Abstract Introduction: External accreditation is critical to the viability and sustainability of educational programs in medical schools. Before 2004, medical programs in Saudi Arabia required no accreditation and relied on institutional and internal faculty-led program-review processes. However, with the increasing number of colleges, the Ministry of Education recognized the importance of establishing an independent national body to serve as the highest authority in accreditation and assessment for higher education institutions and programs. Methods: This study used a qualitative research design. We conducted focus group sessions using the focus group protocol, where five focus groups, each of 1-h duration, were conducted at the College of Medicine, King Saud University, between February and March 2020. Participants were recruited using convenience sampling from various stakeholders of the NCAAA accreditation project. Two researchers (NZ and SA) facilitated the focus group sessions. Results: Accreditation can be divided into two processes: Technical and emotional. We identified five subthemes in the technical aspect: Creating a roadmap, establishing a task force, conducting workshops, data collection, and communicating with the accrediting body. However, in the emotional process, accreditation was perceived as a difficulty and part of the change that triggered resistance. Conclusion: Undergoing accreditation is perceived as a lengthy and time-sensitive process that focuses on creating task forces, developing engagement strategies, planning data collection and documentation, and communicating efficiently with the accrediting body. The anticipation of positive and negative internal and external emotions as part of a change process with a clear plan to adapt and accommodate such a reaction is essential.
Alenezi et al. (Wed,) studied this question.