Such national frameworks aim to provide a common platform on which the curricula of medical schools in the kingdom can be grounded and against which all Saudi medical graduates can be compared in terms of skills and knowledge. Saudi Arabia was not uncompetitive and has made recognizable efforts recently to establish national competency frameworks for medical graduates. CBME and evolving national competency frameworks in Saudi Arabia
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In addition, the lack of shared discourse and terminology is another reported limitation that currently compromises the full promise of CBME. Despite the wide reputation and implementation of this educational strategy, some challenges remain to be addressed, which include the definition of competencies and the development of authentic methods of assessment of these competencies. In contrast to the traditional time-based model, CBME de-emphasizes time and concentrates on how the student can actually perform at the end of their course of study. Moreover, many medical schools are adopting these frameworks in their curricula. Enthusiasm for competency-based medical education (CBME) has translated into the establishment of competency-based frameworks for medical graduates in many countries, for example, the Can Meds (Competency framework approved by the Royal College of Physicians and Surgeons of Canada) Tomorrow’s Doctor the Scottish Doctor and the Accreditation Council for Graduate Medical Education (ACGME). This paradigm has been necessitated by increasing concerns about accountability, cost-effectiveness, and rising expectations of the community regarding what future physicians can do to meet their needs. The history of medical education has attracted substantial interest over the past few years, and medical education has moved toward outcome-based education (OBE). During our experimentation with curriculum mapping, we articulated the “SaudiMEDs barcode” that we suggest as a novel method for curriculum alignment to the matrix of national competency and, hopefully, to aid in the accreditation projects. We recommend structured training during the internship period as an essential supplement to undergraduate medical qualifications.
Our study elucidated a minor gap in the knowledge domains but a significant one in the essential skills in relation to the SaudiMEDs.
ConclusionĬurriculum mapping is a powerful tool for curriculum improvement. The “SaudiMEDs barcode” is generated that we hypothesize as a novel method for the description of our program in relation to the national competency framework. The project yielded a content “expertise” map regarding where the main domains of knowledge and skills in the SaudiMEDs framework are addressed in our curriculum. Deficient skills were mainly hospital-based ones. Results showed that our curriculum is lacking in 3.9% of the clinical presentations and 23.9% of the skills deemed necessary by the SaudiMEDs, and require attention. The coordinators of the 34 modules completed the checklist and identified whether each clinical presentation or skill is taught in their relevant modules. This cross-sectional descriptive study started on 1 September 2015 until 29 February 2016. We developed a checklist based on the essential clinical presentations and skills listed in the SaudiMEDs to map our curriculum and determine the comparability. Meet other developers and connect with our team.This study aims to map the curriculum of the Faculty of Medicine at Tabuk University to assess its comparability with the SaudiMEDs competency framework. Spend more time on Twitter than your inbox? Us, too.
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