"Evaluating the effectiveness of the Saudi laboratory specialist licensure examination preparation program for the medical laboratory sciences interns: a quasi-experimental study".

Background: In Medical Laboratory Science (MLS), passing licensure examinations is essential to demonstrate professional competence worldwide. The Saudi Laboratory Licensing Examination (SLLE) is required by the Saudi Commission for Health Specialties (SCFHS) in Saudi Arabia. Success in the SLLE reflects candidates' proficiency in applying their knowledge and skills, serving as an indicator for evaluating the quality of MLS programs. Although preparation strategies for different healthcare licensure exams have been explored, a significant lack of research focuses on SLLE preparation programs for MLS students in Saudi Arabia. This gap became particularly evident when the MLS program at Fakeeh College for Medical Sciences (FCMS) observed a decline in first-attempt SLLE scores for students who graduated in the academic year 2021-2022. To address this research gap and the practical need for improved SLLE performance, this study aimed to develop, implement, and evaluate an SLLE preparation program for MLS interns at FCMS. This program is intended to equip interns with the essential knowledge and skills needed to enhance their chances of success in the SLLE and ensure their readiness for future careers.

Methodology: A quasi-experimental study was conducted from 2022 to 2023 over six weeks at FCMS in Jeddah, Saudi Arabia. The study included all 18 MLS interns enrolled in the academic year 2022-2023, utilizing total population sampling. The participants were final-year students in their internship phase. The SLLE preparation program adhered to a structured three-phase conceptual framework: pre-training (planning), training (implementation), and post-training (evaluation). Data were collected through researcher-developed questionnaires adapted from previous studies and reviewed for content validity by medical education experts at FCMS. Reliability was ensured through expert review. Interns' knowledge was assessed with pre- and post-tests. A paired samples t-test was employed to analyze differences between pre- and post-test scores. Data analysis was performed using SPSS version 28, and statistical significance was established at p < 0.05.

Findings: The study included 18 MLS interns (14 females and 4 males). Level 1 (Reaction): Interns reported high satisfaction with all sessions, with ratings ranging from 94% to 100%. Level 2 (Learning): A significant improvement was observed in post-test scores across all subject areas compared to pre-test scores (p < 0.05). Level 3 (Behavior): Preceptors rated interns' clinical performance highly, achieving an average score of 4.6 out of 5.0, indicating successful application of knowledge in clinical settings. Level 4 (Results): All interns (100%) passed the SLLE on their first attempt one year after completing the program. Qualitative feedback further supported these findings, highlighting strengths in content delivery and instructional strategies.

Conclusion: Incorporating the SLLE preparation program, along with mock assessments similar to the licensure examinations in the MLS program, enhanced their knowledge and skills, positively impacting interns' performance on the actual SLLE during their first attempt.