Determining the future direction of Curriculum reform process at a Public-Sector University in Saudi Arabia.

Abstract

Introduction: Educational institutions have recognised the importance of evaluating academic curricula to keep up with dynamic changes in the field of medical education. The college of medicine at King Khalid University has acknowledged this trend and embarked on reviewing its curriculum.

Objectives: To evaluate the undergraduate medical curriculum using SPICES model of curriculum evaluation as a tool with the view to plan and shape future curriculum reforms at the college of medicine, King Khalid University.

Methodology: A questionnaire-based survey was conducted eliciting the responses of faculty members and the departmental chairmen regarding the practice of student centred, integrated and non-traditional teaching methods as well as a separate questionnaire for the quality of problem-based learning in practice. The compiled responses from all the respective departments were statistically analysed subsequently.

Results: An average of 43.5% of student-centred learning (SCL), 41% of Integrated teaching (IT) and 19% of Non-traditional teaching (NTT) is being employed in different departments of the college of medicine.

Conclusion: The results suggest that the college of medicine is currently carrying out traditional teacher centred, discipline based and information-oriented teaching along with small chunks of student centred, integrated and problem-based teaching methods. Although the problem-based learning is proportionately very small in practice but in general, its quality is better in the clinical departments as compared to the basic sciences departments.

Key words: Curriculum evaluation, curriculum review, medical education, educational strategies