احادیث
نمبر شمار
اسْتَأْذَنَ عَلَى النَّبِيِّ صَلَّى اللهُ عَلَيْهِ وَسَلَّمَ رَجُلٌ فَقَالَ: «ائْذَنُوا لَهُ، فَبِئْسَ ابْنُ العَشِيرَةِ - أَوْ بِئْسَ أَخُو العَشِيرَةِ -» فَلَمَّا دَخَلَ
Background Several changes have been made to the assessment component of Saudi residency training programs. Among those is the implementation of three examinations over the course of the year. Aim We aimed to explore the emergency residents’ perspective on the change in the number of examinations, and the impact of such changes in terms of time management, knowledge gain, and social life. Methods This cross-sectional study was carried out from September to October 2022, using an electronic survey targeting emergency board trainees. Results One hundred and nine emergency residents enrolled, of whom 64.2% were male. The majority, 45%, were from the central province. Junior-level residents (R1) represented 26.6% of the sample, while R2 (second year) comprised 18.3%, R3 (third year) comprised 38.5%, and 16.5% were senior (R4) level. More than half of the participants, 56 % (n=61), did not support the change from one to three examinations and believed that it had a negative influence on knowledge gain and clinical skills. The influence of the change on time management stands out as a negative impact, in addition to its impact on social life and annual leave arrangements. Conclusions The support for three examinations throughout the year was low; a contributing factor to this may be the sudden changes effected by those tests on training and time management. A re-evaluation of testing culture and involving residents in decision-making might generate acceptance.
Linguistics Principles for the Selection of English Text at Secondary Level The English language occupies a prominent place in our educational system. English is taught at least as a subject in all syllabuses, if not as a language. By this the researcher means that planners tend to include English in their syllabuses as a matter of course, but without understanding the implications of teaching it. Yet, that a language is not a subject like geography, for example, should be evident to all. A language is much more than a subject and should be treated as such. It is, in fact, the primary tool of acquisition of knowledge and all social interaction is made possible and sustained by language. The researcher feels that textbook development is of fundamental importance, and that study material should rest on a firm grounding in the theory and practice of language teaching. Applied linguistics supplies a large background of recommendations and approaches for language teaching in general. There are also recommendations and approaches specific to one language, in this case English. ELT (English Language Teaching) has much to offer in this regard, but as far as the researcher can see, there is little to indicate that syllabus planners and study material developers in the country are aware of these matters. Among the many factors responsible for the current situation in English, this is a prominent one. Textbooks as we see them today encourage rote learning for the obvious purpose of passing exams. They do little for the acquisition of usable skills. A major overhauling of attitudes is desirable if whatever little English is left in the country is not lost altogether. In the light of the foregoing, the researcher has tried to identify problems and suggest solutions for students at the secondary level, often considered to be the pivotal point in the totality of the educational experience in Pakistan. Whatever this stage might be for other subjects, it is deplorably weak in English. Language handicaps incurred at this level pull our students down at higher levels. The researcher is aware that many interlocking factors contribute to this unsatisfactory situation. For the purposes of this study he has focused on only one of them.