Medical education in Sudan: A recommendation to adopt competency-based medical education curricula for improving practices (SudaniMEDs)

Mohamed Hassan Taha

doi:10.18502/sjms.v14i3.5212

Abstract

Sudan is a leading country in health professions education (HPE), a sector which started 100 years ago. The history of HPE in Sudan dates back to 1918 with the training of medical assistants, with a school for modern midwifery opening in 1921 (1). The first college of medicine in Sudan—Kitchener School of Medicine (KSM) —was established in 1924, and is currently part of the University of Khartoum (2). About half a century later, two more medical schools—Juba University School in 1977 and Gezira University School in 1978—were established. In the 1990s, there was an enormous expansion in higher education, particularly in colleges of medicine, with more than thirty being inaugurated (3). Currently, Sudan has more than sixty colleges of medicine.

Highlights

Several problems facing newly established medical schools in Sudan have been identified in recent years: challenges in designing an appropriate curriculum, lack of Production and Hosting by Knowledge E essential educational resources crucial to run a school consistent with quality standards, extreme shortage of qualified medical faculty due to migration, and lack of appropriate
There are concerns that the significant expansion of higher education in Sudan, along with unparalleled strategic planning for establishing these medical schools to ensure proper training of medical students and a clear national policy for ensuring the competency of graduates, might affect the quality of the services provided to patients [3, 4]
Several studies have suggested that the provision of high-quality and safe patient care can only be guaranteed if medical students receive proper clinical teaching [5

Summary

Introduction

Several problems facing newly established medical schools in Sudan have been identified in recent years: challenges in designing an appropriate curriculum, lack of Production and Hosting by Knowledge E essential educational resources crucial to run a school consistent with quality standards, extreme shortage of qualified medical faculty due to migration, and lack of appropriate. There are concerns that the significant expansion of higher education in Sudan, along with unparalleled strategic planning for establishing these medical schools to ensure proper training of medical students and a clear national policy for ensuring the competency of graduates, might affect the quality of the services provided to patients [3, 4].

Results

Conclusion