The effectiveness of the family medicine curriculum in the Sudan Medical Specialization Board in the improvement of skills and knowledge of family medicine residents 2024: A quantitative and qualitative survey

The effectiveness of the family medicine curriculum in the Sudan Medical Specialization Board in the improvement of skills and knowledge of family medicine residents 2024: A quantitative and qualitative survey | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The effectiveness of the family medicine curriculum in the Sudan Medical Specialization Board in the improvement of skills and knowledge of family medicine residents 2024: A quantitative and qualitative survey Hiba Salah Abdelgadir, Nasreldin M Ahmed This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5365675/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Introduction: Family medicine was identified in Sudan in 2006 after the first family medicine master's degree program was established. The objective of this study was to evaluate the effectiveness of the family medicine curriculum in the Sudan Medical Specialization Board (SMSB) and provide baseline and updated data on the strengths and weaknesses of the family medicine training program. Methods: A cross-sectional quantitative and qualitative descriptive survey was conducted from February to October 2024. Data was collected through a pretested, pre-coded online questionnaire. Semi-structured, in-depth interviews were conducted with the family medicine specialists and trainers in the SMSB. All data were summarized numerically (mean, standard deviation, median) and graphically (frequency tables). Qualitative data was recorded, transcribed, coded, and then analyzed using a content analysis approach. Results: A total of 100 family medicine doctors participated in the study. Most of the participants (82%) were females. Regarding the job title (76%) of the participants were residents and the rest (24%) were specialists. More than half of the participants (66%) were from Khartoum. Most participants (87%) reported satisfaction with the family medicine training curriculum in the SMSB and its effectiveness in improving knowledge and practices. Some of the interviewed residents (30%) complained of dissatisfaction with the research methodology course, and about half of them reported that the course was ineffective and not improving their knowledge and skills in research. Furthermore, residents reported the family medicine research committee in the SMSB had unclear requirements which was reflected in a high rejection rate of the research proposals submitted by residents. Conclusion: The SMSB family medicine curriculum is a comprehensive training-based curriculum that increases residents’ satisfaction, knowledge, skills, and patients’ respect. Family medicine Curriculum effectiveness skills knowledge residents Sudan. Figures Figure 1 Introduction Family medicine is globally considered a new specialty, that was identified in 1969 [ 1 ]. In Sudan, family medicine was acknowledged in 2006 with a master’s degree [ 2 , 3 ]. Since then, family medicine practice in Sudan has improved due to the improvement of educational programs. Five educational institutions in Khartoum and Gezira states currently offer postgraduate training programs for family medicine residents in Sudan [ 2 , 4 ]. However, there is still some lack of awareness of the family physician’s role and a lack of knowledge that family physicians must uphold [ 2 , 5 ]. Lack of awareness of the family medicine specialty affects the continuity of care and the referral system at the primary care level, which may create a professional practical gap [ 2 , 6 , 7 ]. The barrier between diagnostic testing and referral processes is considered the most significant gap that impedes family physicians from applying their skills and role in the primary healthcare setting [ 8 ]. Therefore, a strong training-based curriculum that contains continuous medical education (CME), and continuous professional development (CPD) programs, will improve the diagnostic knowledge and referral skills of family medicine doctors and improve their adherence and implementation of the clinical guidelines [ 9 , 10 ]. High-quality CME and CPD programs have a positive impact on the practice and clinical experience of family medicine doctors [ 11 ]. The Curriculum defines the recommended training strategies for the residents’ training. Knowledge, attitudes, skills, and topic competencies for family medicine residents should be attained through a longitudinal well-established training program [ 12 ]. The curriculum for family medicine residency can structure experience in several specified areas. A well-written program and course learning outcomes and structured didactic lectures, workshops, journal clubs, and conferences are important in the family medicine curriculum. Similarly, a focus on evidence-based and outcome-oriented studies of common and chronic diseases is essential for family medicine physicians [ 13 ]. Furthermore, suitable referral patterns and providing cost-effective care are important parts of the family medicine curriculum [ 13 ]. The family medicine scholarship should include the integration of knowledge and skills. Family physicians must be trained to be patient-centered and to gain good knowledge and skills in the management of chronic diseases [ 14 , 15 ]. There are few published studies about family medicine in Sudan in general. There is no recent study that evaluated the efficacy of the curriculum and satisfaction of the family medicine residents in the Sudan Medical Specialization Board (SMSB). This study aims to evaluate the effectiveness of the family medicine curriculum in the SMSB to provide baseline and updated data on the strengths and weaknesses of the family medicine training program in the SMSB. Methods Study design and population: A descriptive cross-sectional quantitative and qualitative study was conducted during the period from February to October 2024. The Sudan Medical Specialization Board (SMSB) was established in 1995 by Presidential Decree under the Sudan Medical Specialization Act. SMSB is the sole professional training body in the Republic of Sudan mandated to manage and deliver medical and health specialty programs in the country [ 16 ]. The driving foundation of SMSB is its specialty councils, which are responsible for the implementation of all activities concerning the training of medical doctors including the development and review of curricula. There are more than 61 specialty councils in the SMSB that offer master’s degrees (M.Sc.) and Medical Decoration (MD) [ 17 ]. The study population was composed of the third and fourth-year family medicine residents at SMSB and the family medicine specialists/ consultants who have achieved the SMSB clinical MD, as they are more aware of the curriculum and the training program in SMSB. Family medicine trainers in the SMSB were also included in the in-depth interviews. Sample Size A convenience sampling technique was used, due to a limited number of family medicine residents, specialists, and trainers in the SMSB during the war in Sudan. A total of 100 family medicine doctors participated in the study during the period of the data collection. Data Collection Methods and Instruments Used The study adopted a mixed design approach (qualitative and quantitative). Quantitative data was collected with the use of a pre-coded and pre-tested structured questionnaire that was designed to collect information about the SMSB curriculum. The questionnaire was designed by the author and modified after a short pilot study. The data was collected by the author. The questionnaire was a Google form and was distributed in the WhatsApp groups of family medicine residents in the SMSB and the family medicine specialists. Data was collected online due to the war and the consequent displacement of the targeted family medicine doctors. For the qualitative part of this research: Eight semi-structured in-depth online interviews were done with the family medicine residents, specialists/ consultants, and trainers in the SMSB. The interviews aimed to extract in-depth information about the strengths and weaknesses of the family medicine curriculum in the SMSB. The interviews were audio-recorded. Notes were taken during and after each interview to supplement the information. The recordings were transcribed verbatim, and the copies were anonymous. Qualitative data were collected by the author. Statistical analysis: The statistical package for social sciences (SPSS 23) was used to summarize the data numerically (mean, standard deviation, median) and graphically (frequency tables). Associations between categorical variables were determined through the Chi-squared (χ2) tests. All statistical tests were considered significant when the p-value < 0.05. Qualitative data were recorded, transcribed, coded, and then analyzed using a content analysis approach. Results Qualitative results: A total of 100 family medicine doctors participated in the study. Most of the participants (82%) were females. Regarding the job title (76%) of the participants were residents and the others (24%) were specialists. More than half of the participants (66%) were from Khartoum state as shown in Table (1). Results of the study revealed that (43%) of the participants completed a training program in family medicine before joining the SMSB. Of them (67.4%) obtained a master’s degree in family medicine before joining the SMSB training program, and the rest (32.6%) obtained a family medicine diploma before joining the SMSB training program, as shown in Table (1). Table (1): Demographic characteristics of the participants, (n = 100). Variables Frequency Percent (%) Gender: Female 82 82.0 Male 18 18.0 Job title : Resident 76 76.0 Specialist 24 24.0 Residence : Khartoum state 66 66.0 Gezira state 20 20.0 Other state 14 14.0 Obtained family medicine training program before joining training at SMSB : Yes 43 43.0 No 57 57.0 If yes, type of training obtained (n = 43) : Diploma in family medicine 14 32.6 M.Sc. family medicine 29 67.4 Most participants (87%) reported satisfaction with the SMSB family medicine training curriculum, and they believed it to be effective in improving knowledge and practice. In addition, 81% of the participants reported that the lectures and workshops arranged for the residents were sufficient to improve their knowledge. Table (2). Table (2): Respondents’ opinion regarding the effectiveness of the family medicine curriculum, (n = 100). Variables Frequency Percent (%) Satisfaction with the family medicine training curriculum in the SMSB: Yes 87 87.0 No 13 13.0 The family medicine training curriculum in the SMSB is effective in improving knowledge and practice : Yes 87 87.0 No 13 13.0 Lectures and workshops that were arranged for the residents were sufficient in improving their knowledge : Yes 81 81.0 No 19 19.0 Satisfaction with the arranged courses and workshops in the SMSB : Yes 86 86.0 No 14 14.0 Satisfaction with the clinical-based training program in SMSB Yes 81 81.0 No 19 19.0 Introduction of the online learning was useful to the residents : Yes 93 93.0 No 7 7.0 The research methodology course in SMSB was sufficient in improving the knowledge : Yes 70 70.0 No 30 30.0 The satisfaction rate with the arranged courses and workshops and the clinical-based training program in SMSB was high, amounting to (86%) and (81%), respectively. Most participants (93%) reported that the introduction of online learning was useful to the residents. Regarding the research methodology course, (70%) of the respondents reported that the course was sufficient in improving their knowledge, and the rest (30%) believed the research methodology course was not adequate as shown in Table (2). Half of the 30 (15/30) respondents who reported inadequacy of the research methodology course in the SMSB reported that the course was not effective in improving their knowledge and skills. 14 of them (46.4%) reported the course duration was too short, and one participant (1/30, 3.3%) reported that the course materials were not simple, as shown in Figure (1). Figure (1): Distribution of the participants according to their opinion of the negative points of the research methodology course, (n = 30). In-depth interview results The in-depth interview results highlighted the respondents' perceptions of the positive and negative aspects of the family medicine curriculum at the SMSB. Regarding the effectiveness of the family medicine curriculum at the SMSB, most doctors (75%) reported that there was a well-prepared family medicine training program in the SMSB. The program family medicine consultant indicated that “The family medicine training focuses on the clinically based training that includes continuing medical education (CME) and continuing professional development (CPD) programs and after the four years rotation, the trainee becomes a highly qualified family physician”. Other family medicine consultants reported “The best aspect of the family medicine training at SMSB is the comprehensive curriculum arranged to cover all the disciplines and has a patient-centered approach. Training improves knowledge, attitude, and patient respect. Some program family medicine specialists said: “The duration of the clinical rotation in the primary health care (PHC) centers was sufficient to increase the clinical knowledge and skills of the family medicine residents, particularly the last nine months of the program”. Other program family medicine specialists said: “The family medicine curriculum needs to be more detailed to ensure the same training among all training centers available in Sudan and tutorial topics and cases for discussion must be early determined, and to activate the weekly reports that include a summary of the activities completed within the week.” Findings showed that most of the family medicine trainers are centralized in Khartoum and Gezira states due to available jobs and the referral PHC centers”. This results in a shortage of trainers in other states of Sudan and has been explained by some of the family medicine specialists by the deteriorating economic and living conditions in Sudan and therefore travel abroad for better living conditions. A family medicine specialist said, “The family medicine curriculum in the SMSB is regularly updated and is considered one of the best curriculums in the SMSB compared to the other specialties”. Another family medicine resident said, “The family medicine curriculum in the SMSB is clinically based and problem based. The four years of clinical rotation are quite enough in improving the knowledge and skills”. A family medicine resident said: “The only problem that faced us during the clinical rotation is the research. The research committee’s requirements are unclear. The rejection rate of the research proposal is very high without any clear justification”. Another family medicine resident said: “Regarding our problem in research, we recommend a change of the research committee in the family medicine council”. Discussion The study's purpose was to evaluate the effectiveness of the Sudan Medical Specialization Board (SMSB)family medicine curriculum. Qualitative and quantitative surveys were used to collect the data for the study. Our findings from both the qualitative and quantitative surveys were consistent with the adequacy of the family medicine training program at the SMSB. The satisfaction rate of residents for the family medicine curriculum in the SMSB was high (87%), concerning the training with a well-arranged four-year clinical rotation, courses, and workshops. These results are consistent with Pensa et al. findings [ 18 ]. The qualitative survey revealed that the SMSB four-year family medicine training program is effective in improving skills and knowledge. Peck et al. concluded in their study that the family skill curriculum used in their school improved the residents’ knowledge and attitudes [ 19 ]. The CME and CPD programs in the family medicine specialty in SMSB improve the knowledge and experience of the residents. In 2015, similar results were reported by May et al. [ 11 ]. Findings showed that clinical rotation in SMSB is patient-centered training and covers all disciplines in family medicine. This results in improving the residents’ knowledge, attitude, and patient respect. These results are consistent with Schiefer et al. who aimed to assess the skills and empathy of the family medicine curriculum [ 20 ]. Some interviewed residents (30%) indicated dissatisfaction with the research method course. The course was not effective in improving the knowledge and skills of half of them. Furthermore, residents reported the family medicine research committee at the SMSB had unclear requirements which were reflected in a high rejection rate of the research proposals submitted by residents. Family medicine in Sudan is one of the specialties preferred by female doctors. Most of the study participants (82%) were females. Furthermore, more than half of the participants (66%) were from Khartoum state. These results were consistent with Abdelgadir et al. study on feminization in family medicine in Sudan. Also, they reported that most family medicine doctors from Khartoum and Gezira states due to the presence of training programs and job offers in these states [ 21 ]. The qualitative survey identified some problems facing family residents in Sudan. The training programs are mainly concentrated in Khartoum and Gezira states, and residents of other states complained that the arrangements and organization of training lectures and workshops in their states are different from those in Khartoum and Gezira states. These differences in the curriculum may be due to the lack of family medicine trainers in the other states in Sudan. Moreover, the availability of enough referral PHC centers and family medicine doctors in Khartoum and Gezira states could explain these differences. The same issue was discussed in the study by Abdelgadir et al. that the economic situation and the government plan play an important role in the localization of the jobs and training programs in Khartoum and Gezira states [ 21 ]. The inequalities in the distribution of the workforce are thought to be one of the major threats challenging the Sudanese health sector [ 22 ]. Rural and remote areas lack enough qualified health workers which affects the delivery of health care services and health education [ 21 , 23 ]. Conclusion The family medicine curriculum in SMSB is a comprehensive training curriculum that effectively increases knowledge, skills, and patient respect among residents. The CME and CPD programs improve the skills and experience of family doctors. Residents in the SMSB are satisfied during their four years of clinical rotation. The organized lectures and workshops are sufficient to improve residents’ knowledge. The research method course is challenging for some residents. Family medicine training programs were mainly available in Khartoum and Gezira states in Sudan. This resulted in the improvement of primary care and centralization of family medicine jobs in these states, which shows clear discrepancies between these states and the other states of the country. Recommendations Based on the results of this study, the following recommendations are offered as possible means to improve family medicine curriculum and training in Sudan. The SMSB in collaboration with the Ministry of Health (MOH) needs to expand the coverage and improve PHC facilities to include the rest of the states of Sudan. The family medicine curriculum must be regularly reviewed, evaluated, and updated to improve the family medicine training in Sudan. The SMSB, in collaboration with the Ministry of Health (MOH) must encourage family medicine specialists to improve family medicine training by regulating training of trainers (TOT) workshops. The MOH must encourage family medicine doctors to work in Sudan PHC centers and SMSB training programs by facilitating the recruitment and arranging job offers to cover all states of Sudan. The SMSB Family Medicine Council must re-evaluate the research methodology course to improve residents’ skills and knowledge. The family medicine research committee in the SMSB needs to reauthorize clear guidance to the family medicine residents to solve the problem of the high rejection rate of the research proposals. Further research on family medicine training and practice in Sudan must be done to improve the settings of family medicine and engorgement of auditing Study Limitations The study adopted mixed qualitative and quantitative approaches for better results. However, some obstacles were faced in collecting data for the qualitative survey. The design of self-reporting might limit the validity of the results. Declarations Ethical approval and consent to participate Written ethical clearance and approval for conducting this research were obtained from the Alneelain University Institutional Review Board (IRB). Consent was taken from all participants with assurance of confidentiality and all rights. Participation was voluntary; any participant had the right to withdraw at any time. The collected information was used for research purposes only, with the consecration of all privacy issues. Competing interests: The authors declared that they had no competing interests. Clinical trial number: Not applicable Funding: The study was fully funded by the corresponding author. Author Contribution Hiba Salah: Designed and implemented the study protocol, and study tool, collected the data, conducted the data analysis, and wrote the final research draft, and the manuscript.Nasreldin M Ahmed: Reviewed and edited the study protocol, and study tool, supervised the field implementation of the research and all data management processes, and proofread read, and edited the final research draft, and the manuscript.All authors approved the final version of the manuscript before submission. Acknowledgement Thanks to Dr. Salah Abdelgadir Abdelmagid and Ms. Samia Mohamed Eltayb for their support and guidance. Special thanks to the family medicine colleagues and residents for their acceptance to participate in the study. Data Availability The datasets used and/or analyzed during the current study are available from the corresponding author upon reasonable request. References Bailey T. Is family medicine a specialty? YES. Can Fam Physician. 2007;53(2):221–3. MANSOUR MB, AHMEDANA S, Hashim M, Fregni F. Introducing a Structured Blended Medical Educational Program to Family Medicine Physicians in Sudan Medical Specialization Board (SMSB)-Sudan-2019. Principles Pract Clin Res. 2020;6(3). Charlton BG. Lectures are such an effective teaching method because they exploit evolved human psychology to improve learning. Elsevier; 2006. pp. 1261–5. Mohamed KG, Hunskaar S, Abdelrahman SH, Malik EM. Impact on core values of family medicine from a 2-year Master’s programme in Gezira, Sudan: observational study. BMC Fam Pract. 2019;20(1):1–9. Mohamed K, Hunskaar S, Abdelrahman S, Malik E. 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Abdelgadir HS, Elfadul MM, Hamid NH, Noma M. Adherence of doctors to hypertension clinical guidelines in academy charity teaching hospital, Khartoum, Sudan. BMC Health Serv Res. 2019;19:1–6. May-Miller H, Hayter J, Loewenthal L, Hall L, Hilbert R, Quinn M, et al. Improving the quality of discharge summaries: implementing updated Academy of Medical Royal Colleges standards at a district general hospital. BMJ Open Qual. 2015;4(1):u207268. w2918. Hebert RS, Levine RB, Smith CG, Wright SM. A systematic review of resident research curricula. Acad Med. 2003;78(1):61–8. Butler DJ, Brocato J, Yeazel M. Family medicine didactics revisited. Fam Med. 2017;49(10):778–84. White B, Developing A. Longitudinal Curriculum In Information Mastery In A Family Medicine Residency. 2013. Thom DH, Haugen J, Sommers PS, Lovett P. Description and evaluation of an EBM curriculum using a block rotation. BMC Med Educ. 2004;4(1):1–6. Sudan Medical Specialization Board. Health care information for all, cited on 21/10/2024, https://www.hifa.org/support/supporting-organisations/sudan-medical-specialization-board Sudan Medical Specialization Board. web page, cited on 21/10/2024, Pensa M, Frew P, Gelmon SB. Integrating improvement learning into a family medicine residency curriculum. Fam Med. 2013;45(6):409–16. Peck EC, Lebensohn-Chialvo F, Fogarty CT. Teaching family-oriented care to family medicine residents: Evaluation of a family skills curriculum. Families Syst Health. 2022;40(1):87. Schiefer R, Levy S, Rdesinski R. A family systems curriculum: evaluating skills and empathy. Fam Med. 2021;53(1):54–7. Abdelgadir HS, Bajouri S, Abdelgadir HS. Implementation of the clinical practice guidelines among family medicine doctors at primary health care facilities in Khartoum and Gezira states of Sudan. BMC Prim Care. 2024;25(1):277. Nurelhuda N, Bashir A, ElKogali S, Mustafa M, Kruk M, Aziz MA. Encouraging junior doctors to work in rural Sudan: a discrete choice experiment. Special issue scaling up health workforce East Mediterranean Region. 2018;24:9–2018. Organization WH. Increasing access to health workers in remote and rural areas through improved retention: global policy recommendations. World Health Organization; 2010. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5365675","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":374176834,"identity":"d00f6c26-e84a-4ee0-97a8-d0a980ef791a","order_by":0,"name":"Hiba Salah Abdelgadir","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA80lEQVRIiWNgGAWjYBACA2YeEGUBxIkNDB+AFBs7cVokwFoYZ4C0MBPSwgDXksAA0U5Iizk778GPP2ok7Prbk9s+2/zaJs/HzMD44WMObi2WzXzJ0jzHJJJnnHnYPDu377ZhGzMDs+TMbXgcdpjHQJqBTSKZ4UZiM3Nuz21GoBY2Zl78Wox//vgnkSwP0mLZc9ueGC1mErxtEnYGIC0MP24nEqGFL82at08iwRDoF8behtvJbcyMzfj9cv7s4Zs/vtnYyx1Pf8zw489t2/ntzQc/fMSjBQaAUQ8EjG1gsoGweiCwh1B/iFI8CkbBKBgFIwwAAPuCTyRwkzR8AAAAAElFTkSuQmCC","orcid":"","institution":"Alzaiem Alazhari University","correspondingAuthor":true,"prefix":"","firstName":"Hiba","middleName":"Salah","lastName":"Abdelgadir","suffix":""},{"id":374176835,"identity":"34cfdb47-68ec-4974-aec4-04ffd9a6de8d","order_by":1,"name":"Nasreldin M Ahmed","email":"","orcid":"","institution":"Alfaisal University","correspondingAuthor":false,"prefix":"","firstName":"Nasreldin","middleName":"M","lastName":"Ahmed","suffix":""}],"badges":[],"createdAt":"2024-10-31 07:53:08","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5365675/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5365675/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":69460338,"identity":"3c12b41f-b2e4-4e58-ba0f-29fb7e0fc9d8","added_by":"auto","created_at":"2024-11-20 14:44:31","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":8425,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eDistribution of the participants according to their opinion of the negative points of the research methodology course, (n = 30).\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"Onlinedrawingimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-5365675/v1/de29505e86afff50b594351d.png"},{"id":76072300,"identity":"7a733202-3cd8-4684-b8b0-d0e5ea508582","added_by":"auto","created_at":"2025-02-12 04:46:48","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1043606,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5365675/v1/069067d9-562c-4321-b7e4-2ab4c5b9d345.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The effectiveness of the family medicine curriculum in the Sudan Medical Specialization Board in the improvement of skills and knowledge of family medicine residents 2024: A quantitative and qualitative survey","fulltext":[{"header":"Introduction","content":"\u003cp\u003eFamily medicine is globally considered a new specialty, that was identified in 1969 [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. In Sudan, family medicine was acknowledged in 2006 with a master\u0026rsquo;s degree [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Since then, family medicine practice in Sudan has improved due to the improvement of educational programs. Five educational institutions in Khartoum and Gezira states currently offer postgraduate training programs for family medicine residents in Sudan [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. However, there is still some lack of awareness of the family physician\u0026rsquo;s role and a lack of knowledge that family physicians must uphold [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eLack of awareness of the family medicine specialty affects the continuity of care and the referral system at the primary care level, which may create a professional practical gap [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. The barrier between diagnostic testing and referral processes is considered the most significant gap that impedes family physicians from applying their skills and role in the primary healthcare setting [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eTherefore, a strong training-based curriculum that contains continuous medical education (CME), and continuous professional development (CPD) programs, will improve the diagnostic knowledge and referral skills of family medicine doctors and improve their adherence and implementation of the clinical guidelines [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. High-quality CME and CPD programs have a positive impact on the practice and clinical experience of family medicine doctors [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe Curriculum defines the recommended training strategies for the residents\u0026rsquo; training. Knowledge, attitudes, skills, and topic competencies for family medicine residents should be attained through a longitudinal well-established training program [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. The curriculum for family medicine residency can structure experience in several specified areas.\u003c/p\u003e \u003cp\u003eA well-written program and course learning outcomes and structured didactic lectures, workshops, journal clubs, and conferences are important in the family medicine curriculum. Similarly, a focus on evidence-based and outcome-oriented studies of common and chronic diseases is essential for family medicine physicians [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. Furthermore, suitable referral patterns and providing cost-effective care are important parts of the family medicine curriculum [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe family medicine scholarship should include the integration of knowledge and skills. Family physicians must be trained to be patient-centered and to gain good knowledge and skills in the management of chronic diseases [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThere are few published studies about family medicine in Sudan in general. There is no recent study that evaluated the efficacy of the curriculum and satisfaction of the family medicine residents in the Sudan Medical Specialization Board (SMSB). This study aims to evaluate the effectiveness of the family medicine curriculum in the SMSB to provide baseline and updated data on the strengths and weaknesses of the family medicine training program in the SMSB.\u003c/p\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eStudy design and population:\u003c/h2\u003e \u003cp\u003eA descriptive cross-sectional quantitative and qualitative study was conducted during the period from February to October 2024. The Sudan Medical Specialization Board (SMSB) was established in 1995 by Presidential Decree under the Sudan Medical Specialization Act. SMSB is the sole professional training body in the Republic of Sudan mandated to manage and deliver medical and health specialty programs in the country [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. The driving foundation of SMSB is its specialty councils, which are responsible for the implementation of all activities concerning the training of medical doctors including the development and review of curricula. There are more than 61 specialty councils in the SMSB that offer master\u0026rsquo;s degrees (M.Sc.) and Medical Decoration (MD) [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe study population was composed of the third and fourth-year family medicine residents at SMSB and the family medicine specialists/ consultants who have achieved the SMSB clinical MD, as they are more aware of the curriculum and the training program in SMSB. Family medicine trainers in the SMSB were also included in the in-depth interviews.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eSample Size\u003c/h3\u003e\n\u003cp\u003eA convenience sampling technique was used, due to a limited number of family medicine residents, specialists, and trainers in the SMSB during the war in Sudan. A total of 100 family medicine doctors participated in the study during the period of the data collection.\u003c/p\u003e \u003cp\u003e \u003cb\u003eData Collection Methods and Instruments Used\u003c/b\u003e The study adopted a mixed design approach (qualitative and quantitative). Quantitative data was collected with the use of a pre-coded and pre-tested structured questionnaire that was designed to collect information about the SMSB curriculum. The questionnaire was designed by the author and modified after a short pilot study. The data was collected by the author. The questionnaire was a Google form and was distributed in the WhatsApp groups of family medicine residents in the SMSB and the family medicine specialists. Data was collected online due to the war and the consequent displacement of the targeted family medicine doctors.\u003c/p\u003e \u003cp\u003eFor the qualitative part of this research: Eight semi-structured in-depth online interviews were done with the family medicine residents, specialists/ consultants, and trainers in the SMSB. The interviews aimed to extract in-depth information about the strengths and weaknesses of the family medicine curriculum in the SMSB. The interviews were audio-recorded. Notes were taken during and after each interview to supplement the information. The recordings were transcribed verbatim, and the copies were anonymous. Qualitative data were collected by the author.\u003c/p\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eStatistical analysis:\u003c/h2\u003e \u003cp\u003eThe statistical package for social sciences (SPSS 23) was used to summarize the data numerically (mean, standard deviation, median) and graphically (frequency tables). Associations between categorical variables were determined through the Chi-squared (χ2) tests. All statistical tests were considered significant when the p-value\u0026thinsp;\u0026lt;\u0026thinsp;0.05. Qualitative data were recorded, transcribed, coded, and then analyzed using a content analysis approach.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eQualitative results:\u003c/h2\u003e \u003cp\u003eA total of 100 family medicine doctors participated in the study. Most of the participants (82%) were females. Regarding the job title (76%) of the participants were residents and the others (24%) were specialists. More than half of the participants (66%) were from Khartoum state as shown in \u003cb\u003eTable\u0026nbsp;(1).\u003c/b\u003e\u003c/p\u003e \u003cp\u003eResults of the study revealed that (43%) of the participants completed a training program in family medicine before joining the SMSB. Of them (67.4%) obtained a master\u0026rsquo;s degree in family medicine before joining the SMSB training program, and the rest (32.6%) obtained a family medicine diploma before joining the SMSB training program, as shown in Table\u0026nbsp;(1).\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;(1): Demographic characteristics of the participants, (n\u0026thinsp;=\u0026thinsp;100).\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePercent (%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eGender:\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e82\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e82.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e18.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eJob title\u003c/b\u003e:\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eResident\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e76.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSpecialist\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e24.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eResidence\u003c/b\u003e:\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKhartoum state\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e66.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGezira state\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e20.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOther state\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e14.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eObtained family medicine training program before joining training at SMSB\u003c/b\u003e:\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e43.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e57.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eIf yes, type of training obtained (n\u0026thinsp;=\u0026thinsp;43)\u003c/b\u003e:\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDiploma in family medicine\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e32.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eM.Sc. family medicine\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e67.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eMost participants (87%) reported satisfaction with the SMSB family medicine training curriculum, and they believed it to be effective in improving knowledge and practice. In addition, 81% of the participants reported that the lectures and workshops arranged for the residents were sufficient to improve their knowledge. Table\u0026nbsp;(2).\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;(2): Respondents\u0026rsquo; opinion regarding the effectiveness of the family medicine curriculum, (n\u0026thinsp;=\u0026thinsp;100).\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabb\" border=\"1\"\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePercent (%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eSatisfaction with the family medicine training curriculum in the SMSB:\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e87.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eThe family medicine training curriculum in the SMSB is effective in improving knowledge and practice\u003c/b\u003e:\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e87.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eLectures and workshops that were arranged for the residents were sufficient in improving their knowledge\u003c/b\u003e:\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e19.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eSatisfaction with the arranged courses and workshops in the SMSB\u003c/b\u003e:\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e86.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e14.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eSatisfaction with the clinical-based training program in SMSB\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e19.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eIntroduction of the online learning was useful to the residents\u003c/b\u003e:\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e93\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e93.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eThe research methodology course in SMSB was sufficient in improving the knowledge\u003c/b\u003e:\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e70.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e30.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe satisfaction rate with the arranged courses and workshops and the clinical-based training program in SMSB was high, amounting to (86%) and (81%), respectively. Most participants (93%) reported that the introduction of online learning was useful to the residents. Regarding the research methodology course, (70%) of the respondents reported that the course was sufficient in improving their knowledge, and the rest (30%) believed the research methodology course was not adequate as shown in Table\u0026nbsp;(2).\u003c/p\u003e \u003cp\u003eHalf of the 30 (15/30) respondents who reported inadequacy of the research methodology course in the SMSB reported that the course was not effective in improving their knowledge and skills. 14 of them (46.4%) reported the course duration was too short, and one participant (1/30, 3.3%) reported that the course materials were not simple, as shown in Figure (1).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eFigure (1): Distribution of the participants according to their opinion of the\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003enegative points of the research methodology course, (n\u0026thinsp;=\u0026thinsp;30).\u003c/b\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eIn-depth interview results\u003c/h2\u003e \u003cp\u003eThe in-depth interview results highlighted the respondents' perceptions of the positive and negative aspects of the family medicine curriculum at the SMSB. Regarding the effectiveness of the family medicine curriculum at the SMSB, most doctors (75%) reported that there was a well-prepared family medicine training program in the SMSB.\u003c/p\u003e \u003cp\u003eThe program family medicine consultant indicated that \u0026ldquo;The family medicine training focuses on the clinically based training that includes continuing medical education (CME) and continuing professional development (CPD) programs and after the four years rotation, the trainee becomes a highly qualified family physician\u0026rdquo;.\u003c/p\u003e \u003cp\u003eOther family medicine consultants reported \u0026ldquo;The best aspect of the family medicine training at SMSB is the comprehensive curriculum arranged to cover all the disciplines and has a patient-centered approach. Training improves knowledge, attitude, and patient respect.\u003c/p\u003e \u003cp\u003eSome program family medicine specialists said: \u0026ldquo;The duration of the clinical rotation in the primary health care (PHC) centers was sufficient to increase the clinical knowledge and skills of the family medicine residents, particularly the last nine months of the program\u0026rdquo;.\u003c/p\u003e \u003cp\u003eOther program family medicine specialists said: \u0026ldquo;The family medicine curriculum needs to be more detailed to ensure the same training among all training centers available in Sudan and tutorial topics and cases for discussion must be early determined, and to activate the weekly reports that include a summary of the activities completed within the week.\u0026rdquo; Findings showed that most of the family medicine trainers are centralized in Khartoum and Gezira states due to available jobs and the referral PHC centers\u0026rdquo;. This results in a shortage of trainers in other states of Sudan and has been explained by some of the family medicine specialists by the deteriorating economic and living conditions in Sudan and therefore travel abroad for better living conditions.\u003c/p\u003e \u003cp\u003eA family medicine specialist said, \u0026ldquo;The family medicine curriculum in the SMSB is regularly updated and is considered one of the best curriculums in the SMSB compared to the other specialties\u0026rdquo;.\u003c/p\u003e \u003cp\u003eAnother family medicine resident said, \u0026ldquo;The family medicine curriculum in the SMSB is clinically based and problem based. The four years of clinical rotation are quite enough in improving the knowledge and skills\u0026rdquo;.\u003c/p\u003e \u003cp\u003eA family medicine resident said: \u0026ldquo;The only problem that faced us during the clinical rotation is the research. The research committee\u0026rsquo;s requirements are unclear. The rejection rate of the research proposal is very high without any clear justification\u0026rdquo;.\u003c/p\u003e \u003cp\u003eAnother family medicine resident said: \u0026ldquo;Regarding our problem in research, we recommend a change of the research committee in the family medicine council\u0026rdquo;.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe study's purpose was to evaluate the effectiveness of the Sudan Medical Specialization Board (SMSB)family medicine curriculum. Qualitative and quantitative surveys were used to collect the data for the study. Our findings from both the qualitative and quantitative surveys were consistent with the adequacy of the family medicine training program at the SMSB.\u003c/p\u003e \u003cp\u003eThe satisfaction rate of residents for the family medicine curriculum in the SMSB was high (87%), concerning the training with a well-arranged four-year clinical rotation, courses, and workshops. These results are consistent with Pensa et al. findings [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe qualitative survey revealed that the SMSB four-year family medicine training program is effective in improving skills and knowledge. Peck et al. concluded in their study that the family skill curriculum used in their school improved the residents\u0026rsquo; knowledge and attitudes [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe CME and CPD programs in the family medicine specialty in SMSB improve the knowledge and experience of the residents. In 2015, similar results were reported by May et al. [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eFindings showed that clinical rotation in SMSB is patient-centered training and covers all disciplines in family medicine. This results in improving the residents\u0026rsquo; knowledge, attitude, and patient respect. These results are consistent with Schiefer et al. who aimed to assess the skills and empathy of the family medicine curriculum [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eSome interviewed residents (30%) indicated dissatisfaction with the research method course. The course was not effective in improving the knowledge and skills of half of them. Furthermore, residents reported the family medicine research committee at the SMSB had unclear requirements which were reflected in a high rejection rate of the research proposals submitted by residents.\u003c/p\u003e \u003cp\u003eFamily medicine in Sudan is one of the specialties preferred by female doctors. Most of the study participants (82%) were females. Furthermore, more than half of the participants (66%) were from Khartoum state. These results were consistent with Abdelgadir et al. study on feminization in family medicine in Sudan. Also, they reported that most family medicine doctors from Khartoum and Gezira states due to the presence of training programs and job offers in these states [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe qualitative survey identified some problems facing family residents in Sudan. The training programs are mainly concentrated in Khartoum and Gezira states, and residents of other states complained that the arrangements and organization of training lectures and workshops in their states are different from those in Khartoum and Gezira states. These differences in the curriculum may be due to the lack of family medicine trainers in the other states in Sudan. Moreover, the availability of enough referral PHC centers and family medicine doctors in Khartoum and Gezira states could explain these differences.\u003c/p\u003e \u003cp\u003eThe same issue was discussed in the study by Abdelgadir et al. that the economic situation and the government plan play an important role in the localization of the jobs and training programs in Khartoum and Gezira states [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. The inequalities in the distribution of the workforce are thought to be one of the major threats challenging the Sudanese health sector [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. Rural and remote areas lack enough qualified health workers which affects the delivery of health care services and health education [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e].\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe family medicine curriculum in SMSB is a comprehensive training curriculum that effectively increases knowledge, skills, and patient respect among residents. The CME and CPD programs improve the skills and experience of family doctors. Residents in the SMSB are satisfied during their four years of clinical rotation. The organized lectures and workshops are sufficient to improve residents\u0026rsquo; knowledge. The research method course is challenging for some residents. Family medicine training programs were mainly available in Khartoum and Gezira states in Sudan. This resulted in the improvement of primary care and centralization of family medicine jobs in these states, which shows clear discrepancies between these states and the other states of the country.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eRecommendations\u003c/h2\u003e \u003cp\u003eBased on the results of this study, the following recommendations are offered as possible means to improve family medicine curriculum and training in Sudan.\u003c/p\u003e \u003cp\u003eThe SMSB in collaboration with the Ministry of Health (MOH) needs to expand the coverage and improve PHC facilities to include the rest of the states of Sudan.\u003c/p\u003e \u003cp\u003eThe family medicine curriculum must be regularly reviewed, evaluated, and updated to improve the family medicine training in Sudan.\u003c/p\u003e \u003cp\u003eThe SMSB, in collaboration with the Ministry of Health (MOH) must encourage family medicine specialists to improve family medicine training by regulating training of trainers (TOT) workshops.\u003c/p\u003e \u003cp\u003eThe MOH must encourage family medicine doctors to work in Sudan PHC centers and SMSB training programs by facilitating the recruitment and arranging job offers to cover all states of Sudan.\u003c/p\u003e \u003cp\u003eThe SMSB Family Medicine Council must re-evaluate the research methodology course to improve residents\u0026rsquo; skills and knowledge.\u003c/p\u003e \u003cp\u003eThe family medicine research committee in the SMSB needs to reauthorize clear guidance to the family medicine residents to solve the problem of the high rejection rate of the research proposals.\u003c/p\u003e \u003cp\u003eFurther research on family medicine training and practice in Sudan must be done to improve the settings of family medicine and engorgement of auditing\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eStudy Limitations\u003c/h2\u003e \u003cp\u003eThe study adopted mixed qualitative and quantitative approaches for better results. However, some obstacles were faced in collecting data for the qualitative survey. The design of self-reporting might limit the validity of the results.\u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e \u003cstrong\u003eEthical approval and consent to participate\u003c/strong\u003e \u003cp\u003e Written ethical clearance and approval for conducting this research were obtained from the Alneelain University Institutional Review Board (IRB). Consent was taken from all participants with assurance of confidentiality and all rights. Participation was voluntary; any participant had the right to withdraw at any time. The collected information was used for research purposes only, with the consecration of all privacy issues.\u003c/p\u003e \u003ch2\u003eCompeting interests:\u003c/h2\u003e \u003cp\u003eThe authors declared that they had no competing interests.\u003c/p\u003e \u003ch2\u003eClinical trial number:\u003c/h2\u003e \u003cp\u003eNot applicable\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eFunding:\u003c/h2\u003e \u003cp\u003eThe study was fully funded by the corresponding author.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eHiba Salah: Designed and implemented the study protocol, and study tool, collected the data, conducted the data analysis, and wrote the final research draft, and the manuscript.Nasreldin M Ahmed: Reviewed and edited the study protocol, and study tool, supervised the field implementation of the research and all data management processes, and proofread read, and edited the final research draft, and the manuscript.All authors approved the final version of the manuscript before submission.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eThanks to Dr. Salah Abdelgadir Abdelmagid and Ms. Samia Mohamed Eltayb for their support and guidance. Special thanks to the family medicine colleagues and residents for their acceptance to participate in the study.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe datasets used and/or analyzed during the current study are available from the corresponding author upon reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eBailey T. Is family medicine a specialty? YES. Can Fam Physician. 2007;53(2):221\u0026ndash;3.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMANSOUR MB, AHMEDANA S, Hashim M, Fregni F. Introducing a Structured Blended Medical Educational Program to Family Medicine Physicians in Sudan Medical Specialization Board (SMSB)-Sudan-2019. Principles Pract Clin Res. 2020;6(3).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCharlton BG. Lectures are such an effective teaching method because they exploit evolved human psychology to improve learning. Elsevier; 2006. pp. 1261\u0026ndash;5.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMohamed KG, Hunskaar S, Abdelrahman SH, Malik EM. Impact on core values of family medicine from a 2-year Master\u0026rsquo;s programme in Gezira, Sudan: observational study. BMC Fam Pract. 2019;20(1):1\u0026ndash;9.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMohamed K, Hunskaar S, Abdelrahman S, Malik E. Confidence in procedural skills before and after a Two-Year Master\u0026rsquo;s Programme in Family Medicine in Gezira State, Sudan. Advances in Medicine. 2017;2017.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMohamed KG, Hunskaar S, Abdelrahman SH, Malik EM. Scaling up family medicine training in Gezira, Sudan\u0026ndash;a 2-year in-service master program using modern information and communication technology: a survey study. Hum Resour Health. 2014;12(1):1\u0026ndash;9.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eOsman ASA, Hag E, Merghani HA, Al Gasseer N. Sudan. Family Practice. The Eastern Mediterranean Region. CRC; 2018. pp. 367\u0026ndash;78.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLindsay E, Wooltorton E, Hendry P, Williams K, Wells G. Family physicians\u0026rsquo; continuing professional development activities: current practices and potential for new options. Can Med Educ J. 2016;7(1):e38.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eGoulet F, Hudon E, Gagnon R, Gauvin E, Lemire F, Arsenault I. Effects of continuing professional development on clinical performance: results of a study involving family practitioners in Quebec. Can Fam Physician. 2013;59(5):518\u0026ndash;25.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAbdelgadir HS, Elfadul MM, Hamid NH, Noma M. Adherence of doctors to hypertension clinical guidelines in academy charity teaching hospital, Khartoum, Sudan. BMC Health Serv Res. 2019;19:1\u0026ndash;6.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMay-Miller H, Hayter J, Loewenthal L, Hall L, Hilbert R, Quinn M, et al. Improving the quality of discharge summaries: implementing updated Academy of Medical Royal Colleges standards at a district general hospital. BMJ Open Qual. 2015;4(1):u207268. w2918.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHebert RS, Levine RB, Smith CG, Wright SM. A systematic review of resident research curricula. Acad Med. 2003;78(1):61\u0026ndash;8.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eButler DJ, Brocato J, Yeazel M. Family medicine didactics revisited. Fam Med. 2017;49(10):778\u0026ndash;84.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWhite B, Developing A. Longitudinal Curriculum In Information Mastery In A Family Medicine Residency. 2013.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eThom DH, Haugen J, Sommers PS, Lovett P. Description and evaluation of an EBM curriculum using a block rotation. BMC Med Educ. 2004;4(1):1\u0026ndash;6.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSudan Medical Specialization Board. Health care information for all, cited on 21/10/2024, \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.hifa.org/support/supporting-organisations/sudan-medical-specialization-board\u003c/span\u003e\u003cspan address=\"https://www.hifa.org/support/supporting-organisations/sudan-medical-specialization-board\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSudan Medical Specialization Board. web page, cited on 21/10/2024, \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e\u003c/span\u003e\u003cspan address=\"http://www.smsb.gov.sd/\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePensa M, Frew P, Gelmon SB. Integrating improvement learning into a family medicine residency curriculum. Fam Med. 2013;45(6):409\u0026ndash;16.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePeck EC, Lebensohn-Chialvo F, Fogarty CT. Teaching family-oriented care to family medicine residents: Evaluation of a family skills curriculum. Families Syst Health. 2022;40(1):87.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSchiefer R, Levy S, Rdesinski R. A family systems curriculum: evaluating skills and empathy. Fam Med. 2021;53(1):54\u0026ndash;7.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAbdelgadir HS, Bajouri S, Abdelgadir HS. Implementation of the clinical practice guidelines among family medicine doctors at primary health care facilities in Khartoum and Gezira states of Sudan. BMC Prim Care. 2024;25(1):277.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eNurelhuda N, Bashir A, ElKogali S, Mustafa M, Kruk M, Aziz MA. Encouraging junior doctors to work in rural Sudan: a discrete choice experiment. Special issue scaling up health workforce East Mediterranean Region. 2018;24:9\u0026ndash;2018.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eOrganization WH. Increasing access to health workers in remote and rural areas through improved retention: global policy recommendations. World Health Organization; 2010.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Family medicine, Curriculum, effectiveness, skills, knowledge, residents, Sudan.","lastPublishedDoi":"10.21203/rs.3.rs-5365675/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5365675/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eIntroduction:\u003c/h2\u003e \u003cp\u003eFamily medicine was identified in Sudan in 2006 after the first family medicine master's degree program was established. The objective of this study was to evaluate the effectiveness of the family medicine curriculum in the Sudan Medical Specialization Board (SMSB) and provide baseline and updated data on the strengths and weaknesses of the family medicine training program.\u003c/p\u003e\u003ch2\u003eMethods:\u003c/h2\u003e \u003cp\u003eA cross-sectional quantitative and qualitative descriptive survey was conducted from February to October 2024. Data was collected through a pretested, pre-coded online questionnaire. Semi-structured, in-depth interviews were conducted with the family medicine specialists and trainers in the SMSB. All data were summarized numerically (mean, standard deviation, median) and graphically (frequency tables). Qualitative data was recorded, transcribed, coded, and then analyzed using a content analysis approach.\u003c/p\u003e\u003ch2\u003eResults:\u003c/h2\u003e \u003cp\u003eA total of 100 family medicine doctors participated in the study. Most of the participants (82%) were females. Regarding the job title (76%) of the participants were residents and the rest (24%) were specialists. More than half of the participants (66%) were from Khartoum. Most participants (87%) reported satisfaction with the family medicine training curriculum in the SMSB and its effectiveness in improving knowledge and practices. Some of the interviewed residents (30%) complained of dissatisfaction with the research methodology course, and about half of them reported that the course was ineffective and not improving their knowledge and skills in research. Furthermore, residents reported the family medicine research committee in the SMSB had unclear requirements which was reflected in a high rejection rate of the research proposals submitted by residents.\u003c/p\u003e\u003ch2\u003eConclusion:\u003c/h2\u003e \u003cp\u003eThe SMSB family medicine curriculum is a comprehensive training-based curriculum that increases residents\u0026rsquo; satisfaction, knowledge, skills, and patients\u0026rsquo; respect.\u003c/p\u003e","manuscriptTitle":"The effectiveness of the family medicine curriculum in the Sudan Medical Specialization Board in the improvement of skills and knowledge of family medicine residents 2024: A quantitative and qualitative survey","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-11-20 14:44:26","doi":"10.21203/rs.3.rs-5365675/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"43199b9c-5c05-43fc-8903-1e86be71432f","owner":[],"postedDate":"November 20th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-02-12T04:38:36+00:00","versionOfRecord":[],"versionCreatedAt":"2024-11-20 14:44:26","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5365675","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5365675","identity":"rs-5365675","version":["v1"]},"buildId":"_2-kVJe1T_tPrBINL-cwx","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}