Integrating portfolio and mentorship in competency-based medical education: a Middle East experience.

Within the context of competency-based medical education, portfolios and mentorship emerge as complementary interventions, each offering distinct perspectives and benefits. Together, these elements synergistically contribute to a holistic and effective approach to medical education, encompassing both the academic and personal development imperatives of students. However, this integration comes with several implementation challenges that must be anticipated and promptly addressed.

Operationalizing competency-based assessment: Contextualizing for cultural and gender divides.

Following current trends, educational institutions often decide to use a competency framework as an overarching structure in their assessment system. Despite the presence of a common understanding of how different examinations can contribute to the decision on attaining a particular competency, a detailed mapping of the data points appears to be a challenging area that remains to be explored. Faced with the newly emerged task of introducing the assessment of the attainment of UAE medical students against the EmiratesMEDs competency framework, Dubai Medical College for Girls (DMCG) attempted to operationalise the designed concept in the assessment system considering the cultural and gender divide.

Medical students in Russia evaluate the training during the COVID-19 pandemic: a student survey.

Background: The aim of the study was to obtain feedback from medical students in Russia regarding their e-learning experience during COVID-19 Pandemic.

Methods: Thirteen thousand forty students from 46 Medical Schools in Russia completed an original evaluation form validated by 6 experts. Criterion and construct validity were determined in a pilot study (n = 46).