King Abdullah Research & Consulting Institute King Saud University

Strategic Plan for Health Professions Education

in Saudi Arabia2006 - 2031

Khalid Bin Abdulrahman, MDTeam Leader

Vice-Dean for Postgraduate & Med EducationCollege of Medicine, King Saud University

Contents

• Background

• Where are we going?

• Where are we now?

• How to go their?

AmbitionsCurrent situation

Suggested Practical Solutions

Strategic Options

SWOT Analysis

Ideal practices

The Future of Health Professions Education in the

Kingdom of Saudi Arabia

Main tasks of the study team

Task No. 1Methodology

* Collecting the necessary data and statistics.

* Literature review.

1. Outlining information sources.

2. Outlining keywords and search terminologies

3. Establishing a database

4. Analyzing data

Task No. 2Methodology

Defining the vision, mission, values and objectives

SWOT Analysis

1. Literature review & data gathering

2. Brainstorming & Workshops

3. Qualitative focus groups

4. Experts consultation

Task No. 3Methodology

Evaluating the matching between labor market and Education outcomes

1. Data gathering

2. Workshop

3. Focus group

Task No. 4Methodology

Suggesting general frameworks for study plans & evaluating the education environment

1. Qualitative

2. Quantitative

(Dreem study)

Task No. 5Methodology

Previewing international successful trends and defining appropriate trends for the Kingdom.

1. Defining the challenges and gaps

2. Review of the international strategic plans

3. Identify the trends

Task No. 6Methodology

Preparation of the final report.

1. Collecting the necessary reports and data

2. writing the final draft of the report, including the executive summary.

3. Revision of the whole work by the main team & consultants.

The study teams adopted methodologies chosen based on the theme of the study to

arrive to sound and applicable conclusions.

The study teams adopted methodologies chosen based on the theme of the study to

arrive to sound and applicable conclusions.

Retrieval of literature, journal articles, dataand official statistics.

Seeking the help of Experts.

Symposia and Workshops.

Brainstorming Sessions.

Visits and Interviews.

Field Studies.

Retrieval of literature, journal articles, dataand official statistics.

Seeking the help of Experts.

Symposia and Workshops.

Brainstorming Sessions.

Visits and Interviews.

Field Studies.

Countries experience reviewed Countries experience reviewed

Experiences of countries from North America (United States and Canada), countries from Europe (United Kingdom, Germany ..), countries from Asia (Japan,

Malaysia ..) and Australia were reviewed.

Experiences of countries from North America (United States and Canada), countries from Europe (United Kingdom, Germany ..), countries from Asia (Japan,

Malaysia ..) and Australia were reviewed.

Wide geographic distribution was considered to find the most suitable trends of health education.

Wide geographic distribution was considered to find the most suitable trends of health education.

The Current Number of Health Colleges in Saudi Arabia

CollegesTypesTotal

Gove.Private

Medicine12113

Dentistry415

Pharmacy729

Nursing325

Allied health11011

Total37643

Existing Status of Health Workersin Governmental and Private Sectors

Existing Status of Health Workersin Governmental and Private Sectors

The ratio of workers in the health field to population was as follows:

The ratio of workers in the health field to population was as follows:

1 : 577 for physicians1 : 3035 for dentists

1 : 1739 for pharmacists1 : 568 for nurses

1 : 1366 for applied medical sciences

1 : 577 for physicians1 : 3035 for dentists

1 : 1739 for pharmacists1 : 568 for nurses

1 : 1366 for applied medical sciences

The Target ratio

• 1 : 500 for physicians

• 1 : 2000 for dentists

• 1 : 1739 for pharmacists

• 1 : 300 for nurses

• 1 : 300 for applied medical sciences

• 1 : 500 for physicians

• 1 : 2000 for dentists

• 1 : 1739 for pharmacists

• 1 : 300 for nurses

• 1 : 300 for applied medical sciences

Percentage of Saudis in Health Professions Percentage of Saudis in Health Professions

21.4 %21.4 %15.9 %15.9 %

14.4 %14.4 %

21 %21 %

PhysiciansPhysiciansDentistsDentists

PharmacistsPharmacists

NursesNurses

The health education outcomes, in terms of numbers and specialties, are not fulfilling the current and future needs of the job market.

The health education outcomes, in terms of numbers and specialties, are not fulfilling the current and future needs of the job market.

The study of students' perception about educational environment showed significant problems in the educational environment of

health colleges. Results showed that:

The study of students' perception about educational environment showed significant problems in the educational environment of

health colleges. Results showed that:

Educational environment at King Saud University and some other Saudi

universities is below expectations and less than what is supposed to be compared with

some developed countries.

Educational environment at King Saud University and some other Saudi

universities is below expectations and less than what is supposed to be compared with

some developed countries.

the learning and the teachers' domains are the most frequently criticized among the

educational environment domains.

the learning and the teachers' domains are the most frequently criticized among the

educational environment domains.

The survey study about the most important characteristics the patients like to see in

their health practitioners showed that there is a great need to teach communication

skills as an integral part of the health colleges’ curriculum.

The survey study about the most important characteristics the patients like to see in

their health practitioners showed that there is a great need to teach communication

skills as an integral part of the health colleges’ curriculum.

New VS Traditional Undergraduate Medical Curricula

S tudent centered…………………..Teacher centered P roblem-based……………………….Lecture-based I ntegrated……………………………..Discipline-based C ommunity-based……………………Hospital-based E lective………………………………..Standard program S ystematic…………………………….Opportunistic

New VS Traditional Undergraduate Medical Curricula

S tudent centered…………………Teacher centered P roblem-based……………………..Lecture-based I ntegrated…………………………...Discipline-based C ommunity-based…………………Hospital-based E lective……………………………..Standard program S ystematic………………………….Opportunistic

التخطيطالمرئيللتعليمالصحيالجامعي

0

20

40

60

80

100

يةريبتدوالمية

عليالتقرافلمواتشآلمنا

تومامعلةالقنيوتتزاجهي

الت

مةسالوالمناالةويانصال

تعيارجلمواحوائاللةوظمالنحاضو

و

تءاراإلجواتساسياال

هاديثحوتحوائاللةوظمألنةاونمر

يمالالرارالقنعصيةكزمردمع

يةمالالودلبنةاونمر

لمويالتدرصاموعتن

يومحكلال

مويالت

يةكزمرلالا

هايرطووتيةداراإلئةلهيةافاءك

رارالقخاذ

ةإتآلي

يةداراإلكلةلهيا

بطاللال

قبوظام

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امالعمعليالتتجاخرم

يالبطمالدعال

بطالكال

شراإ

بطالةالصيصو

خاةاعمر

فزوالحواورألجا

ندسالميا

لفنوايداراإلعمالد

س

دريالتئةهياءضأعيرطووتءةكفا

(

نرييداااليرلغ

)

مرستلمراطوي

التبو

دريالت

نسيجننالسم

دريالتئةهياءضأعفرتو

فيظيالوىضلرا

سيةدراالهجمناوالططلخا

مقويالتسو

دريالتقطر

ميةعليالتئةلبيا

ملالعقسوومعجتلمةااجحةوقافةثعامرا

معجتلمطاغوضمو

عالاإليرتأث

معجتلمةاركشام

معجتلميلادصإلقتعاضالو

يمعجايال

صحمالعليالتدةجو

يددالعطسمتوال

المعاصر الواقع الدولية المعايير النظرةالمستقبلية

The Top Ten Problems

1. The quality and quantity of health professions education Outcomes in General

2. Equipment and Information Technology

3. Salaries and Incentives

4. Job Satisfaction

5. The Curricula

6. Competency and Development of Faculty Members.

7. Availability of Faculty Members of both genders.

8. Training and Educational Constructions and Facilities.

9. Educational Environment

10.Students & community involvement

Making utmost endeavors to place Saudi universities in the leading front of internationally-

recognized universities in health professions education through the creation of a

comprehensive undergraduate health professions education system with high quality. This system

is capable of graduating highly proficient national health professionals to satisfy the needs of the

health sector of various health specialties.

Making utmost endeavors to place Saudi universities in the leading front of internationally-

recognized universities in health professions education through the creation of a

comprehensive undergraduate health professions education system with high quality. This system

is capable of graduating highly proficient national health professionals to satisfy the needs of the

health sector of various health specialties.

The provision of highly efficient comprehensive university health education that satisfies the needs of the Saudi society and governmental and private

sectors of qualified health professionals who are characterized by honesty and professionalism, and

capable of pursuing postgraduate studies and continuing professional education. The health

professions education is in compliant with international trends taking into consideration the

various students' needs and achieving the requirements of academic accreditation.

The provision of highly efficient comprehensive university health education that satisfies the needs of the Saudi society and governmental and private

sectors of qualified health professionals who are characterized by honesty and professionalism, and

capable of pursuing postgraduate studies and continuing professional education. The health

professions education is in compliant with international trends taking into consideration the

various students' needs and achieving the requirements of academic accreditation.

Professionalism.Sincerity and Honesty.

Consideration of jurisprudence guidelines.Quality.

Innovation.Comprehensiveness and Diversity.

Continuing development.

Professionalism.Sincerity and Honesty.

Consideration of jurisprudence guidelines.Quality.

Innovation.Comprehensiveness and Diversity.

Continuing development.

Three Stages

)Basic pivots in the implementation of the future plan( )Basic pivots in the implementation of the future plan(

Its duration is three years and includes:Its duration is three years and includes:

Establishing a deputyship in the Ministry of Higher Education to

manage and execute the strategic plan,

Establishing a deputyship in the Ministry of Higher Education to

manage and execute the strategic plan,

Establishing the National Commission for Health Professionals Education

which should be directly linked to the Royal Court.

Establishing the National Commission for Health Professionals Education

which should be directly linked to the Royal Court.

Establishing data base & networking that connects all university or non-university health sectors.

Establishing data base & networking that connects all university or non-university health sectors.

sets appropriate regulations and bylaws to establish a strong institutional connection between health sectors from one side and undergraduate health education institutions on the other side

sets appropriate regulations and bylaws to establish a strong institutional connection between health sectors from one side and undergraduate health education institutions on the other side

Upgrade the bylaws that control faculty affairs including incentives and salaries to make the health education institutions more attractive & to motivate teaching excellence and creativity

Upgrade the bylaws that control faculty affairs including incentives and salaries to make the health education institutions more attractive & to motivate teaching excellence and creativity

Upgrade the administrative & financial system that based on flexibility and decentralization to

assist and support the educational process.

Upgrade the administrative & financial system that based on flexibility and decentralization to

assist and support the educational process.

Increasing the governmental funding to cover the budgets of this stage and the next stage,

and preparing the appropriate organization that insures fast and effective handling.

Increasing the governmental funding to cover the budgets of this stage and the next stage,

and preparing the appropriate organization that insures fast and effective handling.

Supporting the recently emerging colleges; financially and administratively, and building

their necessary infrastructure.

Supporting the recently emerging colleges; financially and administratively, and building

their necessary infrastructure.

)Developing Educational Environment and Study Plans( )Developing Educational Environment and Study Plans(

The duration is five years. Some of the items of this stage can be started prior to the end of the

first stage. This stage includes:

The duration is five years. Some of the items of this stage can be started prior to the end of the

first stage. This stage includes:

The National Commission for Academic Accreditation and Assessment imposes its

conditions on all health colleges, governmental and private. The health colleges in this stage should be committed to revising

health education programs and study plans according to the criteria approved by the

commission. The commission should periodically reassess health colleges at the

end of this stage and should suspend admission to colleges that do not comply with

set criteria.

The National Commission for Academic Accreditation and Assessment imposes its

conditions on all health colleges, governmental and private. The health colleges in this stage should be committed to revising

health education programs and study plans according to the criteria approved by the

commission. The commission should periodically reassess health colleges at the

end of this stage and should suspend admission to colleges that do not comply with

set criteria.

Furnishing an academic environment supportive of distinction, creativity and

innovation for faculty as well as establishing the necessary basis for this within the criteria

of academic accreditation.

Furnishing an academic environment supportive of distinction, creativity and

innovation for faculty as well as establishing the necessary basis for this within the criteria

of academic accreditation.

Furnishing an educational and training environment supportive and encouraging to

students of both sexes, while considering the special needs of female students and their

social circumstances.

Furnishing an educational and training environment supportive and encouraging to

students of both sexes, while considering the special needs of female students and their

social circumstances.

Updating the infrastructure of the existing undergraduate health institutions to keep pace

with developments in information and communication technologies and employing them in the administration of undergraduate

health institutions and academic programs in terms of syllabus and teaching methods and

assessment.

Updating the infrastructure of the existing undergraduate health institutions to keep pace

with developments in information and communication technologies and employing them in the administration of undergraduate

health institutions and academic programs in terms of syllabus and teaching methods and

assessment.

Involving the students and the society and taking into consideration their needs in health

education process and related activities.

Involving the students and the society and taking into consideration their needs in health

education process and related activities.

Emphasizing the quality assurance of faculty, and subjecting them to perpetual assessment.

Emphasizing the quality assurance of faculty, and subjecting them to perpetual assessment.

Increasing the number of faculty members of both sexes to achieve a ratio of (teacher :

student) comparable to that of the international standards.

Increasing the number of faculty members of both sexes to achieve a ratio of (teacher :

student) comparable to that of the international standards.

Establishing a health professionals education unit in each health college where the task of this unit is taking care of health education in

terms of development, revision and research.

Establishing a health professionals education unit in each health college where the task of this unit is taking care of health education in

terms of development, revision and research.

These include:These include:

The expansion in the establishment of new colleges according to the suggested plan.

The expansion in the establishment of new colleges according to the suggested plan.

Establishment of specialized health universities in the big cities.

Establishment of specialized health universities in the big cities.

The universities and the National Commission for Academic Accreditation and Assessment

assume monitoring the latest developments of successful health education in the experiences

of other countries.

The universities and the National Commission for Academic Accreditation and Assessment

assume monitoring the latest developments of successful health education in the experiences

of other countries.

Keeping pace with information and communication technologies and employing them in the administration of undergraduate health education institutions and academic

programs.

Keeping pace with information and communication technologies and employing them in the administration of undergraduate health education institutions and academic

programs.

Expanding and diversification of nongovernmental financial resources for

educational institutions.

Expanding and diversification of nongovernmental financial resources for

educational institutions.

Following up the job market need in the governmental and private sectors,

pinpointing the country's needs of health specialties and handling in the

universities resources accordingly.

Following up the job market need in the governmental and private sectors,

pinpointing the country's needs of health specialties and handling in the

universities resources accordingly.

The Ministry of Higher education should continue the necessary steps to place the Saudi universities on the leading front of

international universities in health professionals education.

The Ministry of Higher education should continue the necessary steps to place the Saudi universities on the leading front of

international universities in health professionals education.

In the end, we extend our thanks and gratitude to all those who participated in this study through planning, execution, discussion,

revision or scrutinizing for their sincere and productive efforts, enlightening thoughts and invaluable remarks that have great impact on

this study.

In the end, we extend our thanks and gratitude to all those who participated in this study through planning, execution, discussion,

revision or scrutinizing for their sincere and productive efforts, enlightening thoughts and invaluable remarks that have great impact on

this study.