How Much Patient-Centred Care (PCC) is Taught to Medical Students in Saudi Arabia: A Case Study of the University of Tabuk Medical Curriculum

dc.contributor.advisorAgius, Steven
dc.contributor.authorAlanazi, Abdullah
dc.date.accessioned2023-12-27T10:52:24Z
dc.date.available2023-12-27T10:52:24Z
dc.date.issued2023-08-30
dc.description.abstractBackground: Medical education’s role is to equip medical students with competencies to meet the patients’ needs. The CanMEDs framework presents key competency areas of medical practice that a typical medical curriculum should incorporate. The SaudiMeds competency framework was established to achieve the purpose of the CanMEDs framework in Saudi medical schools. As a result, meeting these competencies is meant to enhance the provision of patient-centered care (PCC). However, the extent of incorporation of PCC in Saudi medical curriculum has not been fully explored. Aims: To determine how much PCC content is taught to medical students at the University of Tabuk by mapping the common PCC domain to the MBBS program Methods: This study applied the sequential exploratory mixed-methods design as the qualitative data on the curriculum content was explored widely and then corroborated with the survey findings. Using the case study approach, the study explored how much PCC is taught to medical students at the University of Tabuk. Data was obtained from the MBBS program specification document, course modules for the six academic years, and self-administered questionnaire. Manifest content analysis approach was used to locate 27 PCC domains in the MBBS program learning outcomes (knowledge, skills and values), course learning outcomes, and teaching/learning strategies. Curriculum mapping was done to create links between the PCC domains and the MBBS program documents retrieved from the university. The higher the number of links, the greater the extent of teaching PCC to the university’s medical students. Results: All the 27 PCC domains are incorporated into the MBBS program at the University of Tabuk. The questionnaire results corroborated this finding. Problem-based learning (PBL) and case-based learning (CBL) dominate the teaching/learning strategies used at the university. The study also revealed that PCC is highly concentrated in the clinical years than in the preclinical years. Discussion: There is congruency between the MBBS program at the University of Tabuk and SaudiMeds/CanMeds) frameworks. Since the university’s mission is to churn out competent graduates to serve the community, strict adherence to PCC concepts will contribute positively to the attainment of this mission. In conclusion, there is a positive trend in the incorporation of PCC in the medical curriculum, which should be a norm nationally.
dc.format.extent70
dc.identifier.urihttps://hdl.handle.net/20.500.14154/70446
dc.language.isoen
dc.publisherSaudi Digital Library
dc.subjectSaudi medical education
dc.subjectPPC medical education in Saudi
dc.subjectTabuk university medical education
dc.subjectpatient-centred care or patient centredness or patient communication
dc.subjectmedical students or medical graduate or healthcare professionals or healthcare students
dc.subjectteaching or training
dc.subjectcurriculum or curricula or medical schools or health schools
dc.titleHow Much Patient-Centred Care (PCC) is Taught to Medical Students in Saudi Arabia: A Case Study of the University of Tabuk Medical Curriculum
dc.typeThesis
sdl.degree.departmentMedicine and Health Sciences
sdl.degree.disciplineMedical Education
sdl.degree.grantorUniversity of Nottingham
sdl.degree.nameMaster of science

Files

Copyright owned by the Saudi Digital Library (SDL) © 2024