Introduction

An important challenge for medical education internationally, is the design and implementation of curricula and  teaching practices which will develop skills of acquiring and applying knowledge efficiently, as well as critical thinking, analysis and professional behaviors and attitudes in all students.  Adopting a contemporary, integrated Problem Based Learning (PBL) curriculum from the University of Sydney, Australia, the College of Medicine has committed itself to meeting this challenge for the ultimate benefit of producing competent, life long learning practitioners of the highest standard. All curricula however need to be contextualized to suit its own circumstances and we continually endeavor to modify our curriculum to meet the challenges of educating effective Saudi doctors for the 21st century.  In so doing, we place high priority on the goal of enhancing the educational experiences of our students by making learning the core issue and define instruction as enhancing and facilitating the learning process.

Goal

Taking account of modern educational theory and research, our goal is to facilitate the design, delivery and quality management of curricula that are relevant to the needs of educating Saudi health professionals for the 21st century.

Objectives

  • Develop a College Curriculum which is relevant to KSA, yet in-line with best-evidence medical education (BEME) and contemporary medical education, and ensure that it is consistent with the Global Standards for Basic Medical Education as stipulated by the World Federation for Medical Education (WFME, 2003). (WFME Executive Council).
  • To identify gaps and unintentional redundancies within the curriculum by developing a curriculum map which provides a content index of medical and allied health care professions education and assist in answering questions such as 'where do we address topic X in the curriculum, at what level, to what extent, how, from whom and why?" and in response to be able to retrieve a list of learning opportunities, resources and assessments.
  • Conduct annual reviews of the COM curriculum to determine strengths and weaknesses of the curriculum and whether intended goals have been achieved.

Introduction

An important challenge for medical education internationally, is the design and implementation of curricula and  teaching practices which will develop skills of acquiring and applying knowledge efficiently, as well as critical thinking, analysis and professional behaviors and attitudes in all students.  Adopting a contemporary, integrated Problem Based Learning (PBL) curriculum from the University of Sydney, Australia, the College of Medicine has committed itself to meeting this challenge for the ultimate benefit of producing competent, life long learning practitioners of the highest standard. All curricula however need to be contextualized to suit its own circumstances and we continually endeavor to modify our curriculum to meet the challenges of educating effective Saudi doctors for the 21st century.  In so doing, we place high priority on the goal of enhancing the educational experiences of our students by making learning the core issue and define instruction as enhancing and facilitating the learning process.

Goal

Taking account of modern educational theory and research, our goal is to facilitate the design, delivery and quality management of curricula that are relevant to the needs of educating Saudi health professionals for the 21st century.

Objectives

  • Develop a College Curriculum which is relevant to KSA, yet in-line with best-evidence medical education (BEME) and contemporary medical education, and ensure that it is consistent with the Global Standards for Basic Medical Education as stipulated by the World Federation for Medical Education (WFME, 2003). (WFME Executive Council).
  • To identify gaps and unintentional redundancies within the curriculum by developing a curriculum map which provides a content index of medical and allied health care professions education and assist in answering questions such as 'where do we address topic X in the curriculum, at what level, to what extent, how, from whom and why?" and in response to be able to retrieve a list of learning opportunities, resources and assessments.
  • Conduct annual reviews of the COM curriculum to determine strengths and weaknesses of the curriculum and whether intended goals have been achieved.

Objectives Cont'd

Objectives Cont'd

 
  • Facilitate development of clear curricula plans which set out specific 'outcomes' of health professional graduates which will be met across their respective programs.
  • Facilitate development of curricula plans that provide learning opportunities for students to meet core objectives whilst exercising choice in exploring a subject of personal interest in-depth.
  • Promote the development of curricula that give students opportunities to experience a range of clinical specialties and that reflect the changing patterns of health care in a variety of environments including hospitals and community services.
  • Facilitate the development of strategies to ensure patient safety components are integrated into curricula.
  • Ensure students have different teaching and learning opportunities that balance teaching in small (PBL) and large groups, experiential learning in clinical contexts, learning in the community, the use of information technology, simulated training environments etc. whilst providing sufficient self-directed learning opportunities for students.
  • Promote development of curricula that are structured to provide a balance of learning opportunities integrating the learning of basic and clinical sciences, social and behavioral sciences, and thereby enable students to make links between theory and practice.
  • Facilitate development of curricula that are well aligned in terms of curriculum intentions, learning strategies, and assessments.
  • Ensure students receive timely and accurate guidance about assessments, including assessment format, content and length and that students receive regular feedback regarding their performance.

Curriculum and PBL Strategies

Curriculum and Instructional Strategies include:

  • Facilitate orientation of  faculty and students to the system of education and evaluation in the College and acquaint them with the new approaches in medical education and rationale for their use to make them more able and willing to support the system as well as playing a more positive and effective role in it.
  • Provide medical education advice and support to the College Curriculum Committee to help fulfillment of goals especially in relation to overseeing curriculum development, implementation activities, review and modification.
  • Follow-up, through the Curriculum Committee, the implementation of identified curriculum innovations and modifications emanating from program evaluation (unit) activities.
  • In collaboration with the Faculty Development Unit, conduct continuing medical education activities for (full and part-time) faculty in the form of individual tuition and mini-workshops focusing on improvement of planning, designing, implementing, monitoring and evaluating health professionals curricula and their component parts.
  • Provide (part-time and full-time) faculty and students with curriculum literature updates in collaboration with the Evaluation Unit, and medical education library of the Department (DME).
  • Liaise with sister colleges in the Kingdom, the region and world-wide for close collaboration in exchange of experiences, credit transfers and faculty and student exchange programs.
  • Collaborate with the Faculty Development Unit and Master of Medical Education program in faculty development activities and education/training respectively to promote curriculum development.
  • Assist faculty and students to conduct research in medical education with special reference to curriculum development in close collaboration with the Research and Dissemination Program in DME.
  • Participate in accreditation activities to ensure the curriculum is also reviewed from external perspectives.

PBL strategies include:

  • Review of PBL cases for cultural and clinical relevance on a theme and Block basis.
  • Orient and develop faculty and students for effective PBL experiences including development of face to face sessions, online and printed materials.
  • Conduct research  on the effectiveness of PBL.
  • Review Block coordinators Reports and incorporate outcomes into Action Plans for delivery to the Curriculum Committee.
  • Meet regularly with PBL facilitators for feedback and observation.
  • Produce and distribute copies of training videos.

 

Director: Prof. Bashir Hamad
Coordinator: Dr. Muhammad Athar Khan
Director: Prof. Bashir Hamad

Coordinator: Dr. Muhammad Athar Khan

For more information please contact Clara Hernandez at Ext: 95211