Madadin Mohammed S, Hashim Sara A, Almulhim Abdulaziz M
Departments of Pathology, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia.
Medical Education, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia.
J Family Community Med. 2025 Apr-Jun;32(2):157-163. doi: 10.4103/jfcm.jfcm_332_24. Epub 2025 Apr 30.
The College of Medicine at Imam Abdulrahman Bin Faisal University reformed its undergraduate program into an integrated, outcomes-based, theme-based, and student-centered program. The present study aimed to determine the perceptions of first graduates on the efficacy of the reformed program and examine the levels of their satisfaction and self-efficacy of the knowledge and skills acquired.
The first batch of graduates was invited to participate in this cross-sectional study. An online self-administered questionnaire using a five-point Likert-style scale was used to evaluate the curriculum content, teaching and learning methods, communication with teachers, and assessment methods. It also evaluated graduates' satisfaction and self-efficacy levels of their acquired knowledge and skills, as well as their level of competence and professional ability. Analysis of variance was applied to differentiate graduates' perceptions regarding the quality and impact of academic years.
The strongest subject in the curriculum according to the participants was the subject of ethics, professional and behavioral sciences, with a mean of 4.11 (±1.03). The 5thyear curriculum was rated the highest as regards the quality and impact of individual academic years with a mean of 4.49 (±0.70). Team and multidisciplinary work were rated the highest, with a mean of 4.60 (±0.62) when it came to graduates' satisfaction and self-efficacy levels on the acquired knowledge and skills. Medical ethics stood out for its content and graduates' self-efficacy. Most of the graduates revealed that they were ready for work as interns and residents (76%) and were proud to be doctors (81.4%).
The graduating students' opinions offer valuable information for potential curriculum revisions. Their perceptions of the curriculum design should be explored in greater detail in future qualitative studies. Further internal studies are recommended to enhance the integration of the basic science content and improve assessment and evaluation methods.
阿卜杜勒拉赫曼·本·费萨尔大学医学院将其本科课程改革为一个综合的、基于成果的、基于主题的和以学生为中心的课程。本研究旨在确定首届毕业生对改革后课程效果的看法，并考察他们对所获得知识和技能的满意度及自我效能水平。
邀请首届毕业生参与这项横断面研究。使用一份采用五点李克特量表的在线自填式问卷来评估课程内容、教学方法、与教师的沟通以及评估方法。该问卷还评估了毕业生对所获得知识和技能的满意度及自我效能水平，以及他们的能力和专业水平。采用方差分析来区分毕业生对各学年质量和影响的看法。
根据参与者的反馈，课程中最强的科目是伦理、专业和行为科学，平均分为4.11（±1.03）。就各学年的质量和影响而言，五年级课程的评分最高，平均分为4.49（±0.70）。在毕业生对所获得知识和技能的满意度及自我效能水平方面，团队合作和多学科工作的评分最高，平均分为4.60（±0.62）。医学伦理因其内容和毕业生的自我效能而突出。大多数毕业生表示他们已准备好担任实习医生和住院医生（76%），并为成为医生而自豪（81.4%）。
即将毕业的学生的意见为潜在的课程修订提供了有价值的信息。在未来的定性研究中应更详细地探讨他们对课程设计的看法。建议进一步开展内部研究，以加强基础科学内容的整合，并改进评估和评价方法。
