Dr. Yehia is an associate professor of immunology. He gained his undergraduate degree from Al-Azhar University in Cairo, Egypt. The Department of Infection, Immunity, and Inflammation at Leicester University Medical School, UK (ranked 272nd worldwide according to the QS report 2024), awarded Dr. Yehia his PhD. His teaching journey had many destinations in different regions, including the Middle East, Europe, and North America, during which he was focusing on subject-related curriculum development, course coordination, student counseling, and community service. Dr. Yehia is interested in many areas of research, such as using immunotherapy to treat cancerous tumors, especially hematologic cancers, making vaccines to fight long-lasting viruses, and studying how new therapeutic drugs affect the immune system.
Abstract The clinical diagnostic laboratory plays a very important role in the safe delivery of quality service to the patient. Over 70 percent of all management decisions in clinics and hospitals are based on laboratory results. It is therefore of paramount importance that the laboratory issues out reports that are accurate, reliable, reproducible and available to clinicians in a clinically relevant time frame. The diagnostic cycle can be divided into three phases (which has been further divided into five), with the pre analytical phase being the most error prone. A number of variables effect the results and each variable has to be controlled if we wish to obtain reliable results. Sensitivity and specificity are inherent attributes of a test, but the positive and negative predictive value depends upon the prevalence of the disease in the community. We can increase the value of the test by considering the likelihood ratio and understanding the purpose of the test.
Factors reported in the literature associated with inappropriate prescribing of antimicrobials include physicians with less experience, uncertain diagnosis, and patient caregiver influences on physicians’ decisions. Monitoring antimicrobial resistance is critical for identifying emerging resistance patterns, developing, and assessing the effectiveness of mitigation strategies. Improvement in prescribing antimicrobials would minimize the risk of resistance and, consequently, improve patients’ clinical and health outcomes. The purpose of the study is to delineate factors associated with antimicrobial resistance, describe the factors influencing prescriber’s choice during prescribing of antimicrobial, and examine factors related to consequences of inappropriate prescribing of antimicrobial. A cross-sectional study was conducted among healthcare providers (190) in six tertiary hospitals in the Eastern province of Saudi Arabia. The research panel has developed, validated, and piloted survey specific with closed-ended questions. A value of p < 0.05 was considered to be statistically significant. All data analysis was performed using the Statistical Package for Social Sciences (IBM SPSS version 23.0). 72.7% of the respondents have agreed that poor skills and knowledge are key factors that contribute to the inappropriate prescribing of antimicrobials. All of the respondents acknowledged effectiveness, previous experience with the antimicrobial, and reading scientific materials (such as books, articles, and the internet) as being key factors influencing physicians’ choice during antimicrobial prescribing. The current study has identified comprehensive education and training needs for healthcare providers about antimicrobial resistance. Using antimicrobials unnecessarily, insufficient duration of antimicrobial use, and using broad spectrum antimicrobials were reported to be common practices. Furthermore, poor skills and knowledge were a key factor that
There has been an observable trend indicating a decline in students' attendance at lectures. Several reasons for this have been proposed, and various measures to mitigate this have been suggested in the past. We implemented a novel approach in our instructional strategy to address this. Real-life clinical problems relevant to the topic were integrated into the lectures, and they were deliberately excluded from the pre-lecture handouts. During the lectures, students were motivated to post questions and actively engage in peer-to-peer and peer-tutor discussions. To evaluate the impact of this intervention, student attendance before and after was monitored, calculated and statistically analyzed to get the average attendance. The results revealed a significant increase in the average attendance, demonstrating a statistically meaningful difference (p