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A finite element formulation for flexure of isotropic plates based on a recent refined theory is developed. The refined theory incorporates effects of transverse shear, transverse normal stress and transverse normal strain. The Galerkin finite element method was used to develop the finite element equations for both plate bending and inplane problems. The performance of the proposed finite element model was evaluated by solving problems of uniformly loaded thick plates with different support conditions. The results of the present formulation are compared with Mindlin/Reissner and elasticity solutions.

A new finite element model has been developed for the analysis of thick beams that incorporates the influence of transverse normal strain in addition to the effect of transverse shear strain. It has been shown that the inclusion of the normal strain effect into Timoshenko beam formulation, in the new model, results in the modification of the element force vector only, where a new term is added, while keeping the flexural and shear contributions to the element stiffness matrix unchanged. Comparisons between closed form solutions, Timoshenko beam results and the results of the new model for isotropic beams of depth to span ratio of up to 0.5, show that the new development reduces the errors with respect to exact solutions to almost a half at a very little extra expense.

All colleges of medicine in the Gulf Cooperation Council (GCC) adopt English as a language of instructions. This study aimed to examine medical students' views on introducing medical terminology in Arabic within an English-based curriculum.

This descriptive study targeted preclinical second- and fourth-year students in the College of Medicine and Medical Sciences at the Arabian Gulf University, during the academic year 2022–2023 (n = 407). Within the pharmacology teaching material in unit I (second year) and unit VIII (fourth year), which are taught in English, students were provided with medical terms in Arabic. At the end of these two units, students' views were sought by using a self-administered questionnaire.

The number of respondents was 263 (response rate 64.1%: 22.2% males, 77.8% females). Most participants received their school education mainly in Arabic (78.8%). A significant percentage of students believed that providing Arabic terms helped their learning (79.8%). If pharmacology is taught exclusively in English, majority of the students anticipated to face difficulties when explaining drug treatment to their patients in the future (71.3%). Most respondents expected this intervention to help them communicate with patients (86.7%), and preferred to include it in the clinical skills training (82.2%). The second-year students and those whose school education was mainly in Arabic were more likely to agree to the intervention (p < 0.05 for both).

The introduction of medical terms in Arabic is an acceptable alternative to complete Arabization, and is believed to help students in their learning and communication with their patients.