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Undergraduate Clinical Education

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Introduction:  

In line with the prescription of College of Medicine-Riyadh as well as the demands of offering quality education and training, the Clinical Affairs Department focuses on activities that promote and support development of clinical knowledge, skills and competencies in students in real and simulation settings. ​

Vision:  

To be a vital resource and support to the institution in achieving its mission to graduate qualified physicians and provide high quality education, research, and relevant community services that promote social accountability.​

Mission:  

To provide educational services and collaborate across medical specialties to promote high quality in clinical education in undergraduate and graduate medical education, and strive towards areas such as curriculum development, integration of simulation, scientific research, teaching, learning, assessment, and faculty development in order to develop competent professionals.​

Structure and Function of the Department

The Clinical Affairs Department works under the patronage of the Associate and Assistant Deans, Clinical Affairs, College of Medicine. The Undergraduate Clinical Education / Block Scheduling Unit and Internship Unit function under the auspices of the Clinical Affairs Department.

The Clinical Phase III curriculum is delivered and monitored by Undergraduate Clinical Education Unit under the guidance of Associate Dean & Assistant Dean, Clinical Affairs. The overall activities of the Block Scheduling Unit are overseen by the Supervisor, Block Scheduling Unit.

The Clinical Phase of College of Medicine curriculum spans over a period of two years (Fifth and Sixth years) and provides the students with a broad exposure to the major medical disciplines through eight clerkship/block rotation experiences designed to help students become active participants in providing present-day modern patient care. This phase provides the clinical exposure students need to integrate their foundational knowledge and skills in pre-clinical phase into the care of patients and experience the “art of doctoring." Clinical Phase curriculum is organized in Basic & clinical science, Patient and Doctor, Community and Doctor, and Personal and Professional Development Themes.

A focus on the assessment of interaction among student, supervisor and patient is an important feature of the assessment program. The assessment is integrated with all educational activities related to all themes and comprises two components; the continuous assessment and final assessment. Students are encouraged to develop their ability to evaluate their own progress and learning needs in preparation for a lifelong learning in their professional practice.

​During the clinical years, the third and fourth years of the College of Medicine, the student will direct his knowledge-based activities from pre-clinical to clinical studies. Phase III emphasis on hands-on clinical exposure to patient and doctor skills, community and doctor skills, and personal and professional development themes. The assessment of the phase III Blocks is integrated with all educational activities and consists of two parts, the continuous assessment and final assessment. These assessments help the students to evaluate their own progress and learning needs in preparation for a lifetime of learning in their professional practices. 

​1. Undergraduate Clinical Education Personnel​​



2. ​Other Roles​



3. ​Clinical Phase III Curriculum

The College of Medicine has attained recognition by adopting a problem-based learning approach whereby the Curriculum is delivered in a system based phase and block format. This is in full conformity with international trends in medical education, SMLE content Outline and community needs. The curriculum continues to evolve in synchronization with international and national trends in medical education. ​

i. Curricular Themes: ​

      1. 1. Basic and Clinical Sciences Theme 
      2. 2. Patient and Doctor Theme 
      3. 3. Community and Doctor Theme 
      4. 4. Personal and Professional Theme ​

ii. Clinical Phase III of the Medicine Program: ​

Phase III represents clerkship phase. In this phase, the students get in-depth exposure to the required clinical disciplines. The goal of these clerkships is to support students in developing their required competencies in the range of problems addressed by the respective disciplines and other curricular themes. The level of competency to be achieved is based on the need of the students to practice safe medicine in the community or carry on in postgraduate training in any discipline of the their choice. 
Phase III spans over a period of two years and comprises year 5 and 6 of Medicine Program. Phase III consists of blocks including Medicine & Allied, Surgery & Allied, Pediatrics, Obstetrics & Gynecology, Special senses and Mental health (Ophthalmology, ENT, Psychiatry, and Neurology), and Family & Community Medicine.

iii. Phase III Blocks​

Clinical Clerkship Program (Phase III) includes:

iv. Specialties covered in each Block​

Clinical Clerkship Program (Phase III) includes:

v. Learning Strategies:

The faculty at College of Medicine strives to implement various available modes of learning and teaching to maximize the output of potential doctors.
To achieve this objective, modern and wide variety of learning resources have been developed:

  • ​ • College Library where the students have access to a wide variety of learning resources:
  •               o Books: standard textbooks and reference books in clinical and basic sciences.
  •               o Scientific Journals and Compact Discs.
  •               ​o Internet facility: to provide access to various informative sources via the library

• Clinical Simulation Labs equipped with high fidelity simulation manikins and other advanced equipment is available for students learning.


The educational activities in Phase III blocks are Lectures, Problem Based Learning (PBL), Clinical Attachments, Case Discussions, Patient Doctor Bed-side (PDT), PDT-Simulation, Personal and Professional Development (PPD), Community Doctor Theme (CDT), Evidence Based Medicine (EBM) and self-directed learning sessions. ​