Specialty selection satisfaction and regret among medical school postgraduates and faculty at King Abdulaziz University

Background: In the field of medicine, specialty selection is a life-altering decision that plays a crucial role in career satisfaction, and in turn patient-care. This study explores the significant factors affecting specialty selection satisfaction and regret from the perspective of medical postgraduates and faculty in King Abdulaziz University (KAU).  Methods: A cross sectional study was carried out on a sample of 172 medical school postgraduates and faculty working at KAU using self-administered questionnaire.Results: The majority of the participants were residents (51.7%), The analysis showed that 11% of the participants regret their choice of specialty. The results showed that the level of satisfaction increases as the academic degree of the participants increase. Among the significant factors affected specialty selection satisfaction and regret were; income (P = 0.003), long length of training (P = 0.027), vast options of sub-specialties (P = 0.001) and interesting and exciting field.Conclusion: These results identify the essential factors that have a potential impact on specialty satisfaction and regret among medical school postgraduates and faculty. This highlights the importance of career counseling for the proper specialty selection

Interdisciplinary Integration of the CVS Module and Its Effect on Faculty and Student Satisfaction as Well as Student Performance

<p>Abstract</p> <p>Background</p> <p>Beyond the adoption of the principles of horizontal and vertical integration, significant planning and implementation of curriculum reform is needed. This study aimed to assess the effect of the interdisciplinary integrated Cardiovascular System (CVS) module on both student satisfaction and performance and comparing them to those of the temporally coordinated CVS module that was implemented in the previous year at the faculty of Medicine of the King Abdulaziz University, Saudi Arabia.</p> <p>Methods</p> <p>This interventional study used mixed method research design to assess student and faculty satisfaction with the level of integration within the CVS module. A team from the medical education department was assembled in 2010/2011 to design a plan to improve the CVS module integration level. After delivering the developed module, both student and faculty satisfaction as well as students performance were assessed and compared to those of the previous year to provide an idea about module effectiveness.</p> <p>Results</p> <p>Many challenges faced the medical education team during design and implementation of the developed CVS module e.g. resistance of faculty members to change, increasing the percentage of students directed learning hours from the total contact hour allotted to the module and shifting to integrated item writing in students assessment, spite of that the module achieved a significant increase in both teaching faculty and student satisfaction as well as in the module scores.</p> <p>Conclusion</p> <p>The fully integrated CVS has yielded encouraging results that individual teachers or other medical schools who attempt to reformulate their curriculum may find valuable.</p