International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12
line decor
  
line decor

 Volume 10, Issue 4 (April 2023), Pages: 154-161

----------------------------------------------

 Original Research Paper

Assessment of Saudi MEDs framework competence in performing clinical and practical skills by final-year medical students

 Author(s): 

 Hamza Mohammad Abdulghani 1, *, Rashid Alrashid 2, Fahad Abdulhakim Alhussain 2, Turki Ali Alawbathani 2, Faisal Bander Almutrafi 2, Waleed Dekhayel Aldekhayel 2, Sami Saeed Aljohani 2, Salem Ali Alammari 2, Tauseef Ahmad 1

 Affiliation(s):

 1Department of Medical Education, College of Medicine, King Saud University, Riyadh, Saudi Arabia
 2College of Medicine, King Saud University, Riyadh, Saudi Arabia

  Full Text - PDF          XML

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-9826-5781

 Digital Object Identifier: 

 https://doi.org/10.21833/ijaas.2023.04.019

 Abstract:

Clinical examinations and practical clinical skills are essential to guide diagnosis and treatment. Competency-based medical education (CBME) is high on today’s medical education agenda, and competence has become the unit of medical education planning in many countries. With the rise of medical education in Saudi Arabia, The Saudi MEDs initiative began as a means of achieving national consensus and developing necessary learning outcomes for medical schools. The aim of this study is to evaluate the final-year medical students’ core clinical competencies and identify the gaps between clinical skills in the Saudi MEDs framework and students’ actual achievement. Online data collection from all fifth-year medical students, to assess their clinical and procedural skills by using Objective Structured Clinical Examination (OSCE) scores and using a self-administered questionnaire that has been developed based on the Saudi MEDs framework. Eight clinical competencies were chosen out of the 17 after consulting the experts in this field. OSCE scores were checked for correlation with their self-assessment scores. The total OSCE scores of 323 students were evaluated which showed 93% of students have passed all eight competencies. Also, 304 students responded to the self-administered questionnaire in the current Saudi MEDs competencies 323 (response rate=94.11). The students were confident in the majority of the eight clinical competencies of the Saudi MEDs framework. Saudi MEDs framework has ensured that Saudi medical or health care education adapted to changing demands, critical competencies are not overlooked, teaching and learning, and evaluation are appropriate at medical schools by implementing the competency framework.

 © 2023 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords: Saudi MEDs, Healthcare framework, Decision-support education, Online learning and teaching, Competency-based education, OSCE exam, Medical education

 Article History: Received 3 November 2022, Received in revised form 26 January 2023, Accepted 29 January 2023

 Acknowledgment 

This work was supported by the College of Medicine Research Center, Deanship of Scientific Research, King Saud University, Riyadh, Saudi Arabia.

 Compliance with ethical standards

 Ethical approval and consent to participate

The Institutional Review Board (IRB) provided ethical approval for the study from King Saud University (KSU) in Riyadh, Saudi Arabia. All participants signed a consent form prior to participation. Participation was voluntary and informed consent was obtained from all participants prior to data collection. All methods were carried out in accordance with relevant guidelines and regulations. The consent forms were signed by all participants prior to participation, and all participants consented to participate and be published.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Abdulghani HM, Alrashid R, Alhussain FA, Alawbathani TA, Almutrafi FB, Aldekhayel WD, Aljohani SS, Alammari SA, and Tauseef Ahmad (2023). Assessment of Saudi MEDs framework competence in performing clinical and practical skills by final-year medical students. International Journal of Advanced and Applied Sciences, 10(4): 154-161

 Permanent Link to this page

 Figures

 No Figure

 Tables

 Table 1 Table 2 Table 3 Table 4 Table 5

----------------------------------------------    

 References (41)

  1. Abdulghani AH, Ahmad T, and Abdulghani HM (2022a). The impact of COVID-19 pandemic on anxiety and depression among physical therapists in Saudi Arabia: A cross-sectional study. BMC Medical Education, 22: 751. https://doi.org/10.1186/s12909-022-03785-x   [Google Scholar] PMid:36320001 PMCid:PMC9623902
  2. Abdulghani H, Almndeel N, Almutawa A, Aldhahri R, Alzeheary M, Ahmad T, and Khamis N (2019). The validity of the self-directed learning readiness instrument with the academic achievement among the Saudi medical students. International Journal of Medical Science and Public Health, 9(1): 1-7. https://doi.org/10.5455/ijmsph.2020.0925030102019   [Google Scholar]
  3. Abdulghani HM, Ahmed MM, Al-Rezqi AM, Althunayan SA, Mran AL, Alshaya AK, and Ahmad T (2021b). Knowledge and awareness levels of diabetes mellitus risk factors among nondiabetic visitors of primary health care centers: A multicenter study. European Review for Medical and Pharmacological Sciences, 25(22): 7066-7077.   [Google Scholar]
  4. Abdulghani HM, Alballaa AI, Albishr NN, Alaqeel RA, Abdulghani AH, Abdulghani AH, and Marwa KI (2022c). Health professions education during the COVID-19 pandemic in four health colleges and students’ psychological well-being: A private university experience. International Journal of Medicine in Developing Countries, 6(7): 1–9. https://doi.org/10.24911/IJMDC.51-1653456584   [Google Scholar]
  5. Abdulghani HM, AlRajeh AS, AlSalman BH, AlTurki LS, AlNajashi NS, Irshad M, and Ahmad T (2018). Prevalence of diabetic comorbidities and knowledge and practices of foot care among diabetic patients: A cross-sectional study. Diabetes, Metabolic Syndrome and Obesity: Targets and Therapy, 11: 417-425. https://doi.org/10.2147/DMSO.S171526   [Google Scholar] PMid:30214263 PMCid:PMC6118237
  6. Abdulghani HM, Sattar K, Ahmad T, Akram A, and Khalil MS (2021a). Faculty development program assists the new faculty in constructing high-quality short answer questions; A quasi-experimental study. PLOS ONE, 16(3): e0249319. https://doi.org/10.1371/journal.pone.0249319   [Google Scholar] PMid:33780493 PMCid:PMC8007032
  7. Abdulghani HM, Sattar K, Ahmad T, Halepoto DM, and Akram A (2022b). An insightful estimation of undergraduate medical students’ experience about the Flipped Classroom. Pakistan Journal of Medical Sciences, 38(1): 69-75. https://doi.org/10.12669/pjms.38.1.4256   [Google Scholar] PMid:35035403 PMCid:PMC8713203
  8. Abdulghani HM, Sattar K, Karim SI, Ahmad T, Akram A, Alsalem R, and Alkhulaifi A (2021c). The trend of four consultation models in four specialties at four tertiary care hospitals. Middle East Journal of Family Medicine, 19(11): 6-15. https://doi.org/10.5742/MEWFM.2021.94153   [Google Scholar]
  9. Abdulrahman KAB, Jumaa MI, Hanafy SM, Elkordy EA, Arafa MA, Ahmad T, and Rasheed S (2021). Students’ perceptions and attitudes after exposure to three different instructional strategies in applied anatomy. Advances in Medical Education and Practice, 12: 607-612. https://doi.org/10.2147/AMEP.S310147   [Google Scholar] PMid:34113204 PMCid:PMC8186936
  10. Ahmad S, Khan S, AlAjmi MF, Dutta AK, Dang LM, Joshi GP, and Moon H (2022). Deep learning enabled disease diagnosis for secure Internet of medical things. Computers, Materials and Continua, 73(1): 965-979. https://doi.org/10.32604/cmc.2022.025760   [Google Scholar]
  11. Ahmad T, Sattar K, and Akram A (2020). Medical professionalism videos on YouTube: Content exploration and appraisal of user engagement. Saudi Journal of Biological Sciences, 27(9): 2287-2292. https://doi.org/10.1016/j.sjbs.2020.06.007   [Google Scholar] PMid:32884409 PMCid:PMC7451591
  12. Aiken LH, Sermeus W, Van den Heede K, Sloane DM, Busse R, McKee M, and Kutney-Lee A (2012). Patient safety, satisfaction, and quality of hospital care: Cross sectional surveys of nurses and patients in 12 countries in Europe and the United States. British Medical Association Journal, 344: e1717. https://doi.org/10.1136/bmj.e1717   [Google Scholar] PMid:22434089 PMCid:PMC3308724
  13. AlAjmi MF, Khan S, and Sharma A (2013). Studying data mining and data warehousing with different e-learning system. International Journal of Advanced Computer Science and Applications, 4(1): 144-147. https://doi.org/10.14569/IJACSA.2013.040122   [Google Scholar]
  14. Alrashed FA, Sattar K, Ahmad T, Akram A, Karim SI, and Alsubiheen AM (2021). Prevalence of insomnia and related psychological factors with coping strategies among medical students in clinical years during the COVID-19 pandemic. Saudi Journal of Biological Sciences, 28(11): 6508-6514. https://doi.org/10.1016/j.sjbs.2021.07.022   [Google Scholar] PMid:34764766 PMCid:PMC8568835
  15. Alrehaily A, Alharbi N, Zaini R, and AlRumayyan A (2022). Perspectives of the key stakeholders of the alignment and integration of the SaudiMEDs framework into the Saudi medical licensure examination: A qualitative study. Advances in Medical Education and Practice, 13: 59-69. https://doi.org/10.2147/AMEP.S339147   [Google Scholar] PMid:35046748 PMCid:PMC8763195
  16. Barbosa J, Severo M, Fresta M, Ismail M, Ferreira MA, and Barros H (2011). How students perceive medical competences: A cross-cultural study between the Medical Course in Portugal and African Portuguese speaking countries. BMC Medical Education, 11: 24. https://doi.org/10.1186/1472-6920-11-24   [Google Scholar] PMid:21612609 PMCid:PMC3123652
  17. Buja LM (2019). Medical education today: All that glitters is not gold. BMC Medical Education, 19: 110. https://doi.org/10.1186/s12909-019-1535-9   [Google Scholar] PMid:30991988 PMCid:PMC6469033
  18. Coberly L and Goldenhar LM (2007). Ready or not, here they come: Acting interns’ experience and perceived competency performing basic medical procedures. Journal of General Internal Medicine, 22(4): 491-494. https://doi.org/10.1007/s11606-007-0107-6   [Google Scholar] PMid:17372798 PMCid:PMC1829427
  19. Ericsson KA (2004). Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Academic Medicine, 79(10): S70-S81. https://doi.org/10.1097/00001888-200410001-00022   [Google Scholar] PMid:15383395
  20. Feo R and Kitson A (2016). Promoting patient-centred fundamental care in acute healthcare systems. International Journal of Nursing Studies, 57: 1-11. https://doi.org/10.1016/j.ijnurstu.2016.01.006   [Google Scholar] PMid:27045560
  21. Fincher RM and Lewis LA (1994). Learning, experience, and self-assessment of competence of third-year medical students in performing bedside procedures. Academic Medicine: Journal of the Association of American Medical Colleges, 69(4): 291-295. https://doi.org/10.1097/00001888-199404000-00012   [Google Scholar] PMid:8155237
  22. Frank JR, Snell LS, Cate OT, Holmboe ES, Carraccio C, Swing SR, and Harris KA (2010). Competency-based medical education: Theory to practice. Medical Teacher, 32(8): 638-645. https://doi.org/10.3109/0142159X.2010.501190   [Google Scholar] PMid:20662574
  23. Haq AU, Li JP, Agbley BLY, Mawuli CB, Ali Z, Nazir S, and Din SU (2022). A survey of deep learning techniques based Parkinson’s disease recognition methods employing clinical data. Expert Systems with Applications, 208: 118045. https://doi.org/10.1016/j.eswa.2022.118045   [Google Scholar]
  24. Huenges B, Woestmann B, Ruff-Dietrich S, and Rusche H (2017). Self-Assessment of competence during post-graduate training in general medicine: A preliminary study to develop a portfolio for further education. GMS Journal for Medical Education, 34(5): Doc68. https://doi.org/10.3205/zma001145   [Google Scholar]
  25. Kassab SE, Du X, Toft E, Cyprian F, Al-Moslih A, Schmidt H, and Abu-Hijleh M (2019). Measuring medical students’ professional competencies in a problem-based curriculum: A reliability study. BMC Medical Education, 19: 155. https://doi.org/10.1186/s12909-019-1594-y   [Google Scholar] PMid:31113457 PMCid:PMC6528362
  26. Katowa-Mukwato P and Banda SS (2014). Medical students’ knowledge of clinical practical procedures: Relationship with clinical competence. Creative Education, 5: 1895-1904. https://doi.org/10.4236/ce.2014.521212   [Google Scholar]
  27. Khan S (2018). Modern Internet of things as a challenge for higher education. International Journal of Computer Science and Network Security, 18(12): 34-41.   [Google Scholar]
  28. Lai NM, Sivalingam N, and Ramesh JC (2007). Medical students in their final six months of training: Progress in self-perceived clinical competence, and relationship between experience and confidence in practical skills. Singapore Medical Journal, 48(11): 1018-1027.   [Google Scholar]
  29. Lambert ZV and Durand RM (1975). Some precautions in using canonical analysis. Journal of Marketing Research, 12(4): 468-475. https://doi.org/10.1177/002224377501200411   [Google Scholar]
  30. Ologunde R, Di Salvo I, and Khajuria A (2014). The CanMEDS scholar: The neglected competency in tomorrow’s doctors. Advances in Medical Education and Practice, 5: 383-384. https://doi.org/10.2147/AMEP.S71763   [Google Scholar] PMid:25342925 PMCid:PMC4206252
  31. Philibert I (2015). Evolution and application of the competencies and educational milestones in physician graduate education in the United States. Educación Médica, 16(1): 17-24. https://doi.org/10.1016/j.edumed.2015.04.006   [Google Scholar]
  32. Prediger S, Schick K, Fincke F, Fürstenberg S, Oubaid V, Kadmon M, and Harendza S (2020). Validation of a competence-based assessment of medical students’ performance in the physician’s role. BMC Medical Education, 20: 6. https://doi.org/10.1186/s12909-019-1919-x   [Google Scholar] PMid:31910843 PMCid:PMC6947905
  33. Sahu PK, Chattu VK, Rewatkar A, and Sakhamuri S (2019). Best practices to impart clinical skills during preclinical years of medical curriculum. Journal of Education and Health Promotion, 8: 57.   [Google Scholar]
  34. Sattar K, Ahmad T, Khalil MS, Soliman MM, Punnamperuma GG, and Abdulghani HM (2017). Medical students’ perception of the progress test as a quality-controlled assessment tool for improving learning and teaching, at a public sector medical college in Saudi Arabia. The Journal of the Pakistan Medical Association, 67(2): 300-304.   [Google Scholar]
  35. Shah N, Desai C, Jorwekar G, Badyal D, and Singh T (2016). Competency-based medical education: An overview and application in pharmacology. Indian Journal of Pharmacology, 48(Suppl 1): S5-S9. https://doi.org/10.4103/0253-7613.193312   [Google Scholar] PMid:28031599 PMCid:PMC5178056
  36. Shaik SA, Alomar KS, Almater AI, Alshayhan FA, Al-Sheikh MA, Almansour AM, and Al-Hazmi AM (2017). Who is responsible? An insight into the factors influencing the publication of undergraduate medical students’ research projects. International Journal of Medical Science and Public Health, 6(12): 1-7. https://doi.org/10.5455/ijmsph.2017.0823411102017   [Google Scholar]
  37. Shin HS (2019). Reasoning processes in clinical reasoning: From the perspective of cognitive psychology. Korean Journal of Medical Education, 31(4): 299-308. https://doi.org/10.3946/kjme.2019.140   [Google Scholar] PMid:31813196 PMCid:PMC6900348
  38. Smith MG, Ferreri SP, Brown P, Wines K, Shea CM, and Pfeiffenberger TM (2017). Implementing an integrated care management program in community pharmacies: A focus on medication management services. Journal of the American Pharmacists Association, 57(2): 229-235. https://doi.org/10.1016/j.japh.2016.12.074   [Google Scholar] PMid:28173993
  39. Tekian AS and Al Ahwal MS (2015). Aligning the SaudiMED framework with the national commission for academic accreditation and assessment domains. Saudi Medical Journal, 36(12): 1496-1497. https://doi.org/10.15537/smj.2015.12.12916   [Google Scholar] PMid:26620995 PMCid:PMC4707409
  40. Torabi M, Borhani F, Abbaszadeh A, and Atashzadeh-Shoorideh F (2018). Experiences of pre-hospital emergency medical personnel in ethical decision-making: A qualitative study. BMC Medical Ethics, 19: 95. https://doi.org/10.1186/s12910-018-0334-x   [Google Scholar] PMid:30567524 PMCid:PMC6299934
  41. Zaini RG, Bin Abdulrahman KA, Al-Khotani AA, Al-Hayani AMA, Al-Alwan IA, and Jastaniah SD (2011). Saudi Meds: A competence specification for Saudi medical graduates. Medical Teacher, 33(7): 582-584. https://doi.org/10.3109/0142159X.2011.578180   [Google Scholar] PMid:21696288