Abeer F. Almarzouki

Background: Problematic social media use has been associated with effects on mental health, such as greater appearance-related anxiety, which may lead to reduced engagement in physical activity. However, the directions, magnitudes, and mechanisms of the relationships that link social media disorder (SMD), appearance-related anxiety, depressive symptoms, and physical activity remain unclear. This study explored these associations in relation to physical activity and body weight in healthy adults, considering the potential mediating roles of SMD and appearance-related anxiety. Methods: Healthy adults completed self-report measures assessing their phone screen time, SMD, appearance-related anxiety (AAI), depressive symptoms, commitment to physical activity (CPAS), physical activity (PA), and body mass index (BMI). We tested the associations among these variables using regression-based models. Results: Higher levels of SMD mediated the association between greater phone use and higher levels of appearance-related anxiety, as well as depressive symptoms. A higher BMI and higher levels of camouflaging anxiety were both associated with lower CPAS, which was associated with lower levels of moderate PA. Structural equation modelling revealed that these associations remained significant when adjusting for each variable. Conclusions: Overall, the findings of this study support the existence of a network of interconnected relationships between maladaptive social media use, mental health, physical activity, and weight-related outcomes.

Working memory training (WMT) has promising effects on cognitive and clinical outcomes in children with attention deficit hyperactivity disorder (ADHD). However, few studies have explored the effectiveness of such programs in developing countries with different populations and sociocultural backgrounds. This study aimed to pilot Cogmed WMT (CWMT) and examine its impact on clinical and cognitive outcomes in children diagnosed with ADHD in Saudi Arabia. We assessed 34 children with ADHD assigned to either a CWMT or standard-of-care group. Both groups were evaluated at baseline and five weeks for ADHD symptoms and cognitive function, including working memory (WM), sustained attention, and impulsivity. Compared with the baseline and the control group, the intervention group demonstrated improved parent ratings of ADHD clinical symptoms and cognitive function scores, including WM, sustained attention, and impulsivity. CWMT improved cognitive and clinical measures in our sample of Saudi children with ADHD and is a promising non-pharmacological therapy for treating children with ADHD in developing countries.

Although artificial intelligence (AI) has gained increasing attention for its potential future impact on clinical practice, medical education has struggled to stay ahead of the developing technology. The question of whether medical education is fully preparing trainees to adapt to potential changes from AI technology in clinical practice remains unanswered, and the influence of AI on medical students’ career preferences remains unclear. Understanding the gap between students’ interest in and knowledge of AI may help inform the medical curriculum structure. A total of 354 medical students were surveyed to investigate their knowledge of, exposure to, and interest in the role of AI in health care. Students were questioned about the anticipated impact of AI on medical specialties and their career preferences. Most students (65%) were interested in the role of AI in medicine, but only 23% had received formal education in AI based on reliable scientific resources. Despite their interest and willingness to learn, only 20.1% of students reported that their school offered resources enabling them to explore the use of AI in medicine. They relied mainly on informal information sources, including social media, and few students understood fundamental AI concepts or could cite clinically relevant AI research. Students who cited more scientific primary sources (rather than online media) exhibited significantly higher self-reported understanding of AI concepts in the context of medicine. Interestingly, students who had received more exposure to AI courses reported higher levels of skepticism regarding AI and were less eager to learn more about it. Radiology and pathology were perceived to be the fields most strongly affected by AI. Students reported that their overall choice of specialty was not impacted by AI. Formal AI education seems inadequate despite students’ enthusiasm concerning the application of such technology in clinical practice. Medical curricula should evolve to promote structured, evidence-based AI literacy to enable students to understand the potential applications of AI in health care.

Background/Objectives: There is growing interest in neuroscience-informed education, as well as neuroscience-derived strategies that maximise learning. Studies on neuroscience literacy and neuromyths, i.e., understandings or misconceptions about the brain, have primarily focused on their prevalence in educators, and few studies have examined their impact on students’ study habits or academic performance. Methods: To address this gap, we surveyed 576 university students in different academic programmes to investigate the relationship between neuromyths and academic outcomes in university students. In this quantitative, cross-sectional study design, we used a validated neuroscience knowledge survey and the Revised Two-factor Study Process (R-SPQ-2F) Questionnaire. We also inquired about students’ interest in, exposure to, and awareness of neuroscience, as well as their academic grades. Results: Students showed significant awareness of and interest in neuroscience; this was highest among students in health science programmes and lowest among students in computer and engineering programmes. The most common sources of general neuroscience knowledge were internet articles. Higher neuroscience literacy was associated with higher interest in neuroscience and having taken more neuroscience courses. Neuromyth scores were also better among those with higher neuroscience literacy scores. Higher neuroscience literacy scores were significantly associated with higher grades, higher surface strategy scores, and lower surface motive study habits. Conclusions: Our study sheds light on the variations in foundational neuroscience literacy among students in different academic programmes. It also provides insight into how this foundation affects academic performance and study habits. This insight may help guide educational policymakers to adopt neuroscience-based strategies that may be beneficial for learning.

Background: Following the Coronavirus Disease 2019 (COVID-19) pandemic, many patients have reported ongoing smell and taste issues. This study aims to investigate the prevalence of olfactory and gustatory dysfunction among patients with a history of COVID-19 and its association with autonomic dysfunction and disability. Patient and Methods: This case–control study included a COVID-19 group (n = 82) and a control group (n = 82). Olfactory dysfunction, including parosmia and taste problems, was explored using self-reports and the Quick Smell Identification Test (QSIT). The association between post-COVID-19 disability severity and taste and smell alterations was also analyzed. Moreover, autonomic function was evaluated using the Composite Autonomic Symptom Scale-31 (COMPASS-31) to assess the association between autonomic and olfactory dysfunction. Results: Significantly higher rates of ongoing smell (26.8%) and taste (14.6%) dysfunction were reported for the post-COVID-19 group compared to the control group. Post-COVID-19 patients reported 36.6 times more smell issues and 8.22 times more taste issues than controls. Parosmia scores were significantly worse in the post-COVID-19 group, while QSIT scores showed no significant difference between the groups. However, those with worse QSIT scores exhibited significantly more ongoing smell issues. No significant association was observed between disability and altered smell or taste. Higher secretomotor dysfunction scores were significantly associated with abnormal QSIT scores and worse parosmia scores; the other domains of the COMPASS-31 scale showed no significant associations. Conclusions: The findings indicated a potential link between autonomic and olfactory dysfunction. Further studies are needed to elucidate the mechanisms underlying persistent olfactory and autonomic dysfunction in post-COVID-19 patients.

Quality of life (QoL) in patients with inflammatory bowel disease (IBD) is influenced by several factors, many of which may also impact cognitive function. However, the extent of the interaction among these factors, QoL, and disease outcomes in IBD patients remains unknown. We thus aim to characterize the relationships among psychological disorders, coping mechanisms, cognitive function, and the overall impact on QoL and disease outcomes in patients with IBD. This cross-sectional observational study was conducted at an academic care center. QoL was evaluated using the Short Inflammatory Bowel Disease Questionnaire (SIBDQ), and disease severity was evaluated using the Harvey–Bradshaw Index (HBI) for Crohn’s disease (CD) and the Simple Clinical Colitis Activity Index (SCCAI) for ulcerative colitis (UC). We also used the Hospital Anxiety and Depression scale (HADS). Regression models were used to test the associations among QoL, number of hospitalizations, disease severity, cognitive functioning (working memory [WM] and reaction time), and coping strategies while controlling for anxiety and depressive symptoms, age, and sex. This study included 41 patients (24 patients with CD and 17 with UC) whose mean age was 28.2 (±8.4) years (23 males) and mean SIBDQ score was 51.5 (±10.0). Patients with more WM errors had lower QoL scores (P = .041), whereas patients with higher anxiety levels had lower QoL and more active UC (P = .008 and P = .016, respectively). The use of avoidant coping mechanisms was associated with a significantly higher number of hospitalizations (P = .038), and patients who adopted more emotion-focused coping strategies had a longer illness duration (P = .021). Finally, patients with higher education levels were found to use more active coping mechanisms than others. These results confirm the impact of cognitive, psychological, and coping factors on QoL and disease outcomes in patients with IBD; however, the mechanisms by which these factors interrelate remain unclear. Therapies aimed at improving both cognitive functions and psychological conditions may thus be effective at improving QoL and disease outcomes in IBD patients, and education may play a positive role in promoting the adoption of more effective coping strategies among IBD patients.

Optimal cognitive functions, including working memory (WM), are crucial to enable trainee physicians to perform and excel in their clinical practice. Several risk factors, including on-call shifts, poor mental health, burnout, and sleep problems, can impair clinical practice in trainee physicians, potentially through cognitive impairment; however, these associations have not been fully explored. This study investigated the effect of on-call shifts on WM among trainee physicians and its association with burnout, depression, anxiety, affect, and sleep. This cross-sectional study involved 83 trainee physicians (45% male). We measured demographic and training-related factors including on-call shifts and working hours. We also assessed depressive symptoms (PHQ-9), both state and trait anxiety (STAI total score), burnout (OLBI total score), positive and negative affect scores (PANAS), and sleep disturbances (PSQI total score). WM was evaluated using spatial working memory (SWM) strategy scores that reflected performance and total error counts. Trainee physicians with more on-calls per month had significantly worse depressive symptoms, burnout scores, and sleep, as well as more negative affect. While controlling for covariates, being on-call more times per month was significantly associated with worse WM. Worse depressive symptoms and burnout scores were also significantly associated with impaired WM. Working more on-call shifts is associated with compromised WM. Trainee physicians who experienced more depressive symptoms and burnout had worse WM.

Sleep and mental health can affect cognition and academic performance. The present study aimed to investigate the relationships between sleep, mental health, working memory, and academic performance. We collected demographic data from university students during the non-academic summer period and the academic term. We also measured academic performance (GPA), sleep (PSQI), depression (PHQ-9), anxiety (GAD-7), and disordered social media use (SMDS). Working memory was assessed by the Cambridge Neuropsychological Test Automated Battery (CANTAB). We assessed 83 students (42.2% male) with a mean age of 21 years. Compared to the non-academic summer period, students had significantly worse sleep and distress scores in the academic term. Anxiety, depression, and distress scores were significantly correlated with worse sleep quality. Despite worse mental health and sleep in the academic term, working memory improved compared to the non-academic summer period and was also correlated with a higher GPA. However, a higher GPA was significantly associated with longer sleep latency, increased sleep disturbances, and increased use of sleep medication. Students experiencing poor sleep suffered from poor mental health, although they maintained high GPA and working memory scores. Cognitive resilience, including higher working memory, may mask poor sleep quality and mental health among university students.

Purpose Sleep deprivation is a growing challenge in modern society and places a burden on people's physical and mental well-being. However, only a few studies have investigated sleep patterns and awareness of the associated risks of sleep deprivation in Middle Eastern countries. This study aimed to explore these issues in adults in Saudi Arabia. Methods This was a quantitative cross-sectional study. We collected information on the participants’ demographic characteristics, sleep hours, and sense of feeling sleep-deprived over the previous 3 months regardless of sleep duration. Current knowledge of the health consequences associated with chronic sleep deprivation and attitudes toward seeking in-person health care for sleep deprivation symptoms were additionally assessed. Results Among 1449 adults, only 41% of the participants slept for the recommended duration for adults of 7 h or more. However, 70% reported feeling sleep-deprived at least some of the time regardless of their sleep duration. Smokers, students, and those on sleep medications were more likely to report feeling sleep-deprived. Most participants (strongly) agreed that chronic sleep deprivation had a negative effect on their health (92%) and social (88%) and professional lives (91%), yet only 10% of our sample had visited a doctor for their sleep deprivation symptoms. Conclusions We found a high level of sleep deprivation among residents of Saudi Arabia and a strong awareness of the association between chronic sleep deprivation and negative consequences, yet a lower awareness of the association with specific medical comorbidities. Our findings also suggested a lack of health care engagement among sleep-deprived participants.

Working memory training has been proven effective for improving cognitive functioning in patients with Attention Deficit/Hyperactivity Disorder (ADHD). However, the feasibility of this type of training for children in Saudi Arabia has not been previously explored. We investigated the feasibility of implementing Cogmed Working Memory Training (CWMT) in a sample of 29 Saudi children with ADHD. We found no significant demographic or clinical differences between compliant and noncompliant children. Although compliant children were initially better at following instructions and reported better improvements in working memory and math skills compared to those who did not complete the CWMT, all children who participated in the program showed improvements in performing the CWMT tasks. Most parents found the Cogmed training feasible for their children, were satisfied and keen to continue with the program, and felt the training helped them to address their problems. Most children did not encounter any difficulties in using the software, and many families were, therefore, likely to continue using the techniques from the program. We conclude that CWMT for children with ADHD is feasible in Saudi Arabia. Larger case-controlled studies are needed to thoroughly investigate the effects of CWMT compared to other interventions in Saudi children with ADHD.