Saudi Medical Education Directives Framework.
Executive Summary
This project began initially as an effort to develop a national consensus amongst Saudi stakeholders for the
vision of the ‘Saudi Future Physician’ and develop the essential learning outcomes for medical schools. It
was conducted between 2005 and 2007 (Zaini, 2007). It aimed to provide some ways to assure minimum
standards in the undergraduate medical education.
As a result, an initiative was found by the Saudi Medical Deans’ Committee to establish common core
learning outcomes/competences for the medical degree programs in Saudi Arabia. Its aim was to
harmonize the Saudi Medical Higher Education Sector. Beginning in 2009, the designated committee for
Phase I started their task, which was completed by 2011. The product was published as SaudiMED: A
competence specification for the Saudi medical graduates, Medical Teacher (Zaini, et al, 2011).
Phase II was started by the Saudi Medical Deans’ Committee in September 2012 to describe a set of
learning outcomes for the primary medical degree in Saudi Arabia. The outcomes have been generated
through an extensive process of expert development and review. It also takes into consideration the
previous work on LOs in medicine. These outcomes have been distributed to all Saudi medical colleges for
revision and comments. The feedback was analyzed through the Delphi Technique1 (Reid, 1988) to
approve the first draft. This draft was discussed in two workshops attended by the most important
stakeholders in relevance to the graduates of the Saudi medical colleges. An individual survey among the
participants besides their comments in the workshop has been incorporated with the responses of the other
stakeholders who were not invited to the workshop. Opinions and comments have been considered for a
further detailed analysis.
SaudiMED framework was expressed as a four-level model:
Level I comprises six themes detailed further in the next level. The focus of this level is on describing the
relevant physician's duties and obligations
.
Level II comprises seventeen key competences (Learning outcomes) a physician should obtain. These are
further detailed at the next level, while paying special consideration to program specialization and level.
Level III comprises eighty enabling competences the committee deems essential for all undergraduate
medical programs in Saudi Arabia. However, this level could vary from one program to another. For
example, they could vary from undergraduate to postgraduate to life-long learning. This level is strongly
connected to the nature of medical education and practice of a given specific specialty.
Level IV comprises of the joint committees between the Saudi Deans and NCAAA to ensure the learning
outcomes as the minimum requirement for all medical schools in Saudi Arabia.
The document discusses self-directed learning (SDL), which involves individuals taking initiative to diagnose learning needs, formulate goals, identify resources, implement strategies, and evaluate learning. SDL skills include developing curiosity, formulating questions, identifying needed data, locating reliable sources, and organizing information. Medical students need SDL skills to keep learning and engage in continuing education as the field rapidly advances. SDL can be facilitated in medical colleges through problem-based learning, small group teaching, and creating an autonomy-supportive environment that incorporates old and new concepts. This helps develop students' cognitive, psychomotor, and affective skills while achieving benefits like greater enthusiasm, better question-asking, and enhanced retention of knowledge. Technologies like websites, videos,
To be effective, an Integrated curriculum needs integrated assessment. This brief talk captures the essence of integrated evaluation carried out in Malaysia using a hybrid curriculum modelled after the British curricula. Harden's 11-step ladder of integration forms the basis of the talk.
Professionalism is the buzzword and used in all discussions of Medical Ethics and Health Professional Ethics.Over the last decade, health professional associations are embracing Professionalism to oppose financial motives of the for-profit corporate players from interfering with the fiduciary relationship between Provider and the Client.
Humorous cartoons have been added to provide non-offensive mild punches and aid critical self-reflection..
This document outlines an agenda for a revised basic workshop on medical education technologies taking place from August 21-23, 2017 at Calcutta National Medical College. The workshop will address topics such as best practices in medical education, growth avenues in medical education, and networking in medical education. Networking refers to creating interconnected relationships among students, teachers and other stakeholders, either directly or through intermediaries, for achieving common goals and sharing resources. A community of practice is a group that shares a passion for something they do and learns how to do it better through regular interaction. The document encourages medical educators to network for professional growth and development.
The document outlines the steps of the Integration Ladder model:
1. Nesting involves targeting skills from other subjects within a subject-based course to enrich teaching.
2. Temporal co-ordination keeps subjects separate but coordinates related topic timing.
3. Shared planning and teaching occurs when two complementary subjects jointly implement a program emphasizing shared concepts.
4. A multidisciplinary approach brings multiple subjects together around common themes, problems, or issues.
5. An interdisciplinary approach further emphasizes commonalities across subjects as they relate to a central theme.
6. Trans-disciplinary integration transcends individual disciplines and focuses on knowledge exemplified in real world situations.
The Philippine Board of Ophthalmology embarks on a difficult task of mandating teaching of ethics and professionalism for residency Training Programs in Ophthalmology in the country. This is the first lecture in that conference defining both ethics and medical professionalism.
This document discusses competency-based medical education (CBME) and its advantages over traditional medical education. It defines key terms like competence, competency, and competent. CBME focuses on outcomes, emphasizes abilities over time-based learning, and promotes learner-centeredness with segmented achievement and assessment. Unlike traditional education, CBME is outcome-based, integrative, learner-centered, and time-independent with individualized, workplace-based learning and assessment. Competencies are broken into milestones to be achieved over time, with formative assessment and feedback to ensure holistic competency development. CBME aims to produce competent Indian medical graduates by defining their roles and competencies to be developed through milestone-based learning and
The document discusses self-directed learning (SDL), which involves individuals taking initiative to diagnose learning needs, formulate goals, identify resources, implement strategies, and evaluate learning. SDL skills include developing curiosity, formulating questions, identifying needed data, locating reliable sources, and organizing information. Medical students need SDL skills to keep learning and engage in continuing education as the field rapidly advances. SDL can be facilitated in medical colleges through problem-based learning, small group teaching, and creating an autonomy-supportive environment that incorporates old and new concepts. This helps develop students' cognitive, psychomotor, and affective skills while achieving benefits like greater enthusiasm, better question-asking, and enhanced retention of knowledge. Technologies like websites, videos,
To be effective, an Integrated curriculum needs integrated assessment. This brief talk captures the essence of integrated evaluation carried out in Malaysia using a hybrid curriculum modelled after the British curricula. Harden's 11-step ladder of integration forms the basis of the talk.
Professionalism is the buzzword and used in all discussions of Medical Ethics and Health Professional Ethics.Over the last decade, health professional associations are embracing Professionalism to oppose financial motives of the for-profit corporate players from interfering with the fiduciary relationship between Provider and the Client.
Humorous cartoons have been added to provide non-offensive mild punches and aid critical self-reflection..
This document outlines an agenda for a revised basic workshop on medical education technologies taking place from August 21-23, 2017 at Calcutta National Medical College. The workshop will address topics such as best practices in medical education, growth avenues in medical education, and networking in medical education. Networking refers to creating interconnected relationships among students, teachers and other stakeholders, either directly or through intermediaries, for achieving common goals and sharing resources. A community of practice is a group that shares a passion for something they do and learns how to do it better through regular interaction. The document encourages medical educators to network for professional growth and development.
The document outlines the steps of the Integration Ladder model:
1. Nesting involves targeting skills from other subjects within a subject-based course to enrich teaching.
2. Temporal co-ordination keeps subjects separate but coordinates related topic timing.
3. Shared planning and teaching occurs when two complementary subjects jointly implement a program emphasizing shared concepts.
4. A multidisciplinary approach brings multiple subjects together around common themes, problems, or issues.
5. An interdisciplinary approach further emphasizes commonalities across subjects as they relate to a central theme.
6. Trans-disciplinary integration transcends individual disciplines and focuses on knowledge exemplified in real world situations.
The Philippine Board of Ophthalmology embarks on a difficult task of mandating teaching of ethics and professionalism for residency Training Programs in Ophthalmology in the country. This is the first lecture in that conference defining both ethics and medical professionalism.
This document discusses competency-based medical education (CBME) and its advantages over traditional medical education. It defines key terms like competence, competency, and competent. CBME focuses on outcomes, emphasizes abilities over time-based learning, and promotes learner-centeredness with segmented achievement and assessment. Unlike traditional education, CBME is outcome-based, integrative, learner-centered, and time-independent with individualized, workplace-based learning and assessment. Competencies are broken into milestones to be achieved over time, with formative assessment and feedback to ensure holistic competency development. CBME aims to produce competent Indian medical graduates by defining their roles and competencies to be developed through milestone-based learning and
This document discusses the use of networking and social media in medical education. It begins by defining educational networking as using social networking technologies for educational purposes. Some key points include:
- There are many benefits to using networks like sharing resources, communicating, and staying informed. However, there are also limitations like superficial connections and inaccurate information.
- Popular social media sites that can be used include Facebook, Twitter, LinkedIn, YouTube and blogs/wikis. These allow activities like discussing with professors, listening to lectures and arranging meets.
- Networks should be used to disseminate accurate health information, engage with peers/patients, and stay up to date. Some avenues for growth in medical education are innovations in
Integrated teaching in medical education aims to coordinate different teaching activities to ensure effective learning. It is needed due to the growth and fragmentation of medical disciplines over time. Integration can be horizontal between disciplines of the same phase, vertical between disciplines of different phases, or both. Learning modules are planned units that take a multidisciplinary approach to a topic, problem, or task. They specify objectives, teaching methods, resources, and evaluation. Module development involves choosing a focus, identifying departments, planning teaching and assessment, and revising based on feedback. Benefits include minimizing contradictions and repetition for students while allowing collaboration for teachers. Drawbacks can include modules becoming too complex or fragmented learning.
A system of moral principles that apply values and judgments to the practice of medicine
MCI amended their guidelines of professional conduct, etiquette and ethics for the Doctors
1) Competency-based medical education (CBME) is an outcomes-based approach that uses competencies as an organizing framework for designing, implementing, assessing, and evaluating medical education programs.
2) Traditional medical education focuses on knowledge acquisition with a fixed length and variable outcomes, while CBME emphasizes knowledge application with a variable length and defined outcomes.
3) Effective assessment in CBME uses a variety of objective measurement tools aligned with outcomes, incorporates direct observation and authentic tasks, and emphasizes formative assessment to drive future learning.
curriculum development for medical educationerfanzamani2
This document outlines the six key steps for developing an effective medical education curriculum: (1) identifying health care needs and problems, (2) assessing needs of targeted groups, (3) defining goals and measurable objectives, (4) selecting educational strategies like lectures and group work, (5) implementing the curriculum with resources and addressing barriers, and (6) evaluating individual and curriculum performance through formative and summative assessments to stimulate continuous improvement. The curriculum development process can be either dynamic and continuously refined or static. References are provided for additional information on curriculum development best practices.
This document provides a six-step process for developing a competency-based curriculum in medical education. The six steps are: 1) conduct a needs assessment, 2) identify competencies, 3) write goals and objectives, 4) determine teaching methods, 5) determine assessment methods, and 6) determine program improvement methods. The document describes each step in detail, including how to write goals and objectives, identify relevant competencies, and match assessment methods to objectives.
Lecture on Professionalism in Medicine, prepared and presented by Dr. Mohamed Alrukban and Dr. Ghaiath Hussein for 4th year medical students in the Medical Ethics Course on Monday Febraury 5, 2012.
The document outlines the key elements of medical professionalism which include altruism, accountability, excellence, honesty and integrity, duty, respect and compassion for patients. It defines professionalism as adhering to high ethical standards and prioritizing patient welfare over other considerations. The elements are described as qualities professionals should demonstrate both for themselves as well as in their interactions with patients.
This document provides information about the contributors and reviewers involved in the fifth edition of the textbook "Theoretical Basis for Nursing". It lists the production staff, including the acquisitions editor, development editor, and editorial coordinator. It also provides copyright information and a dedication from the authors.
Professionalism in medicine encompasses a set of values including competence, integrity, compassion, respect and dedication to service. It emerged as a concept in the 1990s in response to the growing business model of healthcare and need to reinforce ethical principles. Professionalism is important for medical students to understand as it forms the basis of the patient-physician relationship and trust. While professional values have long existed, it is important for students to dedicate themselves to living according to these ideals from the beginning of their training through compassionate care for patients.
Global nursing aims to promote sustainable planetary health and equity for all people through an evidence-based nursing process. It considers social determinants of health and includes individual, population-level care, research, education, leadership, advocacy and policy initiatives. Global nurses engage ethically and respect human dignity, rights and diversity, partnering with communities and other providers.
Electives - Opportunities in Community Medicine - Dr Animesh Jain 12th Mar 2021Animesh Jain
Electives have been introduced in the new CBME curriculum of MBBS. This presentation is an attempt to provide some insights and ideas about Elective opportunities in Community Medicine.
This is an interesting ppt on social media and networking, their role in medical education with 12 tips to use them effectively for medical education...
AETCOM [ATTITUDE,ETHICS & COMMUNICATION IN MEDICAL EDUCATION] EDUCATIONanitasreekanth
This document outlines an Attitude, Ethics and Communication (AETCOM) module for medical students. The module aims to teach professionalism through 27 structured learning sessions over 4 years focusing on communication skills, medical ethics, and developing the right attitudes. Key elements include using case-based learning, maintaining competency logbooks, and assessments of students' professional development throughout their clinical training. The goal is to produce medical graduates who are compassionate, caring, and committed to serving patients and communities to a high standard of medical practice.
the session on Networking talks about the various ways of establishing a community of good practice, how medical networking is achieved, & utility of medical networking & SWOT in Medical education units
This document explores the assessment of professionalism in healthcare professions. It begins with an icebreaker exercise and then defines professionalism as qualities characteristic of a profession including skill, knowledge, and work practices. The document outlines several domains of professionalism including patient care, medical knowledge, and ethics. It notes professionalism is complex to define and assess given it involves various attributes, behaviors, and attitudes that depend on context. Several tools for assessment are discussed, including written assessments, competency-based approaches like OSCEs, and performance-based methods like multi-source feedback. The document stresses the need for a validated definition of professionalism to guide assessment and emphasizes triangulation of multiple assessment methods over time for reliable and valid evaluation
CBME aims to produce competent medical graduates through an outcome-based and learner-centered approach. It assesses students based on their ability to apply knowledge and skills in real-world settings, rather than solely evaluating content recall. CBME divides competencies into observable milestones and provides formative feedback to allow for phased, self-paced learning. The goal is to develop graduates with competencies in knowledge, skills, and attitudes required for their roles as clinicians, leaders, team members, communicators, lifelong learners and professionals. Implementing CBME requires defining learning objectives, integrating topics horizontally and vertically, selecting teaching methods, and assessing students' competency levels through observations of performance.
Teaching Medical Physics at Undergraduate levelAmmar Felemban
This document summarizes a presentation on teaching medical physics at the undergraduate level. It outlines the medical physics profession and qualifications, degrees offered in Saudi Arabia and other countries, and challenges with the current academic program, job market, and clinical training opportunities. The presentation recommends terminating all undergraduate medical physics programs, utilizing resources for master's programs instead, and developing a national residency program to properly qualify medical physicists according to international standards.
This document discusses the use of networking and social media in medical education. It begins by defining educational networking as using social networking technologies for educational purposes. Some key points include:
- There are many benefits to using networks like sharing resources, communicating, and staying informed. However, there are also limitations like superficial connections and inaccurate information.
- Popular social media sites that can be used include Facebook, Twitter, LinkedIn, YouTube and blogs/wikis. These allow activities like discussing with professors, listening to lectures and arranging meets.
- Networks should be used to disseminate accurate health information, engage with peers/patients, and stay up to date. Some avenues for growth in medical education are innovations in
Integrated teaching in medical education aims to coordinate different teaching activities to ensure effective learning. It is needed due to the growth and fragmentation of medical disciplines over time. Integration can be horizontal between disciplines of the same phase, vertical between disciplines of different phases, or both. Learning modules are planned units that take a multidisciplinary approach to a topic, problem, or task. They specify objectives, teaching methods, resources, and evaluation. Module development involves choosing a focus, identifying departments, planning teaching and assessment, and revising based on feedback. Benefits include minimizing contradictions and repetition for students while allowing collaboration for teachers. Drawbacks can include modules becoming too complex or fragmented learning.
A system of moral principles that apply values and judgments to the practice of medicine
MCI amended their guidelines of professional conduct, etiquette and ethics for the Doctors
1) Competency-based medical education (CBME) is an outcomes-based approach that uses competencies as an organizing framework for designing, implementing, assessing, and evaluating medical education programs.
2) Traditional medical education focuses on knowledge acquisition with a fixed length and variable outcomes, while CBME emphasizes knowledge application with a variable length and defined outcomes.
3) Effective assessment in CBME uses a variety of objective measurement tools aligned with outcomes, incorporates direct observation and authentic tasks, and emphasizes formative assessment to drive future learning.
curriculum development for medical educationerfanzamani2
This document outlines the six key steps for developing an effective medical education curriculum: (1) identifying health care needs and problems, (2) assessing needs of targeted groups, (3) defining goals and measurable objectives, (4) selecting educational strategies like lectures and group work, (5) implementing the curriculum with resources and addressing barriers, and (6) evaluating individual and curriculum performance through formative and summative assessments to stimulate continuous improvement. The curriculum development process can be either dynamic and continuously refined or static. References are provided for additional information on curriculum development best practices.
This document provides a six-step process for developing a competency-based curriculum in medical education. The six steps are: 1) conduct a needs assessment, 2) identify competencies, 3) write goals and objectives, 4) determine teaching methods, 5) determine assessment methods, and 6) determine program improvement methods. The document describes each step in detail, including how to write goals and objectives, identify relevant competencies, and match assessment methods to objectives.
Lecture on Professionalism in Medicine, prepared and presented by Dr. Mohamed Alrukban and Dr. Ghaiath Hussein for 4th year medical students in the Medical Ethics Course on Monday Febraury 5, 2012.
The document outlines the key elements of medical professionalism which include altruism, accountability, excellence, honesty and integrity, duty, respect and compassion for patients. It defines professionalism as adhering to high ethical standards and prioritizing patient welfare over other considerations. The elements are described as qualities professionals should demonstrate both for themselves as well as in their interactions with patients.
This document provides information about the contributors and reviewers involved in the fifth edition of the textbook "Theoretical Basis for Nursing". It lists the production staff, including the acquisitions editor, development editor, and editorial coordinator. It also provides copyright information and a dedication from the authors.
Professionalism in medicine encompasses a set of values including competence, integrity, compassion, respect and dedication to service. It emerged as a concept in the 1990s in response to the growing business model of healthcare and need to reinforce ethical principles. Professionalism is important for medical students to understand as it forms the basis of the patient-physician relationship and trust. While professional values have long existed, it is important for students to dedicate themselves to living according to these ideals from the beginning of their training through compassionate care for patients.
Global nursing aims to promote sustainable planetary health and equity for all people through an evidence-based nursing process. It considers social determinants of health and includes individual, population-level care, research, education, leadership, advocacy and policy initiatives. Global nurses engage ethically and respect human dignity, rights and diversity, partnering with communities and other providers.
Electives - Opportunities in Community Medicine - Dr Animesh Jain 12th Mar 2021Animesh Jain
Electives have been introduced in the new CBME curriculum of MBBS. This presentation is an attempt to provide some insights and ideas about Elective opportunities in Community Medicine.
This is an interesting ppt on social media and networking, their role in medical education with 12 tips to use them effectively for medical education...
AETCOM [ATTITUDE,ETHICS & COMMUNICATION IN MEDICAL EDUCATION] EDUCATIONanitasreekanth
This document outlines an Attitude, Ethics and Communication (AETCOM) module for medical students. The module aims to teach professionalism through 27 structured learning sessions over 4 years focusing on communication skills, medical ethics, and developing the right attitudes. Key elements include using case-based learning, maintaining competency logbooks, and assessments of students' professional development throughout their clinical training. The goal is to produce medical graduates who are compassionate, caring, and committed to serving patients and communities to a high standard of medical practice.
the session on Networking talks about the various ways of establishing a community of good practice, how medical networking is achieved, & utility of medical networking & SWOT in Medical education units
This document explores the assessment of professionalism in healthcare professions. It begins with an icebreaker exercise and then defines professionalism as qualities characteristic of a profession including skill, knowledge, and work practices. The document outlines several domains of professionalism including patient care, medical knowledge, and ethics. It notes professionalism is complex to define and assess given it involves various attributes, behaviors, and attitudes that depend on context. Several tools for assessment are discussed, including written assessments, competency-based approaches like OSCEs, and performance-based methods like multi-source feedback. The document stresses the need for a validated definition of professionalism to guide assessment and emphasizes triangulation of multiple assessment methods over time for reliable and valid evaluation
CBME aims to produce competent medical graduates through an outcome-based and learner-centered approach. It assesses students based on their ability to apply knowledge and skills in real-world settings, rather than solely evaluating content recall. CBME divides competencies into observable milestones and provides formative feedback to allow for phased, self-paced learning. The goal is to develop graduates with competencies in knowledge, skills, and attitudes required for their roles as clinicians, leaders, team members, communicators, lifelong learners and professionals. Implementing CBME requires defining learning objectives, integrating topics horizontally and vertically, selecting teaching methods, and assessing students' competency levels through observations of performance.
Teaching Medical Physics at Undergraduate levelAmmar Felemban
This document summarizes a presentation on teaching medical physics at the undergraduate level. It outlines the medical physics profession and qualifications, degrees offered in Saudi Arabia and other countries, and challenges with the current academic program, job market, and clinical training opportunities. The presentation recommends terminating all undergraduate medical physics programs, utilizing resources for master's programs instead, and developing a national residency program to properly qualify medical physicists according to international standards.
The document is a curriculum vitae for Mohammad Jamil Ahmad Salim. It outlines his personal details, education history, certifications, courses taken, experiences, and skills. He has a bachelor's degree in nursing and a master's degree in medical laboratory science. His experiences include roles in quality improvement, training, healthcare accreditation, and nursing supervision at several hospitals in Jordan. He is certified in various quality standards and healthcare areas.
The document is a curriculum vitae for Mohammad Jamil Ahmad Salim. It outlines his personal details, education history, certifications, courses taken, experiences, and skills. He has a bachelor's degree in nursing and a master's degree in medical laboratory science. His experiences include roles in quality improvement, training, healthcare accreditation, and nursing supervision at several hospitals in Jordan. He is certified in various quality standards and healthcare areas.
This document provides a summary of Mohammed Alabdrab Alnabi's professional profile, including his education, certifications, experience, academic positions, administrative roles, and publications. Some key details:
- He is certified in Emergency Medicine and Critical Care Medicine, with fellowships from Western Ontario and ACEP.
- He has worked as an ICU consultant and unit head in Saudi Arabia since 2015. Prior to that he was an Emergency Medicine consultant.
- He has held academic roles including residency program director and assistant professor, focusing on Emergency Medicine training.
- His administrative experience includes roles developing ED quality initiatives and representing the ED on hospital committees.
- He has published research on ultrasound and presented at several emergency and
HEALTHCARE PROFESSIONALS QUALIFICATION REQUIREMENTS 2014 - Ministry of Health...Syed Abdul Naveed
The document outlines the general requirements for healthcare professional licensure in the UAE, including educational qualifications, professional experience, license and good standing status, primary source verification, and assessment requirements. It provides guidelines on discontinuity of practice, and exemption from assessment for those who have passed certain international exams or are registered in certain countries. The requirements are intended to ensure safe and competent healthcare delivery in accordance with UAE laws and international standards.
This document outlines the Continuing Professional Development (CPD) policy and guidelines for pharmacists in Ghana. It establishes a CPD Technical Committee to review and approve CPD standards, programs, and award credits. Pharmacists must earn a minimum of 10 credits annually through various activities like conferences, publications, and management training. Approved providers must apply to deliver accredited programs and practitioners are responsible for checking credit status before attending. The goal is to enhance pharmacists' skills and competencies through lifelong learning.
This CV summarizes Ghada Abdulatif Fares Jbr's personal and professional experience. She has a Bachelor's degree in medical laboratories from ALZARQAA University in Jordan. Her work experience includes being a medical lab specialist since 2005. She has also attended over 100 training courses on topics like quality management, patient safety, and laboratory technologies. She maintains memberships in several professional organizations to continue improving her skills.
This CV summarizes Ghada Abdulatif Fares Jbr's personal and professional experience. She has a Bachelor's degree in medical laboratories from ALZARQAA University in Jordan. Her work experience includes being a medical lab specialist since 2005. She has also attended over 100 training courses on topics like quality management, patient safety, and laboratory technologies. She maintains memberships in several professional organizations to continue improving her skills.
This CV summarizes Ghada Abdulatif Fares Jbr's personal and professional experience. She has a Bachelor's degree in medical laboratories from ALZARQAA University in Jordan. Her work experience includes being a medical lab specialist since 2005. She has also attended over 100 training courses on topics like quality management, patient safety, and laboratory technologies. She maintains memberships in several professional organizations to continue improving her skills.
Mba hospital and health system managment forms & prospectus.SRMC.edugselva739
This document provides information about the MBA (Hospital & Health Systems Management) degree program offered by Sri Ramachandra Institute of Higher Education and Research. Some key details include:
- The 2-year MBA program has 60 seats and focuses on specializations like healthcare quality management, finance, and HR management.
- Students learn through case studies, industry exposure, and internships at Sri Ramachandra Medical Centre and other hospitals.
- The entrance exam for admission will be held on June 23rd 2019 from 2:30-5:30 PM at the institute's campus in Chennai.
- The exam contains 180 multiple choice questions testing reasoning, English, quantitative, and domain knowledge. Ad
Curriculum for technician certificate in clinical medicine nta level 4-revise...ElishaMngandile
This document outlines the curriculum for a Basic Technician Certificate in Clinical Medicine at the NTA Level 4 in Tanzania. The two-semester program aims to develop skills and competencies to meet the needs of the health sector and labor market. It allows students entry into Certificate and Diploma programs in Clinical Medicine. The curriculum consists of 14 modules over 120 credits completed over 20 weeks of teaching per semester, with practical experience in clinical areas and assessments including assignments, exams, and OSCE/OSPE. The curriculum was developed through collaboration between the Ministry of Health and Social Welfare, NACTE, I-TECH, and health training institution experts and aims to produce innovative graduates to contribute to national development in the health sector
The document outlines the general requirements for healthcare professional licensure in the UAE, including educational qualifications, professional experience, licensure status, primary source verification, and assessment requirements. It specifies requirements for physicians, dentists, nurses, allied health professionals, and traditional and complementary medicine practitioners. The requirements include a valid license, experience relevant to the applied title, good standing certificates, and passing an authority assessment exam within three attempts. Exemptions from assessment are provided for certain international qualifications and licenses. Professionals with over two years of discontinued practice must complete continuous medical education credits and clinical training based on their profession before reapplying for licensure.
Situation Analysis on medical equipment in MaldivesRuby Med Plus
The document provides a situation analysis of capital and asset management of medical equipment in Maldivian health services. It finds that there is a lack of systematic planning, regulation, and assessment regarding the procurement, maintenance, and replacement of medical devices. Asset registers and capital planning are inadequate. There is no standard process for prioritizing funding requests and allocating capital budgets. Recommendations include developing asset management policies and procedures, standardized business cases for funding requests, multi-year capital plans by asset class, and guidelines for estimating medical equipment lifespan. Strengthening various departments involved in procurement, supply, and regulation of devices is also recommended.
Here are the State Reference Committee Chairs contact details for 2012:
Victoria
Chair: Dr David Molloy
Contact: RANZCOG Victorian Regional Office
Tel: +61 3 9020 0254
Email: vrc@ranzcog.edu.au
New South Wales
Chair: Dr John Svigos
Contact: RANZCOG NSW Regional Office
Tel: +61 2 9436 1688
Email: admin@ranzcog.nsw.edu.au
Queensland
Chair: Dr John Regan
Contact: RANZCOG Queensland Regional Office
Tel: +61 7 3252 3073
Email: ranzcogqld@
- A cross-sectional study analyzed data from the Board of Pharmacy Specialties website to investigate the prevalence of board-certified pharmacists in Arab countries.
- Of over 36,000 board-certified pharmacists worldwide, 1,782 (44.1%) were from Arab countries, with Egypt having the highest number at 937 pharmacists (52.6% of Arab countries). Saudi Arabia had the second highest number at 442 pharmacists.
- The most common specialties among Arab board-certified pharmacists were pharmacotherapy (82.7%), nutrition support pharmacy (6.4%), and critical care pharmacy (3.42%). Infectious diseases pharmacy and cardiology pharmacy were the least
This document is a curriculum vitae for Rajeev Pant that outlines his educational and professional qualifications and experience. It details his medical degrees and fellowships in orthopedic surgery and oncology. It also describes his MBA from the Frankfurt School of Finance and Management and executive program from Harvard Business School. The CV highlights his current role as head of the orthopedic oncology section at King Faisal Specialist Hospital in Saudi Arabia and past medical experience in Singapore and the UK. It lists his publications, presentations, and involvement in various orthopedic and oncology conferences.
IRJET - The impact of Saudi hospital accreditation on occupational safety cul...IRJET Journal
- The document examines the impact of hospital accreditation by the Central Board for Accreditation of Healthcare Institutions (CBAHI) in Saudi Arabia on occupational safety culture.
- Safety culture questionnaires were distributed to employees at accredited and non-accredited hospitals in Jazan, Saudi Arabia. The results showed higher scores for non-accredited hospitals in most safety culture dimensions, indicating accreditation did not have a positive impact on occupational safety culture.
- However, accreditation likely has benefits for other operational aspects. The study recommends CBAHI standards be updated to include minimum occupational safety requirements to help positively influence safety culture.
Presentation by Ralph Foster II, AHMC's Vice President of Business Development, was given at the Med 2020 Forum in Muscat, Oman on October 27th. Mr. Foster's presentation gives an overview of Opportunities in Private Healthcare in the GCC Region.
نظرية التطور عند المسلمين (بروفيسور محمد علي البار
ويقدم فيها سردا تاريخيا لنظريات نشأة الخلق وخلق آدم وكيف ان نظرية التطور هي نظرية علمية وليس دينية لكن تم استغلالها لمحاربة الكنيسة
Ethical considerations in research during armed conflicts.pptxDr Ghaiath Hussein
My talk @AUBMC Salim El-Hoss Bioethics Webinar Series. In this webinar, we have discussed the following points:
1- How armed conflicts affect the planning and conduct of research?
2- What is ethically unique about research during armed conflicts?
3- How did my doctoral project approach these ethical issues both at the normative and the empirical levels?
4- What are the lessons learned from the conflicts in the middle east (Sudan, Syria, Yemen, etc.) and how do they differ from the situation in Ukraine?
Acknowledgement: This talk is based on my doctoral thesis (http://etheses.bham.ac.uk/8580/), which was fully funded by Wellcome Trust, UK.
Medically Assisted Dying in (MAiD) Ireland - Mapping the Ethical Terrain (May...Dr Ghaiath Hussein
This document outlines a presentation on mapping the ethical terrain of medically assisted dying (MAiD) in Ireland. It does not take a stance but provides a framework to guide conceptual discussion. It focuses on the decision, decision makers, and outcomes using Canada as an example country that has legalized MAiD. Key ethical questions are raised about patients' autonomy and consent, physicians' conflicting duties, and impacts on public perception and resource allocation. Data from Canada on MAiD providers and annual reported deaths is presented. The conclusion emphasizes the need for evidence from all stakeholders and learning from other jurisdictions' experiences before a decision is made.
Research or Not Research? This Is Not the Question for Public Health Emergencies
November 17, 2021 @ 4:00 pm - 5:00 pm EST
Speaker:
Ghaiath Hussein, Assistant Professor, Medical Ethics and Law, Trinity College Dublin, Ireland
About this Seminar:
Public health emergencies, whether natural or man-made, local or global, in peacetime or during armed conflicts are always associated with the need to collect data (and sometimes biological samples) about and from those affected by these emergencies. One of the central questions in the relevant literature is whether the activities that involve the collection of data and/or biological samples are considered ‘research’, with the subsequent endeavour to define what ‘research’ is and whether they should be submitted for ethical approval or not. In this seminar, I will argue that this is not the central question when it comes to research/public health/humanitarian ethics. Using the findings of a systematic review on the research conducted in Darfur and findings from a qualitative project that aimed at defining what constitutes ‘research’ in public health emergencies I will, alternatively, present what I refer to as the ‘ethical characterization’ of these research-like activities and how they can be ethically guided.
Medically assisted dying in (MAiD) Ireland - mapping the ethical terrainDr Ghaiath Hussein
This document provides an outline for a presentation on medically assisted dying (MAiD) in Ireland. It aims to establish an ethical framework for conceptual discussion of MAiD by considering: the decision, the decision makers, and the outcome. It does not endorse any viewpoint. The presentation raises several ethical questions around patient autonomy and consent, concepts of life and death, the role of healthcare providers, and impacts on community and public trust. Examples are provided from Canada, where MAiD is legal, to illustrate challenges in practice. The document stresses the need for evidence from all stakeholders and learning from other jurisdictions' experiences before legalizing MAiD in Ireland.
Applications of NMR in Protein Structure Prediction.pptxAnagha R Anil
This presentation explores the pivotal role of Nuclear Magnetic Resonance (NMR) spectroscopy in predicting protein structures. It delves into the methodologies, advancements, and applications of NMR in determining the three-dimensional configurations of proteins, which is crucial for understanding their function and interactions.
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14...Donc Test
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
Storyboard on Acne-Innovative Learning-M. pharm. (2nd sem.) CosmeticsMuskanShingari
Acne is a common skin condition that occurs when hair follicles become clogged with oil and dead skin cells. It typically manifests as pimples, blackheads, or whiteheads, often on the face, chest, shoulders, or back. Acne can range from mild to severe and may cause emotional distress and scarring in some cases.
**Causes:**
1. **Excess Oil Production:** Hormonal changes during adolescence or certain times in adulthood can increase sebum (oil) production, leading to clogged pores.
2. **Clogged Pores:** When dead skin cells and oil block hair follicles, bacteria (usually Propionibacterium acnes) can thrive, causing inflammation and acne lesions.
3. **Hormonal Factors:** Fluctuations in hormone levels, such as during puberty, menstrual cycles, pregnancy, or certain medical conditions, can contribute to acne.
4. **Genetics:** A family history of acne can increase the likelihood of developing the condition.
**Types of Acne:**
- **Whiteheads:** Closed plugged pores.
- **Blackheads:** Open plugged pores with a dark surface.
- **Papules:** Small red, tender bumps.
- **Pustules:** Pimples with pus at their tips.
- **Nodules:** Large, solid, painful lumps beneath the surface.
- **Cysts:** Painful, pus-filled lumps beneath the surface that can cause scarring.
**Treatment:**
Treatment depends on the severity and type of acne but may include:
- **Topical Treatments:** Such as benzoyl peroxide, salicylic acid, or retinoids to reduce bacteria and unclog pores.
- **Oral Medications:** Antibiotics or oral contraceptives for hormonal acne.
- **Procedures:** Such as chemical peels, extraction of comedones, or light therapy for more severe cases.
**Prevention and Management:**
- **Cleanse:** Regularly wash skin with a gentle cleanser.
- **Moisturize:** Use non-comedogenic moisturizers to keep skin hydrated without clogging pores.
- **Avoid Irritants:** Such as harsh cosmetics or excessive scrubbing.
- **Sun Protection:** Use sunscreen to prevent exacerbation of acne scars and inflammation.
Acne treatment can take time, and consistency in skincare routines and treatments is crucial. Consulting a dermatologist can help tailor a treatment plan that suits individual needs and reduces the risk of scarring or long-term skin damage.
Osvaldo Bernardo Muchanga-GASTROINTESTINAL INFECTIONS AND GASTRITIS-2024.pdfOsvaldo Bernardo Muchanga
GASTROINTESTINAL INFECTIONS AND GASTRITIS
Osvaldo Bernardo Muchanga
Gastrointestinal Infections
GASTROINTESTINAL INFECTIONS result from the ingestion of pathogens that cause infections at the level of this tract, generally being transmitted by food, water and hands contaminated by microorganisms such as E. coli, Salmonella, Shigella, Vibrio cholerae, Campylobacter, Staphylococcus, Rotavirus among others that are generally contained in feces, thus configuring a FECAL-ORAL type of transmission.
Among the factors that lead to the occurrence of gastrointestinal infections are the hygienic and sanitary deficiencies that characterize our markets and other places where raw or cooked food is sold, poor environmental sanitation in communities, deficiencies in water treatment (or in the process of its plumbing), risky hygienic-sanitary habits (not washing hands after major and/or minor needs), among others.
These are generally consequences (signs and symptoms) resulting from gastrointestinal infections: diarrhea, vomiting, fever and malaise, among others.
The treatment consists of replacing lost liquids and electrolytes (drinking drinking water and other recommended liquids, including consumption of juicy fruits such as papayas, apples, pears, among others that contain water in their composition).
To prevent this, it is necessary to promote health education, improve the hygienic-sanitary conditions of markets and communities in general as a way of promoting, preserving and prolonging PUBLIC HEALTH.
Gastritis and Gastric Health
Gastric Health is one of the most relevant concerns in human health, with gastrointestinal infections being among the main illnesses that affect humans.
Among gastric problems, we have GASTRITIS AND GASTRIC ULCERS as the main public health problems. Gastritis and gastric ulcers normally result from inflammation and corrosion of the walls of the stomach (gastric mucosa) and are generally associated (caused) by the bacterium Helicobacter pylor, which, according to the literature, this bacterium settles on these walls (of the stomach) and starts to release urease that ends up altering the normal pH of the stomach (acid), which leads to inflammation and corrosion of the mucous membranes and consequent gastritis or ulcers, respectively.
In addition to bacterial infections, gastritis and gastric ulcers are associated with several factors, with emphasis on prolonged fasting, chemical substances including drugs, alcohol, foods with strong seasonings including chilli, which ends up causing inflammation of the stomach walls and/or corrosion. of the same, resulting in the appearance of wounds and consequent gastritis or ulcers, respectively.
Among patients with gastritis and/or ulcers, one of the dilemmas is associated with the foods to consume in order to minimize the sensation of pain and discomfort.
Allopurinol, a uric acid synthesis inhibitor acts by inhibiting Xanthine oxidase competitively as well as non- competitively, Whereas Oxypurinol is a non-competitive inhibitor of xanthine oxidase.
Nutritional deficiency Disorder are problems in india.
It is very important to learn about Indian child's nutritional parameters as well the Disease related to alteration in their Nutrition.
Nano-gold for Cancer Therapy chemistry investigatory projectSIVAVINAYAKPK
chemistry investigatory project
The development of nanogold-based cancer therapy could revolutionize oncology by providing a more targeted, less invasive treatment option. This project contributes to the growing body of research aimed at harnessing nanotechnology for medical applications, paving the way for future clinical trials and potential commercial applications.
Cancer remains one of the leading causes of death worldwide, prompting the need for innovative treatment methods. Nanotechnology offers promising new approaches, including the use of gold nanoparticles (nanogold) for targeted cancer therapy. Nanogold particles possess unique physical and chemical properties that make them suitable for drug delivery, imaging, and photothermal therapy.
Discover the benefits of homeopathic medicine for irregular periods with our guide on 5 common remedies. Learn how these natural treatments can help regulate menstrual cycles and improve overall menstrual health.
Visit Us: https://drdeepikashomeopathy.com/service/irregular-periods-treatment/
1. Page 1of 40 SaudiMED Framework
Kingdom of Saudi Arabia
Ministry of Higher Education
The Saudi Medical Deans' Committee
Saudi Medical Education Directives
Framework
SaudiMED Framework
September 2016
2. Page 2of 40 SaudiMED Framework
Table of content
The Scientific Committee ...................................................................................................4
Executive Summary..............................................................................................................3
Background .............................................................................................................................6
Outcomes Based Education in Saudi Arabia ..............................................................6
Phase II......................................................................................................................................8
Process and Methods...........................................................................................................8
Review of the previous work ............................................................................................ 8
Stakeholders Perspective .................................................................................................. 8
The SaudiMED Framework ...............................................................................................9
The framework expressed as a three-level model...................................................... 9
This document outlined as a two-levels framework.................................................. 9
I: SaudiMED Framework...............................................................................................11
II: SaudiMED: Competence-Based Framework for the Saudi Medical
Colleges....................................................................................................................................................11
Recommendations............................................................................................................. 15
References............................................................................................................................. 18
Appendixes ........................................................................................................................... 20
Appendix-1: Consistency between SaudiMED framework and the NCAAA
Outcomes..............................................................................................................................20
Appendix-2: Clinical Presentations...............................................................................21
Appendix-3: List of Skills..................................................................................................24
Appendix 4: Referees of the Framework:...................................................................28
Appendix 5: Comments of Referees of the Framework ..........................................29
3. Page 3of 40 SaudiMED Framework
Executive Summary
This project began initially as an effort to develop a national consensus amongst Saudi stakeholders for the
vision of the ‘Saudi Future Physician’ and develop the essential learning outcomes for medical schools. It
was conducted between 2005 and 2007 (Zaini, 2007). It aimed to provide some ways to assure minimum
standards in the undergraduate medical education.
As a result, an initiative was found by the Saudi Medical Deans’ Committee to establish common core
learning outcomes/competences for the medical degree programs in Saudi Arabia. Its aim was to
harmonize the Saudi Medical Higher Education Sector. Beginning in 2009, the designated committee for
Phase I started their task, which was completed by 2011. The product was published as SaudiMED: A
competence specification for the Saudi medical graduates, Medical Teacher (Zaini, et al, 2011).
Phase II was started by the Saudi Medical Deans’ Committee in September 2012 to describe a set of
learning outcomes for the primary medical degree in Saudi Arabia. The outcomes have been generated
through an extensive process of expert development and review. It also takes into consideration the
previous work on LOs in medicine. These outcomes have been distributed to all Saudi medical colleges for
revision and comments. The feedback was analyzed through the Delphi Technique1 (Reid, 1988) to
approve the first draft. This draft was discussed in two workshops attended by the most important
stakeholders in relevance to the graduates of the Saudi medical colleges. An individual survey among the
participants besides their comments in the workshop has been incorporated with the responses of the other
stakeholders who were not invited to the workshop. Opinions and comments have been considered for a
further detailed analysis.
SaudiMED framework was expressed as a four-level model:
Level I comprises six themes detailed further in the next level. The focus of this level is on describing the
relevant physician's duties and obligations
.
Level II comprises seventeen key competences (Learning outcomes) a physician should obtain. These are
further detailed at the next level, while paying special consideration to program specialization and level.
Level III comprises eighty enabling competences the committee deems essential for all undergraduate
medical programs in Saudi Arabia. However, this level could vary from one program to another. For
example, they could vary from undergraduate to postgraduate to life-long learning. This level is strongly
connected to the nature of medical education and practice of a given specific specialty.
Level IV comprises of the joint committees between the Saudi Deans and NCAAA to ensure the learning
outcomes as the minimum requirement for all medical schools in Saudi Arabia.
1
Delphi Technique is a method for systematic collection and aggregation of informal judgment from a group of
experts on specific questions and issues
4. Page 4of 40 SaudiMED Framework
Special thanks to the Scientific Committee and the Joint Committee - NCAAA & Saudi Medical
Deans Sub-Committee, for their valuable contribution in executing this project
The Scientific Committee:
Professor Mohammad AlRukban
(Chairman)
Professor & Consultant of Family Medicine
Vice Rector, Academic Affairs
Majmaah University
Majmaah- KSA
Professor Abdulmonem Al-Hayani
Professor of Anatomy
Dean, Academic Affairs
College of Medicine
King Abdulaziz University
Jeddah - KSA
Dr. Ahmed Al-Rumayyan
Associate Professor of Pediatrics
Dean, College of Medicine,
King Saud Bin Abdulaziz University of Health
Sciences
Riyadh - KSA
Dr. Khalid AlQumaizi
Assistant Professor & Consultant of Family
Medicine,
Dean, College of Medicine, General Supervisor of
Medical Services
Al-Imam Mohammad Ibn Saud Islamic
University
Riyadh - KSA
Prof. Hamza Abdulghani
Professor & Consultant of Family Medicine &
Medical Education
College of Medicine
King Saud University
Riyadh - KSA
Dr. Saad Alsaedi
Associate Professor of Pediatrics
College of Medicine
King Abdulaziz University
Jeddah- KSA
Dr. Azzam Al-Kadi
Vice-Dean, Academic Affairs
Unaizah College of Medicine
Qassim University
Unaizah - KSA
Dr. Rania Zaini
Assistant Professor of Medical Education
Head of Medical Education Dep.
Faculty of Medicine,
Umm Al-Qura University
Makkah Al-Mokkaramah - KSA
Dr. Sherif Saleh
(Coordinator)
Assistant Professor of Clinical Biochemistry
College of Medicine
Al-Maarefa Colleges
Riyadh - KSA
5. Page 5of 40 SaudiMED Framework
2012- 2015
Joint Committee - NCAAA & Saudi Medical Deans
Sub-Committee:
Dr. Ahmed Al-Rumayyan
(Chairman)
Associate Professor of Pediatrics
Dean, College of Medicine,
King Saud Bin Abdulaziz University of Health
Sciences
Riyadh – KSA
Professor Mohammad AlRukban
Professor & Consultant of Family Medicine
Vice Rector, Academic Affairs
Majmaah University
Majmaah- KSA
Professor Abdulrahman Al Mazrou
Professor of Pediatric Infectious Disease
Dean, Al Raji Medical College
Al Qassim, KSA
Dr. Khalid AlQumaizi
Assistant Professor & Consultant of Family
Medicine,
Dean, College of Medicine, General Supervisor of
Medical Services
Al-Imam Mohammad Ibn Saud Islamic
University
Riyadh – KSA
Dr. Rania Zaini
Assistant Professor of Medical Education
Head of Medical Education Dep.
Faculty of Medicine,
Umm Al-Qura University
Makkah Al-Mokkaramah - KSA
Prof. Mohamed M. ElMadany
Accreditation Consultant
National Commission for Academic
Accreditation & Assessment (NCAAA)
Riyadh - KSA
Dr. Bothyna Z. Murshid
Management of Chronic Illnesses
Consultant,
National Commission for Academic
Accreditation and Assessment (NCAAA)
Riyadh - KSA
Gregory J. Maffet, Ed.D.
Accreditation Consultant
National Commission for Academic
Accreditation & Assessment (NCAAA)
Riyadh - KSA
6. Page 6of 40 SaudiMED Framework
The effective fulfillment and application of the framework will ensure harmonization of Saudi Medical
Graduates and the flexibility of medical schools and their ability to focus on some areas of the major
themes, which will be later reflected in the National Saudi Medical Licensing Exam and progress tests.
Background
Repeatedly there was a call for change and innovation of how medical students should learn. This has
been a matter of discussion and at times controversy since Flexner’s report (1910) culminated by the move
toward Outcome-Based Education (OBE), which has been a significant development worldwide (Spady
1984, Harden et al. 1999a,b).
As indicated above, Outcome-Based education is the most significant development in medical education in
the past decade. International trends in education show a shift from the traditional “teacher-centered”
approach to a “student-centered” approach. This alternative model focuses on what the students are
expected to know and be able to do at the end of a module or a program.
Related to this is the competence-based Medical education (CBME), which is high up on the agenda of
today’s medical education since competence has become the unit of medical education planning in many
jurisdictions (Frank et al, 2010a). Competence is considered a standardized requirement for an individual to
properly perform a specific job. It encompasses a combination of knowledge, skills and behavior, combined
to improve performance. CBME acts as a system for preparing physicians for the fundamental practice
orientated to the outcome abilities of a graduate and arranged around competences derived from an
analysis of patient’s and society’s needs (Frank et al. 2010b).
The characteristics of a competent physician are the focus of decision-makers and health professional
bodies. Medical education and training programs are increasingly based on local and global competency-
based frameworks. Such frameworks include, but not limited to, CanMEDs (Frank & Danoff 2007), the
Scottish Doctor (Simpson et al. 2002), Medical School Objective Projects (AAMC1998), ACGME outcome
project (Swing 2007) and the Netherlands National Qualification Framework (Metz et al. 1994).
Outcomes-Based Education in Saudi Arabia
In Saudi Arabia, with the expansion of the medical education in the Kingdom nationwide, a high priority has
been given to specify the competences of medical graduates. An Initial work to develop a national
consensus amongst Saudi stakeholders for the vision of the ‘Future Saudi Physician’ and the essential
learning outcomes for medical schools was conducted between 2005 and 2007 (Zaini, 2007). This
coincided with a regional move to define the ‘Learning Outcomes’ for the undergraduate medical programs
in the Gulf region by the Committees of Gulf Cooperation Council Medical Colleges’ Deans (GCCMCD,
7. Page 7of 40 SaudiMED Framework
2005). It was aimed to provide a means of guaranteeing minimum standards or benchmarking in the
undergraduate medical education in the GCCs. In 2009, the newly established Committee of Deans of
Medical Schools in the Kingdom of Saudi Arabia launched a taskforce with the purpose of developing a
national competency framework for Saudi physicians. At the same time, the National Commission for
Academic Assessment and Accreditation (NCAAA, 2010) developed a draft for the ‘Learning Outcomes for
the Bachelor Degree Programs in Medicine’.
The taskforce was led by the Medical School of Umm AlQura University (UQU) and consisted of six
members from five major universities: UQU, King Abdulaziz University, Al-Imam Mohammad Ibn Saud
Islamic University, Hail University and King Saud bin Abdulaziz University for Health Sciences. The project
was planned in the following three phases:
Phase I
The development of a national outcome/competency framework for Saudi medical education and practice
that fulfills the specification of the competences and learning outcomes required by a Saudi physician.
Phase II
A more detailed statement of the required competences in each domain identified in Phase I.
Phase III
Detailed specifications of the competences in each domain expected at the end of the internship program
and the development of a structured program with the necessary training and assessment systems to
ensure that graduates have achieved the outcomes specified by the end of the internship year.
Phase I of the project was accomplished in the period 2010-2011; with an initial competence framework
that comprises seven competences and 30 detailed leaning outcomes (Zaini et al, 2010). Phase II of the
project was conducted in the period 2012-2015 and presented in this report. Phase III is yet to take place.
8. Page 8of 40 SaudiMED Framework
Phase II: Process and Methods
The scientific committee was formally established by the Saudi Medical Deans Committee in September
2012 to complete phase II of the SaudiMED Framework Project as a continuation and review of Phase I;
two of the six members of Phase I committee have continued working in Phase II committee to ensure the
alignment and consistency of the two phases.
Review of the previous work
The committee first reviewed the SaudiMED framework and the major international frameworks of
competence-based medical education, including but not limited to:
1) The Brown University Nine Abilities (Smith and Fuller, 1996)
2) Medical School Objectives Project by AAMC (AAMC, 1998)
3) The Scottish Doctor (Scottish Deans' Medical Education Group, 2000)
4) CanMEDs (Frank, 2005)
5) Tomorrow's Doctors (GMC 2009)
6) Global Minimal Essential Requirements, (IIME, 2002)
7) The European Medical Tuning Project (Cumming and Ross, 2008)
8) Dundee 12 outcomes (Harden et al. (1999 a, b)
9) The International Medical College Outcomes Malaysia
10) Learning Outcomes, Medical College, Al-Majmaa University, Saudi Arabia
Many workshops and virtual meetings were held to develop the first draft of phase II framework. The
framework consisted of seven major themes and 24 learning outcomes and 96 enabling competences. This
draft underwent a rigorous revision through a systematic iterative process leading to a "preliminary set" of
six themes, 17 learning outcomes and 80 enabling competences.
Stakeholders Perspective
The generated list was the basis of a survey of a Delphi Technique. All Saudi Medical Colleges were invited
to review phase II SaudiMED framework, do the e-survey and give their feedback. Only 10 medical schools
in KSA completed the survey. The framework was then reviewed based on the feedback in many meetings
within the Taskforce Committee. Subsequently, the competences were then rewritten according to the
taxonomy that matches the NCAAA requirements (Appendix-1).
Two stakeholders workshops have been held with participation of the major stakeholders, including but not
limited to the Ministry of Higher Education, Ministry of Health, Ministry of Civilian Services, King Abdulaziz
City for Science and Technology, the Saudi Center for Complementary Medicine, the Saudi Commission for
Health Specialties, medical colleges, junior residents, medical interns, medical students, NCAAA, a health
insurance council, representatives of the health sector, private sector and the Shoura Council.
The feedback of the two large workshops was analyzed. There was a focus on the importance of the
remarks and their national impact with room for individual variability among different medical schools.
9. Page 9of 40 SaudiMED Framework
Finally, the framework of SaudiMED was reviewed by four international experts of medical education, who
participated in developing national and international competence-based medical education frameworks and
are involved in accreditation of medical schools worldwide. The experts’ views and recommendation were
taken into consideration in the final draft of the SaudiMED Medical Education framework.
10. Page 10of 40 SaudiMED Framework
The SaudiMED Framework
The framework is expressed as a four-level model:
Level I: six major themes related to a description of a physician's duties and
obligations. These themes are detailed further in Level II
Level II: seventeen key competences (Program Learning Outcomes) of a
physician, which are given in further detailed in the next level, according to the level
and program specialty.
Level III: eighty course-level learning outcomes/enabling competences to be
achieved by all undergraduate medical programs in Saudi Arabia.
Level IV: integration of SaudiMED with NCAAA
This document outlines two levels of the framework:
i. SaudiMED Framework which include six themes, which are shown in the oval
shape diagram.
ii. SaudiMED: Competence-Based Framework for Saudi Medical Colleges which
include the Program Learning Outcome/Competencies in each of the six
themes shown.
The six themes of SaudiMED
Saudi
MEDs
Scientific
approach
to practice
Patient
care
Research
&
scholarship
Professionalism
Communication
&
Collaboration
Community
oriented
practice
11. Page 11of 40 SaudiMED Framework
I: SaudiMED Framework
The SaudiMED framework specifies the key competences (Learning Outcomes) for physicians
required in medical education and practice in Saudi Arabia. All undergraduate, postgraduate and
continuous professional development programs are expected to achieve those outcomes.
Graduates of the Medical Program will have the ability to achieve the following themes and
learning outcomes:
Theme I: Scientific Approach to Practice
The integration and application of basic, clinical, behavioral and social science in clinical practice
PLO1. Integrate basic, clinical, behavioural and social sciences in medical practice
PLO2. Practice evidence-based health care
Theme II: Patient care
The establishment and maintenance of essential clinical and interpersonal skills to demonstrate
proficient assessment and delivery of patient-centered management.
PLO3. Demonstrate the essential clinical skills
PLO4. Use clinical reasoning, decision making, and problem solving skills in medical practice
PLO5. Manage patients with life-threatening medical conditions
PLO6. Formulate and implement appropriate management plans for patients with common medical
problems
PLO7. Place patients’ needs and safety at the centre of the care process
Theme III: Community oriented practice
The health care practicing is based on an understanding of the Saudi health care system and the
application of health promotion and advocacy roles for the benefit and wellbeing of individual
patients, communities, and populations.
PLO8. Adhere to the regulations of Saudi healthcare system in the Kingdom
PLO9. Advocate health promotion and disease prevention
Theme IV: Communication and Collaboration
The effective communication with patients and their families and the practicing of collaborative
care by working in partnership within a multi-professional team
PLO10. Effectively communicate verbally and in writing with patients, their families, colleagues, and other
health professionals
PLO11. Practice teamwork and inter-professional collaboration
PLO12. Apply medical informatics in healthcare system effectively
Theme V: Professionalism
The commitment to deliver the highest standards of ethical and professional behaviour in all
aspects of health practice, and take a responsibility for own personal and professional
development.
PLO13. Demonstrate professional attitudes and ethical behaviors of physicians
PLO14. Apply Islamic, legal and ethical principles in professional practice
12. Page 12of 40 SaudiMED Framework
PLO15. Demonstrate the capacity for self-reflection and professional development
Theme VI: Research and scholarship
The contribution to the advancement of medical practice with the rigors of scientific research.
PLO16. Demonstrate basic research skills
PLO17. Critically appraise and demonstrate scholarly activities related to health sciences research
II: SaudiMED: Competence-Based Framework
including themes Program-Level LOs and Course-
Level LOs for the Saudi Medical Colleges
The SaudiMED framework for undergraduate medical programs specifies the learning outcomes
and enabling competences that are expected by all medical graduates at the first day of the
internship program. Each Medical Colleges have the autonomy to tailor the program content and
the teaching and learning strategies to achieve the national framework of SaudiMED.
Below are the proposed course-level learning outcomes/enabling competences related to
each theme and program learning outcome. [PLOs are classified according to National
Qualification Framework (NQF) of NCAAA]
Theme I: Scientific Approach to Practice
The integration and application of basic, clinical, behavioral and social sciences in clinical
practice.
PLO1. Integrate basic,
clinical, behavioural and
social sciences in medical
practice
Domain B
CLO1.1 Explain the normal structure and function of the body in relation to its organ
systems
CLO1.2 Demonstrate knowledge of the human life cycle and its’ effect on a human
body’s normal structure and function (such as pregnancy, birth, growth and
development, and aging)
CLO1.3 Explain the biochemical, molecular and cellular mechanisms that are essential
for maintaining body homeostasis
CLO1.4 Explain the pathogenesis of various diseases such as genetic, developmental,
behavioural, ischaemic, metabolic, toxic, infectious, autoimmune, neoplastic,
degenerative, and traumatic factors, and the ways in which they affect the body
CLO1.5 Explain the principles of essential clinical investigations
CLO1.6 Demonstrate the basic knowledge of the pharmacology of drugs relevant to
clinical practice
CLO1.7 Discuss the role and impact of nutrition in health and disease
CLO1.8 Describe and explain the basic aspects of common clinical presentations
13. Page 13of 40 SaudiMED Framework
Theme II: Patient care
The establishment and maintenance of essential clinical and interpersonal skills to
demonstrate proficient assessment and delivery of patient-centered management
PLO3. Demonstrate the
essential clinical skills
Domain E
CLO3.1 Obtain an accurate and comprehensive medical history.
CLO3.2 Performa complete systematic physical examination.
CLO3.3 Perform competently the essential clinical procedures. (Appendix-3)
CLO3.4 Critically analyze clinical data obtained through history, physical examination,
and investigation.
PLO4. Use clinical
reasoning, decision making,
and problem solving skills in
medical practice
Domain B/E
CLO4.1 Formulate and prioritize a differential diagnosis using reasoning skills
CLO4.2 Formulate a management strategy taking into consideration the priorities of
the patient’s problem(s).
PLO5. Manage patients with
life-threatening medical
conditions
Domain E
CLO5.1 Recognize and assess patients with life or organ threatening conditions.
CLO5.2 Manage common medical emergencies.
PLO6. Manage patients with
common medical problems
Domain E
CLO6.1 Explain the importance of psychosocial, spiritual, religious, and cultural factors
in patient management.
CLO6.2 Select and apply the most appropriate and cost effective diagnostic
procedures.
CLO6.3 Manage appropriately patients with acute and chronic physical and mental
problems.
CLO6.4 Recognize the need for multiple therapeutic modalities to address patient
conditions.
CLO6.5 Demonstrate the skills of writing an appropriate prescription?
CLO6.6 Implement the principles of the amelioration of suffering and disability,
rehabilitation and palliative care, including appropriate pain management
2
Prophetic Medicine: refers to the actions and words of the Islamic prophet Muhammad dealing with sicknesses, hygiene, and
health in general.[1] Ref: Muzaffar Iqbal, Science and Islam (Westport, CT: Greenwood press, 2007)
(Appendix-2)
CLO1.9 Explain the facts and concepts relevant to common clinica
their epidemiology, etiology, pathophysiology, symp
complications, investigations, management and prognosis.
CLO1.10 Acknowledge the principles of spiritual and Prophetic Medic
CLO1.11 Recognize the principles and roles of complementary and a
CLO1.12 Explain the role of behavioural and psychosocial factors inf
PLO2. Practice evidence-
based health care
Domain B
CLO2.1 Explain the basic principles of evidence-based health care.
CLO2.2 Formulate appropriate evidence-based patient’s ce
strategies.
14. Page 14of 40 SaudiMED Framework
CLO6.7 Construct decisions in partnership with patients and/or their carers
CLO6.8 Demonstrate effective counselling skills
PLO7. Place patients’ needs
and safety at the centre of
the care process
Domain B
CLO7.1 Demonstrate appropriate knowledge and skills in the areas related to patient
safety e.g. root-cause analyses, safe prescription and procedures
CLO7.2 Analyze the aftermath of medical errors
CLO7.3 Demonstrate reflection and learning from errors
CLO7.4 Identify and manage clinical risks
CLO7.5 Apply the essential principles of infection prevention and control in health care
settings
CLO7.6 Report any concurrent physical, social or mental ailment that would affect
patient care to appropriate authorities
Theme III: Community oriented practice
The ability to practice based on an understanding of the Saudi health care system and to apply
health promotion and advocacy roles for the benefit and wellbeing of individual patients,
communities, and populations.
PLO8. Describe and use the
healthcare system in Saudi
Arabia
Domain A
CLO8.1 Describe national health care systems including its organization, policies, and
procedures.
CLO8.2 Identify roles and services that are provided by societies and agencies and
cooperate with them, where applicable.
CLO8.3 Advocate access to healthcare for members of traditionally underserved
populations (rural communities, people with disabilities, elderly, minorities and
others)
PLO9.Support health
promotion and disease
prevention
Domain B
CLO9.1 Describe the principles of epidemiology of common diseases within a defined
population and a systematic approach to screening to reduce the incidence and
prevalence of those diseases.
CLO9.2 Recognize the importance of biological and non-biological (psychological, social,
cultural, and environment factors) determinants that contribute to health of
diverse populations.
CLO9.3 Explain and apply the basic principles of prevention and control of communicable
and non-communicable diseases in hospital and the community.
CLO9.4 Describe factors affecting the health and illness patterns and the perception
among populations; including life style, genetic, demographical, environmental,
occupational, social, economic, educational level, psychological, and cultural
factors
CLO9.5 Explain the impact of chronic diseases and disabilities on individuals, their
families and society.
CLO9.6 Identify global health issues and the role of international health organizations
(including guidelines on management of pandemics) with particular attention to
Hajj and Umrah.
CLO9.7 Identify and plan prevention strategies for societal problems such as metabolic
problems, obesity, diabetes, tobacco, road traffic accidents, alcohol, illicit drugs,
violence and abuse.
Theme IV: Communication and Collaboration
The ability to communicate effectively with patients and their relatives and to practice
15. Page 15of 40 SaudiMED Framework
collaborative care by working in partnership within a multi-professional team
PLO10. Effectively
communicate with patients,
their families, colleagues,
and other health
professionals
Domain D
CLO10.1 Communicate effectively with patients and their families regardless of their age,
gender, social, cultural, religious, or ethnic backgrounds in various situations. .
CLO10.2 Demonstrate the ability to deal with patients in difficult circumstances.
CLO10.3 Demonstrate the ability to break bad news sensitively and effectively.
CLO10.4 Communicate medical information appropriately, using verbal and writing skills
(e.g. patient records, referrals, medical reports).
PLO11. Practice teamwork
and inter-professional
collaboration
Domain C
CLO11.1 Collaborate and identify the roles of various healthcare professionals involved in
patient’s care and collaborate with them.
CLO11.2 Make clinical judgments and decisions, in partnership with other colleagues as
appropriate for a graduate’s level of training and experience
CLO11.3 Recognize and stress the rationale and importance of teamwork.
CLO11.4 Demonstrate the ability to prevent and resolve inter-professional team conflicts.
PLO12. Use medical
informatics in healthcare
system effectively
Domain D
CLO12.1 Use technology and information systems effectively, including storing and
retrieving of information.
CLO12.2 Use the information retrieved from relevant sources appropriately and ethically in
relation to patient care and health promotion.
Theme V: Professionalism
The commitment to deliver the highest standards of ethical and professional behavior in all
aspects of health practice, and take a responsibility for own personal and professional
development.
PLO13. Adhere to
professional attitudes and
behaviors of physicians
Domain C
CLO13.1 Place the patient’s interests above one’s own.
CLO13.2 Recognize and manage conflict of interest.
CLO13.3 Demonstrate respect for patient and physician confidentiality, and awareness of
the legal, ethical and medical issues surrounding a patient’s documentation.
CLO13.4 Be accountable for one’s own limitations and self-evaluation
CLO13.5 Cope adaptively and seek appropriate help for stress, illness and problems likely
to occur during medical training and practice.
CLO13.6 Comply with workplace rules, regulations, and the principles of quality focus
practice.
PLO14. Apply Islamic, legal
and ethical principles in
professional practice
Domain C
CLO14.1 Apply the theories and principles that govern ethical decision making to the
major ethical dilemmas in medicine (beneficence, non-maleficence, autonomy,
probity, justice).
CLO14.2 Practice Islamic professionalism and ethical principles of clinical practice.
CLO14.3 Apply Islamic law (Fiqh) in health related matters.
CLO14.4 Obtain informed consent when applicable.
PLO15. Demonstrate the
capacity for self-reflection
and professional
development
Domain C
CLO15.1 Recognize self-roles of being medical professional as practitioner, educator, and
scientist.
CLO15.2 Demonstrate a commitment to lifelong learning.
CLO15.3 Demonstrate appropriate leadership and management skills.
CLO15.4 Demonstrate the ability to manage one’s own time and balance between
professional and personal responsibilities.
CLO15.5 Manage appropriately and positively complaints, criticism, conflict and change
16. Page 16of 40 SaudiMED Framework
Theme VI: Research and scholarship
The contribution to the advancement of medical practice with the rigors of scientific research.
PLO16. Demonstrate basic
research skills
Domain B
CLO16.1 Demonstrate ethical and governance issues related to medical research.
CLO16.2 Apply the principles of research methodology including appropriate statistical
techniques.
CLO16.3 Appraise critically the available research evidence to address issues related to
medical practice.
CLO16.4 Demonstrate the ability to write a manuscript according to publication standards.
PLO17. Demonstrate
scholarly behaviors
Domain C
CLO17.1 Select and apply appropriate methods to address issues amenable to scholarly
inquiry
CLO17.2 Demonstrate responsibility for actively educating oneself and others by using
appropriate educational methods.
17. Page 17of 40 SaudiMED Framework
Recommendations
Generating a national consensus of SaudiMED was difficult task. Yet the real challenge is
the efficient implementation and utilization of SaudiMED. The SaudiMED task force defined
the responsibilities of all concerned high stakeholders in this regard.
The Saudi Medical Deans' Committee
The committee is responsible for the approval of this document and its dissemination
through the Ministry of Higher Education to all concerned bodies including the National
Commission for Academic Accreditation and Assessment (NCAAA), Saudi Commission for
Health Specialties (SCFHS), Ministry of Health, Saudi universities and others.
The committee will coordinate the incorporation of all the learning outcomes
within the Saudi Medical Licensing Exam (SMLE).
The committee is also responsible for dissemination of the learning outcomes
among all medical colleges
The committee is responsible to provide an effective schema for Staff Development
Arrange and deliver orientation workshops of SaudiMED framework
Facilitate and guide medical colleges and staff on implementing of these learning
outcomes in curricula designing, teaching, assessment and evaluation.
The committee is responsible to integrate research, scholarship, and publication with
practice among medical colleges, postgraduate training programs and others.
Establish grants for research and development to support scholarship related to
SaudiMED
Develop a national research day of “SaudiMED” to encourage publications and
report success stories
The committee is responsible to promote and publicize the SaudiMED
Carry out an effective publicity of the SaudiMED and its potentials, which
includes but not limited to media, health community, decision makers, and
related stakeholders
The committee is responsible to develop a follow up schema :
Follow up medical colleges’ progress and any successful implementations.
Acknowledgment of success stories (national award).
Re-evaluation and upgrading of this document according to the feedback of the
medical colleges.
18. Page 18of 40 SaudiMED Framework
The Medical Colleges
The medical colleges are accountable for developing their curricula according to these
learning outcomes and ensuring their implementation throughout the medical training in a
spiral way to equip students with the core learning outcomes listed in this document.
They are responsible for providing all necessary staff and equipment to provide an optimal
educational environment to enable students to learn these learning outcomes.
They are responsible for protecting patients and taking proper steps to minimize any risk
of harm to anyone as a result of their medical students’ training.
They are accountable for managing and improving the quality of their medical education
programs.
They are accountable for offering training and support to the people who teach and
supervise students and ensuring that they are fit for practicing, making sure that students
permitted to graduate are the ones who demonstrate the set out outcomes
They are accountable for offering an assessment system to meet the outcomes and
standards in this document and providing students with academic and general support.
The National Commission for Academic Accreditation and
Assessment (NCAAA)
The National Commission for Academic Accreditation and Assessment (NCAAA) is
responsible for resetting the expertise standards that students need to achieve by the end
of their MBBS studies.
It is responsible for ensuring that the provided learning and teaching opportunities allow
students to meet the requirements, and that the learning outcomes described previously in
this document, are maintained at the qualifying examinations of the medical schools.
It is also responsible for appointing accreditation and assessment evaluators who can
report on whether the new standards generated from this document periodically are met
or not and to what extent.
The NCAAA responsibilities will be written after accepting the final document.
19. Page 19of 40 SaudiMED Framework
Ministry of Health and other Health Care Providers
Improving health care delivery in Saudi Arabia requires focuses on two areas: improving
the experience of care and improving the health of populations. All care providers need
new skills and knowledge to reach this aim. Clinicians are required to work in inter-
professional teams, coordinate care across settings, utilize evidence-based practices to
improve the quality of treatment as well as the patient’s safety, and to promote greater
efficiency in care delivery.
The health care system needs to be revised and modified to support these changes.
Therefore, hospitals and health systems have to acquire new competences. The Ministry of
health and other health care providers is going to require to be shown how evident are the
required learning outcomes in physicians entering practice, and how important these
competences are in their organizations.
Hospitals and other health care delivery systems are responsible for provision of the
practical support, facilities, and staff needed to carry out the clinical parts of the
curriculum. In collaboration with the medical colleges, they are responsible for freeing
physicians and other staff to carry out the training required for them to be teachers, and to
participate in the quality assurance and professional development activities. Furthermore,
they are responsible for providing the medical school with quality-control information
about their education provision.
Saudi Commission for Health Specialties
The Saudi Commission for Health Specialties and Programs Accreditation is responsible for
assessing and maintaining clinical competences and for adapting the above learning
outcomes and monitoring their integration in all postgraduate programs and continual
medical education.
20. Page 20of 40 SaudiMED Framework
References
Association of American Medical Colleges 1998. Report 1: Learning objectives for medical student
education. Guidelines for medical schools. Medical school objectives project. Washington: AAMC.
Cumming, A. and Ross, M. 2008. The Tuning Project (Medicine): Learning Outcomes Competences for
Undergraduate Medical Education in Europe. Edinburgh, the University of Edinburgh: retrieved at June
2013. http://www.tuning-medicine.com/pdf/booklet.pdf
Flexner A. 1910. Medical education in the United States and Canada: A report to the Carnegie
Foundation for the advancement of teaching. Bulletin 4. Boston, MA: Updyke.
Frank JR. 2005. CanMEDS: Physician Competency Framework, Better standards, better physicians,
better care. Ottawa, The Royal College of Physicians and Surgeons of Canada.
Frank JR, Danoff D. 2007. The CanMEDS initiative: Implementing an outcome-based framework of
physician competences. Medical Teacher, 29(7): 642–647.
Frank JR, Snell L, Cate OT, Holmboe ES, Carraccio C, Swing SR, Harris P, Glasgow NJ, Campbell C, Dath
D, et al. 2010a. Competency-based medical education: Theory to practice. Medical Teacher, 32 (8)
:638–645.
Frank JR, Mungroo R, Ahmad Y, Wang M, De Rossi S, Horsley T. 2010b.Toward a definition of
competency-based education in medicine: A systematic review of published definitions. Medical
Teacher, 32 (8):631–637.
General Medical Council. Good Medical Practice, Outcomes and Standards for Undergraduates Medical
Education, 2006.
Gulf Countries Council Medical Deans Committee (GCC-MDC) 2005.Recommendation and guidelines
on minimum standards for establishing and accrediting medical schools in the Arabian Gulf Countries.
Makkah: Umm Al-Qura University Press.
IIME .2002. Global Minimum Essential Requirements in Medical Education, Medical Teacher, 24(2):
130-135.
Harden RM, Crosby JR, Davis MH. 1999a. AMEE Guide No. 14: Outcome based education. Part 1 – An
introduction to outcome-based education. Medical Teacher : 21(6):7–14.
Harden RM, Crosby JR, Davis MH, Friedman M. 1999b. AMEE Guide No. 14:Outcome-based education.
Part 5 – From competency to meta competency: A model for the specification of learning outcomes.
Medical Teacher, 21 (6):546–552.
Metz JCM, Stoelinga GBA, PelsRijcken-van ErpTaalman Kip EH, van denBrand-Valkenburg BWM.
1994. Blueprint 1994: Training of doctors in The Netherlands: Objectives of undergraduate medical
education. Nijmegen: University Publications Office.
21. Page 21of 40 SaudiMED Framework
National Commission for Academic Accreditation and Assessment 2010. Learning outcomes for
Bachelor Degree Programs in Medicine: Consultation document. NCAAA. Unpublished Document.
Scottish Deans Medical Curriculum Group (SDMCG). 2000. Learning Outcomes for the Medical
Undergraduate in Scotland: A Foundation for Competent and Reflective Practitioners. Scottish Deans
Medial Curriculum Group.
Simpson JG, Furnace J, Crosby J, Cumming AD, Evans PA, Friedman Ben David M, Harden RM, Lloyd D,
McKenzie H, McLachlan JC, et al. 2002.The Scottish doctor – Learning outcomes for the medical
undergraduate in Scotland: A foundation for competent and reflective practitioners. Medical Teacher,
24 (2):136–143.
Spady WG. 1994. Outcome-based education: Critical issues and answers. Arlington, Virginia, USA: The
American Association of School Administrators issue
Smith, S.R. and Fuller, B. 1996. MD2000: A Competency-based Curriculum for the Brown University
School of Medicine. Medical Health Rhode Island, 79, pp. 292–298.
Swing SR. 2007. The ACGME outcome project: Retrospective and prospective. Medical Teacher, 29(7):
648–654.
REID, N. (1988). The Delphi Technique: Its contribution to the evaluation of professional practice. In R.
Ellis (Ed.) Professional Competence and Quality Assurance in the Caring Professions. Chapman Hall:
New York, 230-254
The Royal College of Physicians & Surgeons of Canada. 2000. Extract from the CanMEDS Project,
Societal Needs working Group Report. Medical Teacher, 22(6): 549-554.
Zaini RG1, Bin Abdulrahman KA, Al-Khotani AA, Al-Hayani AM, Al-Alwan IA, Jastaniah. 2011. SD.
Saudi Meds: a competence specification for Saudi medical graduates. Medical Teacher , 33 (7): 582-4.
Zaini R. 2007. National consensus of the vision of the ‘Saudi Future Doctor’: Current status and future
perspective of medical education in Saudi medical schools. PhD Thesis, Academic Unit of Medical
Education Medical School, University of Sheffield, UK.
22. Page 22of 40 SaudiMED Framework
Appendixes
Appendix- 1: Consistency between Saudi MED framework and
the NCAAA Outcomes
Theme
A
Lower
Cognitive
Skill
B
Higher
Cognitive
Skill
C
Interpersonal Skills and Responsibility
D. Communication,
Information Technology
and Numerical Skills
E
Clinica
l skills
and
Proced
ures
Self-
learning
Teamwork/
Leadership
Professio
nalism Ethics
O/W
Commu
ni. IT
Statis
tics
Scientific
Approach to
Practice
LO1
LO2
Patient care
LO3
LO4
LO5
LO6
LO7
Community
oriented practice
LO8
LO9
Communication
and
Collaboration
IV: Communication
and Collaboration
LO10
LO11
LO12
Professionalism
LO13
LO14
LO15
Research and
scholarship
LO16
LO17
23. Page 23of 40 SaudiMED Framework
Appendix-2: Clinical Presentations
This appendix includes most of the common and important clinical presentations the medical
graduates should be oriented with. The appendix is subdivided into lists presenting the whole
systems of the human body. In each list, the related common clinical presentations are
alphabetically arranged.
Nervous System & Mental Health
Abnormal behaviors
Abnormal gait
Acute confusion status
Altered cognitive status
Altered consciousness
Anxiety
Delusion and thought disorders
Depressed mood
Disturbed sensation
Dizziness, vertigo and lightheadedness
Faints
Fits
Hallucination
Headache
Hemiplegia
Illusion
Insomnia
Memory loss
Neuropathic pain
Personality problems
Phobia
Tremor and other abnormal movements
Otolaryngology:
Ear discharge
Ear pain
Epistaxis
Facial swelling
Hearing disturbances/Deafness
Hoarseness/Voice disorders
Nasal discharge
Neck swelling
Oral ulcers
Sneezing
Ophthalmology
Diplopia
Dry eye
Excessive tearing
Eye discharge
Eye pain
Eye twitch
Eyelid swelling
Leukocoria
Nystagmus
Ptosis
Pupillary problems
Red eye
Squint
Visual disturbances
Respiratory system
Abnormal breathing sounds
Abnormal breathing/labored breathing
Apnea
Chest pain
Cough
Daytime sleepiness
Hemoptysis
Wheeze
Cardiovascular system
Altered heart sound
Chest pain
Cyanosis
Dyspnea /Orthopnea
Dysrhythmias
Edema
Hypertension
Hypotension
24. Page 24of 40 SaudiMED Framework
Snoring
Sore throat
Speech difficulties
Stridor
Tinnitus
GI System
Abdominal pain
Abdominal swelling
Abnormal tongue appearance
Anorectal pain
Anorectal swelling
Ascites
Changes in appetite
Constipation
Diarrhea
Dyspepsia
Dysphagia
Fecal incontinence
Gynecomastia
Halitosis
Heartburn
Hematemesis
Hepatomegaly
Jaundice
Melena
Nausea and vomiting
Rectal bleeding
Splenomegaly
Paediatric, Growth & Development
Abnormal Changes in stature
Abnormal development
Child abuse
Failure to thrive
Well child and anticipatory care
Musculoskeletal System
Ankle and foot pain
Back pain
Bone pain/tenderness
Buttock, hip and thigh pain
Calf pain
Coccydynia (pain in the coccyx)
Foot deformities
Palpitation
Parasternal heave & thrill
Xanthelasma
Genito-Urinary System
Ambiguous genitalia
Disturbances of micturition – frequency,
polyuria, anuria, oliguria, dribbling,
incontinence, urgency
Dysmenorrhea
Dysuria
Empty scrotum
Erectile dysfunction
Genital lumps, ulcers, rashes
Haematuria
Impotence/loss of libido
Infertility
Pain – renal, ureteric, urethral/ flank Pain
Pelvic pain and dyspareunia
Penile congenital anomalies
Premature ejaculation
Retention of urine
Scrotal mass
Scrotal pain
Endocrine System
Delayed or Precocious puberty
Gynecomastia
Impotence
Loss or absence of libido
Polydipsia
Polyuria
Protrusion of eyes
Short stature & Tall stature
Tiredness / General weakness
Dermatology
Bruising
Clubbing
Hair abnormalities
Itching
Lip ulcers/Lip pigmentations
Nail changes
Pallor
Pigmentation disorder
25. Page 25of 40 SaudiMED Framework
Foot pain/foot ulcers
Fracture
Hand deformities
Joint deformities
Joint displacement
Joint pain/tenderness
Joint stiffness
Leg swelling
Muscle weakness
Muscular pain/tenderness
Neck pain
Paralysis & paresis
Popliteal swellings
Shoulder pain
Swollen joints
Miscellaneous
Abnormal weight change
Axillary swelling
Chills/Rigors
Excessive sweating/ Night sweats
Fatigue and lethargy
Fever
Hirsutism
Hypothermia
Injury to different organs
Lymph node enlargement
Weather intolerance
Redness of skin
Skin rashes
Skin ulcers
Soft tissue swellings
Swelling of skin
Wounds
Women Health
Abnormal fundal height during
pregnancy
Abnormal vaginal bleeding
Abuse physical, psychological & sexual
Breast complaints: pain, lumps and
discharge
Menstrual disturbances
Vaginal discharge and irritation
26. Page 26of 40 SaudiMED Framework
Appendix-3: List of Skills
This appendix includes essential skills the medical graduate should acquire. Skills are classified into
four due categories.
A. Basic Medical and General Aspects of Practical Skills:
1. Taking all necessary steps to prevent infection spread before, during, or after patient care
2. Use of personal protective measures (using gloves, gowns, and masks)
3. Sterilization of equipment and solutions preparation
4. Safe disposal of clinical waste
5. Correct techniques for handling and moving patients including patient lifting and handling
objects or people in the clinical care context using methods that help avoid injury to
patients, oneself, or colleagues.
B. Communication and Intellectual Skills:
6. Applying a consultation framework
7. Establishing & maintaining rapport with patients
8. Interviewing (history taking, information gathering)
9. Imparting information to patients
Shared decision-making
Disclosure, counseling and patient education
Getting an informed consent
Breaking bad news
Truth telling (admitting errors & mistakes)
10. Communicating in writing
Writing patient's records
Ordering investigations
Prescribing
Writing referral notes
Writing discharge notes
Certifying death
11. Communicating electronically
12. Self-assessment “ and “peer assessment
13. Effective communication with colleagues
27. Page 27of 40 SaudiMED Framework
C. Clinical Examination and Assessment Skills:
1- General Examination Skills
14. Taking vital signs: cardiac/radial pulse, arterial blood pressure, respiration rate, and body
temperature
15. Measuring height, weight, head circumference and evaluating on a percentile scale
16. Calculating and evaluating Body Mass Index
17. General physical examination techniques including inspection, palpation, percussion,
auscultation
2- Systemic Examination Skills
18. Cardiovascular examination
19. Respiratory examination
20. Abdominal examination
21. Rectal examination
22. Neurological examination
23. Examination of lymphatic system
24. Musculoskeletal examination
25. Gynecological examination, including speculum examination
26. Prostate examination
27. Mental examination
28. Breast examination
29. Upper and lower extremities examination
30. Neck examination
31. Examination of thyroid gland
32. Ophthalmoscopic examination
33. Examination of mouth and throat
34. Otoscopic examination
35. Hearing tests
36. Anterior rhinoscopy
37. Genitalia examination
38. Preparing peripheral blood smear
39. Performing peripheral vascular examination
3- Assessment Skills
40. Antenatal assessment
41. Post natal assessment
42. Following growth and development in children
43. Differentiating normal and abnormal ECG
44. Identifying the areas and techniques of radiographs
45. Assessing chest radiographs
46. Assessing skeletal radiographs
47. Assessing plain abdominal radiographs
48. Assessing visual fields
49. Assessing APGAR score
28. Page 28of 40 SaudiMED Framework
50. Assessing infant respiratory distress
51. Assessing infant/child dehydration.
52. Assessing fundal height
53. Assessing suicidal risk
54. Identifying papilledema
55. Identifying focal neurological signs
56. Estimating Glasgow Coma Score
57. Selecting appropriate laboratory and other diagnostic tests
58. Assessing common laboratory results (normal versus pathological)
59. Planning prevention of communicable diseases in the community
60. Nutritional assessment
61. Using Snellen’s chart for vision assessment
62. Color vision assessment by Ishihara Color Vision Test
63. Identifying the cause of death correctly
D. Procedural Skills
1- Diagnostic Procedural Skills
64. Performing arterial puncture for blood gas
65. Performing capillary blood sampling
66. Performing an electrocardiograph
67. Performing basic respiratory function tests
68. Performing eye irrigation
69. Irrigating external auditory canal
70. Performing removal of corneal foreign body
71. Inserting anterior nasal pack
72. Advising patients on how to obtain a sample of urine
73. Drawing venous blood, venous access
74. Testing blood groups
75. Performing throat swab
76. Collection of samples for occult blood in feces
77. Performing pregnancy testing
78. Observing lumbar puncture
79. Observing peritoneocentesis (ascetic tap)
80. Performing peak flow measurement
81. Performing PAP smear
82. Performing PPD
83. Using microscope
84. Observing bleeding and clotting time
85. Urinalysis (by dipstick) and urine microscopic examination
86. Measuring blood sugar by glucometer
87. Taking samples for cultures (throat, urine, blood, cervix, etc.)
88. Managing blood samples
89. Taking blood cultures
29. Page 29of 40 SaudiMED Framework
2- Therapeutic Procedural Skills:
90. Performing IV injection and administering IV therapy
91. Performing IM injection
92. Performing intradermal injection
93. Performing subcutaneous injection
94. Performing trauma emergency including:
Performing primary trauma survey
Applying cervical collar
Performing volume resuscitation (including blood transfusion)
Performing handling of unconscious patient
Applying plaster & immobilizing joints
95. Performing enema
96. Performing wound care
97. Performing basic burn care
98. Performing basic suturing
99. Performing incision and drainage of abscess
100.Performing first aid
101.Performing peripheral puncturing of a patient’s vein
102.Observing blood transfusion (preparation for blood transfusion)
103.Performing bleeding control by pressure and tourniquet
104.Performing basic restraint for extremities, elastic bandage
105.Performing stabilizing and restraining neck and spine
106.Recognizing and relieving an obstructed airway
107.Performing basic cardiac life support
108.Performing cleaning foreign body, placing airway, Heimlich maneuver
109.Observing defibrillation
110.Observing endotracheal intubation
111.Observing tracheostomy & chest tube insertion
112.Performing nasogastric tube insertion
113.Performing gastric lavage
114.Performing bladder catheterization (male and female)
115.Performing normal vaginal delivery
116.Performing assisted vaginal delivery
117.Fabricate drugs for preparing medicine forms that suit intravenous parenteral
administration injection
118.Performing dosage calculation and medication administration
119.Showing rational prescribing skills
120.Calculating the correct units of insulin and use of the sliding scales a patient requires, the
strength of insulin solution to be used, and how to be used.
121.Instructing patients on the correct use of inhalers.
122.Performing nebulizer treatment
123.Using of local anesthetics
124.Performing appropriate aftercare and appropriately after procedure.
125.Providing guidance for and follow-up of contraception practices
126.Performing Guidance for breastfeeding
127.Planning nutrition according to age
128.Immunization assessment: advice and decision-making.
30. Page 30of 40 SaudiMED Framework
Appendix- 4: Referees of the Framework
James Ware, BA, BChir, LRCP, MB, MA, FRCS, DMSc
Professor of Medical Education
Director, Department of Medical Education
Saudi Commission for Health Specialties
Riyadh, Saudi Arabia
Janet Grant, PhD, FBPsS, FRCGP (hon.), FRCP (hon.), MRCR (hon.)
Professor Emeritus of Medical Education, Open University, UK,
WFME Special Adviser and Director of the Centre for Medical Education in Context
FAIMER Centre for Distance Learning.
John J. Norcini, PhD
President and Chief Executive Officer
Foundation for Advancement of International Medical Education and Research (FAIMER),
3624 Market Street
Philadelphia, PA 19104-2685
USA
Zubair Amin, MD, MHPE.
MBBS; Diplomat, the American Board of Pediatrics, Master in
Health Profession Education (MHPE)
Senior Consultant & Associate Professor of Pediatrics, Yong Loo Lin School of Medicine,
Department of Neonatology, National University Hospital,
National University of Singapore, Singapore
31. Page 31of 40 SaudiMED Framework
Appendix-5: Comments of Referees of the Framework
1- Professor James Ware
The Saudi Medical Deans’ Committee should be congratulated for steering a consensus process to finally
provide the outcomes and competences for medical education in Saudi medical schools. The final product
has six major themes, seventeen essential learning outcomes and eighty learning outcomes making up the
SaudiMED Framework. This is unquestionably a useful document for the Ministry of Higher Education and
all medical schools in the Kingdom, for whom it was primarily intended.
The six major themes will resonate with anyone who has previously been involved in the same process
elsewhere. However, I believe that empathetic and humane practice might have been found a place in one
of those themes. The seventeen core learning outcomes and eighty learning outcomes are entirely
appropriate. While the 166 clinical presentations will probably be useful, it seems likely that the list will
undergo several revisions before everyone is finally satisfied. Appendix 2 with seven lists of skills is useful,
but would probably need more time to complete than would be available during normal clerkship rotations,
while some procedures seem more appropriate for the internship. That this will be a living document is
entirely clear, but it will already have a considerable impact on the training of medical doctors in Saudi
Arabia.
The 80 learning outcomes will facilitate planning of teaching and learning, but it seems only about half the
core learning outcomes will allow for formal assessment, for example: for a learning outcome under the
seventh core competence it would not be possible: “report any concurrent physical, social or mental ailment
that would affect patient care to appropriate authorities.” However, these have to be stated, as does for
example, management of common medical emergencies.
The Saudi Medical Deans’ Committee has established a National Licensing Exam Committee to work with
the Saudi Commission for Health Specialties and it was quickly found that the core learning outcomes were
not a good base to create a test blueprint from, and the alternative of using the 166 clinical presentations
was just too cumbersome, a compromise solution has been found. Today, the Saudi Medical Licensing
Exam will be a multiple-choice exam, while the introduction of a test of clinical competence is still several
years in the future.
In conclusion all those who contributed to this important work should be congratulated because it will have
a significant impact on the quality of care in the future for Saudi citizens.
32. Page 32of 40 SaudiMED Framework
2- Professor Janet Grant
You have adopted a very systematic approach to the development of this framework. I only have a couple
of comment, but I think that they are important:
The SaudiMED Framework reflects what other similar frameworks would also recognize as the
crucial functions, content and principles of medicine. This is not surprising since medicine does
have a common knowledge base everywhere.
But my test of such a framework really is this: If I did not know where it came from, would I be able
to identify that? In this case, I probably would not be able to say that this is a framework for Saudi
Arabia. So it seems to me that there is something missing about the context of medicine in your
country. What would make this framework special to you and to no one else?
I wonder whether there will be advice to schools about how they actually develop their curriculum
on the basis of this Framework. The GMC found that their first version of Tomorrow’s Doctors gave
rise to all sorts of difficulties and problems that they had not intended [such as the downgrading of
the science base] which caused them to issue the second version. You can read our evaluation
report that led to this [The impact of Tomorrow's Doctors on medical schools (2007)]
here: http://cenmedic.net/our-publications/
Finally, I would be interested to know what markers you would reared as indications of success of
try Framework in practice. In other words, do you have a plan for looking at its use and effects?
So really, this amounts to these points:
o Is there anything that could or should be done to make this Framework reflect the
specificity of Saudi Arabia?
o Will there be guidance on curriculum design for schools based on the Framework?
o Will that guidance ensure that schools develop a contextual curriculum?
o How will you judge the effects of the Framework?
With thanks for asking me to comments.
33. Page 33of 40 SaudiMED Framework
3- Professor John Norcini
“I appreciate the opportunity to review the consensus framework for the ‘Saudi Future Physician’. It is a
superb document and I believe that it will set an excellent course for the future. In my view, the document
will serve its purpose quite well without any change. Thus, my comments are minor.
First, I believe that the adoption of ‘Research’ as one of the six overarching competences is essential. You
might also consider whether to refer to this competency as ‘scholarship’. It encompasses traditional
research but also includes some of the more recent reformulations (e.g., Boyer, Krahenbuhl, or Lynton).
This would broaden your expectations for undergraduates, postgraduates, and practicing doctors.
Second, it will take some effort to align this framework with an assessment system that is both formative
and summative. Outcomes that can be assessed through routine knowledge and clinical skills exams will
not pose a major problem. However, the assessment of outcomes such as professionalism, teamwork, and
community-oriented practice will be more challenging (as they are throughout the world) because good
methods of assessment are not readily available.
Third, the framework will be most useful as a guide for curriculum development. In terms of assessment,
attempts to measure students against all 80 of these learning outcomes are unlikely to be feasible. Some
work will be needed to consolidate these outcomes for purposes of assessment.
Congratulations on this achievement. I am certain it will improve the quality of care in Saudi Arabia.
34. Page 34of 40 SaudiMED Framework
4- Dr. Zubair Amin
The process of developing the Framework is highly systematic. The team has managed to engage
multiple stakeholders including medical students, junior doctors, medical colleges, ministries and
religious authorities. There were multiple levels of iterations and refinements over an extended period
of time. This process of constant feedback and engagement is critical for the success of eventual
implementation.
All major competences are covered. The list of clinical presentations, clinical skills and procedural
skills is very comprehensive and comparable to other similar documents from highly regarded
professional organizations and medical colleges. This list will be very useful for medical teachers and
medical students. My further recommendation is to identify priority areas, i.e., which of these following
clinical problems deserve greater attention. I would recommend highlighting the most important 10-20
clinical presentations (such as chest pain, breathlessness, fever, obesity, high blood pressure etc.)
based on local/regional disease prevalence and importance (i.e., common, preventable, treatable, life-
threatening). This will also help in the assessment blueprint by ensuring logical representation of
important clinical conditions.
I also suggest including healthy individuals in health maintenance visits to be incorporated within the
list of clinical problem. Medical education lacks focus on health and the inclusion of healthy individuals
will make the curriculum more robust, forward looking, and holistic.
I am grateful that the team expanded definition of research to including scholarship. This is a far more
holistic approach than many other competences frameworks that I reviewed.
Overall, I am highly satisfied with this initiative. This is a strong evidence to Saudi Deans’ Councils’
vision to create a robust healthcare system in the Saudi Arabia. Congratulations to the Team.
36. Page 36of 40 SaudiMED Framework
ACKNOWLEDGEMENTS
Acknowledgement and appreciation to
Majmaah University for valuable sponsorship
and National Commission for Academic Accreditation and Assessment for
supporting this project
37. Page 37of 40 SaudiMED Framework
Acknowledgement to the Deans of Medical Schools in Saudi Arabia
Imam Muhammad Bin Saud Islamic University
Dr.Khalid AbdulGhaffar AlAbdulrahman
Dr.Khalid Ibrahim Nasser AlQumaizi
King Abdulaziz University - Jeddah
Dr.Adnan Abdullah AlMazroo
Prof. Mahmoud Shaheen AlAhwal
Prof. Omar Ibrahim Saadah
King Abdulaziz University -Rabegh
Dr.Hamed Saeed Habibn
Prof.Mamdouh Abdullah Qari
Prof.Tawfeeq Mohammad Gabarah
Taibah University
Dr.Khalid Reda Murshid
Dr.AbdelQader Reda Allam
Dr.Khalid Khosh Hal
Dr.Mohammad Adnan Zolaly
Taif University
Dr.Talal Abdullah AlMalki
Dr.Abdulhameed AlGhamdi
Dr.Adnan Ameen AlSulaimani
King Saud University – Riyadh
Prof.Musaed Mohammad Salman
Prof.Mubarak Al Faran
Prof.Fahad Abdullah AlZamel
Prof. Khalid Ali Fouda Neil
Um AlQura University
Dr.Abdulaziz Alkhotani
Dr.Anmar Mohamad Nasser
Um AlQura University – Qunfudah
Dr.Saeed Saeed AlGhamdi
Dr.Abdulmonem AlQasim
Dr.Osama Abdulrahman Omar
King Khalid University – Abha
38. Page 38of 40 SaudiMED Framework
Dr.Ali Mohammad Al Ali
Dr. Ali Saeed AlQahtani
Prof. Abdulllah Saeed AlAsiri
Dr. Sulaiman Abdullah AlHumayed
King Khalid University – Beisha
Dr. Mohammad Abadi AlShehri
Dr. Abdullah Mohammad AlShahrani
AlQassim University
Dr. Abdullah Ali AlGasham
Prof. Hani Abdullah AlShobaili
AlQassim University – Onaizah
Prof. Saleh Abdullah AlDameg
Tabuk University
Dr. Tawfeeq Mohammad Gabarah
Dr. Badr Abdulmohsen AlSayed
Jauf University
Dr. Ahmad Homod AlHazmi
Dr. Maher AlOnaizi
Dr. Naif Ibrahim AlWakid
Najran University
Dr. Jobran Marei AlQahtani
AlDammam University
Dr. AlHussein Jaber AlZahrani
Prof. Sameeh AlAlmaei
Prof. Ali Ibrahim AlSultan
King Faisal University – AlAhsaa
Prof. Alid Ibrahim AlSultan
Dr. Waleed Hamad Alboali
Dr. Ibrahim Khaled AlJabr
Dr. Hatem Othman Qutub
Jazan University
Dr. Hussein Mohammad AlAqili
Dr. Ali Isamil Swaid
39. Page 39of 40 SaudiMED Framework
King Saud Bin Abdulaziz for Health Sciences – Riyadh
Prof. Yousef Abdullah Al Eissa
Prof. Ibrahim Alwan Al Alwan
Dr. Ahmed Rumayan Al Rumayan
Hail University
Dr. Ali Abdullah AlQarawi
Prof. Awdah Masood AlHazmi
Sattam Bin Abdulaziz University
Prof. Abdullah Mohammad AlBekiri
Dr. Abdulrahm Ibrahim ALtheyab
North Border University
Prof. Ibrahim Hassan ALZahrani
Dr. Shehab Ahmad AlOnaizi
Dr. Majed Qarayan ALRowaili
Jeddah University
Prof. Mahmoud Shaheen AlAhwal
Albaha University
Prof. Emad Abdelqader Koshak
Dr. Ali Hindi AlGhamdi
King Saud Bin Abdulaziz for Health Sciences –Jeddah
Prof. Hassan Saeed Baaqeel
AlMajmaah University
Dr. Mohammad Othman AlRukban
Dr. Khalid Mohammad Abdulwahab
Ibn Sina Colleges
Dr. Rashad Hassan Qashqari
AlFaisal University
Prof. Khalid Mannaa AlQattan
AlMaarifah Colleges
Prof. Maamoun Khalid Kermali
Sulaiman AlRajihi Colleges
40. Page 40of 40 SaudiMED Framework
Prof. Saleh Abdullah AlDamegh
Prof. Abdulrahman Mohammad AlMazroo
Prince Noura Abdulrahman University
Dr. Ghadeer Al Sheikh
Shaqraa University
Dr. Abdulrahman Mohammad ALShahrani
Shaqraa University – Aldawademi
Dr. Eissa Ajami Alediani
AlBatarji College
Dr. Hassan Sami Sheibah
Dr. Osama Adnan Kensarah
AlFarabi Colleges
Dr. Abdulwahab Abu Derman