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Bin Abdulrahman AK, Aldayel AY, Bin Abdulrahman KA, Rafat Bukhari Y, Almotairy Y, Aloyouny S, Qabha H, Almadi M, Almasri M, Alasmari A, Alghamdi A, Alotaibi Y, Dahmash AB, Mousa Alharbi M, Shadid AM. Do Saudi medical schools consider the core topics in undergraduate medical curricula? BMC MEDICAL EDUCATION 2022; 22:377. [PMID: 35581587 PMCID: PMC9112462 DOI: 10.1186/s12909-022-03452-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/22/2021] [Accepted: 05/12/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Most of the medical schools in Saudi Arabia are currently evolving their curricula in accordance with the most recognized medical education trends worldwide. Undergraduate medical school's curriculum should be compatible with community health needs. Therefore, the study aims to explore the current contents of Saudi undergraduate medical curricula and to check if the core topics that were internationally recognized were implemented in their curriculum. METHODOLOGY An online questionnaire was designed and sent to 37 deans of medical schools in Saudi Arabia. The deans or the vice-deans in charge of the curriculum were asked to complete the pre-designed questionnaire, which assessed the status of inclusion of the core topics in the curriculum of their affiliated schools. Each listed core topic was evaluated according to five options for each subject: not included, separate required course, part of the required course, separate elective course, and part of an elective course. RESULTS Twenty four out of 37 (65%) Saudi medical schools completed the survey questionnaire. Almost all core topics, such as communication skills, evidence-based medicine, patient safety, professionalism were included in the curricula of Saudi medical schools as separate required courses or as part of required courses or elective courses. Complementary and alternative medicine and the history of medicine were the topics least taught in Saudi medical colleges, as 25% of the schools did not include them in their curricula. CONCLUSION The majority (65%) of the internationally recognized core topics were included in the Saudi undergraduate medical curricula. Evidence-based medicine, complementary medicine, the Saudi healthcare system, patient safety, and professionalism/medical ethics should be part of compulsory credited courses in all Saudi undergraduate medical curricula.
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Affiliation(s)
- Amro K Bin Abdulrahman
- Preventive Medicine, Department of Public Health, Ministry of Health, Riyadh, Saudi Arabia
| | | | - Khalid A Bin Abdulrahman
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia.
| | | | - Yazeed Almotairy
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia
| | - Saleh Aloyouny
- Department of Internal Medicne, Ministry of National Guard Health Affairs, Riyadh, Saudi Arabia
| | - Hamad Qabha
- Department of Radiology, Dallah Hospitals, Riyadh, Saudi Arabia
| | - Mansour Almadi
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia
| | - Mohammed Almasri
- King Faisal Specialist Hospital & Research Centre, Riyadh, Saudi Arabia
| | - Abdulaziz Alasmari
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia
| | - Abdullah Alghamdi
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia
| | - Yasir Alotaibi
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia
| | - Abdulmajeed Bin Dahmash
- Department of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Othman Bin Affan Rd. Al-Nada, Riyadh, 7544, Saudi Arabia
| | | | - Asem M Shadid
- Department of Dermatology, King Fahad Medical City, Riyadh, Saudi Arabia
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Mahmood SI, Daim SA, Borleffs JCC, Heijne-Penninga M, Schönrock-Adema J. The transferability of Western concepts to other cultures: validation of the Zuckerman-Kuhlman Personality Questionnaire in a Saudi Arabic context. MEDICAL TEACHER 2015; 37 Suppl 1:S67-S74. [PMID: 25665631 DOI: 10.3109/0142159x.2015.1006606] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
BACKGROUND The importance of medical education research in Saudi Arabia has been acknowledged increasingly and a lot of concepts used have been derived from the Western world. The question arises, however, whether Western concepts and questionnaires are transferable to societies with different cultures. The aim of this study was to investigate the instrument structure and the reliability of the Arabic version of the Zuckerman-Kuhlman Personality Questionnaire-medium (ZKPQ-m). METHODS Three statistical methods with decreased amount of strictness were used to analyse our data: Confirmatory Factor Analysis, Procrustes rotation and Principal Component Analysis. RESULTS Our outcomes did not confirm the original instrument structure. Instead, we found four interpretable components: Emotional Instability, Impulse-seeking, Activeness and Self-Control. However, the amount of explained variance was not very high and the internal consistencies ranged from unsatisfactory to only moderate. The data showed a high percentage of respondents agreeing with more than three items of the Infrequency scale, which may be attributable to the collectivistic culture in Saudi Arabia. CONCLUSION We did not succeed in replicating the ZKPQ structure in the Arabic context. Social desirability, a common characteristic in collectivistic cultures, may have reduced the replicability of the internal structure of the ZKPQ-m. Different methods to measure concepts in collectivistic cultures may help to get round social desirability.
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Obeidat AS, Alhaqwi AI, Abdulghani HM. Reprioritizing current research trends in medical education: a reflection on research activities in Saudi Arabia. MEDICAL TEACHER 2015; 37 Suppl 1:S5-8. [PMID: 25649103 DOI: 10.3109/0142159x.2015.1006603] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
BACKGROUND There are numerous national efforts to determine and develop research priorities of medical education in Saudi Arabia. These priorities were first proposed in 2010 by "Dr Al-Khuli's Chair for Developing Medical Education in Saudi Arabia". The proposed priority domains were: curriculum, students, faculty, and quality assurance and accreditation. AIM To investigate publications in medical education at the national and international levels in areas relating to these proposed priorities. METHODS Electronic search within PubMed database for papers relating to each domain of priority was conducted at national and international levels in the last three years, using the same keywords as the priority domains, but only confined to undergraduate medical education. RESULTS Out of 3145 articles retrieved when searching with keyword as broad as "undergraduate medical curriculum" only 81 articles worldwide and 3 articles from Saudi Arabia were dealing with curriculum related issues as a whole. Further search on the sub-domains "effective strategies to manage undergraduate curriculum" and "undergraduate medical education models", resulted in the retrieval of few articles worldwide and none from Saudi Arabia. At the national level, there were 63 publications from Saudi Arabia that were either course (topic)-specific or could not be classified under the four domains specified by Dr Al-Khuli's Chair. CONCLUSION Research activities in medical education in Saudi Arabia in the last 3 years showed diversity and lack of focus in the research priorities. Efforts of academic and research centers should continue to monitor and encourage these activities toward achieving the recommended priorities.
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