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Evaluating the pediatric neurology training curriculum in SCFHS-accredited programs: a multi-institutional survey
Ahmed K Bamaga1, Hebah F Qashqari2, Anas S Alyazidi3,4
1Department of Pediatrics, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia.
BMC Medical Education
|July 17, 2026
Summary
Pediatric neurology training in Saudi Arabia and UAE shows strengths in professionalism but needs improvement in academic-clinical balance and research support. Faculty identified key areas for curriculum enhancement to address evolving subspecialties and systemic challenges.
Area of Science:
- Medical Education
- Pediatric Neurology
- Neuroscience Training
Background:
- Pediatric neurology training requires updates for clinical complexity and neuroscience advances.
- Structured residency programs exist in Saudi Arabia and UAE, but curriculum evaluation from faculty perspective is limited.
Purpose of the Study:
- To evaluate the pediatric neurology training curriculum in Saudi Commission for Health Specialties (SCFHS)-accredited programs from faculty viewpoints.
- To identify strengths, gaps, and differences between program directors (PDs) and non-director faculty.
Main Methods:
- A cross-sectional study surveyed 43 pediatric neurology consultants (including 9 PDs) using a 47-item questionnaire.
- The questionnaire assessed satisfaction across six curriculum components and identified training gaps.
- Quantitative data were analyzed statistically, and qualitative responses underwent thematic analysis.
Main Results:
- Overall faculty satisfaction was moderate, with highest ratings for professionalism (3.8/5) and lowest for clinical-academic balance (2.8/5) and research (2.9/5).
- Genetics, neuroimmunology, and neurodevelopmental disorders were cited as needing more emphasis.
- PDs reported lower satisfaction than non-directors, citing excessive service demands and insufficient academic time.
Conclusions:
- Pediatric neurology training has strong clinical and professional foundations but faces challenges in academic balance, research support, and subspecialty preparedness.
- Faculty perceptions, especially PDs' concerns, highlight the need for protected academic time and improved research infrastructure.
- Curriculum development should consider nationally coordinated programs in high-priority domains, requiring further evaluation.