Mohammad Alkhazim (College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Science); Alaa Thubaiti (College of Medicine, King Saud bin Abdulaziz University for Health Sciences); Taha Ismaeil (College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Science); Manal Alnasser (Post graduate Center, Kind Saud bin Abdulaziz University for Health Sciences)
Abstract
Learning and continuing development are parts of health practitioner’s commitment to professionalism. It furnishes the means to maintain the practitioner’s ability to provide quality and safe patient care. Continuous Medical Education (CME) is growing fast in Saudi Arabia; during 2010, 41548 CME hours that spreads over 5511 CME activities were approved. However, CME experiences and practices in Saudi has not been addressed, studied or documented as it should be.
Purpose
The purpose of this study is to explore the perception of attendees of CME in Saudi Arabia regarding different aspects of its practices and preferences.
Methods
A survey composed of demographic questions, habits of reading, and other 25 related item instrument were developed for the participants of CME. Participants were asked to indicate the extents to which they agreed or disagreed with each of the item on a 5-point Likert scale. 601 surveys were analyzed using SPSS version 16 for Windows. The responses of each item in the questionnaire were compared on the basis of demographic variables using Mann-Whitney’s U test and Wilcoxon’s signed ranks. A P-value <0.05 was considered significant
| Frequency (%) of disagreement, neutral and agreement levels on general opinions about CME across the sample. |
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| Generally Speaking about CME | Disagree | Neutral | Strongly Agree |
| It is a waste of time | 491( 82.5%) | 53 (8.9%) | 51 (8.6%) |
| It is desirable for all specialties | 78 (13.7%) | 69 (12.1%) | 422 (74.2%) |
| I am broadly familiar with methods of CME in my own specialty |
82 (14.0%) | 185 (31.6%) | 319 (54.4%) |
| It should be based on the individual’s assessed needs | 74 (13.2%) | 116 (20.8%) | 369 (66.0%) |
| It is effective in retention of knowledge | 45 (7.7%) | 75 (12.8%) | 468 (79.5%) |
| It is effective in improving attitude | 39 (6.9%) | 83 (14.6%) | 445 (78.5%) |
| It is effective in improving clinical / academic skills | 28 (4.8%) | 58 (9.9%) | 500 (85.3%) |
| It is effective in improving managerial / administrative skills |
44 (7.8%) | 105 (18.5%) | 418 (73.7%) |
| It is effective in improving clinical practice outcomes | 35 (6.1%) | 75 (13.0%) | 467 (80.9%) |
| The main drive for attending CME is the requirement for Accreditation | 162 (28.0%) | 140 (24.3%) | 275 (47.7%) |
| The main drive for attending CME is to have sometime out of work |
329 (56.6%) | 117 (20.1%) | 135 (23.3%) |
Conclusion
This is the first of its type study that explores CME practice extensively in Saudi Arabia. The healthcare practitioners acknowledged the importance of CME in improving their knowledge, attitudes, clinical and academic skills, improving their clinical practice outcomes. A second part of the study (in progress) is to describe the methods of regulating and conducting CME in Saudi Arabia.
