As Emergency Care Demand Rises Across MENA, St. George’s University Expert Says Doctor Training Must Evolve

Dubai, UAE, 21 August 2026: Emergency departments across the Middle East and North Africa have been getting busier for years, and the numbers now coming out of the region are striking. At King's College Hospital London Dubai, an analysis of 15,679 visits found injury-related presentations up 66% between 2021 and 2025. Non-communicable disease cases rose 44% over the same stretch. While the pressure on emergency care is increasing, parts of the region are making significant gains in how quickly they respond. Saudi Arabia, for example, has reduced emergency response times from 25 minutes in 2016 to 10 minutes in 2025.

That combination of heavier demand and few trained clinicians leaves medical educators asking how the doctors of tomorrow can be prepared for a future in emergency departments where patients come in without a diagnosis, decisions cannot wait, and no two shifts look the same.

At St. George's University School of Medicine in Grenada, the answer starts years before students ever reach a hospital. Dr. Robert Grant, the school's Senior Associate Dean for Clinical Studies, says simulation now runs right through the preclinical years: standardized patients, high-fidelity scenarios, case-based exercises built to mimic actual clinical encounters.

"These simulation experiences expose students to acute care situations such as trauma, cardiac emergencies, respiratory distress, and shock, allowing them to practice clinical assessment, communication, teamwork, and decision-making in a safe learning environment," said Dr. Grant.

"Students are also introduced to technologies commonly used in modern healthcare settings, including electronic health records, diagnostic imaging interpretation, and point-of-care clinical decision tools. By the time they enter clinical rotations, students have already developed familiarity with the pace, complexity, and collaborative nature of emergency department practice."

The logic behind it is simple enough. What trips new doctors up in an emergency room usually isn't missing textbook knowledge. It's reasoning under pressure. From early on, students should grind through problem-based cases that force them to connect the science to actual decisions, not just recall it.

"Students are taught to identify critical findings, recognize deteriorating patients, and prioritize patient care, skills that are directly applicable to emergency medicine," he said. "By repeatedly working through clinical cases before entering the hospital environment, students build the diagnostic confidence and analytical thinking necessary to function effectively during clinical rotations and beyond."

Schools that take emergency training seriously have also stopped treating burnout as someone else's problem. At SGU, students get access to academic advisors, faculty mentors, counselling, wellness programs, and peer support networks from early in their training, not just when things go wrong.

"Medicine is both intellectually and emotionally demanding and fostering student well-being is an essential component of our educational mission," said Dr. Grant. Reflective practice runs through the curriculum as well. Students learn to talk with patients and families in the middle of a crisis, and to process difficult experiences before those experiences harden into something worse. In a specialty known for attrition, that's less a nicety than career insurance.