Knowledge assessment of disaster medicine preparedness among medical students in Saudi Arabia

Background: Saudi Arabia frequently experiences both natural and human-made disasters, emphasizing the importance of disaster medicine in medical education. Given Jazan's geographical vulnerability and the presence of large public gatherings, it is essential for Jazan University to ensure that its medical students are adequately prepared. This study aims to assess the knowledge of disaster medicine among medical students at Jazan University and to identify gaps in their emergency preparedness training. Methods: A cross-sectional study was conducted at the Medical College of Jazan University from February 29 to April 3, 2024. The study involved randomly selected medical students from the second to sixth academic years, with informed consent obtained prior to participation. A total of 365 students were recruited based on a 95% confidence level and a 5% margin of error. Data were collected via online questionnaires distributed through social media platforms such as WhatsApp, Twitter (now known as X), and Telegram. Data analysis was performed using the Statistical Package for the Social Sciences version 25. Descriptive statistics were used to summarize demographic data and knowledge scores. Associations between variables were evaluated using chi-square tests, independent samples t-tests, and analysis of variance, with statistical significance set at p < 0.05. Results: Data analysis revealed a notably low level of knowledge, with students scoring an average of 7.14 out of 20. Students from rural areas scored higher than those from urban areas, and second-year students achieved the highest cognitive scores compared to other academic years. Gender and marital status did not show a significant impact on knowledge levels. The primary sources of information on disaster medicine were identified as websites and university curricula. The findings indicate a critical gap in emergency preparedness training among medical students, suggesting a lack of sufficient learning, knowledge, and engagement in disaster medicine. Conclusion: Medical schools should integrate comprehensive emergency preparedness training into their curricula, ensure the availability of adequate resources, and provide practical experience to enhance students' crisis response capabilities. Addressing these educational gaps will better equip future medical professionals to manage disaster situations effectively, thereby strengthening overall disaster response efforts.