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Start Date
August 2025
SASCED/P
091509
Duration
4 years
Fees
70,000 Saudi Riyals per year
15% VAT ( for non-Saudi )

Program Overview

  • The Respiratory Care program at FCMS is dedicated to providing a distinctive undergraduate educational experience that prepares the Respiratory care students during their undergraduate studies for internship, postgraduate training, specialization and professional practice.
  • The Respiratory care program curriculum includes a four-year undergraduate degree program followed by a one-year internship.

Respiratory Care Program Mission:

“To graduate Respiratory Care Professionals competent in creative knowledge, research, and community service compatible with Islamic values.”

Goals of Respiratory Care Program:

Goal No. 1: Provide quality education in Respiratory Care.

Goal No. 2: Prepare Respiratory Care professionals that meet regulatory standards.

Goal No. 3: Exhibit ethical behavior in accordance with Islamic values.

Goal No. 4: Promote Scientific Research.

Goal No. 5: Promote social responsibility with effective community partnership.

Study Plan

  • The program consists of 4 academic years (12 semesters to obtain the Bachelor Science in Respiratory Care) and an additional year of clinical internship year.
  • The Bachelor of Science in Respiratory care requires passing (134) credit hours.
  • The program’s teaching materials are delivered in the English Language.

Description of the Courses

Communication Skills- LRSK 142
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Physics- PHYS 104
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Chemistry- CHEM 103
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English for Academic and Specific Purpose- ENGL 103
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Biology- BIOL 102
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Health & Physical Education- PHEDU 162
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Learning and Searching Skills- LRSK 141
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General English Language II- ENGL 102
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English Language 1- ENGL 101
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Introduction to Artificial Intelligence for Health Professions- (AI 131)
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Creed and family- (ISLM 181)
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Patient Assessment- RESP 222
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Behavioral Science- PSYCO 226
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Clinical Practice I- RESP 225
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Respiratory Care Therapeutics- RESP 224
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Respiratory Anatomy and Physiology- RESP 221
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Biochemistry- BIOCH 211
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Medical Gas Therapy- RESP 216
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Microbiology- MICR 212
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History and Civilization of Kingdom of Saudi Arabia- HIST 282
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Introduction to Respiratory Care Profession- RESP 215
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Physiology- PHYL 214
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Economic System in Islam- ISLM 282
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Anatomy- ANAT 213
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Clinical Practice III- RESP 325
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Basic Pulmonary Function Testing- RESP 324
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Respiratory Diseases II- RESP 323
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Biostatistics- BIOST 329
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Management of Mechanical Ventilation- RESP 321
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Clinical Practice II- RESP 315
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Respiratory Pharmacology- PHARM 312
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Entrepreneurship- BUS381
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Health Information System- RESP322
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Blood Gases- RESP 314
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Introduction to Mechanical Ventilation- RESP 311
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Respiratory Diseases I- RESP 313
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Research Project- RESP 426
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Clinical Practice V- RESP 425
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Fundamentals of Polysomnography-RESP 421
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Respiratory Care Examination Review- RESP 422
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Cardiopulmonary Intensive Care- RESP 423
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Pulmonary Rehabilitation- RESP 414
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Management in Health Care Organization- HIMT 424
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Ethics in Respiratory Care-RESP 412
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Advanced Pulmonary Function Testing-RESP 413
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Neonatal & Pediatric Respiratory Care-RESP 411
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Clinical Practice IV-RESP 415
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Internship year

Internship Rotations

The following areas/units in the affiliate hospital are recommended for rotation with required competencies for the Interns.

  • Central Sterile Services Department
  • Emergency Room (ER)
  • General Care (Male, Female, Pediatric) / Long Term and Extended Care Facility
  • Adult Intensive Care Unit (AICU)
  • Pediatric Intensive Care Unit (PICU)
  • Neonatal Intensive Care Unit (NICU)
  • Cardiovascular Intensive Care Unit (CICU) / Coronary Care Unit (CCU)
  • Pulmonary Function Testing Laboratory (PFT)
  • Sleep Lab (Polysomnography)
  • Bronchoscopy
  • Operation Room (OR)

How will you learn?

Through different Student-centered teaching and learning strategies, including curricular and extra-curricular activities to achieve the program learning outcomes in all areas. This includes interactive lecture, small group discussion, case-based learning, team-based learning, Problem Based Learning, assignment, tutorials, peer teaching, flipped classes, research activities, students prepared Presentations, and reflection.

How you will be assessed?

Through direct assessment method and indirect assessment method, direct assessment method includes written exams (MCQs, EMQs and Essay), assignment evaluation using rubrics, presentation evaluation using rubrics, portfolio (research activities, community services activities assignment, case study and reflection), OSPE. Clinical portfolio for the clinical part of the course and it includes different types of workplace-based assessment like (Case-Based Discussions, Mini CEX (Clinical Evaluation Exercise) and DOPS (Direct Observation of Procedural Skills). While in indirect assessment method include Course Evaluation Survey (CES), Graduates Survey, & Employer Satisfaction Survey.

Careers Overview

Graduates of respiratory care can pursue higher education for a career in the academic field, research, and development. Entrepreneurship in the field is encouraged, with graduates pursuing interest in the respiratory care industry.

Job Prospects

Graduates of a Respiratory Care program have a range of job prospects in healthcare settings due to the critical role respiratory therapists play in diagnosing, treating, and managing patients with breathing or cardiopulmonary disorders. Here's an overview of the main job prospects and career paths:

  • Respiratory Care-Adult Critical Care
  • Respiratory Care-Pediatrics Critical Care
  • Respiratory Care-Neonatal
  • Respiratory General Care
  • Emergency Room & Trauma
  • Respiratory Cardiac
  • Respiratory Laboratory
  • Respiratory Sleep
  • Respiratory Education & Discharge Planning
  • Respiratory Assistant
  • Respiratory Home Care
  • Respiratory Pulmonary Rehabilitation

Career Advice

All students are invited and encouraged to constantly meet with career counselors assigned by the Student Career and Alumni Unit (SCAU). Student career counseling is a process that helps students to know and understand their skills, abilities, and interests, and how it relates to the workplace in order to make an appropriate decision concerning their future career path. It is a dynamic and collaborative process between a faculty staff member and student, focused on the student’s needs and goals.