Panorama of Emergency Medicine

PoEM is an international peer-reviewed (double-blind) independent open access journal dedicated to advancing knowledge and practice in emergency medicine.

ISSN : 3006-0966

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  • Assessment of Relatives’ Satisfaction in the Emergency Department

    Introduction: Emergency departments (EDs) are high-pressure environments where both patients and their relatives face numerous challenges. While patient satisfaction has been widely studied, the satisfaction of relatives remains underexplored, despite their crucial role in supporting patient care and decision-making. Recognizing relatives as key actors in the care process helps improve communication and reduce stress. This study aimed to assess the satisfaction of relatives of patients treated in the ED.

    Methods: A prospective, descriptive study was conducted at the ED of the Mahmoud Yaacoub Center for Urgent Medical Assistance in Tunis from October 2023 to January 2024. Satisfaction was assessed using a 25-item structured questionnaire. Included participants were adult relatives directly involved in patient care who gave informed consent. Assessed dimensions included reception and management, information provided and overall satisfaction.

    Results: The study included 165 relatives (mean age 41 ± 13 years, 52.1% female). Relationships included parents (26%), offspring (18.9%), and siblings (14.8%). Overall satisfaction was high: 78% were satisfied with the overall care, 82% with the initial reception, 74% with waiting times, 80% with accessibility, and 77% with information clarity. No significant associations were found between age or education and overall satisfaction. However, relatives from healthcare or paramedical backgrounds showed significantly higher satisfaction (85%) with the registration process compared to non-healthcare relatives (62%) (p = 0.043).

    Conclusion: The study supports strengthening the involvement of relatives in strategies aimed at improving ED care quality

     

    Introduction

         Emergency Departments (EDs) are high-pressure, overcrowded environments where skilled professionals provide care for critically ill patients [1,2]. The fast-paced, overcrowded, and unfamiliar ED environment can cause stress and frustration for patients and families, often leading to feelings of alienation and reduced involvement in care.

    Recognizing relatives’ as integral to the critical care process, and striving to support both patients and their loved ones has been proven to be a crucial aspect of comprehensive patient care [3–6]. Understanding and addressing the needs, emotions, and expectations of relatives of critically ill patients, along with gathering their feedback, helps ED professionals improve communication, enhance care quality, build trust, and reduce distress or aggressive behavior [7,8].

         Factors influencing family satisfaction in the ED include the clarity and frequency of communication with healthcare professionals, the perceived empathy and responsiveness of the care team, and logistical considerations, such as waiting times and access to information. Negative experiences in these areas can lead to significant dissatisfaction, potentially undermining trust in the healthcare system and discouraging future engagement with healthcare services. Conversely, positive interactions characterized by clear communication, empathy, and a supportive care environment can enhance the family’s understanding of the patient’s condition, foster greater cooperation with healthcare providers, and contribute to a more favorable overall experience.

         However, there is a notable gap in research focusing on ED, where the unique dynamics of acute care can significantly impact patient and relatives’ experience. Moreover, the satisfaction of relatives of patients in the ED has been even less frequently assessed, despite their crucial role in supporting patient care and decision-making. While patient satisfaction has been extensively studied, the satisfaction of patients' relatives, particularly within the high-pressure environment of the ED, remains under-explored [9]. In the ED, where patients frequently present with acute, often life-threatening conditions, the patient may be unable to actively participate in their care, placing greater importance on the involvement and perspectives of their relatives [10].

    This study aimed to assess the satisfaction of patients' relatives in a Tunisian ED and to identify the factors influencing their satisfaction.

    Methods

    Study design

         This study was a monocentric, prospective, observational, descriptive study conducted at the ED of Mahmoud Yaacoub Center for Urgent Medical Assistance in Tunis. The study was conducted over a four-month period, from October 2023 to January 2024.

         The study targeted adult relatives, aged 18 years or older, who were directly involved in the care of a patient during their visit to the ED. Eligible participants included parents, offspring, spouses, siblings, other family members, friends, or neighbors accompanying the patient. Relatives were not included if they were under 18, declined to participate, were accompanying incarcerated patients, or were related to patients who passed away during their ED stay. Surveys were excluded if they had a non-response rate exceeding 20%, defined as more than five unanswered items out of the 25-question survey. Additionally, responses related to patients who left the ED before completing their care were excluded from the final analysis. Informed consent was obtained from all participating relatives after explaining the study's purpose. Explicit verbal consent was also obtained from patients to allow accompanying relatives to receive medical information during the ED visit.

    Study Protocol

         A comprehensive family satisfaction survey was specifically developed for this study to assess the experience of relatives in the ED. The survey was  inspired from existing surveys in other departments and was designed for a local context. It was validated by a committee of practitioners [11–14] . The survey consisted of 25 items grouped into four main domains: relative’s background information, reception and management by the healthcare team, information provided to the relative and overall satisfaction (appendix 1). The first domain collected demographic and contextual data such as age, sex, relationship to the patient, educational level, frequency of ED visits, healthcare employment status, distance to the hospital, and reason for the visit. The second domain assessed aspects of care delivery including reception and consultation delays, registration procedures, length of stay, staff accessibility, interaction quality, and understanding of healthcare roles. The third domain focused on the information provided to relatives, evaluating clarity, honesty, satisfaction with communication from doctors and paramedics, and consistency of information. The final domain addressed overall satisfaction with the reception, management, and care provided to the patient. Most items were rated on a 4-point Likert scale ranging from "V     ery D     issatisfied" to "V     ery S     atisfied," while four items were structured as yes/no questions. The survey was developed in formal Arabic and French to enhance accessibility and administered at the end of the patient's ED care, with only one relative per patient invited to participate. On-call physicians or paramedical staff explained the study, obtained informed consent, guided respondents through the process, and ensured confidentiality and anonymity. The survey was administered after the patient's condition was stabilized and before the patient’s discharge from the ED.

    In this study, relatives were defined as individuals accompanying the patient to the ED, including immediate or extended family members, friends, neighbors, or any primary caregiver involved in the patient's support. Age groups were categorized based on the World Health Organization (WHO) classification: Adolescents and Young Adults (15–24 years), Adults (25–64 years), and Older Adults or Seniors (65 years and older) [15].

    The study received approval from the institutional ethics committee prior to initiation.

    Statistical analysis

         Statistical analysis was conducted using SPSS software, version 25.0, with a significance level set at p < 0.05. Descriptive statistics included frequencies, percentages, means, standard deviations, medians, interquartile ranges, and overall range. Analytical methods involved correlation and regression analyses to explore potential associations between various factors and levels of satisfaction among relatives.

    Results    

    Descriptive study      

    A total of  169 relatives were included in our study (Figure 1). The participants' ages ranged from 18 to 73 years, with a mean age of 41 ± 13 years (52.1% female). Table 1 summarized the demographic characteristics of the population.

    Reception and Management by the Healthcare Team      

    The average reception delay reported by participants was 4.82 ± 4.18 minutes, with the majority 142 respondents (84.%) reportedly  being attended to in less than 10 minutes. When asked about their familiarity with the role of each healthcare provider involved in the patient's care, 95 participants (56.2%) responded affirmatively (Figure 2).

    Information Provided to the Patient's Relative      

    Most of the participants (94.7%) stated they had received information regarding the patient’s care. However, 12 participants (7.1%) reported inconsistencies or contradictions in the information provided (Figure 3).

    Overall Satisfaction      

    Satisfaction in the domain of reception and management was high, with 89.7% of participants expressing full satisfaction. Similarly, 87.4% were satisfied with the information received. The overall satisfaction domain recorded the highest satisfaction, with 93.9% of respondents expressing a positive evaluation (Table 2).

    Factors Associated with Satisfaction of Patients’ Relatives in the ED    

    Multivariate analysis showed significantly higher registration satisfaction among healthcare workers compared to non-healthcare participants (p = 0.043; OR = 2.64; 95% CI: 1.03–6.77)

    No significant associations were found between age, sex, or educational background and satisfaction in reception and management, information provided, or overall satisfaction (Table 3).

    Discussion

         This prospective study aimed to assess the satisfaction of patients’ relatives in the ED of Mahmoud Yaacoub Center for Urgent Medical Assistance. The study found high satisfaction levels across most domains, including overall care (96.4%), reception (89.3%), and belief that the best care was provided (95.9%).

         In the Tunisian context, medical confidentiality is protected by the Penal Code and the Medical Code of Ethics [16] [17]. Disclosure of information to relatives requires the patient’s explicit consent, which must be distinguished from mere accompaniment. However, recent legal provisions permit the medical team to inform relatives in life-threatening emergencies requiring immediate medical intervention. Our finding that 94.7% of relatives received information suggests that ED staff are effectively navigating these ethical and legal requirements, likely by obtaining consent when possible, or acting under these emergency provisions.

         The demographic characteristics of the study population, with a mean age of 41 ± 13 years and slight female predominance, aligned with previous studies on relatives in ED/ICU settings  [10,18,19]. The distribution of relationships to the patient, showing high involvement of parents, offspring, and siblings, also corresponds with other research findings [18,20,21]. The high proportion of participants with secondary or university education was consistent with observations regarding family involvement in care decisions [20–22].

         Our analytical study revealed a significant difference in satisfaction with the registration procedure between healthcare and non-healthcare employees, with the former expressing higher satisfaction (85% vs 62%, p=0.043). This may be attributed to their greater familiarity with hospital administrative processes, supporting prior research [23].

         Unlike evaluation of relatives’ satisfaction with healthcare, the evaluation of patient satisfaction has been extensively studied in healthcare settings [24]     , particularly in I     ntensive C     are U     nits (ICUs) and P     ediatric D     epartments [25–27]. It is a well-established indicator of healthcare quality, routinely measured through surveys designed to identify areas for improvement and enhance service delivery [11,28]     . These surveys have become integral to the patient-centered approach that dominates modern healthcare, allowing providers to align their services more closely with patient needs and expectations [12].

         Studies on relatives' satisfaction in ICUs have emphasized the importance of fostering understanding, as relatives often navigate complex emotions and interactions with healthcare providers during critical moments of care [29,30]. Similarly, in pediatric settings, research has emphasized the impact of communication and empathy on parental satisfaction. However, in the ED, where rapid decision-making and high patient turnover are common, the satisfaction of relatives has not been sufficiently assessed. This gap in literature suggests a need for targeted research to better understand and improve the experiences of both patients and their families in the emergency care environment.

         In our study, the high satisfaction with reception and management by healthcare providers [6,26], including short reception delays for the majority, and high satisfaction with consultation delay      [22,23,31]     , registration [9], availability, and relationships      [22,23,31]     , aligned with the importance of timely reception in emergency settings. However, the observed dissatisfaction regarding the honesty of information provided (39.6% unsatisfied) suggests potential gaps in transparency, corroborating studies where families felt information was withheld, particularly in critical cases [25,27]. We also found that 7.1% of respondents reported receiving conflicting information, which aligned with findings from other studies that emphasize the impact of inconsistent messaging [25,32].

         Interestingly, unlike some other studies, our study found no significant association between age, sex, or educational background and overall satisfaction, which is consistent with literature reporting inconsistent associations between demographic factors and parent satisfaction [33].      This could suggest that the ED's practices are effective across diverse demographics or may be influenced by the homogeneity of the specific study population [10,25,34,35].    

         Our findings, particularly the high overall satisfaction rates, can be interpreted in light of specific cultural norms in Tunisia, where strong family involvement in patient care is deeply ingrained and expected. The significant proportions of relatives accompanying patients for 'transport' (40.2%) and fulfilling 'cultural/family/social obligations' (45.6%) underscore this active family presence. This societal expectation might contribute to higher satisfaction when families feel included and informed. Additionally, cultural perceptions of medical authority and the public's trust in healthcare providers could play a role in the generally positive satisfaction levels observed.

    Strengths and Limitations    

         To the best of our knowledge, this is the first study in Tunisia to assess the satisfaction of relatives in the ED, specifically focusing on adult family members, an often-overlooked perspective in patient-centered care. Using a structured scoring system, we evaluated key factors influencing satisfaction, including reception, clarity of communication, and overall experience. The prospective design further strengthens the reliability of the data collected in real-time clinical settings.

         We acknowledge several limitations: the small, single-center sample may limit generalizability, and findings may not reflect other regions or settings. Larger, multicenter, and longitudinal studies are needed to enhance validity and assess changes in satisfaction over time.

    Recommendations    

         Based on the findings of our study, several strategies are recommended to improve the satisfaction of relatives in EDs. First, administrative procedures should be simplified and streamlined, especially for non-healthcare users, with consideration given to digital solutions such as pre-registration platforms. Second, providing real-time updates on waiting times and offering comfort measures in waiting areas could help reduce stress and improve the overall experience. Third, ED staff should be trained and encouraged to communicate clearly, compassionately, and consistently with patients' relatives.

         This research highlights the importance of improving communication with patients' relatives to reduce frustration that may lead to aggression, and to strengthen their support for the patient, ultimately enhancing the quality of care in the ED.

    Conclusion

         Our findings highlight that while overall satisfaction of patients’ relatives was high in the ED, areas like the registration process require targeted improvement, especially for those unfamiliar with healthcare systems. Our study underscores the importance of clear communication, streamlined administrative processes, and a supportive environment. These insights contribute valuable information for developing family-centered care strategies that could lead to enhanced patient outcomes and a more supportive emergency care environment.

    Declarations

    Author contributions

    All authors contributed equally and validated the final version of record.

    Conflicts Of Interest

    The Author(s) declare(s) that there is no conflict of interest.

    Funding

    This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

    Registration

    No registration applicable

    Data availability statement

    The data that support the findings of this study are available from the corresponding author upon reasonable request.

    Ethical approval

    The study received approval from the institutional ethics committee prior to initiation.

     

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    2.      Batista M, Vasconcelos P, Miranda R, Amaral T, Geraldes J, Fernandes A. Family presence during emergency situations: the opinion of nurses in the adult emergency department. Revista de Enfermagem Referência. 2017 Jun 14;IV Série:83–92. https://doi.org/10.12707/RIV16085

    3.      Rosland AM. Sharing the Care: The Role of Family in Chronic Illness [Internet]. California HealthCare Foundation; 2009 [cited 2025 Jun 11]. Available from: https://docslib.org/doc/10595523/sharing-the-care-the-role-of-family-in-chronic-illness

    4.      Hardicre J. Meeting the needs of families of patients in intensive care units. Nurs Times. 2003 Jul;99(27):26–7

    5.      Chesla CA. Do Family Interventions Improve Health? J Fam Nurs. 2010 Nov 1;16(4):355–77. https://doi.org/10.1177/1074840710383145

    6.      Redley B, Beanland C. Revising the Critical Care Family Needs Inventory for the Emergency Department. J Adv Nurs. 2004 Jan 1;45(1):95–104. https://doi.org/10.1046/j.1365-2648.2003.02865.x

    7.      Paavilainen E, Salminen-Tuomaala M, Kurikka S, Paussu P. Experiences of counselling in the emergency department during the waiting period: importance of family participation. J Clin Nurs. 2009 Aug 1;18(15):2217–24. https://doi.org/10.1111/j.1365-2702.2008.02574.x

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  • All for one and one for all: Scaling mountains for a good cause. SDG 4: quality education awareness campaign

    How it all started?

    In the mountains, I discover a profound inner tranquility, revitalizing my mind and fortifying myself to confront life’s obstacles. Hiking has deeply transformed my life, igniting a passion to push the boundaries of my physical capabilities, enabling me to venture further and ascend higher.

    In 2017, during my inaugural hiking expedition, I seized the opportunity to spotlight the issue of burnout, a struggle I was personally overcoming. Amidst inquiries about how I managed time for training and hiking, I found a platform to raise awareness and advocate for self-care amidst life’s demands.In July 2023, fueled by a Law school course on the significance of international organizations and inspired by the UAE’s designation of 2023 as the year of sustainability, I resolved to amplify awareness around Sustainable Development Goal (SDG) 3: Health.

    In the four days leading up to my departure, I delved into research, crafted social media campaigns, and hand-painted banners bearing meaningful messages, each destined to be showcasing varying altitudes throughout my journey. Remarkably, this preparatory work alleviated the stress that typically accompanies summit preparations. It transformed the purpose of my expedition from a solitary pursuit of reaching the peak to a collective endeavor of championing a noble cause. This shift not only mitigated stress but also infused each hiking day with embedded purpose, as I ascended to new altitudes, unveiling campaign banners—a tangible representation of progress and a triumph in itself.

    Why SDG 4: Quality Education?

    In January 2024, I proudly attained my Law degree, a decision not taken lightly, especially after completing medical school, obtaining board certification in two demanding specialties, and earning three master’s degrees, all while juggling numerous professional commitments such as speaking engagements, research endeavors, and educational pursuits. The four years spent as a Law student profoundly transformed me, deepening my gratitude for the educational system that afforded me the opportunity for such high-quality learning experiences.

    As a celebration of my Law school graduation, I embarked on a journey to conquer Aconcagua, standing at a staggering 6,992 meters above sea level, the tallest peak in South America renowned for its unforgiving weather conditions. This expedition served as a well-deserved respite following the rigorous four-year commitment of being a full-time student while simultaneously managing roles as a clinician, researcher, educator, avid mountain hiker, and long-distance runner.

    As John Dewey rightly said, “Education is not preparation for life; education is life itself,” and, therefore, in recognition of the educational opportunities afforded to me, I dedicated the Aconcagua expedition to raising awareness for Sustainable Development Goal #4: Quality Education.

    SDG 4. Definition and the role of technology in achieving it

    The primary objective of the initial message was to introduce the United Nations Sustainable Development Goal 4, which aims to guarantee inclusive and equitable access to quality education while fostering lifelong learning opportunities for all individuals (Figure 1) [1]. SDG 4 is only achievable by international, national, induvial efforts and collaborations.  On the second day the message brought attention to the role of artificial Intelligence (AI) to address SDG 4. Artificial Intelligence (AI) can contribute significantly by leveraging personalized learning platforms, virtual tutoring, and data-driven insights to improve educational outcomes and accessibility. Moreover, AI-driven tools can play a pivotal role in tracking progress, pinpointing learning deficiencies, and tailoring content to individual needs, thereby nurturing inclusivity within the realm of education[2].

    Importance of Role models as source of inspiration

    Role models serve as beacons of inspiration, lighting the way with the trails they blaze for us. In the rich tapestry of the United Arab Emirates' history, Sheikh Muhammad bin Saeed bin Ghubash Al Marri (1899-1968) emerges as a luminous figure (Figure 2). As the first Emirati university graduate, he defied the constraints of limited educational opportunities in the Emirates during his time, embarking on a journey of learning that spanned continents.

    His educational journey commenced in local Quranic schools, where he immersed himself in the study of the Quran, Hadith, and religious sciences. Despite the challenges, he persevered, spending five formative years at the Rajbani School in Ras Al Khaimah. Undeterred by barriers, he ventured further, seeking knowledge at the Taimiyyah Al Mahmoudiya School in Sharjah in 1907, before pursuing his studies at the Athariyah School in Qatar in 1917. In 1926, his quest for enlightenment led him to Egypt, where he delved into Islamic sciences at the prestigious Al-Azhar University. Upon his return, armed with wisdom and experience, he dedicated himself to service. Initially serving in the judiciary, he adorned the robe of justice as a judge in Ras Al Khaimah, adjudicating disputes with fairness and integrity until 1951. Sheikh Muhammad bin Saeed bin Ghubash Al Marri's legacy illuminates the power of resilience, determination, and unwavering pursuit of knowledge. His remarkable journey not only symbolizes personal triumph but also serves as a testament to the transformative potential of education, inspiring generations to strive for excellence and chart their own paths toward enlightenment and progress.

    Later in his career, he expanded his horizons, lending his expertise to Saudi Arabia and Qatar. Tragically, in 1969, his journey was cut short by a fatal traffic accident. Among his notable works, Sheikh Muhammad bin Saeed bin Ghubash Al Marri left behind a legacy of written treasures. One such manuscript, "Benefits in the History of the Emirates," meticulously chronicles the rich history and genealogy of several Emirati tribes and families, offering invaluable insights into their origins and lineage. [3]. Among the esteemed figures from the distant annals of UAE history stands Ahmad bin Majid bin Muhammad (1418-1501 CE), an illustrious navigator and geographer hailing from Julphar, now known as Ras Al Khaimah. Revered for his mastery of astronomy, navigation, and geography, he was bestowed with the epithet "Asad al-Bahr" (Lion of the Sea), a testament to his unparalleled prowess on the waters. Ahmad bin Majid emerged as one of the foremost Arab navigators of the latter half of the 15th century, leaving an impactful mark on maritime exploration.

    Under the tutelage of his father, Majid bin Muhammad Al Saadi, and other seasoned sailors, Ahmad bin Majid received his early education. Immersing himself in their gatherings and debates, he developed his skills, surpassing the knowledge of his predecessors. Through relentless self-study, he mastered celestial navigation, meticulously measuring and observing stars, understanding their celestial movements, and deciphering their influence on maritime seasons. Ahmad bin Majid's drive for knowledge transcended conventional boundaries. He meticulously scrutinized and rectified numerous inaccuracies in existing navigational data, enriching it with his own practical insights and experiences. Documenting his profound wisdom in poetic compositions, he not only disseminated his expertise but also safeguarded it from the ravages of time. Ahmad bin Majid's legacy endures as a beacon of enlightenment, illuminating the path for future generations of navigators and scholars, and immortalizing his contributions to the advancement of maritime exploration and knowledge dissemination. Ahmad bin Majid's ingenuity extended to the invention of the magnetic needle, famously referred to as the "qibla," which revolutionized maritime navigation by providing a reliable means to ascertain directions during sea voyages. This compass, a testament to his innovative spirit, played a pivotal role in simplifying and enhancing navigation techniques for sailors of his time.

    Beyond his groundbreaking contributions to maritime exploration, Ahmad bin Majid distinguished himself as a prolific writer and poet. His literary legacy comprises approximately forty works, predominantly in poetic form. Among his notable literary achievements is the prose work titled "Kitab al-Fawaid fi Usul Ilm al-Bahr wa al-Qawa'id” (“The Book of Benefits in the Principles of the Science of the Sea and the Rules”), a comprehensive treatise shedding light on the fundamental principles of maritime science and navigational rules. Through his array of talents as a navigator, writer, and poet, Ahmad bin Majid left an indelible mark on both the realms of exploration and literature, solidifying his legacy as a Renaissance figure of his era.

    Ahmad bin Majid's legacy resonates through his array of contributions, notably his invention of the magnetic needle, dubbed the “qibla,” a pivotal tool in maritime navigation. This ingenious compass revolutionized sea journeys by offering a reliable means to determine directions, thereby streamlining navigation processes. Utilizing poetry as a vessel for documenting his ideas, culture, knowledge, and practical experiences during sea voyages, Ahmad bin Majid ensured accessibility of his insights to fellow navigators and sailors. His literary level served as an invaluable resource for maritime enthusiasts and scholars alike. Ahmad bin Majid's enduring legacy as a navigator, geographer, and writer is truly etched into maritime and UAE history, a testament to his profound impact on the exploration of the seas and the preservation of invaluable maritime knowledge for generations to come [4], [5].

    Undoubtedly, both role models showcase an exceptional talent for making the most of the educational resources within reach. Their successes highlight the significance of determination and resilience, qualities that hold profound importance for the advancement and well-being of a nation.

    Defining interdisciplinary education and its importance

    On Day four, the message centered on promoting interdisciplinary education, which involves the integration of two or more academic, scientific, or artistic disciplines. Interdisciplinary learning or training empowers individuals to blend diverse subjects, fostering innovative thinking and addressing intricate challenges. Throughout history, scientists have embraced interdisciplinary approaches, transcending narrow specializations to yield groundbreaking inventions and advancements that have reshaped human civilization.

    Three exemplary interdisciplinary scientists are Jabir ibn Hayyan, Ibn Sina, and Marie Curie. Jabir ibn Hayyan, an Arab Muslim scientist, demonstrated exceptional proficiency in a wide array of fields including chemistry, astronomy, engineering, metallurgy, philosophy, medicine, and pharmacy. Revered as the pioneer of practical chemistry, his contributions laid the foundation for modern chemical science. Ibn Sina, also known as Avicenna, was a distinguished Muslim scholar and physician. Renowned for his profound insights into medicine and philosophy, he made significant strides in advancing both fields, leaving an indelible mark on intellectual history. Finally, Marie Curie, a renowned physicist and chemist, epitomized interdisciplinary excellence with her groundbreaking work in radioactivity. Her interdisciplinary approach bridged the realms of physics and chemistry, leading to transformative discoveries that earned her two Nobel Prizes and revolutionized our understanding of the natural world. These exemplary figures exemplify the transformative potential of interdisciplinary collaboration, inspiring future generations to embrace diverse perspectives and forge new pathways of knowledge and innovation[6]. 

    Ibn Sina, widely known as the "Prince of Physicians" in the Western world, wrote over 200 books covering a diverse range of subjects, with a significant focus on philosophy and medicine. His magnum opus, "The Canon of Medicine," stood as the definitive reference in the medical field for an astounding seven consecutive centuries. Notably, Ibn Sina's pioneering contributions include the precise description of meningitis, the identification of jaundice causes, the delineation of bladder stones symptoms, and the acknowledgment of psychological treatment's therapeutic efficacy in healing processes [7].

    Marie Curie (1867–1934) was a pioneering scientist in the fields of physics and chemistry. Her groundbreaking research on radioactivity led to the discovery of the element’s polonium and radium, significantly advancing our understanding of radiation's properties [8]. 

    Indeed, interdisciplinary education and active learning opened the door for innovation. As Gyan Nagpal said “Breakthrough innovation occurs when we bring down boundaries and encourage disciplines to learn from each other.”

    UAE as a role modeling in achieving SDG 4

    Day five of the campaign was dedicated to expressing gratitude to the UAE and the educational institutions that played a crucial role in shaping my life journey (Figure 3). The UAE provided me with invaluable opportunities for quality education, including two scholarships that allowed me to pursue medicine at Arabian Gulf University in Bahrain from 1996 to 2002, followed by specialization in Emergency Medicine and Critical Care at McGill University in Montreal, Canada, from 2005 to 2011. These experiences not only nurtured my growth as a medical professional but also enriched my personal development, enforcing in me a commitment to continuous learning and exploration of diverse disciplines to tackle current and future healthcare challenges. In my quest for knowledge and skills enhancement, I pursued further academic endeavors, including a Master's in Quality and Safety in Healthcare from RCSI-Dubai in 2014, followed by a Master's in Organ Donation and Transplantation from the University of Barcelona in 2017. Subsequently, I completed an Executive MBA at Hult University in Dubai in 2019, and culminated my educational journey with a Bachelor of Law from Al Ain University in 2023.

    Reflecting on the vision of H.H. Shaikh Zayed Bin Sultan Al Nahyan, the founding Father of the UAE, who emphasized the role of education in advancing a nation, I was inspired by his belief that the progress of societies is intricately tied to the level and accessibility of education. His unwavering support for education, regardless of gender, has contributed significantly to the UAE's remarkable literacy rate, which soared from 58% in 1975 to a record breaking 98% in 2021! (Figure 4).

    The UAE has implemented various literacy initiatives, catering to diverse demographics. For instance, the Elderly education program, with its flexible design, allows seniors to attend literacy sessions. Additionally, government entities offer incentives to employees pursuing education. Furthermore, legislative measures, such as Law No. 11 of 1972 on Compulsory Education, mandate parents or legal guardians to ensure their children attend school. Under the leadership's commitment to education accessibility, schooling is provided free of charge to the entire population. In 2012, the UAE Cabinet introduced a new federal law on compulsory education, updating the previous legislation and refining the stages of compulsory education. This law mandates that all children aged between six and 18 years must be enrolled in school, reaffirming the nation's dedication to universal education. [9]. In 2016, the UAE introduced the National Reading Law, establishing a comprehensive legislative framework and specific government responsibilities aimed at fostering lifelong learning for the UAE population[10].

    What can individuals do to support SDG 4?

    In its final message, the campaign highlights the power of individual actions in collectively advancing the global goals outlined in SDG 4 (Figure 5). Whether through advocacy, volunteering, or supporting educational initiatives, individuals play a crucial role in promoting quality education for all. By volunteering with organizations that provide educational resources to underserved communities, individuals can help improve access to education. Similarly, empowering others through teaching, by volunteering as tutors or mentors, can make a significant difference. Embracing a culture of lifelong learning for oneself and encouraging others to do the same fosters continuous personal and societal growth. Active engagement with educational institutions, such as participating in parent-teacher associations or supporting local school initiatives, is another effective way to contribute. Additionally, advocating for education, especially for girls and women, and leveraging social media platforms to share information about the importance of education and ongoing initiatives can amplify impact. In conclusion, education is a fundamental human right, and it is imperative that we collectively strive to make quality education accessible to everyone, everywhere. Although SDG 4 presents a formidable challenge, it is achievable through united efforts by all and for all.

    Conclusion 

    In summary, combining my passion for public education, humanitarian work and mountain hiking works well for all three purposes as well as taking the summit stress out completely out of the equation. As I share the messages day by day and feel the interaction with the public, my attention shifts to the public oriented goal more than my personal mountain Goal and the summit becomes secondary rather than the primary goal of the trip.

    Declarations

    Author contributions

    All authors contributed equally and validated the final version of record.

    Conflicts Of Interest

    The Author(s) declare(s) that there is no conflict of interest.

    Funding 

    This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

    Registration

    No registration applicable

    Data availability statement 

    The data that support the findings of this study are available from the corresponding author upon reasonable request.

    Ethical approval

    Ethical approval for this study was not required.

    References

    1. Project Everyone. The Global Goals. [cited 2024 Mar 17]. Goal 4: Quality education. Available from: https://globalgoals.org/goals/4-quality-education/

    2. UNESCO Executive Board. Exploring the potential of artificial intelligence to accelerate the progress towards SDG 4 -Education 2030 [Internet]. Paris: UNESCO; 2019 Mar [cited 2024 Mar 17] p. 4. Report No.: 206 EX/44 REV. + CORR. Available from: https://unesdoc.unesco.org/ark:/48223/pf0000367373

    3. عبدالله المدني. Alayam. 2022 [cited 2024 Mar 17]. محمد بن سعيد بن غباش.. أول خريج جامعي من مواطني الإمارات. Available from: https://alay.am/p/5zjj

    4. The Personal Website of H.H. Sheikh Dr. Sultan bin Muhammad Al Qasimi [Internet]. 2014 [cited 2024 Mar 17]. Was Seaman Ibn Majid A Traitor? Available from: https://sheikhdrsultan.ae/Portal/en/media-center/ruler-in-their-pens/15/3/2014/%D9%87%D9%84-%D8%AE%D8%A7%D9%86-%D8%A7%D9%84%D8%A8%D8%AD%D8%A7%D8%B1-%D8%A7%D8%A8%D9%86-%D9%85%D8%A7%D8%AC%D8%AF.aspx

    5. Prabook [Internet]. [cited 2024 Mar 17]. Ahmad ibn Majid. Available from: https://prabook.com/web/ahmad. ibn_majid/3720561

    6. Amr SS, Tbakhi A. Jabir ibn Hayyan. Ann Saudi Med. 2007 Jan 1;27(1):52–3. https://doi.org/10.5144/0256-4947.2007.53.

    7. Amr SS, Tbakhi A. Ibn Sina (Avicenna): the prince of physicians. Ann Saudi Med. 2007 Mar;27(2):134–5. https://doi.org/10.5144/0256-4947.2007.134.

    8. The Nobel Prize [Internet]. [cited 2024 Mar 17]. The Nobel Prize in Physics 1903. Available from: https://www.nobelprize.org/prizes/physics/1903/marie-curie/biographical/

    9. The Official Portal of the UAE Government [Internet]. [cited 2024 Mar 17]. 4. Quality education | The UN’s 2030 Agenda. Available from: https://u.ae/en/about-the-uae/leaving-no-one-behind/4qualityeducation

    10. The Official Portal of the UAE Government [Internet]. [cited 2024 Mar 17]. National Literacy Strategy. Available from: https://u.ae/en/about-the-uae/strategies-initiatives-and-awards/strategies-plans-and-visions/human-resources-development-and-education/national-literacy-strategy

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