Document Type : Review article

Authors

• MOHAMMAD MUZAFFAR MIR ¹
• AHMAD HAMOUD AL-HAZMI ²
• ALSALEEM MOHAMMED ABADI ³
• ABDULLAH M. AL-SHAHRANI ⁴
• MUSHABAB ALGHAMDI ⁵
• MOHANNAD MOHAMMAD S. ALAMRI ⁴
• AHMED YAHIA AL AMEER ⁶
• SABA MUZAFFAR MIR ⁷
• MOHAMMED JEELANI ⁸
• JUNAID AHMAD ⁹
• MOHAMMED OHAJ ¹

¹ Department of Clinical Biochemistry, College of Medicine, University of Bisha, Bisha, 61922, Saudi Arabia

² Department of Family and Community Medicine, College of Medicine, Jouf University, Sakaka, 72388, Saudi Arabia

³ Department of Family and Community Medicine, College of Medicine, King Khalid University, Abha 61421, Saudi Arabia

⁴ Department of Family and Community Medicine, College of Medicine, University of Bisha, Bisha, 61922, Saudi Arabia

⁵ Department of Internal Medicine, College of Medicine, University of Bisha, Bisha, 61922, Saudi Arabia

⁶ Department of Surgery, College of Medicine, University of Bisha, Bisha, 61922, Saudi Arabia

⁷ Department of Microbiology, Government Medical College, Baramulla, 193101, J and K, India

⁸ Department of Physiology, Ayaan Institute of Medical Sciences, Telangana, 501504, India

⁹ Department of Microbiology, Government Medical College, Baramulla, 193101, J and K, India;

Abstract

Introduction: Medical education in the Gulf Cooperation Council (GCC) has undergone substantial transformation over the past two decades, driven by health system reform, workforce localization,
and increasing demand for quality and accountability. Saudi Arabia serves as a central analytical anchor due to its scale and regulatory maturity. This study provides a structured, policyoriented
synthesis of medical education across the GCC and examines its transition from expansion toward system alignment.
Methods: A narrative review with structured thematic analysis was conducted. A search of PubMed, Scopus, and Web of Science, supplemented by policy documents and institutional reports, was performed for 2010–2025. Sources were selected based on relevance to GCC medical education. Data were organized across domains, including governance and accreditation, undergraduate education, assessment and licensing, postgraduate training and workforce alignment, and faculty development.
Results: Substantial progress is evident in regulatory consolidation, competency-based education, simulation-based learning, and national licensure examinations. However, implementation remains variable across institutions and countries. Key challenges include faculty capacity constraints, limited clinical training infrastructure, an imbalance in assessment practices, and misalignment between educational output and workforce needs. The literature remains largely descriptive, with
limited standardized data on the outcomes and workforce impact.
Conclusion: Medical education in the GCC is transitioning from expansion toward system alignment, where integration of educational design, regulation, and workforce planning is critical. Strengthening assessment systems, investing in faculty development, expanding community-based training, and improving outcome measurements are essential. A coordinated, data-driven
approach with regional collaboration is required to advance a responsive and globally competitive medical education system.

Highlights

MOHAMMAD MUZAFFAR MIR

Keywords

• Medical education
• Competency-based education
• Workforce