A call to enhance transparency among Egyptian medical schools.

BACKGROUND: Making accreditation results easily accessible has become a worldwide essential issue, especially after international standards were created for medical education. The Egyptian Society for Medical Education (ESME) expects Egyptian medical schools to be more open about their accreditation results to build trust with students, families, and the community. This will help ensure newly graduated doctors are of high quality. Our literature review found almost no information on how transparent Egyptian medical school websites are with posting their accreditation results. Students and families use these websites to choose schools and be confident in the quality of education, so accreditation results should be easily accessible. METHODS: This study was conducted to estimate the information transparency of Egyptian medical colleges' websites regarding their accreditation process. Twenty-five official websites of Egyptian medical colleges, as well as official website of the National Authority for Quality Assurance and Accreditation of Education (NAQAAE) were reviewed. The websites' search considers two main criteria for transparency. Each criterion is further divided into several information items. Data was recorded and analyzed using Research Electronic Data Capture software (REDCap). The authors excluded, from the data analysis, newly established schools of less than five years of age that were not required to apply for accreditation yet. RESULTS: The results of the research showed that only thirteen colleges registered their credentials on their websites. However, the amount of data available about the process, dates, and documents was very limited. Accreditation information for these thirteen schools is confirmed by information on the NAQAAE website. Other information on other important elements such as accountability and future plans was almost completely missing. CONCLUSION: The authors concluded that due to the lack of basic information on the websites of Egyptian medical schools about their institutional accreditation status, serious steps should be taken by medical schools and the National Accreditation Authority to encourage openness and ensure transparency towards institutional accreditation.

Quality assurance of test blueprinting.

Tests offer scores that measure student learning and programs outcomes. Valid examinations are needed to accurately reflect scores related to dimensions of knowledge, analysis and different competencies in health education. The primary step in the process of exam development should be the construction of a test blueprint. The degree of alignment of a test with its blueprint is a critical element of content validity. However, the availability of a published blueprint does not ensure that instructors adhere to it when developing their tests. This article aims to present a tool for quantitative determination of the degree of consistency between the actual test and the developed blueprint. Ensuring the quality of the test blueprinting process, through objective verification of alignment of the test with the test blueprint, increases the extent of content validity of students' assessments.

Cultural influence on generational gaps: A case for medical education in the Gulf region.

OBJECTIVE:  To explores cultural differences between generations of faculty and students in undergraduate medical education and to develop an educational framework for stakeholders involvement. METHODS:  This is a prospective cross-sectional mixed method study. A survey was administered on students and faculty members to measure generational differences using Hofstede's dimensions of cultural orientation. The study took place at King Abdulaziz University-Faculty of Medicine, Jeddah, Saudi Arabia, on February 2015. Quantitative methods, descriptive statistics, and correlations and regression analyses were used in data analysis. In addition, qualitative data from focus groups were used to explain findings obtained from the survey. RESULTS:  A total of 736 respondents were surveyed (129 faculty members and 607 medical students). Faculty members across all generations shared the same cultural values of low power distance and masculinity and high uncertainty avoidance, long-term orientation and collectivism. Advanced medical students showed higher power distance, collectivism, masculinity and long-term orientation than faculty members; junior medical students have higher masculinity and lower uncertainty avoidance and collectivism. CONCLUSION:  This study explains both the cultural gap between Saudi and Western medical students as well as between Saudi generations, demonstrating the need for customized curricular revisions.

An explanatory mixed methods study on the validity and validation of students' assessment results in the undergraduate surgery course.

BACKGROUND/PURPOSE: There is inadequate evidence of reported validity of the results of assessment instruments used to assess clinical competence. This study aimed at combining multiple lines of quantitative and qualitative evidence to support interpretation and use of assessment results. METHOD: This study is a mixed methods explanatory research set in two stages of data collection and analysis (QUAN : qual). Guided by Messick's conceptual model, quantitative evidences as reliability and correlation coefficients of various validity components were calculated using students' scores, grades and success rates of the whole population of students in 2012/2013 and 2013/2014 (n= 383; 326). The underlying values that scaffold validity evidences were identified via Focus Group Discussions (FGD) with faculty and students; sampling technique was purposive; and results were analyzed by content analysis. RESULTS: (1) Themes that resulted from content analysis aligned with quantitative evidences. (2) Assessment results showed: (a) content validity (table of specifications and blueprinting in another study); (b) consequential validity (positive unintended consequences resulted from new assessment approach); (c) relationships to other variables [a statistically significant correlation among various assessment methods; with combined score (0.64-0.86) and between mid and final exam results (r = 0.672)]; (d) internal consistency (high reliability of MCQ and OSCE: 0.81, 0.80); (3) success rates and grades distribution alone could not provide evidence to advocate an argument on validity of results. CONCLUSION: The unified approach pursued in this study created a strong evidential basis for meaningful interpretation of assessment scores that could be applied in clinical assessments.

Assessment of junior doctors' admission notes: do they follow what they learn?

OBJECTIVES: To assess the completeness of history-taking and physical-examination notes of junior doctors at King Abdulaziz University Hospital per the approach they learned in medical school. METHODS: In this retrospective study, we reviewed 860 admission notes written by 269 junior doctors (interns and residents) in an academic tertiary-care medical centre in Jeddah, Saudi Arabia, over a two-month period. Notes were evaluated for completeness using a checklist developed with reference to relevant medical textbooks. The checklist included 32 items related to history-taking and physical examination. Based on the review of the notes, checklist items were evaluated as complete, incomplete, not present, or not applicable according to set criteria. Data were analysed and summarised for information on the frequency and relative frequency of these types. RESULTS: The history items varied in completeness. At the high end, asking about chief complaint and duration, associated symptoms, aggravating and relieving factors, and conducting systemic review were marked 'complete' in 74.2%, 81.7%, 80.4%, and 79.7% of notes, respectively. At the low end, asking about previous episodes, allergies, medications, and family history were complete in 5.3%, 1.9%, 4.8%, and 2.9% of notes, respectively. All physical examination items were poorly documented, especially breast examination, which was 'not present' in 95.8% of the notes. CONCLUSIONS: Junior doctors' history and physical-examination notes are often incomplete and do not follow the approach taught in medical school. The reasons for this must be studied via focus-group discussions with junior doctors.

Cultural hegemony? Educators' perspectives on facilitating cross-cultural dialogue.

BACKGROUND: We live in an age when education is being internationalized. This can confront students with 'cultural hegemony' that can result from the unequal distribution of power and privilege in global society. The name that is given to awareness of social inequality is 'critical consciousness'. Cross-cultural dialogue provides an opportunity for learners to develop critical consciousness to counter cultural hegemony. The purpose of this research was to understand how learners engage with cross-cultural dialogue, so we can help them do so more effectively in the future. METHOD: The setting for this research was an online discussion in an international health professions educator fellowship program. We introduced scenarios with cultural references to study the reaction of participants to cultural conversation cues. We used an inductive thematic analysis to explore power and hegemony issues. RESULTS: Participants reflected that personally they were more likely to take part in cross-cultural discussions if they recognized the context discussed or had prior exposure to educational settings with cultural diversity. They identified barriers as lack of skills in facilitating cross-cultural discussions and fear of offending others. They suggested deliberately introducing cultural issues throughout the curriculum. CONCLUSION: Our results indicate that developing critical consciousness and cross-cultural competency will require instructional design to identify longitudinal opportunities to bring up cross-cultural issues, and training facilitators to foster cross-cultural discussions by asking clarifying questions and navigating crucial/sensitive conversations.

Cultural challenges to implementation of formative assessment in Saudi Arabia: an exploratory study.

BACKGROUND/PURPOSE: This study investigates challenges that students and faculty face to implement assessment for learning; and the activities, capabilities, enablers, and indicators which could impact performance. METHOD: The study is a mixed methods research, cross-sectional, exploratory study. The study was organized through two phases of data collection and analysis (QUAL → quan). Based on qualitative focus group discussions (FGD), we first gathered data through field notes. Later, we engaged in analysis using techniques drawn from qualitative data including categorization, theme identification, and connection to existing literature. Based on this analysis, we developed a questionnaire that could provide quantitative measures based on the qualitative FGD. We then administered the questionnaire, and the quantitative data were analyzed to quantitatively test the qualitative findings. Twenty-four faculty and 142 students from the 4th and 5th clinical years participated voluntarily. Their perception of FA and the cultural challenges that hinder its adoption were evaluated through a FGD and a questionnaire. RESULTS: The mean score of understanding FA concept was equal in faculty and students (p = 0.08). The general challenge that scored highest was the need to balance work and academic load in faculty and the need to balance study load and training and mental anxiety in students. There was no difference between faculty and students in perceiving "learning is teacher-centered" (p = 0.481); and "past learning and assessment experience" (p = 0.322). There was a significant difference between them regarding interaction with opposite gender (p <0.001). Students showed higher value as regards the "gap between learning theories and assessment practice", "grade as a priority", and "discrimination by same faculty gender". CONCLUSION: The authors suggested a "Framework of Innovation in Endorsing Assessment for Learning". It emphasizes a holisitic approach through all levels of the System: Government, Accreditation Bodies, Policy makers; Institution, and Classroom levels.

Impact of adopting a newly developed blueprinting method and relating it to item analysis on students' performance.

BACKGROUND: In order to achieve validity of assessment results in the basic imaging module, an integrated assessment practice was introduced. The purpose of this article is to evaluate the impact of utilizing the created exam blueprint and relating its results to item analysis on students' achievement of the learning objectives as reflected in their overall performance scores and satisfaction. METHODS: A simple blueprint method was created by the authors. Cross-sectional study was performed on two groups of students: one did not utilize blueprinting while the other did. Data were retrieved from the results of two questionnaires evaluating the students' satisfaction of the course and of their perception of ILO; students' scores; and from item analysis results. The adopted assessment practice was evaluated using the modified and expanded version of Kirkpatrick's model. RESULTS: Group B results outperformed group A reflected as statistically higher students' scores, satisfaction, perceived and actual achievement of the assessed learning outcomes, and higher psychometric indices of the exams. CONCLUSION: The method adopted by using the newly developed blueprinting method and relating it to item analysis results has positive impact on the validity and reliability of students' performance results and their satisfaction in relation to intended learning outcomes.