Relevant bibliographies by topics / Qatari educational system

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Qatari educational system'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Qatari educational system"

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Hamid, Mohamed, and Nagwa Ibrahim A. Mohamed. "Empirical investigation into teachers’ attitudes towards inclusive education: A study of future faculty of Qatari schools." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 580–93. http://dx.doi.org/10.18844/cjes.v16i2.5636.

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Disabled students are capable of learning and growing equally to normal students, therefore the educational infrastructure of many developed countries is inclined towards an inclusive educational system. However, such students, unfortunately, are not treated well in developing countries where teachers’ attitudes are a key hindrance to an inclusive education system. This study assesses future faculty attitudes towards inclusive education in Qatari independent schools. A mixed population from Arabic studies, Islamic studies, English language, social studies, mathematics, and science sections of both primary and secondary programmes are selected from the College of Education at Qatar University. The Questionnaire of Attitudes towards Inclusion (QAI) is designed for populations of all genders and sections. Data are analysed statistically initially using the t-test and, later with descriptive statistics in SPSS software. The research findings suggests that future faculty show a positive attitude concerning with inclusive education. However, this attitude toward teaching special children varies which depends on the severity of disability and the nature. Further, teachers prefer to teach mild special children for instance those with learning disabilities. Additionally, the findings reveal no substantial differences in future faculty attitudes to special children in inclusive education with respect to gender or specialization. The study emphasizes the importance of academic and psychological preparation of teachers in Qatari independent schools to understand the nature of disability and motivate them to enhance their acceptance of children with disabilities. Keywords: Disabled students, inclusive education, Qatari independent schools, special education, teaching attitude
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Abu-Tineh, Abdullah, Hissa Sadiq, Fatma Al-Mutawah, and Youmen Chaaban. "An Examination of the Qatari Licensure System: Giving Voice to Educators at Government-Funded Schools." Journal of Education and Training Studies 5, no. 12 (November 29, 2017): 225. http://dx.doi.org/10.11114/jets.v5i12.2823.

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The issue of developing a comprehensive licensure system aligned with professional standards for teachers and school leaders has received considerable attention in recent years. As part of the Qatari educational reform in recent years, teachers and school leaders are held accountable to offer quality education for all students. The current study thus examined the experiences of educators in Qatar with the licensure process currently implemented at government-funded school. Using a survey study design, a total of 1,669 participants expressed their perceptions on the strengths and weaknesses of the licensure system, the professional standards, and the professional portfolio. Findings included participants’ beliefs on the importance of the licensure system in improving their performance, the necessity of using the professional standards as tools for professional growth and development, and the importance of refining the professional portfolio for authenticity and reliability. Documenting teachers’ and school leaders’ voices was fundamental in finding ways to successfully drive future developments of the licensure system. The findings may also provide implications for other countries interested in developing or refining their own appraisal systems.
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Nasser, Ramzi, Maha Cherif, and Michael Romanowski. "Factors that impact student usage of the learning management system in Qatari schools." International Review of Research in Open and Distributed Learning 12, no. 6 (October 7, 2011): 39. http://dx.doi.org/10.19173/irrodl.v12i6.985.

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In an attempt to enhance teacher and student performance in school, a learning management system (LMS) known as Knowledge-Net (K-Net) was introduced in Qatari independent schools. (All public schools in Qatar have transformed to independent schools; the independent schools model is similar to the charter school system in North America.) An LMS is a tool that organizes and regulates classroom administrative tasks, supports teachers and students in the teaching and learning process, and informs parents of their children’s progress and school activities. Despite the benefits of the LMS, research studies indicate that its use by students has been limited because of a number of manipulative and non-manipulative factors that can influence behavior. This study explores the factors that impact student use of the LMS K-Net in Qatari independent schools. Quantitative data were collected through a questionnaire that was administered to students in 37 schools. A total of 1,376 students responded to the questionnaire. Semi-structured interviews were used to collect qualitative data that helped to confirm the results of the quantitative data and to provide additional insight on students’ perspectives regarding the use of the LMS. The results point to a strong relation between ICT knowledge and LMS usage. They suggest that the more ICT knowledge students have, the less prone they are to using the LMS. Attitudinal barriers were not predictive of usage. Student usage was strongly correlated to teacher and parent usage. This study is informative in evaluating LMS usage in Qatari schools. <br /><br />
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Al-Kuwari, Mona M., Luluwah Al-Fagih, and Muammer Koç. "Asking the Right Questions for Sustainable Development Goals: Performance Assessment Approaches for the Qatar Education System." Sustainability 13, no. 7 (April 1, 2021): 3883. http://dx.doi.org/10.3390/su13073883.

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Questions determine our fate as individuals and societies. Asking the right questions at the right time and in the right amount makes our choices and decisions meaningful. As human beings we all experience this from an early age. In education, in order to evaluate, learn and inform the growth of students, the professional development of teachers and the overall efficiency of the system, questions become an integral element of the complex, non-linear and social system at different levels. The purpose of this article is to investigate how performance assessment strategies play a role in the education system, and to understand how progressive performance assessments can be set up with sustainable thinking and designed in alignment with the United Nation’s (UN) Development Goals (SGDs) for a given context. To aid Qatar’s pursuit in transitioning from a resource-based economy to a knowledge-based one, this study aims to design and develop a proper performance assessment (PA) framework that is aligned with the SDGs and education goals (EGs) to help achieve social and human development as envisioned in Qatar’s national vision. This article: (i) presents a theoretical and qualitative analysis of PA practices in the Qatar Education System (QES); (ii) provides a comparative analysis among the best PA practices at the global level; and (iii) examines the methodology, conditions, and findings based on learning from: (a) the successful experiences of other countries, (b) documented analyses of local past experiences, (c) local stakeholders (through a qualitative investigation) in order to understand the needs, develop recommendations and design a tailored PA strategy. The results indicate that there are misalignments between the core educational components such as EGs and the assessment methods used to evaluate them. The analysis and findings reveal that the QES urgently needs to develop a PA strategy that is appropriate for its stakeholders to meet the EGs and enhance their sustainability competencies. Finally, this study proposes a PA framework for the QES to align its core elements with SDGs and EGs.
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Hazima, Rasha G. Abou, and Nitham M. Hindi. "Management accounting system application in banks in the State of Qatar." International Journal of Knowledge and Learning 6, no. 2/3 (2010): 200. http://dx.doi.org/10.1504/ijkl.2010.034754.

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Ibrahim, Zeinab. "Education In The Arab Gulf States and the Arab World." American Journal of Islam and Society 18, no. 4 (October 1, 2001): 172–75. http://dx.doi.org/10.35632/ajis.v18i4.1993.

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Education In The Arab Gulf States And The Arab World: An AnnotatedBibliography is divided into six parts. Each part contains between one toten chapters according to the topic. In the preface, the author mentions thatshe includes all references found in US libraries and the Libraryof Congress and does not include references from Arab countries. Shealso mentions that she was "selective" in her choices of what to includeand what not. For example, literature from the social sciences thatcontained a lot of stereotyping and biased information about Islam, Arabsand Arab society in general was excluded. Unpublished works alsowere not included. The author then describes her method of listing thebibliography: when there was literature available on the Arab world ingeneral, she included that, and then she would list the seven Gulf States inalphabetical order. If there were no references for a country, then thecountry is not mentioned and she jumps to the next country in that order.Part One contains only one chapter, which is the introduction. ElSannbarypresents an historical overview of the Gulf States, which is herfocus: Bahrain, Iraq, Kuwait, Oman, Qatar, Saudi Arabia and the UnitedArab Emirates. A map of the region is presented on page four. She surveysthe history and the present conditions of the seven states economically,politically and educationally. The rest of the chapter includes a one-pagesummary on all the topics, which are mainly the chapters that follow.Part Two comes under the heading "General Background andResources", and consists of three chapters. Chapter Two, "Context ofEducation", contains 165 entries. It starts with the Arab World (entry 1-52)followed by Bahrain (52-60), Iraq (61-76), Kuwait (77-95), Oman (96-102), Qatar (103-108), Saudi Arabia (109-154), and the United ArabEmirates, (155-165). This is the system followed throughout the wholebook. When there is no literature available on a country, it is notmentioned. Chapter Three, "Bibliographies and References", starts withgeneral references (166- 215), and then is followed by Iraq (216), Kuwait(217), Oman (218-2190, Qatar (220-223), United Arab Emirates (224)and finally educational references (225-259). Chapter Four, "Religion andEducation," lists 120 entries (260-380) ...
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Osmani, Mohamad, Nitham M. Hindi, and Vishanth Weerakkody. "Developing Employability Skills in Information System Graduates." International Journal of Information and Communication Technology Education 14, no. 2 (April 2018): 17–29. http://dx.doi.org/10.4018/ijicte.2018040102.

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It is widely acknowledged that traditional teaching methods such as lectures, textbooks and case study techniques on their own are not adequate to improving the most in-demand employability skills for graduates. The aim of this article is to explore the potential impact that novel learning and teaching methods can have on improving the employability skills of Management Information System (MIS) graduates. To do so, the article reports the results of an experiment that was conducted with MIS students at the Faculty of Business and Economics in Qatar University, that combined lectures, case study-based workshops, flipped classrooms, presentations, problem-based learning and collaborative learning. The findings of this experiment suggest that known methods of classroom-based learning and teaching used for MIS graduates are failing to develop important graduate skills such as, critical thinking, time management and how to conduct research when faced with challenging problems.
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Al Kurdi, Osama F. "A critical comparative review of emergency and disaster management in the Arab world." Journal of Business and Socio-economic Development 1, no. 1 (May 4, 2021): 24–46. http://dx.doi.org/10.1108/jbsed-02-2021-0021.

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PurposeThe Arab world is made up of 22 countries in the Middle East and North Africa. These countries are subjected to many social, economic, political and geographical vulnerabilities contributing to increased risks or ineffective emergency and disaster management. This paper examines these vulnerabilities, how they may impact the country's ability to face disasters, and how they can improve disasters' overall management.Design/methodology/approachThe author selected Qatar, Oman to represent the Arab oil-rich countries, while Jordan, Egypt and Morocco to represent non-oil rich countries. The research was conducted in a qualitative, inductive systematic literature review based on a well-established systematic literature review methodology. Selected literature was based on its recency and the countries in question.FindingsThe review reveals population gaps that could threaten the social system in the event of a disaster in countries like Qatar and Oman. The majority of the countries lack community engagement and pre-planning for emergency preparedness due to social and cultural barriers. Other nations like Jordan, Egypt and Morocco are prone to long-lasting economic challenges due to lack of resources, mismanagement or corruption. The paper also highlights the need to raise the educational attainment among citizens to understand disaster risk reduction.Originality/valueThis study utilized the research method developed by Williams et al. (2017) to present a comprehensive systematic and comparative review of disaster management in the Arab world. Considering that disaster and emergency management has remained disproportionately unexplored in the Arab world, this paper reviewed several vulnerabilities and how those vulnerabilities may affect disaster and emergency management efforts in the Arab countries.
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Khalifa, Batoul, Ramzi Nasser, and Haitham Alkhateeb. "A comparison of students with and without disabilities on their perception of services in Qatar’s public higher education system." Journal of Applied Research in Higher Education 10, no. 4 (October 8, 2018): 493–513. http://dx.doi.org/10.1108/jarhe-01-2017-0003.

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El-Masri, Mazen, and Ali Tarhini. "Erratum to: Factors affecting the adoption of e-learning systems in Qatar and USA: Extending the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2)." Educational Technology Research and Development 65, no. 3 (April 13, 2017): 765–67. http://dx.doi.org/10.1007/s11423-017-9526-1.

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Dissertations / Theses on the topic "Qatari educational system"

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Al-Atari, Aref T. M. A. "Role perceptions and role performance of instructional supervisors as perceived by teachers and supervisors in the public schools of Qatar." Thesis, Durham University, 1989. http://etheses.dur.ac.uk/1016/.

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Books on the topic "Qatari educational system"

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1966-, Krop Cathy S., ed. Aligning post-secondary educational choices to societal needs: A new scholarship system for Qatar. Santa Monica, CA: RAND Corporation, 2008.

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M, Guarino Cassandra, ed. Developing a school finance system for K-12 reform in Qatar. Santa Monica, CA: Rand, 2009.

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Brewer, Dominic, Catherine Augustine, Gail Zellman, Gery Ryan, Charles Goldman, Cathy Stasz, and Louay Constant. A New System for K-12 Education in Qatar. RAND Corporation, 2007. http://dx.doi.org/10.7249/rb9248.

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Gabriella, Gonzalez, ed. Lessons from the field: Developing and implementing the Qatar student assessment system, 2002-2006. Santa Monica, CA: RAND, 2009.

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Book chapters on the topic "Qatari educational system"

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Crist, John T., and Justin J. W. Powell. "Higher Education Systems and Institutions, Qatar." In The International Encyclopedia of Higher Education Systems and Institutions, 1410–14. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_484.

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Crist, John T., and Justin J. W. Powell. "Higher Education Systems and Institutions, Qatar." In Encyclopedia of International Higher Education Systems and Institutions, 1–5. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_484-1.

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Cremonini, Leon, and John Taylor. "Branding by Proxy? How Hubs Market (or not) Higher Education Systems Globally: The Example of Qatar." In Competition in Higher Education Branding and Marketing, 197–219. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58527-7_10.

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Abdulwahed, Mahmoud, and Mazen O. Hasna. "Empirical National Case Study: Current and Future Engineering Skills Needs, and Engineering Education Systems Necessities in Qatar." In Engineering and Technology Talent for Innovation and Knowledge-Based Economies, 87–128. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46439-8_7.

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Weber, Alan S. "Linking Education to Creating a Knowledge Society." In Handbook of Research on Higher Education in the MENA Region, 52–73. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6198-1.ch004.

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Due to the continued high price of oil and gas, the oil-rich State of Qatar has used its large budget surpluses in the last decade to finance human capacity development, including research, higher education, and the reshaping of its K-12 educational system. This chapter argues that the recent substantial educational reforms in the State of Qatar are closely intertwined with planned future economic transformation (diversification). Although Qatar possesses the world's third largest reserves of natural gas, this resource is ultimately finite and over-reliance on one major economic driver (hydrocarbons) for the bulk of GDP creates boom and bust cycles that have shaped Gulf politics and social development since the 1970s. This chapter examines Qatar's educational efforts to build a knowledge economy to transition away from a resource-rich export-based hydrocarbon economy towards economic activities linked to patents, research, trademarked technologies, skills, and knowledge products.
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Harkness, Geoff. "Modern Traditionalism." In Changing Qatar, 56–92. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479889075.003.0003.

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This chapter examines Qatar’s development in the context of the Arabian Gulf, the site of enormous human activity, trade, and commerce from ancient times until today. It considers how tribes influenced social and political systems in the Gulf, including the Al Thanis, the dynastic family that has ruled Qatar for more than 150 years. During the seventeenth and eighteenth centuries, the Gulf was known for its pearling and fishing industries. The contemporary Gulf is characterized by modern petrocities whose enormous wealth services their nation-building aspirations. Doha vies directly with Dubai to see which metropolis can outdo the other, be it through sports, education, shopping malls, mosques, or broken world records. To compete, Qatar brands itself using a narrative of modern traditionalism, drawing from a constellation of classic and contemporary traits. The chapter explores the contours of modern traditionalism, unpacking its multiple meanings and characteristics, including generic but esteemed concepts such as freedom, authenticity, family values, and women’s empowerment. It also reveals how the government deliberately deemphasizes tribes and Islam in the narrative in order to curtail tribal power and replace it with a bureaucratic government structured to grant supremacy to the Al Thani dynasty.
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Conference papers on the topic "Qatari educational system"

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Tahtamouni, Suha Fayed, Shinda Mohammad, Lina Said Zukari, Momena Khader Tayeh, and Hissa Sadiq. "The effect of teaching science and mathematics in Arabic on the level of students' performance in Qatari schools." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0269.

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The interest in education is the cornerstone of the civilized growth of the State of Qatar, because of its great impact on preparing the human resources that the nation needs for its progress in various fields, in order to achieve the Qatar National Vision 2030. In 2003, the State of Qatar launched an ambitious initiative to develop public education known as “Education for a New Era”. A bilingual system that started with teaching Math and Science subjects, so that both Arabic and English are used in the educational process, followed by a decision to teach the two subjects in Arabic in all government schools. Therefore, this research aims to focus on the performance in government schools in the country, which shows the rates of student achievement in specific educational stages and in specific subjects, where the improvement of achievement in government school students in basic subjects (Arabic, English, Mathematics and Science) in the three educational stages, is considered to be one of the objectives of the Ministry of Education and Higher Education to realize the Qatar National Vision 2030, and accordingly the Ministry of Education and Higher Education sets and develops many strategies, procedures and decisions with the aim of achieving this goal.
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Ibrahim, Meram, Banan Mukhalalati, Majdoleen Al alawneh, and Ahmed Awaisu. "Qatar National Vision 2030." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0226.

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Introduction: The United Nations launched the Sustainable Development Goals in 2015. One of these goals describes achieving a Universal Health Coverage by 2030. This signifies workforce planning in healthcare professions (United Nations, 2015). The International Pharmaceutical Federation (FIP) published reports about pharmacy workforce planning in several countries. However, data about Qatar was not included in these reports. In 2017, FIP developed a transformational roadmap of pharmaceutical workforce and education. One component of the roadmap is the Pharmaceutical Workforce Development Goals (PWDGs) (International Pharmaceutical Federation, 2016). This research aims to conduct a self-assessment of the pharmaceutical workforce and education in Qatar in relation to the FIP’s PWDGs. This will be followed by prioritization of the identified gaps and recommendation of measures to address them. Methods: Three rounds of conventional Delphi technique (Hasson et al., 2000) are conducted with expert panels in the College of Pharmacy at Qatar University and the Ministry of Public Health, utilizing the FIP’s self-assessment survey. Content analysis is used to analyse and prioritize the identified gaps. Results: The lack of competency framework (PWDG5), workforce data (PWDG12), and workforce policy formation (PWDG13) are the three major gaps in the provision of pharmaceutical workforce and pharmacy education in Qatar, influencing other PWDGs. These gaps need to be addressed by the formation of Qatari Pharmaceutical Association through which academic, practice, and policymaking sectors can work together in developing a health workforce intelligence system. Conclusion: The results indicated that PWDGs are interrelated and a gap in one goal can negatively influence others (Bruno et al., 2018). Results and recommendations of this research will facilitate the implementation of strategic plans across leading pharmacy sectors to meet health needs in Qatar and achieve the third pillar of the Qatar National Vision 2030 “A Healthy Population: Physically and Mentally” (General Secretariat for Development, 2008).
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Al-Naimi, Hend, Bassant Elkattan, Hiba Mohammed, Laila Shafei, Marwa Elshazly, and Alla El-Awaisi. "Pharmacy Student Leaders’ Perspectives on the Impact of COVID-19 on their Learning: SWOC Analysis." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0309.

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The COVID-19 pandemic has caused disruptions in many aspects of life across the globe including education provision. This pandemic led to major and rapid restructuring of curricula and assessments as student suddenly moved to unfamiliar learning environment. Active involvement of students in the education process and curricula reform is encouraged. This paper aimed to explore pharmacy student leaders’ perspectives related to their learning during COVID-19 pandemic in terms of strengths, weakness, opportunities, challenges and recommendations to move forward. A meeting with pharmacy student leaders was convened. Each student leader individually reflected on their experiences using a structured SWOC (Strengths, Weaknesses, Opportunities, Challenges) framework which was then used to guide discussion. Each student then rated anonymously the importance and the probability of the themes to come up with overall score. Online learning came with both negative and positive aspects from the students’ point of view. Despite the efforts that were made by the college and students to adapt to the new educational system, there were drawbacks that affected the quality of the education. Pharmacy programs need to implement strategies within their programs about disaster preparedness and build student resilience and wellbeing.
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Khan, Faryal, Iman Chahine, and Fatimah Al-hashem. "Momentum For Education Beyond 2015:improving The Quality Of Learning Outcomes And Enhancing The Performance Of Education Systems In The Gulf Cooperation." In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2014. http://dx.doi.org/10.5339/qfarc.2014.sspp1062.

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Alhajyaseen, Wael, Qinaat Hussain, Mohamed Kharbeche, and Charitha Dias. "Covid 19 Pandemic: Impacts and Future Implications on Personal Travel Behavior in the State of Qatar." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0283.

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In December 2019, a novel and contagious coronavirus also known as Covid-19 outbroke in Wuhan, China. In response to the virus, many countries implemented strict travel restrictions and lockdowns to hold back the spread of the Covid-19. The measures to contain it have brought dramatic changes in individual lifestyles, daily activities and travel behavior. This study focuses on the impacts on individual travel behavior including work/education, shopping and out-of-home physical activities in the state of Qatar. In addition, the study also presents individuals’ expectations and preferences regarding future travel activities. The Qatar Transportation and Traffic Safety Center, QTTSC conducted a questionnaire survey investigate the impacts of Covid-19 on individuals’ travel behavior. The questionnaire survey included questions regarding individuals’ travel activities for work/education, shopping, out-of-home workouts, before and during Covid-19 and the individual preferences and expectation for changes in their daily travel-activity in the future. After removal of the incomplete entries and outliers, the analyses were done including 404 respondents residing in Qatar for whom 63% were males while 36% were females. The results showed that there were drastic drops for all the activity types. Around 73% of the respondents started work-from-home or online education. The results also revealed that more than 20% of the respondents who were traveling in a group before the Covid-19 pandemic chose to travel alone during the Covid-19 crisis. Most of them were traveling with family before the Covid-19 outbreak. The results for individual expectations and preference revealed that highly educated respondents will prefer to continue work-from-home or bulk shopping. Young and/or Western people prefer to rely more on online shopping. The findings from this study could be very useful for policymakers and other relevant authorities to construct flexible work/education/business policies. This could help them to effectively respond to any future outbreaks and to smartly utilize the available resources of the transport system during post-pandemic and new-normal times.
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Saleh, M. S., J. M. Aljaam, A. Karime, and A. El Saddik. "An edutainment system for assisting qatari children with moderate intellectual and learning disability through exerting physical activities." In 2013 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2013. http://dx.doi.org/10.1109/educon.2013.6530211.

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Khan, Faryal, and Iman Chahine. "Momentum for Education Beyond 2015: Improving the Quality of Learning Outcomes & Enhancing the Performance of Education Systems in the GCC: Kuwait & Qatar Cross Country Analysis." In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2016. http://dx.doi.org/10.5339/qfarc.2016.sshapp2009.

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Hussain, Farhat Naz, Reem Al-Mannai, Mohammad Issam Diab, and Abdelali Agouni. "Investigating the use of a Lecture Capture System within Pharmacy Education: Lessons from an Internationally Accredited Undergraduate Pharmacy Program." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0239.

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Introduction: Video lecture capture has been introduced to support students learning and assist with grasping difficult concepts. A variety of benefits is offered through the Echo360 system introduced at our institution nearly a decade ago. Methods: We evaluated lecture capture viewings for professional undergraduate pharmacy courses in the Fall and Spring semesters over three academic years and analyzed data for one cohort of students. Each course within the pharmacy program was analyzed and viewing figures downloaded through the Echo360 management system. The average number of views per lecture, per semester was summarized. Results: Junior students viewed lecture capture most frequently with the number of views highest at the beginning of the academic year. Year 1 students had the highest percentage of courses viewed by a number equal to or higher than students enrolled (9 occurrences out of 16 or 56%), followed by year 2 students (9 occurrences out of 21 or 43%), and finally year 3 students (3 occurrences out of 11 or 27%). Longitudinal data was also gathered for the Class of 2020 over three academic years. Conclusion/future directions: Further quantitative and qualitative studies are warranted to fully grasp the motivations for use, attitudes and perceptions towards the system. To ensure optimal use of the system by both students and faculty for a multitude of learning and teaching styles and methods, professional development sessions for students and faculty can be implemented to display the advantages of the lecture capture system and maximize the benefits from its availability. This study has now been published.
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Gharib, Mohamed, Tala Katbeh, G. Benjamin Cieslinski, and Brady Creel. "An Integrated Engineering Agriculture STEM Program." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23584.

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Abstract Pre-college project-based learning programs are essential means to increase the students’ interest toward STEM (science, technology, engineering, and mathematics) disciplines and careers. Engineering-based projects have shown significant impact on the students’ interests. Therefore, developing countries are investing strategically in their emphasis to attract students to careers in STEM fields, specifically engineering and medicine. That resulted in a steady expansion of their educational pipeline in STEM; and while that emphasis remains, there is a new and urgent need for expertise in agriculture, environmental science, life sciences and sustainability to support the agriculture industry, which is working to secure independent sources of food for their population. New interventions must be devised to stimulate broader interest in STEM fields while also increasing students’ academic readiness for advanced studies in those areas. To target the requirement of increasing people’s competencies in STEM fields, various programs have been created and designed to inspire and broaden students’ inquisitiveness toward STEM. This paper presents an integrated science-engineering program, called Qatar Invents, designed to support and enhance students’ learning of science concepts while also increasing students’ understanding of global challenges in food and water security. This goes with close connection to the desire to increase in the domestic production of agricultural resources in developing countries in recent years. Qatar Invents would engage students into learning and applying fundamental engineering skills onto relatable real-world issues: namely, in the design of hydroponics systems. Qatar Invents challenges students to develop critical thinking and problem solving skills in solving modern problems through the use of the engineering design process. With hands-on challenges, modeling, and communication training, students are motivated to tackle problems related to food security where they create hydroponics projects. Qatar Invents’ learning objectives included: teamwork, using proper toolbox skills, understanding what is engineering, the process of brainstorming, creating successful innovative designs, building prototypes, and developing presentation skills. Throughout this program, the participants were equipped with hands-on knowledge and critical thinking skills that helped them achieve their objectives. Utilizing the engineering design process, the students worked in small teams to brainstorm ideas and create inventions. The topics covered during the program included the importance of an engineering notebook and documentation, principals of engineering graphics, basics of agricultural science, foundations of hydroponics, the brainstorming practice, generating a decision matrix, proof of concept, and pitching ideas. At the end of the program, the students came up with novel solutions to serious problems wherein unique hydroponics projects were produced and presented to a panel of experts. This program attempts to build bridges between developing countries’ STEM education pipeline and the new demand of talent in the agriculture sector. All pertinent details including the preparation, instructional materials, prototyping materials, and case studies are presented in this paper.
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Naseralallah, Lina Mohammad, Tarteel Ali Hussain, Shane Pawluk, and Myriam Eljaam. "The Impact of Pharmacist Interventions on Reducing Medication Errors in Pediatric Patients: A Systematic Review and Meta-analysis." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0153.

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Background: Medication errors are avoidable events that could occur at any stage of the medication use process. They are widespread in the healthcare system and are associated with increased risk of morbidity and mortality. Implementing a clinical pharmacist is one strategy that is believed to reduce medication errors in the general population including pediatric patients who are more vulnerable to medication errors due to several contributing factors including the challenges of weight-based dosing. Aim: The aim of this study is to qualitatively and quantitatively evaluate the impact of clinical pharmacist interventions on medication error rates for hospitalized pediatric patients. Methodology: PubMed, Embase, Cochrane and Google Scholar search engines were searched from database inception to February 2019. Study selection, data extraction and quality assessment was conducted by two independent reviewers. Observational and interventional studies were included. Data extraction was done manually and the Crowe Critical Appraisal Tool (CCAT) was used to critically appraise eligible articles. Summary odds ratios (ORs) with 95% confidence intervals (CIs) were calculated using a random-effects model for rates of medication errors. Results: A total of 19 studies were systematically reviewed and 6 studies (29 291 patients) were included in the meta-analysis. Pharmacist interventions involved delivering educational sessions, reviewing prescriptions, attending rounds and implementing a unit-based clinical pharmacist. The systematic review showed that the most common trigger for pharmacist interventions was inappropriate dosing. Pharmacist involvement was associated with significant reductions in the overall rate of medication errors occurrence (OR, 0.27; 95% CI, 0.15 to 0.49). Conclusion: The most common cause for pharmacist interventions in pediatric patients at hospital settings was inappropriate dosing. Overall, pharmacist interventions are effective at reducing medication error rates.
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