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Sreedharan J, Subbarayalu AV, Kamalasanan A, Albalawi I, Krishna GG, Alahmari AD, Alsalamah JA, Alkhathami MG, Alenezi M, Alqahtani AS, Alahmari M, Phillips MR, MacDonald J. Key Performance Indicators: A Framework for Allied Healthcare Educational Institutions. CLINICOECONOMICS AND OUTCOMES RESEARCH 2024; 16:173-185. [PMID: 38562567 PMCID: PMC10982069 DOI: 10.2147/ceor.s446614] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2023] [Accepted: 03/20/2024] [Indexed: 04/04/2024] Open
Abstract
Background Performance evaluation in the allied healthcare education sector is complex, making it essential for policymakers and managers to approach it comprehensively and thoughtfully to understand their performance. Hence, the development and monitoring of Key Performance Indicators (KPIs) in this domain must be considered one of the key priorities for the policymakers in AHIs. Aim This study aims to develop a framework for the AHIs to extract and profile the indicators, measure, and report the results appropriately. Methods The authors adopted a general review of the literature approach to study the primary goals of the institutional KPI framework, emphasizing the need for benchmarking while implementing KPIs and how to track performance using a KPI dashboard. Results The study provides the scope, relevant KPI categories, and a list of KPIs for evaluating the effectiveness of allied healthcare programs. The study findings also emphasized the need for benchmarking the KPIs and establishing a KPI dashboard while measuring and monitoring performance. Conclusion KPIs are considered an invaluable tool that contributes immensely to the performance monitoring process of AHIs, irrespective of the specialties. This helps to identify and guide AHIs for developing KPIs and the associated minimum data set to measure organizational performance and monitor the quality of teaching and learning. In addition, the KPI framework reported in this study is a tool to assist performance monitoring that can subsequently contribute to the overall quality of AHIs.
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Affiliation(s)
- Jithin Sreedharan
- Department of Respiratory Therapy, College of Health Sciences, University of Doha for Science and Technology, Doha, Qatar
| | - Arun Vijay Subbarayalu
- Deanship of Quality & Academic Accreditation, Imam Abdulrahman Bin Faisal University, Dammam, Kingdom of Saudi Arabia
| | - Ajayan Kamalasanan
- Deanship of Quality & Academic Accreditation, Imam Abdulrahman Bin Faisal University, Dammam, Kingdom of Saudi Arabia
| | - Ibrahim Albalawi
- Simulation and Advanced Clinical Skills Center, Prince Sultan Military College of Health Sciences, Dhahran, Kingdom of Saudi Arabia
| | - Gokul G Krishna
- Department of Respiratory Care, Batterjee Medical College, Jeddah, Kingdom of Saudi Arabia
| | - Ayedh Dhafer Alahmari
- Department of Respiratory Care, Batterjee Medical College, Jeddah, Kingdom of Saudi Arabia
| | - Jihad A Alsalamah
- Department of Respiratory Care, Prince Sultan Military Medical City, Riyadh, Kingdom of Saudi Arabia
| | - Mohammed G Alkhathami
- Department of Respiratory Care, Prince Sultan Military College of Health Sciences, Dhahran, Dammam, Kingdom of Saudi Arabia
| | - Meshal Alenezi
- Department of Respiratory Care, Prince Sultan Military College of Health Sciences, Dhahran, Dammam, Kingdom of Saudi Arabia
| | - Abdullah S Alqahtani
- Department of Respiratory Care, Prince Sultan Military College of Health Sciences, Dhahran, Dammam, Kingdom of Saudi Arabia
| | - Mohammed Alahmari
- Dammam Health Network, Eastern Health Cluster, Dammam, Kingdom of Saudi Arabia
| | - Michael R Phillips
- Directorate of Applied Research, Innovation and Economic Development, University of Doha for Science and Technology, Doha, Qatar
| | - JoAnne MacDonald
- Deanship - College of Health Sciences, University of Doha for Science and Technology, Doha, Qatar
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Alsaywid B, Lytras MD, Abuzenada M, Lytra H, Sultan L, Badawoud H, Abuznadah W, Alhaider SA, Housawi A, Apostolaki A. Effectiveness and Preparedness of Institutions' E-Learning Methods During the COVID-19 Pandemic for Residents' Medical Training in Saudi Arabia: A Pilot Study. Front Public Health 2021; 9:707833. [PMID: 34527651 PMCID: PMC8435681 DOI: 10.3389/fpubh.2021.707833] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2021] [Accepted: 06/24/2021] [Indexed: 11/13/2022] Open
Abstract
Background: Under the urgent circumstances of the COVID-19 pandemic, higher education institutions of an international scale have resorted to online education methods, exclusive or not. Among those, medical institutions are under double pressure, fighting the pandemic's effects and, at the same time providing efficient clinical training to their residents. The main aim of the study is to evaluate the preparedness of the educational institutions for the e-learning platform transition for the delivery of medical training and also to evaluate the overall satisfaction level of the participants with their e-learning experience. Methods: This is an observational cross-sectional study design. The survey's sample included 300 medical students and residents of multiple training levels and specialties, coming from more than 15 different cities of Saudi Arabia. Filling the questionnaire required specific inclusion criteria and all obtained data were secured by the Saudi Commission of Health specialty. The main objective was to evaluate the quality of e-learning methods provided by medical universities. For the collection of the data, Survey Monkey software was used and the analysis was conducted with SPSS. Results: The study found that the frequency of digital education use increased by ~61% during the coronavirus crisis, while almost 9 out of 10 residents have used some e-learning platform. It was reported that before the pandemic, participants' online training was deemed to be rather ineffective, given the rate of 3.65 out of 10. However, despite the increase in e-learning use after COVID-19, many obstacles arose duringcthe adaptation process. According to our survey: lectures and training sessions were not conducted as per the curriculum (56.33%); both students and instructors' academic behavior and attitude changed (48.33%); engagement, satisfaction, and motivation in class were rated low (5.93, 6.33, and 6.54 out of 10 accordingly), compared to the desired ones. Still, participants accredited e-learning as a potential mandatory tool (77.67%) and pinpointed the qualifications that in their opinion will maximize educational impact. Conclusion: The study concluded that innovative restructuring of online education should be based on defined critical success factors (technical support, content enhancement, pedagogy etc.) and if possible, set priority levels, so that a more permanent e-learning practice is achievable. Also our study confirmed that students were overall satisfied with the e-learning support of the training method.
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Affiliation(s)
- Basim Alsaywid
- Planning and Organizational Excellence Administration, Saudi Commission for Health Specialties, Riyadh, Saudi Arabia
- King Abdulaziz Medical City, Ministry of National Guard, Jeddah, Saudi Arabia
- College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Ministry of National Guard, Jeddah, Saudi Arabia
| | - Miltiadis D. Lytras
- Effat College of Engineering, Effat University, Jeddah, Saudi Arabia
- Distinguished Scientists Program, Faculty of Computing and Information Technology, King Abdulaziz UniversityJeddah, Saudi Arabia
| | - Maha Abuzenada
- Planning and Organizational Excellence Administration, Saudi Commission for Health Specialties, Riyadh, Saudi Arabia
| | - Hara Lytra
- School of Medicine, University of Patras, Patras, Greece
| | - Lama Sultan
- King Abdulaziz Medical City, Ministry of National Guard, Jeddah, Saudi Arabia
| | - Hala Badawoud
- King Abdulaziz Medical City, Ministry of National Guard, Jeddah, Saudi Arabia
| | - Wesam Abuznadah
- Saudi Commission for Health Specialties, Riyadh, Saudi Arabia
| | | | - Abdulrahman Housawi
- Planning and Organizational Excellence Administration, Saudi Commission for Health Specialties, Riyadh, Saudi Arabia
| | - Areti Apostolaki
- Health and Welfare Units Administration, Technological, Educational Institute of Peloponnese, Kalamata, Greece
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Yaghmour A, Alesa A, Anbarserry E, Abdullah Binmerdah M, Alharbi A, Housawi A, Almehdar M, Lytra H, Alsaywid B, Lytras DM. Challenges and Obstacles Faced by Trainee Female Physicians: An Integrative Research on Gender Discrimination, Stress, Depression and Harassment. Healthcare (Basel) 2021; 9:160. [PMID: 33546188 PMCID: PMC7913154 DOI: 10.3390/healthcare9020160] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2020] [Revised: 01/19/2021] [Accepted: 01/25/2021] [Indexed: 12/25/2022] Open
Abstract
This study's purpose is to assess the challenges and obstacles faced by female trainee physicians and suggest solutions that could resolve these issues and improve their performance. The study utilized an observational, analytical, cross-sectional design based on a self-administered open-ended and validated questionnaire which was distributed to 133 recruited female resident trainees of medical units in Jeddah, Saudi Arabia. The findings of the study revealed that 52% female trainees experienced gender discrimination, mostly (65%) by their superiors, while 40% were regularly harassed. About half (53%) of the interviewees were severely depressed, resulting in their reconsidering their career in medicine. A total of 14% thought of suicide, while four planned to end and five had attempted to end their life. However, only eight (6%) participants officially reported the cases of harassment to the accountable superiors. Half of them felt neglected by the healthcare administration, and one-fourth (24%) were underachieving in their studies and work. The study concluded that work dissatisfaction, limited clinical correspondence, high depression, burnout, stress and drop-out rates-all deriving from common gender discrimination-compose the alarming and complex challenges that female trainee residents in Jeddah of various levels and specialties have to face.
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Affiliation(s)
- Aisha Yaghmour
- College of Medicine, King Saud Bin-Abdul-Aziz University for Health Sciences, Ministry of National Guard, Jeddah 14611, Saudi Arabia; (A.Y.); (A.A.); (E.A.); (M.A.B.)
| | - Alaa Alesa
- College of Medicine, King Saud Bin-Abdul-Aziz University for Health Sciences, Ministry of National Guard, Jeddah 14611, Saudi Arabia; (A.Y.); (A.A.); (E.A.); (M.A.B.)
| | - Esraa Anbarserry
- College of Medicine, King Saud Bin-Abdul-Aziz University for Health Sciences, Ministry of National Guard, Jeddah 14611, Saudi Arabia; (A.Y.); (A.A.); (E.A.); (M.A.B.)
| | - Merihan Abdullah Binmerdah
- College of Medicine, King Saud Bin-Abdul-Aziz University for Health Sciences, Ministry of National Guard, Jeddah 14611, Saudi Arabia; (A.Y.); (A.A.); (E.A.); (M.A.B.)
| | - Ahlam Alharbi
- Department of Surgery, College of Medicine, King Abdulaziz University, Jeddah 21589, Saudi Arabia;
| | - Abdulrahman Housawi
- Planning and Organizational Excellence Administration, Saudi Commission for Health Specialties, Riyadh 11614, Saudi Arabia; (A.H.); (M.A.)
| | - Manal Almehdar
- Planning and Organizational Excellence Administration, Saudi Commission for Health Specialties, Riyadh 11614, Saudi Arabia; (A.H.); (M.A.)
| | - Hara Lytra
- School of Medicine, University of Patras, 26504 Patras, Greece;
| | - Basim Alsaywid
- College of Medicine, King Saud Bin-Abdul-Aziz University for Health Sciences, Ministry of National Guard, Jeddah 14611, Saudi Arabia; (A.Y.); (A.A.); (E.A.); (M.A.B.)
- Planning and Organizational Excellence Administration, Saudi Commission for Health Specialties, Riyadh 11614, Saudi Arabia; (A.H.); (M.A.)
- Urology Section, Department of Surgery, King Abdulaziz Medical City, Ministry of National Guard, Jeddah 11173, Saudi Arabia
| | - Dimitrios M. Lytras
- School of Medicine, National and Kapodistrian University of Athens, 11527 Athens, Greece
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Residents’ Training in COVID-19 Pandemic Times: An Integrated Survey of Educational Process, Institutional Support, Anxiety and Depression by the Saudi Commission for Health Specialties (SCFHS). SUSTAINABILITY 2020. [DOI: 10.3390/su122410530] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
In late December of 2019, the outbreak of coronavirus disease (COVID-19) was first reported in the city of Wuhan, the capital of Hubei province in China, and was declared a pandemic by the World Health Organization in March 2020. Globally, as of 8 July 2020, there have been 11,669,259 confirmed cases of COVID-19, including 539,906 deaths. In Saudi Arabia, the confirmed cases have already reached 223,327, with 161,096 patients confirmed to have recovered, and 2100 deaths. This study aims to determine the effect of the COVID-19 pandemic on the training programs of the Saudi Commission for Health Specialties (SCFHS) and assess trainees’ mental health status (i.e., anxiety and depression). Trainee evaluations on training programs were also sought in order to obtain insights for strategic planning necessary for curricular modifications or improvements to address the clinical learning needs of trainees during this pandemic. The main contribution of our work is an investigation of the incidence of depression and anxiety regarding COVID-19 within the community of residents and fellows. Furthermore, we elaborate on key responsive actions towards the enhancement of the mental health of trainees. Last but not least, we propose the Saudi Commission for Health Specialties (SCFHS) Model for Residents’ Mental Health Enhancement during the COVID-19 Pandemic, which consists of five integrative value layers for medical education and training, namely: the knowledge creation process and innovation; technological capabilities for personalized medicine and patient-centric healthcare with a social impact; innovative applications of technology-enhanced learning and web-based active learning approaches for medical training and education; residents’ wellbeing and the impact of COVID-19 in strategic layers. In our future work, we intend to enhance the proposed framework with studies on trainee satisfaction and the efficiency of different technology-enhanced learning platforms for medical education.
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