Abstract / Summary
Clinical laboratory testing accounts for approximately 70% of medical diagnoses worldwide. The Saudi Commission for Health Specialties (SCFHS) approved the Saudi Laboratory Specialist Licensure Examination (SLLE) in 2019 for all Medical Laboratory Science graduates to practice in Saudi Arabian hospitals. In parallel with professional licensure requirements, the Education and Training Evaluation Commission (ETEC) has implemented national academic standards for Medical Laboratory Sciences programs in Saudi Arabia. The University of Tabuk MLT program achieved a mean SLLE marginally above the passing threshold despite accreditation compliance with ETEC. Guided by established curriculum mapping frameworks, we conducted a cross-sectional curriculum mapping study in the Bachelor of Medical Laboratory Technology (MLT) program at the University of Tabuk. A systematic mapping was conducted on 219 SLLE topics and 181 ETEC competencies against 25 curriculum documents. All curricula included learning outcomes and assessment methods. To examine the coverage, we used a 4-point rubric that expressed the level of coverage. The level of the alignment was calculated based on different domains; inter-rater reliability was ensured through independent reviewer scoring. While the program demonstrates strong alignment with ETEC academic standards, there was a substantial misalignment in curriculum-licensure integration. The critical gap was identified in Patient Safety and Professionalism (100% gap density), Laboratory Operations (66.7%), and Histology and Cytology Techniques (65%). Notably, Clinical Chemistry and Hematology, representing 32.4% of licensure exam weight, demonstrated 50–60% curriculum gaps despite high accreditation alignment. Correlation analysis showed academic alignment did not predict licensure alignment ( r = − 0.17, R² = 0.03, P = 0.74, n = 6). Accreditation compliance alone does not automatically ensure graduates are prepared for professional licensure examinations. Graduates from the accredited programs required supplemental preparation for licensure success. Together, this dual‑framework mapping approach offers a transferable method for other programs to diagnose misalignment between accreditation standards and licensure requirements. To support graduates who are prepared for the workforce, our work emphasizes the necessity of a strong connection between academic accreditation standards and licensure exams.