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\"Saudi Arabia has embarked upon an unprecedented reform agenda known as Vision 2030, which aims to create a dynamic, diverse and sustainable economy. To meet the demands of a 21st century, knowledge-based labour market, Saudi Arabia must develop a highly-skilled population, which puts education at the centre of Vision 2030. Saudi Arabia has made tremendous progress in expanding access to education and has achieved universal enrollment rates at primary and lower secondary levels. Nevertheless, most young Saudi Arabians leave school without having mastered the basic competences needed for success in future academic and professional endeavours. There are also widening disparities between students in terms of their access to high quality education and their subsequent learning outcomes. This review, developed in co-operation with the Ministry of Education of Saudi Arabia, analyses the strengths and challenges of the country's education system and makes recommendations to help improve student learning. It will be of interest to policy makers in Saudi Arabia and international audiences who wish to learn about the country's ambitious reform efforts.\"--Page 4 of cover.

Saudi Arabia has embarked upon an unprecedented reform agenda known as Vision 2030, which aims to create a dynamic, diverse and sustainable economy. To meet the demands of a 21st century, knowledge-based labour market, Saudi Arabia must develop a highly-skilled population, which puts education at the centre of Vision 2030.Saudi Arabia has made tremendous progress in expanding access to education and has achieved universal enrolment rates at primary and lower secondary levels. Nevertheless, most young Saudi Arabians leave school without having mastered the basic competences needed for success in future academic and professional endeavours. There are also widening disparities between students in terms of their access to high quality education and their subsequent learning outcomes.This review, developed in co-operation with the Ministry of Education of Saudi Arabia, analyses the strengths and challenges of the country's education system and makes recommendations to help improve student learning. It will be of interest to policy makers in Saudi Arabia and international audiences who wish to learn about the country's ambitious reform efforts.

Background As artificial intelligence (AI) becomes increasingly integral to healthcare, preparing medical and health sciences students to engage with AI technologies is critical. Objectives This study investigates the perceived AI readiness of medical and health sciences students in Saudi Arabia, focusing on four domains: cognition, ability, vision, and ethical perspectives, using the Medical Artificial Intelligences Readiness Scale for Medical Students (MAIRS-MS). Methods A cross-sectional survey was conducted between October and November 2023, targeting students from various universities and medical schools in Saudi Arabia. A total of 1,221 students e-consented to participate. Data were collected via a 20-minute Google Form survey, incorporating a 22-item MAIRS-MS scale. Descriptive and multivariate statistical analyses were performed using Stata version 16.0. Cronbach alpha was calculated to ensure reliability, and least squares linear regression was used to explore relationships between students’ demographics and their AI readiness scores. Results The overall mean AI readiness score was 62 out of 110, indicating a moderate level of readiness. Domain-specific scores revealed generally consistent levels of readiness: cognition (58%, 23.2/40), ability (57%, 22.8/40), vision (54%, 8.1/15) and ethics (57%, 8.5/15). Nearly 44.5% of students believed AI-related courses should be mandatory whereas only 41% reported having such a required course in their program. Conclusions Medical and health sciences students in Saudi Arabia demonstrate moderate AI readiness across cognition, ability, vision, and ethics, indicating both a solid foundation and areas for growth. Enhancing AI curricula and emphasizing practical, ethical, and forward-thinking skills can better equip future healthcare professionals for an AI-driven future.

Background Environmental sustainability (ES) is a key competency in healthcare education; however, the incorporation of ES into dental curricula in Saudi Arabia (SA) has been limited. This study aimed to evaluate SA dental educators’ perspectives on integrating ES into dental education, measuring their attitudes, perceived barriers, and institutional support. Methods A cross-sectional survey was conducted using a validated online questionnaire (Content Validity Index = 0.92) among faculty members of public and private dental schools across Saudi Arabia. Of 550 invited faculty, 336 completed the survey (response rate: 61.1%). Attitudes (8 items), perceived barriers (8 items), and institutional support (4 items) were measured on 5-point Likert scales and categorized as low (≤ 2.33), moderate (2.34–3.67), or high (≥ 3.68). Descriptive statistics, chi-square tests, and binary logistic regression were performed. Results Attitudes towards sustainability were favorable (mean = 4.39, SD = 1.002). The highest-rated perceived barrier was the lack of national curriculum guidelines (mean = 3.75, SD = 0.922). Institutional support was perceived as moderate (mean = 3.08). Chi-square tests revealed significant associations between institutional type, formal training, and teaching of sustainability content and all three constructs ( p  ≤ 0.05); age was not significantly associated with any construct. Binary logistic regression showed that professors and middle-aged educators were more likely to report formal sustainability training; educators currently teaching sustainability topics were less likely to have received it. Conclusions SA dental educators broadly support integrating sustainability competencies into dental education, yet significant structural and institutional barriers remain. National curriculum guidelines, institutional sustainability strategies, and targeted faculty training are needed to translate positive attitudes into meaningful curricular change.

Introduction Recent international consensus statements advocate for the integration of Point-of-Care Ultrasound (PoCUS) into the global undergraduate medical curriculum. Some medical schools outside Saudi Arabia have already incorporated PoCUS into their undergraduate curricula to enhance anatomy, physiology and pathology instruction. However, there are no data on the potential role of PoCUS in the preclinical training of medical students in Saudi Arabia. Given constraints on resources for medical education, a formal needs assessment was conducted to evaluate the potential utility of PoCUS within the basic science curriculum at our institution. Methods All final year medical students at our institution were invited to complete a validated online survey. The questionnaire utilized a 5-point Likert scale to assess student perceptions of the potential for PoCUS to improve their understanding of basic sciences and their desire for its incorporation into the preclinical curriculum. Results A total of 229 students participated (response rate 76%; male 134/200; female 95/100). Our survey demonstrated good internal consistency (Cronbach’s alpha: learning basic sciences 0.81, need for curriculum integration 0.83). The vast agreed that learning PoCUS would enhance their understanding of anatomy (95%) and pathology (75%). While only 52% agreed that learning PoCUS would improve their understanding of physiology, a substantial majority (80%) agreed that all medical schools should incorporate PoCUS into their undergraduate curricula. Furthermore, 62% agreed that offering PoCUS training would make the medical school more attractive to prospective applicants. No significant differences were observed between the responses of male and female students. The results of a confirmatory factor analysis provide strong support for the hypothesized three-factor model. All factor loadings are significant ( P  < 0.001), Conclusions Medical students in Saudi Arabia perceive that PoCUS would be a valuable tool to learn anatomy and pathology, aligning with the recommendations of the consensus conference on PoCUS integration in undergraduate medical education organized by the World Interactive Network Focused on Critical Ultrasound (WINFOCUS) and the Society of Ultrasound in Medical Education (SUSME). Introducing PoCUS training into preclinical medical curricula may also enhance the attractiveness of medical schools to potential applicants. Take home message Aligning with Global Trends: Integrating PoCUS into Undergraduate Medical Education. Our study adds to the growing momentum for Point-of-Care Ultrasound (PoCUS) training in medical education. Building upon the recent proposal for a global PoCUS curriculum by WINFOCUS and SUSME, our findings demonstrate that Saudi Arabian medical students perceive PoCUS as a valuable tool for enhancing their grasp of basic sciences. This strong student support reinforces the case for integrating PoCUS into pre-clinical medical curricula throughout Saudi Arabia. The survey instrument developed for this study (Appendix 1 ) is a valuable tool for universities worldwide, allowing them to conduct similar needs assessments tailored to their specific contexts and contribute to the global adoption of PoCUS education.

Background Telehealth is increasingly embedded within healthcare delivery, yet its implementation in rehabilitation education in Saudi Arabia remains limited and inconsistently implemented. Understanding the perspectives of academics and clinicians is essential for informing curriculum reform. This study examined perceptions of telehealth teaching and training among rehabilitation academics and clinicians in Saudi Arabia. Methods A cross-sectional online survey using convenience sampling was completed by academics ( n  = 56) and clinicians ( n  = 144) across rehabilitation disciplines. Participants who were currently teaching or practicing in Saudi Arabia were eligible. Descriptive statistics and Chi-square tests were used to compare familiarity, use, and attitudes toward telehealth education. Results Most respondents (> 75%) supported incorporating telehealth into undergraduate rehabilitation curricula and endorsed hands-on training for developing telehealth competencies. Academics expressed significantly stronger support for curricular integration than clinicians (χ²=12.49, p  = .002). Prior exposure to telehealth was significantly associated with greater support for inclusion ( p  < .05). The most frequently cited barriers were that telehealth course inclusion had not been previously discussed and limited awareness of supporting research, whereas technological infrastructure was reported less often. Conclusions These findings indicate broad support for telehealth education among rehabilitation professionals in Saudi Arabia, while highlighting a gap between perceived importance and curricular readiness shaped by prior exposure and resource availability. The results highlight the need for faculty development, investment in digital infrastructure, and collaborative academic–clinical planning to ensure telehealth competencies are systematically embedded into rehabilitation training. Collectively, this study provides foundational evidence to inform national curriculum reform and digital health workforce development aligned with Saudi Arabia’s digital health transformation efforts.

Background Flipped learning (FL) is an innovative student-centered approach that fosters active engagement and critical thinking. It is increasingly being adopted in higher education globally, including nursing education. In Saudi Arabia, aligning educational strategies with Saudi Vision 2030 requires producing independent, collaborative, and technologically competent healthcare professionals. This study explores nursing students’ perceptions of flipped learning in a theoretical nursing course, contributing insights into how flipped learning supports workforce development goals. Methods A qualitative descriptive design was employed. Data were collected through semi-structured interviews with eight third-year nursing students enrolled at a public university in Saudi Arabia. Qualitative content analysis was used to interpret students’ perceptions and experiences with the FL approach. Results Students’ responses revealed five main themes: enhanced understanding of course content, improved exam preparation and retention, strengthened communication and collaboration skills, increased learning independence, and challenges in implementation. Overall, flipped learning was perceived as supportive of deeper learning and skill development. Conclusion Flipped learning promotes independent learning and collaborative engagement, aligning well with the goals of Saudi Vision 2030 to prepare a competent healthcare workforce. The findings support integrating flipped learning into nursing curricula to foster essential professional competencies and lifelong learning habits among future nurses.

Background Although artificial intelligence (AI) has gained increasing attention for its potential future impact on clinical practice, medical education has struggled to stay ahead of the developing technology. The question of whether medical education is fully preparing trainees to adapt to potential changes from AI technology in clinical practice remains unanswered, and the influence of AI on medical students’ career preferences remains unclear. Understanding the gap between students’ interest in and knowledge of AI may help inform the medical curriculum structure. Methods A total of 354 medical students were surveyed to investigate their knowledge of, exposure to, and interest in the role of AI in health care. Students were questioned about the anticipated impact of AI on medical specialties and their career preferences. Results Most students (65%) were interested in the role of AI in medicine, but only 23% had received formal education in AI based on reliable scientific resources. Despite their interest and willingness to learn, only 20.1% of students reported that their school offered resources enabling them to explore the use of AI in medicine. They relied mainly on informal information sources, including social media, and few students understood fundamental AI concepts or could cite clinically relevant AI research. Students who cited more scientific primary sources (rather than online media) exhibited significantly higher self-reported understanding of AI concepts in the context of medicine. Interestingly, students who had received more exposure to AI courses reported higher levels of skepticism regarding AI and were less eager to learn more about it. Radiology and pathology were perceived to be the fields most strongly affected by AI. Students reported that their overall choice of specialty was not impacted by AI. Conclusion Formal AI education seems inadequate despite students’ enthusiasm concerning the application of such technology in clinical practice. Medical curricula should evolve to promote structured, evidence-based AI literacy to enable students to understand the potential applications of AI in health care.

Background Health informatics is a multidisciplinary field that supports the use and management of health data to enhance the quality and efficiency of healthcare delivery. As digital transformation accelerates in healthcare systems, particularly in Saudi Arabia, there is a growing need to ensure that undergraduate education programs in this field meet both national priorities and international standards. Aim This study aimed to evaluate and compare the content of undergraduate health informatics programs in Saudi universities with international curriculum recommendations, and to explore professional stakeholder perceptions on essential educational components. Methods A mixed-methods design was used, combining a national cross-sectional survey of healthcare and academic professionals with document analysis of curricula from five universities offering undergraduate degrees in health informatics. The survey assessed perspectives on six educational domains, including technical, clinical, behavioural, managerial, and foundational knowledge areas. The document review evaluated program structures against globally recognized curriculum guidelines. Results A total of 127 experts completed the survey. Most respondents strongly supported the inclusion of a structured internship, with six months identified as the optimal duration. While all universities covered core technical and health content, there was substantial variation in how each emphasized different domains. For instance, one university focused heavily on data and computing, while others gave greater attention to health sciences or foundational principles. Differences were also observed between stakeholder expectations and international benchmarks, especially regarding applied skills, behavioural sciences, and leadership training. Conclusion Undergraduate health informatics programs in Saudi Arabia show encouraging progress but vary widely in structure and focus. The findings highlight the need for more standardized educational models that integrate practical skills and international best practices while responding to local healthcare needs. This study offers actionable insights for policymakers and educators aiming to improve health informatics education and workforce readiness in a global context. Clinical trial number Not applicable.

Background In medical education, the learning environment (LE) significantly impacts students' professionalism and academic performance. Positive LE perceptions are linked to better academic outcomes. Our study, which was conducted 15 years after curriculum reform at King Saud University's College of Medicine, aimed to explore students' perspectives on their LE and identify areas for improvement. By understanding their experiences, we strive to enhance LE and promote academic success. Methods This mixed-method study employed an explanatory sequential approach in which a cross-sectional analytical survey phase was collected first using the Johns Hopkins Learning Environment Scale (JHLES), followed by qualitative focus groups. Findings from quantitative and qualitative methods were integrated using joint display. Results A total of 653 medical students completed the JHLES. The total average score was 81 out of 140 (16.8), and the average subscale scores ranged from 2.27 (0.95) for inclusion and safety to 3.37 (0.91) for community of peers. The qualitative approach encompasses both inductive and deductive analyses, identifying overarching themes comprising proudness, high expectations and competition, and views about the curriculum. The integration of results emphasizes the need for continued efforts to create a supportive and inclusive LE that positively influences students' experiences and academic success. Conclusion This research offers valuable insights for educational institutions seeking to enhance medical education quality and support systems. Recommendations include faculty development, the cultivation of supportive environments, curriculum revision, improved mentorship programs, and initiatives to promote inclusivity and gender equity. Future research should explore longitudinal and comparative studies, innovative mixed methods approaches, and interventions to further optimize medical education experiences. Overall, this study contributes to the ongoing dialog on medical education, offering a nuanced understanding of the complex factors influencing students' perceptions and suggesting actionable strategies for improvement.