Analysing Undergraduate Medical Curricula: Experience from a Saudi Medical College

Abstract

Background: Curriculum analysis refers to the exploration of different components of the educational process in order to analyze those components and highlight strengths as well as opportunities for improvement. Curriculum analysis examines the curriculum using a multi-faceted approach. This study aimed to analyze the curriculum of Qassim University College of Medicine (QUCOM); explore its strengths, weaknesses, and areas for improvement; and share a medical curriculum analysis performed in the Saudi context. Methods: For this study, a qualitative descriptive study was used based on document analysis. All the college's documents from 2001 to 2018 were reviewed. The analysis used Harden's ten questions framework for curriculum development. Thematic analysis was then used to categorize the findings following Harden's ten questions framework. Results: This study showed that the curriculum was built to meet the needs of the Saudi community and increase the ratio of Saudi to expatriate doctors. The contents of the curriculum were appropriate for medical education, and the methodology was likely to foster life-long learning. A clear path for communication of the curriculum and management of programme provision existed, and the learning environment was found to be motivating. However, no clear representation of improving professionalism, patient safety, or research was found in the curriculum. Conclusion: The QUCOM curriculum showed great compliance with the student-centered, problem-solving, integrated, community-based, elective, and systematic (SPICES) model. However, many areas for improvement were identified. Adoption of the Saudi Medical Education Directives (SaudiMED) competency framework would achieve excellence in medical education and keep with the aspirations of the Saudi community.

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