ABSTRACT
To explore the resident's satisfaction toward their Family Medicine clinical attachment. This study included all fourth year [R4] residents of the Saudi Family Medicine Program. A total of 44 Saudi Family Medicine R4 residents were interviewed [26 males and 18 females]. They, the R4 residents were briefed as regard the study objectives. They were assured that the collected data will always remain confidential, and the results of this study are for their benefit and no harm is ever expected. All the necessary official approvals were secured prior to start of data collection. The verbal consent of all residents was obtained before their participation in this study. The 2007 version for the National Student Survey Questionnaire was adopted by the researcher for data collection. The survey comprises 22 statements divided into 7 areas, i.e., teaching, assessment and feedback, academic support, organization and management, learning resources, personal development and a final statement about the overall satisfaction with the quality of the course. Satisfaction mean scores of the Saudi Board Family Medicine residents do not reflect a high degree of satisfaction. The overall satisfaction with quality of the family medicine course reached only 70%. The mean percentage of the total score for satisfaction was 66.4%. The least satisfaction was expressed toward 'assessment and feedback' [57.2%], 'teaching' [60.5%] and academic support [69.3%], while the highest satisfaction was expressed toward 'organization and management' [73.3%] and 'learning resources' [74%].The educational Program for Saudi Board in Family Medicine does not yield optimal satisfaction among its residents. The main areas of least satisfaction among residents are mostly related to the trainers. Further studies are needed to evaluate the whole family medicine program. Trainers should be well-trained prior to their participation in the program and undergo continued education, with proper motivation to achieve the program's educational goals. The residents' assessment methods should be evaluated and revised