Introducing a Synchronous Workshop Feedback Model for OSCE Development in an International Education Partnership.

University College London (UCL) and Newgiza University (NGU) have been in an academic collaboration since 2016. We describe the introduction of a real-time feedback model for OSCE assessments within this partnership. We developed a workshop for faculty members at UCL and NGU to co-develop OSCE stations for use in final year summative exams at NGU.

Adoption of Problem-Based Learning in Medical Schools in Non-Western Countries: A Systematic Review.

In recent decades, medical education practices developed in Western countries have been widely adopted in non-Western countries. Problem-based Learning (PBL) was first developed in North America and it relies on Western educational and cultural values, thereby raising concerns about its 'lift and shift' to non-Western settings. This review systematically identified and interpretively synthesized studies on students' and teachers' experiences of PBL in non-Western medical schools.

Analysis of Preparatory Courses for the Practical Component of the PLAB Exam for International Medical Graduates in the UK.

Background: Medical workforce shortages are a major threat to the future of the UK National Health Service (NHS) and countless other healthcare systems globally. Reliance on international medical graduates is likely to continue and may increase, although these doctors face many educational and professional challenges. The Professional and Linguistic Assessment Board (PLAB) test, delivered by the General Medical Council (GMC), is the "gateway" exam that doctors must pass through in order to practice in the UK.

What is the role of near-peer mentoring in informing medical students about a career in general practice?

Near-peer learning at undergraduate level has the potential to introduce students to a career in general practice. The Wass Report suggested the need to provide enthusiastic role models within general practice, and this was the stimulus for the introduction of a near-peer general practitioner (GP) mentoring scheme at University College London (UCL) Medical School.The UCL Medical School GP mentoring scheme was introduced in the academic year of 2019 enlisting UCL GP training scheme doctors to pair up with UCL medical students to meet face-to-face and discuss a career in general practice.

Levelling the playing field: students' motivations to contribute to an amnesty of assessment materials.

Background: 'Exam recall' is a recognised phenomenon whereby students recall and record questions after leaving the examination hall. This poses two main problems. First, as these questions are only available to peers of the students who recall the questions, these individuals have an unfair advantage.