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ORIGINAL ARTICLE
Year : 2016  |  Volume : 4  |  Issue : 1  |  Page : 46-51

Medical students' perception of the reformed medical curriculum at King Saud University


1 Department of Medical Education, College of Medicine, King Saud University, Riyadh, Saudi Arabia
2 Department of Quality and Development, College of Medicine, King Saud University, Riyadh, Saudi Arabia
3 Department of Academic Affairs, College of Medicine, King Saud University, Riyadh, Saudi Arabia
4 Department of Physiology, College of Medicine, King Saud University, Riyadh, Saudi Arabia
5 Department of Academic Quality Unit, College of Medicine, King Saud University, Riyadh, Saudi Arabia
6 Department of Faculty Development Unit, College of Medicine, King Saud University, Riyadh, Saudi Arabia

Correspondence Address:
Dr. Mona M Soliman
Department of Physiology, College of Medicine, King Saud University, P.O. Box: 29825 (29), Riyadh 11461
Saudi Arabia
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DOI: 10.4103/1658-600X.173838

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Objectives: To evaluate the King Saud University (KSU) medical students' perceptions of the educational programmes' quality. Materials and Methods: A total of 289 medical students at KSU, College of Medicine were selected randomly from year 1 through year 5 and were invited to participate in a descriptive cross-sectional study design. A questionnaire was distributed to the students and collected on completion. The questionnaire measured the students' perceptions of the educational programmes and their competence, as well as their overall satisfaction with the training delivered and the feedback system. Results: About 60.5% of the students declared that the educational programmes provided them with the necessary knowledge while only 48.5% of students believed that it provided them with the necessary skills required. Only 34% of students stated that the intended learning objectives were known to them at the beginning of the courses. About half of the students indicated that the programmes actively involved them in the problem-solving process. Half of the students believed that the amount of basic science knowledge provided was enough; however, 39.5% of students (in their clinical years) believed that the amount of knowledge delivered in the basic science courses was inadequate. Only 18.4% of students considered that the basic science courses prepared them for a clinical clerkship. 17.7% of the students declared that the research activities improved their research skills. 47.3% believed that the research activities helped them in understanding community characteristics, 57.6% asserted learning the basics of medical statistics, 44.6% believed it helped them in using the available resources in solving community problems and 49.5% believed it helped them in learning as well as acquiring project management skills. 34% of the students participated in planning educational activities while 53.7% participated in evaluating these educational activities. 36.1% of students gave frequent feedback to the college. Only 30.2% of the students were satisfied with the overall quality of the educational programmes. Conclusion: The students' perception of the educational programmes was illustrated and important aspects were highlighted which needed to be addressed and revised in order to improve the quality of the curriculum.


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