Challenges For The Integration Of SaudiMED Competencies Into The UGME Curriculum: Deans' Views

SaudiMED competencies are a system recently adopted by the National Commission for Academic Assessment and Accreditation (NCAAA) that represents the target of achievement when developing the undergraduate medical curriculum. The main objective of this study is to evaluate the challenges for the integration of SaudiMED competencies into the evidence-based undergraduate medical education (UGME) curriculum based on the perspectives of Deans of Saudi Medial Colleges. The study is an observational questionnaire-based cross-sectional study conducted among Deans of Saudi Medical Schools. The study was conducted to cover all intended population, given that all members of Saudi Medical Deans Committee were invited to participate. Seventeen out of 26 Deans of Schools of Medicine in Saudi Arabian universities responded to the questionnaire. Ten out of the 17 Deans stated that the integration of SaudiMED had started at their school. Approximately 17% of the Deans began implementing the SaudiMED between 2011 and 2013. Factors that aided in the integration of SaudiMED in the undergraduate medical curriculum include the commitment of well-trained authorities, adoption of new methods, and staff development programs led by experts, whereas challenges involved resistance of teaching staff to change, the use of a traditional curriculum, and the lack of a quality assurance system. In conclusion, Deans reflected a strong awareness regarding challenges and successful interventions. The main challenges include the resistance of teaching staff to change, the use of traditional curriculum, and the lack of a quality assurance system. Interventions needed for successful integration include faculty commitment, faculty development programs, and a strong quality assurance system