Designing curriculum is the most exciting and creative part of curriculum development. However, faculty development program degrees have goals and objectives, whether they are clearly articulated or not. Therefore, faculty developers are obligated both professionally and ethically to meet the needs of students, patients, and society. In such cases, the teacher developer should be held accountable for the results of their interventions. To meet these needs, a logical and systemic approach to curriculum development must be implemented (Kern, 1998). After the first phase of implementation of the new program, a formal evaluation will have to be carried out in order to adapt the process and establish a link between institutional objectives, courses and curriculum. It should be an effective and evolving practice that will ensure that the types of doctors trained have appropriate qualities. Current Curriculum The current curriculum is primarily based on American medical education. There has been a major shift in introducing clinical sciences into the context of a university, resulting in a significant shift from a community practice-based career preparation model to one in which clinical medicine is taught by full-time faculty in colleges and universities. -affiliated university hospitals (Kern, 1998). As a result of the shift from this paradigm, the functions of the curriculum have changed to focus on moving from passive learning through lectures to active learning through the use of small group exercises. These new directions have called for a study that attempts to identify and evaluate specific content that is taught in medical school courses. For example, general anatomy was commonly taught through paper-based curricula. These include comprehensive, inter-school school planning and the provision of a safe environment that will support learning activities (Lovat & Toomey, 2009). It is also necessary to implement quality teaching procedures that provide support for the development of skills and positive dispositions in students. Cultural values ​​are collaborative exercises that include respect, excellence, creativity, and interdependence within the school and community. Respecting cultural and religious values ​​in Saudi Arabia, the diploma curriculum has been strengthened to include references to guide students around cultural norms. This includes religious values ​​and beliefs, gender separation, views of modesty, and societal expectations. All of this helps complement faculty and staff to be able to better manage the sensitive cultural divides between doctors and patients.