THE MASTER'S IN MEDICAL EDUCATION PROGRAM

The Department of Medical Education, College of Medicine, King Saud bin Abdulaziz University for Health Sciences, initiated the first Masters in Medical Education Program (MMEP) in the Kingdom during the Academic Year 2006-2007 with 18-20 student intakes per year. The University has witnessed the graduation of the first batch in 2009.  The profile of graduates is as follows (Table 1):

Academic Years

Batch

Region

Institution

Gender

Total 

Riyadh

Jeddah

Madinah

NGHA

Non-NGHA 

Male

Female

2007-2009

1

16

1

 

15

2

8

9

17

2008-2010

2

15

1

 

9

7

11

5

16

2009-2011

3

18

 

 

12

6

8

10

18

2010-2012

4

16

3

 

14

5

14

5

19

2011-2013

5

17

8

 

16

9

12

13

25

2012-2014

6

11

7

 

14

4

14

4

18

2013-2015

7

8

6

4

8

10

9

9

18

2014-2016

8

13

10

 

17

6

10

13

23

Grand Total

 

114

36

4

105

49

86

68

154

                                                                       Table 1 Profile of Graduates of the Masters in Medical Education



The MMEP provides leadership opportunity to health professionals in the fields of medicine, dentistry, pharmacy, nursing, and other health professions. It prepares them to deliver quality standards and services in educational leadership roles and to improve their educational understanding, methods, and programs. The MMEP is committed to providing basic educational knowledge and skills through a comprehensive program designed to prepare faculty members to educate and lead health professionals.

The teaching strategy in this program is richly multivariate; it is highly student-centered with student-led presentations, problem-based learning, and student projects complemented with student-led seminars, workshops, and interactive lectures i.e., through classroom activity, outside projects and electronic learning such as Blackboard or Course Tool; on-line website includes the curriculum contents and objectives, course timetables, PBL problems, lectures, references, links, formative assessment, online portfolio, and a system for student supervision and follow-ups.

The program is organized into 10 blocks averaging six weeks. These blocks focus on specific learning topics, inter-related to form an integrated whole. Student assessment process consist of different methods (individual assignments, PBL tutorials, presentations, quizzes and final exams) designed to match the respective expected learning outcomes for each block. Duration of the program is two years or four academic semesters.  The first three semesters cover nine blocks and the fourth semester covers the thesis. The total CRH (credit hours) is 42 guided by the regulation of the Ministry of Higher Education for postgraduate training.

In summary, the highly motivated curriculum and instructional activities have been designed to prepare highly dedicated students to become effective and successful medical educators. For more detailed information please view our online Introduction to The Masters in Medical Education, 2016.

 

Mission

  • To provide educational services of high quality to the College, and to the whole University, including areas such as curriculum development, instructional methods, assessment, research, professionalism, program evaluation and development, and College promotion.
  • To develop its local, regional and international contributions and connections in health profession education.

Vision


To develop a Centre of excellence in health profession education, be the pioneering and strongest department in the Region, and be recognized by the World Health Organization (WHO) as a collaborating center in the field of health profession education.

Values

Four values will serve as guidelines in implementing and running the Masters Program:

  • Relevance- to respond to priority educational challenges through the program’s educational, research, and services objectives.

  • Quality- to ensure that program faculty, staff, and students are committed to the highest standards of quality in medical education.

  • Leadership and teamwork building- to enhance leadership skills and individual responsibility among faculty, staff, and students in an inter-disciplinary, teamwork atmosphere.

  • Scientific creativity – to encourage the exploration of new ideas in the development of medical education and research.

Goal


To provide educational services to the College and University, including curriculum development, innovative instructional methods, educational research, student assessment, graduate level training in medical education, and program and faculty evaluation; and to contribute to faculty enhancement, program development, quality assurance, college promotion, educational leadership, and instruction in relevant blocks at the undergraduate level.

Objectives
  • Ensure high quality education and to contribute to research.
  • Provide educational services to the College and sister Colleges at the University.
  • Conduct high quality educational research.

The Department of Medical Education is comprised of the following units: