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Medical education in Sudan.

Background The medical profession is one of the most highly respected and desired professions among students worldwide, most likely because it provides opportunities for both a financially and socially rewarding career. However, while it has been quite established that factors such as self-interest, family pressure, friend pressure, and socioeconomic status do influence the choice of medicine among students worldwide, the exact reasons for an individual to join a medical school may actually vary worldwide. The aim of this study was to comprehensively explore factors influencing medical students to opt in/out medical careers in Sudan. Methods An institutional based descriptive cross-sectional study was conducted at University of Khartoum in the year 2022 with a random sample of 330 students that was obtained from the medical students at the The University of Khartoum, Faculty of Medicine using stratified random sampling. Results Self-interest was the most common factor influencing opting in (choosing) medical profession (70.6%) (n = 233), followed by getting a very high score in high-school that qualifies into the faculty (55.5%) (n = 183). Regarding the factors affecting medical students’ choices, parental pressure was the main factor (37.0%) (n = 122), followed by other relatives’ pressure (12.4%) (n = 41), and 4.2% (n = 14) chose Peer pressure. 59.7% (n = 197) of the participants stated that they were not affected by any of these factors. Most of the participants felt that the general perception of the medical profession by society is that it is prestigious and has good career opportunities, only 5.8% (n = 19) believed that it is “Not appreciated at all” by the society. A statistically significant association was found between the type of admission & parent pressure (p value 0.01). out of 330 participants, (56.1%) (n = 185) have opted out i.e. lost their interest or regretted their choice of medical career. Academic difficulties was the most common factor causing students to opt-out of the medical career (37%) (n = 122) followed by Multiple suspensions of education (35.2%) (n = 116), Current political & security conflicts in Sudan (29.7%) (n = 98), Poor quality of education (24.8%). The proportion of students having regrets for the medical profession was significantly higher among females. Over one third of the participants reported having depressive symptoms more than half days of the week. No statically significant correlation was established between the academic level and having these depressive symptoms and no statistically significant correlation was established between the decision to opt-out and the academic level (class) of the individuals (P = 0.105). Conclusions Over half of Sudanese medical students at the University of Khartoum have already lost their interest or regretted their choice of medical career choice. Whether these future doctor chose to drop out or continue their path in the medical career suggests that they are more prone to serious hardships in their future careers. A careful comprehensive approach should further explore and try to offer solutions for problems like “Academic difficulties”, “multiple suspension of education”, and “poor quality of education” for they were the most common factors that caused medical students to opt out of the medical career.

The purpose of the following paper is to offer an update on the feasibility of using e-learning to sustain medical radiation technology education in light of Sudan’s ongoing crisis. The Sudanese acting Minister of Higher Education and Scientific Research issued a resolution on October 7, 2023, to reopen higher education and scientific research institutes, as well as resume all academic activities at both governmental and private higher education institutions, effective October 15, 2023. Unfortunately, due to infrastructure deficiencies and a lack of appropriate capabilities to resume face-to-face teaching of medical radiation technology in Sudan’s safe states, the majority of universities, including several medical radiation technology colleges, have decided to continue the educational process via e-learning. However, Sudan’s e-learning system, currently the sole means of maintaining medical radiation technology education, suffers from significant flaws. If these challenges persist, students may graduate with a limited theoretical and practical grasp. Furthermore, the implementation of this style of education deprives eligible students, particularly those living in conflict zones, of the educational opportunities they require in light of the increased threat of war continuation.

Background Online learning has emerged as an alternative to continuing higher education during the ongoing conflict in Sudan. Despite its numerous benefits, online learning is often associated with challenges like stress, anxiety, and depression. Satisfaction plays a pivotal role in shaping students’ perceptions of online education quality and their mental well-being, especially under adverse conditions like conflict. Hence, this study aimed to evaluate the satisfaction of Sudanese medical students with online learning and its association with psychological distress issues, including anxiety, depression, and stress, during the current Sudan war. Methods A cross-sectional study was conducted among Sudanese medical students who transitioned to online learning during the conflict. Satisfaction with online learning was assessed using a validated questionnaire consisting of eight dimensions, while depression symptoms were measured with the Patient Health Questionnaire-9, anxiety with the Generalized Anxiety Disorder-7, and perceived stress with the Perceived Stress Scale-10. Associations between demographic factors and key outcomes were analyzed using independent t-tests, chi-square tests, and one-way ANOVA, with statistical significance set at p  < 0.05. Results Among the 1,891 medical students surveyed, the mean satisfaction score for online learning was 26.2 out of 40. Mild to moderate depression was reported by 59.4% of students, while 62% experienced mild to moderate anxiety, and 21% reported high stress levels. Lower satisfaction was significantly associated with higher levels of depression, anxiety, and stress (all p  < 0.001). Conclusion Sudanese medical students reported positive satisfaction with online learning during the conflict, yet this was accompanied by high levels of depression, anxiety, and stress. These findings highlight the need for integrated mental health support and improved digital access to enhance online education. Addressing these challenges is essential to ensuring student well-being and sustaining quality education in conflict settings. Further research across different settings can help develop more effective interventions.

Background Lectures are one of the most common teaching methods in medical education. Didactic lectures were perceived by the students as the least effective method. Teaching methods that encourage self-directed learning can be effective in delivering core knowledge leading to increased learning. Problem based learning has been introduced as an active way of learning but it has some obstacles in developing countries where the intake is huge with minimum resources. This study introduces a new teaching approach: lectures based on problems (LBP) and evaluates their effectiveness compared to traditional lectures (TL) in physiology teaching. Methods LBP and TL were applied in physiology teaching of medical students at University of Science and Technology during their study of introduction to physiology and respiratory physiology courses. Equal number of lectures was given as LBP and as TL in each course. Students were given quizzes at the end of each course which were used to compare the effectiveness of the two types of lectures. A questionnaire was used to assess students’ satisfaction about LBP and the perceived effects of the two methods on the students’ attitude and practice towards learning physiology. Results In LBP the students have better attention ( P  = 0.002) and more active role ( P  = 0.003) than in TL. Higher percentage of students think that LBP stimulated them to use references more ( P  = 0.00006) and to use the lecture time more effectively ( P  = 0.0001) compared to TL. However, there was no significant difference between LBP and TL in the awareness of the learning objectives. About 64% of students think that LBP is more enjoyable and it improved their understanding of physiology concepts. Comparison of the students’ quiz marks showed that the means of the students’ marks in the introduction to physiology and respiratory courses were higher in the quizzes of LBP than in TL with a significant difference between them (( P  = .000), ( P  = .006) respectively. Conclusions LBP improved students’ understanding of physiology concepts and increased students’ satisfaction about physiology learning. LBP achieved some of the objectives of PBL with the minimum resources and it can be used to improve the effectiveness of the lectures.

The ongoing war crisis in Khartoum, Sudan, has created significant challenges for medical students, impacting their education. A cross-sectional study involving 224 medical students was conducted in Khartoum state to explore the challenges faced by medical students during this crisis, using a structured Google Form questionnaire. The majority of participants were female (65.6%), fourth-year students (36.6%), and aged between 22 and 25 years (66.8%). Notably, 92% of the participants had been displaced from Khartoum. The study found that a majority of participants reported experiencing physiological distress, with study distractions (65.2%), anxiety (51.8%), and depression (49.1%). Significant gender differences were observed, with females reporting higher psychological distress compared to males ( p -value = 0.04). Additionally, 45% of participants noted that the war led to a shortage of experienced teaching staff, and 56.6% raised concerns about the potential decline in the quality standards of their university's curriculum. Nearly 48% of participants expressed a desire to collaborate with international or local universities in stable regions to continue their education. However, 20.2% believed that online learning can effectively maintain the continuity of their education. A significant correlation was found between university type and the ability to resume activities online or outside of Khartoum State ( p -value = 0.01). The study concludes that the war crisis in Khartoum State has had significant, negative consequences for medical students, impacting their mental well-being, access to necessary resources, and overall learning experiences. Immediate interventions, psychological support, and increased coordination and collaboration among international and regional academic institutions are needed.

Artificial intelligence (AI) is revolutionizing education globally, yet its adoption in medical education remains inadequately understood. ChatGPT, a generative AI tool, offers promising yet doubtful potential for enhancing academic and clinical training. This study employed an analytical cross-sectional design, involving 1,443 Sudanese medical students who participated through an online, structured questionnaire. The questionnaire was designed to assess ChatGPT awareness, usage, and associated factors. Statistical analysis was performed using SPSS software to identify key determinants influencing ChatGPT awareness and usage among the participants. This study investigates the levels of awareness, attitude, and usage of ChatGPT among Sudanese medical students, identifying key socio-demographic, economic, and institutional factors influencing its adoption. Among the participants, 65.8% were aware of ChatGPT, yet only 41.9% reported using it. Gender differences were statistically significant, with males demonstrating higher usage rates (p < 0.001). Single and unemployed students were more likely to use ChatGPT compared to their counterparts. Students residing in private accommodations and those with higher family incomes (>300,000 SDGs) showed significantly greater usage (p < 0.001). Factors such as residency type, internet quality, and institutional orientation were identified as key influences on ChatGPT adoption, highlighting a substantial digital influence. Additionally, inadequate infrastructure and reliance on traditional curricula were significant barriers to wider usage. The findings underscore the urgent need for targeted interventions, including curriculum reform to integrate AI literacy, enhanced digital infrastructure, and gender-equity initiatives. Addressing these systemic gaps will scale up AI adoption in medical education. This study provides actionable insights for educators and policymakers, emphasizing the urgency of bridging socio-economic and institutional inequities to foster equitable access to AI tools in medical training.

Background Anatomy is a cornerstone of medical education, requiring hands-on and interactive learning for effective comprehension. Armed conflicts, however, pose substantial threats to educational continuity. In 2023, Sudan’s ongoing conflict severely disrupted medical education, particularly anatomy instruction, due to displacement, infrastructure damage, and limited access to practical training. Objectives This study aimed to explore the challenges faced by Sudanese medical students in anatomy education during the 2023 armed conflict, including access to practical sessions, use of online learning platforms, and overall satisfaction with alternative educational methods. Methods A descriptive cross-sectional survey was conducted among 109 first- to third-year medical students from 20 institutions affected by the conflict. Data were collected using an online questionnaire distributed via student networks. Descriptive statistics were generated using SPSS version 29. Results The majority of students (70.91%) reported no access to practical anatomy sessions, and 56.36% rated educational infrastructure as poor. Technology integration was limited or absent in 94.55% of cases, and 52.73% faced difficulties accessing online platforms. Although 55.45% of students resorted to self-study and 41.82% used online resources, only 10% were satisfied with online anatomy learning, with students outside Sudan reporting higher satisfaction (p-value 0.001). Qualitative feedback emphasized the need for improved internet access, development of virtual anatomy tools, and establishment of safe practical training centers. Conclusion The 2023 conflict in Sudan has severely disrupted anatomy education, particularly the availability of practical training. While students demonstrated resilience through self-directed learning, significant investment in digital infrastructure, alternative training solutions, and institutional support is critical to preserving educational quality in conflict-affected regions.

Background Medical education is pivotal in shaping healthcare systems globally. In Sudan, the war that erupted on the 15th of April 2023 has imposed significant implications and challenges for medical education in Sudan. The continuity and quality of medical education remains fragile, especially in the face of ongoing armed conflict. This study aims to examine the impact of the Sudanese war on medical students’ educational experiences. Materials and methods This cross-sectional quantitative survey assessed the impact of the Sudan war on medical students’ education. From April to November 2023, data were collected using a structured, self-administered online questionnaire covering demographics, psychological impact, educational access, satisfaction, wartime considerations, and barriers to education. A total of 245 undergraduate students from medical faculties in Khartoum and Gezira states were recruited through convenience sampling. Data analysis was performed using SPSS version 23. Descriptive statistics and non-parametric tests (Mann–Whitney U and Kruskal–Wallis H) were used for group comparisons, and weighted means were calculated for key indicators. A p-value < 0.05 was considered statistically significant. Results The study included 245 medical students, predominantly female (81.6%) and aged 21–23 (59.6%), with the majority enrolled in private institutions. Pharmacy students represented 53.9% of respondents, and most were displaced (93.1%), primarily to Egypt, Saudi Arabia, and the UAE. Psychological distress was moderate to high among participants (weighted mean = 3.71 ± 1.11), with symptoms including anxiety, depression, or PTSD. Educational access was severely disrupted (weighted mean = 3.86 ± 1.31), with nearly half reporting very high disruption. While some universities implemented online learning or relocation strategies, many students reported dissatisfaction with these efforts, especially regarding clinical training and faculty interaction (overall satisfaction mean = 1.69 ± 1.66). Students considered various coping strategies, such as seeking scholarships abroad or part-time work. Major barriers to continuing education included psychological impact (49.8%), financial hardship (46.9%), and institutional shortcomings (43.7%). Displaced students outside Sudan faced significantly greater challenges in accessing education ( p  = 0.047) and reported lower satisfaction with clinical training ( p  = 0.016), while professor interaction was significantly better among students inside Sudan ( p  = 0.030). Conclusion This study elucidates the significant ramifications of armed conflict on the psychological health and educational experiences of medical students in Sudan. Elevated levels of psychological distress and considerable interruptions to both education and clinical training emphasize the pressing necessity for targeted interventions. A collaborative approach that integrates educational institutions, policymakers, and mental health practitioners is essential to enhance student support and guarantee the continuity of education. These efforts are vital to safeguarding the future quality of healthcare in conflict-affected regions. Clinical trial number Not applicable.

Background Faculty Development Programs (FDPs) are integral to institutional priorities to support staff members in leveraging the skills necessary to deliver quality education and enhance the overall learning experience. Little is known about their impact in resource-limited settings. Therefore, the objective of this study was to evaluate the perceptions of medical and health faculty members in Sudan toward FDPs by exploring their views on their performance, the learning environment, and the challenges hindering program implementation. Method A descriptive, cross-sectional survey consisting of twenty-six items was used to collect data from faculty members to assess their perceptions of the FDPs. Result There was a 77% response rate ( n  = 103) to the survey from the targeted sample size of 134. Most of the staff members (90.3%, n  = 93) perceive FDP activities as beneficial for enhancing their teaching abilities, while 70.9% ( n  = 73) see improvement in research practices, and 54.4% ( n  = 56) observe benefits to their clinical skills. Fewer respondents (46.6%, n  = 48) reported improvements in their scientific publications. However, several challenges were identified, with time constraints perceived as a major obstacle to effective program implementation. Conclusion In a resource-limited setting, evaluating the program’s effectiveness plays a pivotal role in improving its activities. Providing additional resources, enhancing institutional support, and improving accessibility to activities can strengthen the program’s success, ultimately benefiting both staff and students. These insights may offer valuable guidance for institutions facing similar constraints.