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Education shifted worldwide from a traditional passive \u201cteacher-centred\u201d approach to an active \u201cstudent-centred\u201d learning. This model focuses on what the students expected to be able to do at the end of the module or programme according to specific predetermined (outcome-based education). The College of Medicine at DAU implemented the reformed undergraduate medical curriculum form King Saud University medical school. The curriculum is consistent with the requirements of the Saudi Arabia Qualifications Framework (SAQF).The college identifies its graduate attributes and intended learning outcomes by adapting the SaudiMEDs framework. The SaudiMEDs framework is similar to the other global professional competency-based frameworks including, but not limited to, CanMEDs , Tomorrow\u2019s Doctors , the Scottish Doctor, and the Netherlands National Qualification Framework .The SaudiMEDs specify the learning outcomes and enable competencies that are expected from all medical graduates in Saudi Arabia. SaudiMEDs competencies derived from an analysis of patient\u2019s and society\u2019s needs .Therefore, SaudiMEDs competencies aim to help Ministry of Health and other Health Care Providers to achieve the goal of improving the experience of health care and improving the health of populations. In addition, it encompasses a combination of knowledge, skills and behaviour, combined to improve performance.\u00a0 SaudiMEDs framework developed by the medical colleges\u2019 deans\u2019 committee and accepted as the main reference for program accreditation within the Kingdom of Saud Arabia by NCAAA. In addition, Saudi Commission for Health Specialties were given the responsibility to assess\u00a0\u00a0 graduates from all medical schools to ensure that physicians entering practice have met and achieved the set out learning outcomes in the document .<\/p>\n
. The SaudiMEDs framework is composed of six major themes that describe physician’s duties and obligations. These six themes are further detailed to seventeen Program Learning Outcomes (PLOs). In addition, PLOs are classified according to National Qualification Framework (SAQF) domains. Including, Knowledge (Theoretical and Factual) , Skills (Practical application of knowledge) and\u00a0 Values (Competence\u00a0 and Interpersonal skills) .Furthermore, these seventeen PLOs\u00a0 are further detailed to seventy seven course-level learning outcomes\/competencies.<\/p>\n
\u00a0<\/em>The alignment between the Graduate Attributes , PLOs and SAQF Domains<\/strong><\/p>\n Graduate Attributes<\/strong><\/p>\n<\/td>\n \n The College of Medicine undergraduate program is a 7 years long program\u00a0 including the common year for health colleges (foundation) year , 2 basic science years,\u00a0 3 clinical years , and one year of internship. The total credit hours of the program is 214.The curriculum\u00a0 is designed to eliminate the\u00a0 overload in the curriculum by introducing core courses which contain the essential required learning for the medical students in an integrated manner. In addition, the curriculum introduces clinical and community training early in the program.<\/p>\n \u00a0\u00a0 The COM curriculum sequencing approach is based on: simple-to-complex, prerequisite learning, whole-to-part learning, and chronological learning. \u00a0Curriculum utilized recent trends in medical education related to learning and assessment. Teaching and learning strategies with assessment provide the means by which a curriculum’s objectives are achieved .The COM program curriculum implement variety of learning strategies such as PBL, CBL, students\u2019 led seminars, integrated lab sessions, clinical skills, large group learning (interactive lectures) and work based learning (bedside teaching). In addition , COM program implement a variety of assessment methods such as MCQs, SEQs, OSPE, OSCE that are in alignment with PLOs and CLOs.<\/p>\n The curriculum of College of Medicine includes integrated curricular and extracurricular activities that contribute to the achievement of the program learning outcomes. The curricular activities are part of different courses\u00a0 through the span of the curriculum. The delivery of program is continuously monitored based on annual reports and improvement plans developed.<\/p>\n \n \n","protected":false},"excerpt":{"rendered":" Education shifted worldwide from a traditional passive \u201cteacher-centred\u201d approach to an active \u201cstudent-centred\u201d learning. This model focuses on what the students expected to be able to do at the end of the module or programme according to specific predetermined (outcome-based education). The College of Medicine at DAU implemented the reformed undergraduate medical curriculum form King […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"nf_dc_page":"","footnotes":""},"class_list":["post-1170","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/dau.edu.sa\/medicine\/en\/wp-json\/wp\/v2\/pages\/1170","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dau.edu.sa\/medicine\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/dau.edu.sa\/medicine\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/dau.edu.sa\/medicine\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/dau.edu.sa\/medicine\/en\/wp-json\/wp\/v2\/comments?post=1170"}],"version-history":[{"count":0,"href":"https:\/\/dau.edu.sa\/medicine\/en\/wp-json\/wp\/v2\/pages\/1170\/revisions"}],"wp:attachment":[{"href":"https:\/\/dau.edu.sa\/medicine\/en\/wp-json\/wp\/v2\/media?parent=1170"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}\n\n
\n \n SaudiMed Framework<\/strong>Theme<\/strong><\/td>\n PLOs<\/strong><\/td>\n SAQF Domain<\/strong><\/td>\n<\/tr>\n \n Graduates with Scientific approach to medical practice<\/td>\n Scientific Approach to Practice<\/td>\n PLO1: S1. Integrate basic, clinical, behavioural and social sciences in medical practice<\/td>\n K<\/strong><\/td>\n<\/tr>\n \n PLO2: S9. Practice evidence-based health care<\/td>\n S<\/strong><\/td>\n<\/tr>\n \n Patient centered practitioner<\/td>\n Patient care<\/td>\n PLO3: S3. Demonstrate the essential clinical skills and procedures<\/td>\n S<\/strong><\/td>\n<\/tr>\n \n PLO4: S4. Use clinical reasoning, decision making, and problemsolving skills in medical practice<\/td>\n S<\/strong><\/td>\n<\/tr>\n \n PLO5 :S5. Manage patients with life-threatening medical conditions<\/td>\n S<\/strong><\/td>\n<\/tr>\n \n PLO6: S5: Manage patients with common medical problems<\/td>\n S<\/strong><\/td>\n<\/tr>\n \n PLO7: S7. Place patients\u2019 needs and safety at the centre of the care process<\/td>\n S<\/strong><\/td>\n<\/tr>\n \n Community oriented practitioner<\/td>\n Community oriented practice<\/td>\n PLO8: K1. Describe and Adhere to the regulations of Saudi healthcare system in the Kingdom<\/td>\n K<\/strong><\/td>\n<\/tr>\n \n PLO9 :S8. Advocate health promotion and disease prevention<\/td>\n S<\/strong><\/td>\n<\/tr>\n \n Effective communicator<\/td>\n Communication and Collaboration<\/td>\n PLO10:\u00a0 S9.Effectively communicate verbally and in writing with patients, their families, colleagues, and other health professionals<\/td>\n S<\/strong><\/td>\n<\/tr>\n \n PLO11: V1. Practice teamwork and inter-professional collaboration<\/td>\n V<\/strong><\/td>\n<\/tr>\n \n PLO12. : S10.Apply medical informatics in healthcare system effectively<\/td>\n S<\/strong><\/td>\n<\/tr>\n \n Professional practitioner<\/td>\n Professionalism<\/td>\n PLO13.\u00a0 V2.Demonstrate professional attitudes and ethical behaviors of physicians<\/td>\n V<\/strong><\/td>\n<\/tr>\n \n PLO14: V3. Apply Islamic, legal and ethical principles in professional practice<\/td>\n V<\/strong><\/td>\n<\/tr>\n \n PLO15.\u00a0 V4. Demonstrate the capacity for self-reflection and professional development<\/td>\n V<\/strong><\/td>\n<\/tr>\n \n Scholar practitioner<\/td>\n Research and scholarship<\/td>\n PLO16.\u00a0 S11Demonstrate basic research skills<\/td>\n S<\/strong><\/td>\n<\/tr>\n \n PLO17.\u00a0 V5.Critically appraise and demonstrate scholarly activities related to health sciences research<\/td>\n V<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n