Evaluation of the new Egyptian undergraduate medical program from students’ perspectives: a nationwide cross-sectional study

Abstract Background The global emphasis on medical education reform highlights the need for essential competencies to meet evolving healthcare demands. In Egypt, significant reforms in 2018 introduced a competency-based, integrated undergraduate medical curriculum—a five-year program followed by a two-year internship aligned with the National Academic Reference Standards for Medicine. This study assesses graduates’ perceptions and experiences with the newly implemented reformed national medical program. Methods This descriptive, cross-sectional study was conducted between December 2023 and December 2024. Using a convenience sampling, it included 7,264 recent graduates from 27 Egyptian medical schools. Data was collected via an online survey comprising 45 Likert-scale items assessing various aspects of the program. Additionally, three open-ended questions explored graduates’ most and least favorable aspects of the program and improvement suggestions. The survey underwent validity testing through exploratory factor analysis and expert review, as well as reliability testing through Cronbach’s test. Data analysis included descriptive and inferential statistics, such as independent samples t-tests and one-way ANOVA, with significance set at p < 0.05. Effect sizes (Cohen's d and η²) were calculated for all significant group comparisons to assess practical significance. Responses to open-ended questions were categorized and analyzed using quantitative content analysis (thematic categorization with frequency counts). Ethical approval, informed consent, and participant anonymity were ensured. Results The study received responses from 7,264 graduates (40.7%). Validity and reliability tests confirmed the survey's robustness, with Cronbach's alpha of 0.98 and exploratory factor analysis identifying four factors, accounting for 64.53% of total variance. Survey responses indicated moderate overall satisfaction across program dimensions, with mean scores ranging from 2.71 to 3.41. Key strengths included integration of basic and clinical sciences, diverse learning opportunities, early clinical exposure, emphasis on critical thinking, self-directed learning, and faculty support. Male students, high achievers, and those with strong English proficiency or university housing reported slightly higher satisfaction, though effect sizes were small. Challenges such as heavy workload, difficulty adapting to the new curriculum, and frequent assessments were noted. Quantitative content analysis of open-ended responses reinforced the quantitative findings, offering additional descriptive insights into students’ experiences. Conclusion The shift to Competency-Based Medical Education in Egypt marks a significant reform to better prepare graduates for modern medical practice. Key strengths include subject integration, diverse learning opportunities, early clinical exposure, emphasis on critical thinking and self-directed learning. However, challenges like increased workload, frequent assessments, and difficulties adapting to the new curriculum were noted.