1. King Abdullah Research & Consulting Institute King Saud University Strategic Plan for Health Professions Education in Saudi Arabia 2006 - 2031 Khalid Bin Abdulrahman, MD Team Leader Vice-Dean for Postgraduate & Med Education College of Medicine, King Saud University

2. Contents Background Where are we going? Where are we now? How to go their?

3. Ambitions Current situation Suggested Practical Solutions Strategic Options SWOT Analysis Ideal practices The Future of Health Professions Education in the Kingdom of Saudi Arabia

4. Main tasks of the study team

5. 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

6. 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

7. Task No. 3Methodology Evaluating the matching between labor market and Education outcomes 1.Data gathering 2.Workshop 3.Focus group

8. Task No. 4Methodology Suggesting general frameworks for study plans & evaluating the education environment 1.Qualitative 2.Quantitative (Dreem study)

9. 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

10. 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.

11. 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, data and official statistics. Seeking the help of Experts. Symposia and Workshops. Brainstorming Sessions. Visits and Interviews. Field Studies. Retrieval of literature, journal articles, data and official statistics. Seeking the help of Experts. Symposia and Workshops. Brainstorming Sessions. Visits and Interviews. Field Studies.

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

15. The Current Number of Health Colleges in Saudi Arabia TotalTypesColleges PrivateGove. 13112Medicine 514Dentistry 927Pharmacy 523Nursing 110 Allied health 43637 Total

16. Existing Status of Health Workers in Governmental and Private Sectors Existing Status of Health Workers in Governmental and Private Sectors The ratio of workers in the health field to population was as follows: 1 : 577 for physicians 1 : 3035 for dentists 1 : 1739 for pharmacists 1 : 568 for nurses 1 : 1366 for applied medical sciences 1 : 577 for physicians 1 : 3035 for dentists 1 : 1739 for pharmacists 1 : 568 for nurses 1 : 1366 for applied medical sciences

17. 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

18. Percentage of Saudis in Health Professions 21.4 % 15.9 % 14.4 % 21 % Physicians Dentists Pharmacists Nurses

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

20. 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.

21. 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.

22. 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

23. 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

25. 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

26. 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

27. 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.

28. 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.

29. 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.

30. Three Stages

31. (Basic pivots in the implementation of the future plan) Its duration is three years and includes: Establishing a deputyship in the Ministry of Higher Education to manage and execute the strategic plan,

32. 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.

33. 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

34. 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. Supporting the recently emerging colleges; financially and administratively, and building their necessary infrastructure.

35. (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:

36. 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.

37. 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.

38. 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.

39. 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. 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.

40. These include: The expansion in the establishment of new colleges according to the suggested plan. 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.

41. 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.

42. 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.

43. 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.

44. 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.