study explored the manifold individual and structural processes that contribute to researchers’ AI readiness. Forty-three graduate students and faculty at one university in Qatar took part in this Q methodology study. The results represented participants’ collective perspectives on what they considered relevant to their AI readiness. A 5 + 1-factor solution was accepted, illustrating diverse perspectives and no consensus. The factors were termed based on their main foci, as follows, (F-1) how technical skills are acquired, (F-2) when it is all about ethics, (F-3) when technical skills meet ethical considerations, (F-4a and F-4b) when opposites concede, and (F-5) how collaborations reflect AI readiness. The results revealed the diversity of viewpoints among participants, and the interrelations among some factors. This study recommended a holistic approach to enhance AI readiness. It suggested integrating targeted educational initiatives and developing localized ethical frameworks to promote responsible AI use across various research disciplines.