Medical Education Department Research Articles

Probing in the complexities of the integrated undergraduate medical curriculum: A qualitative exploratory study.

To explore the perceptions of the faculty regarding the level of curriculum integration and their interpretation of the integration ladder in achieving the complex process. The qualitative exploratory study was conducted at Islamic International Medical College Islamabad, University College of Medicine and Dentistry Lahore and Rehman Medical College Peshawar, from March to August 2018. The participants were the faculty members involved in the designing and implementation of the integrated curriculum in these institutes. The semi-structured interviews were audio-recorded, transcribed and analysed using Braun and Clarke's thematic content analysis. Of the 18 faculty members, 6 (33.3%) belonged to each of the three institutions. Four themes identified were: curriculum planning, an uphill task; dream versus ground reality; moving up and down the ladder; and teamwork in the paradigm shift. There were different perceptions of the level of integration among faculty members within the same institute. The level of integration ranged from 5-9 in different phases of the curriculum. The processes included all the teamwork steered by the departments of medical education. Although Harden's integration ladder is a useful tool, curriculum integration is an inherently inconsistent and complex process that does not follow a simple hierarchical continuum of integration and requires a teamwork. Identifying the patterns of integration in different phases of the curriculum might be more practical than just determining a single level of integration in the whole curriculum.

Need Assessment for Faculty Development in Wah Medical College

Introduction: Faculty development (FD) is defined broadly as the range of activities that institutions use to assist faculty in their roles and fields including teaching, research and administration. And faculty is now expected to be more effective and creative in their teaching methods. Objectives: To determine the needs assessment for faculty development. Study Design: Cross sectional study. Place and duration of study: Wah Medical College, January- June 2019. Methodology: A questionnaire was prepared after the review of literature. It had two parts; demographic profile and responses of the faculty on various aspects regarding needs assessment. Questionnaires were distributed to all the faculty members of college. Data was analyzed by SPSS and frequencies were calculated. T-test was used with p value of 0.05. Result: 90 faculty members responded back. Out of these 90, 34(37.8%) were in favor of 1 workshop per year. 59(65.6%)wanted half day workshop. 75(83.3%) members wanted workshops to be on weeks days. 66(73.3%) favored one-day workshops. 71(78.9%), 47(52.2%), 38(42.2%) don’t attend workshops due to lack of time, institutional support, trained facilitators respectively. Conclusion: We concluded that the Wah medical college faculty is in need of faculty development programs that should be conducted by the medical education department with in the college. The college should facilitate the faculty in the best possible way especially considering the limitations and responsibilities of the female faculty.

Reforming Medical Education in Pakistan through strengthening Departments of Medical Education

Introduction: Early medical education departments originated as medical education research offices, primarily in the United States of America (USA). Objectives: The main objective of the study is to analyse the reforming medical education in Pakistan through strengthening departments of medical education. Material and methods: This cross sectional study was conducted in Quaide Azam Medical College Bahawalpur in duration of Jan 2021-Sep 2021. The survey includes all of the city's PMDC-recognized medical schools. Respondents were medical school faculty members who were knowledgeable about the subject matter of the survey. Results: A total of 200 people took part in the study. All of the participants were interviewed by us. Education research (66.6 percent), faculty development (70.7 percent), and curriculum development (77.7 percent) were the top four tasks. Conclusion: This study concludes that well-established and effectively operating DMEs can play an effective role in increasing medical education quality. Medical and dental institutions should be supported in Pakistan by the Pakistani government's Ministry of Health & Family Welfare (PM&DC), the Higher Education Commission (HEC), as well as Pakistan's leading medical and dental universities in policy, governance, and regulatory matters. Keywords: Medical Education, Faculty Development, Lack of Resources, Infrastructure

Perioperative Clerkship Design for Students with Physical Disabilities: A Model for Implementation

Disability inclusion is an important and growing area of focus for medical education that may be stymied by stereotypes about disabilities, lack of knowledge about accommodations for students with physical disabilities, or outdated technical standards that preclude participation of people with mobility disabilities. To support the inclusion of students with physical disability in surgical clerkships, we describe a proactive, progressive approach to the accommodations process for a student with a thoracic spinal cord injury entering a surgical clerkship. Working proactively, medical school leadership, disability professionals and the clerkship team collaborated on the development of reasonable accommodations for a student with a thoracic spinal cord injury entering a surgical clerkship. University of Colorado, Department of Surgery and Department of Medical Education, Aurora, CO. A third-year medical student and faculty from the medical school and surgical clerkship leaders. An M3 student with a thoracic spinal cord injury successfully completed an 8-week surgical clerkship completing all required procedural and clinical skills utilizing reasonable accommodation. The student achieved a grade of honors for the rotation. Early communication and planning for disability-related adjustments are critical to ensure an accessible experience for students with physical disabilities. The addition of a student with a disability adds to a better understanding of inclusive practices for surgical education and adds to the diversity of thought and experience for the medical education community.

Patients' Perceptions of Residents Involved in Their Care in a Community General Surgery Practice.

Resident involvement in patient care in the general surgery setting is most often encountered in an academic setting. Many community hospitals have residents involved in patient care as well. There are no studies that gauge patients' perceptions in the involvement of residents in their general surgery care in the community setting. Patients were given a Northeast Georgia Health System Graduate Medical Education Department Institutional review Board approved 26-question questionnaire during their office visit gauging their wiliness to allow a resident be involved in their care, and their understanding of what a resident is. A total of 196 patients completed the survey with answers that could be analyzed. Overall, 67.3% would allow residents be involved in their care. The main reasons for this were to educate future surgeons, they enjoy a teaching environment, and that they have had residents involved in their care and it was a good experience. Of the 27 % that did not want a resident involved in their care, the main reason was they only wanted their doctor involved in their care. Of the respondents, 58 % were comfortable having a resident involved in their surgery or procedure. Only 14% noted that they would prefer not to have a resident involved in their procedure or surgery. Patents appear receptive to general surgery residents' involvement in their care in the community setting. This is reassuring as community practices may be more receptive to including residents in their practices, based upon these findings.

Small Group Discussion, an Effective Tool for Learning

Introduction: With the rapid change in teaching methodologies small group discussion gained a lot of popularity due to its wide impact from multiple dimensions on the learning of students. It is not only influences the learning of the students but also polished many skills not previously explored by the student such as communication skills, leadership qualities, ethics of group dynamics, respect of views of peers and so many. Objective: To expedite the views of Second year MBBS students at Azra Naheed Medical College about Small group discussion. Material and Methods Study design: Quantitative, cross sectional study. Settings: Azra Naheed Medical College, Lahore. Duration: Six months i.e. 1st January 2021 to 30th June 2021. Data Collection procedure: This study is conducted at Azra Naheed Medical College, Lahore, a total of 150 students divided into 10 groups each comprising of 15 students participated in the study. Students and the facilitators were briefed about the study; the topic assigned to each group ware told them a couple of days before the session. Pre validated questionnaire from the department of medical education was used and the collected data was analyzed by using SPSS version 23. Research question: What is the perception of Second year MBBS students at Azra Naheed College, Lahore about small group discussion an effective tool for learning? Results: Majority of the students were satisfied with the punctuality, constructive feedback, role of facilitator, improvement in the communication skills, interaction and positive feedback. Conclusion: It concludes students learned how to maintain a good balance of the session. Our study provided enough opportunities to the students to focus on the dynamics of learning in a modern way of self-respect, respect to the peers, improved self-confidence, and importance of positive and constructive feedback and in the end how to summarize and conclude a session. Key words: small group discussion, student centered learning, integrated learning, lecture

Peculiarities of forming human resources in the healthcare system of the Republic of Tajikistan during the period of reforms

Aim. To analyze trends in the number and structure of physicians in the healthcare system of the Republic of Tajikistan during the period of healthcare reform.Materials and methods. The sources of information were the official data of the Republican Center for Statistics and Medical Information, the Ministry of Health and Social Protection of the Population of the Republic of Tajikistan (MoHSP), departments of science, medical and pharmaceutical education, and the personnel department of the MoHSP, and other regulatory legal documents.Results and discussion. In 2019 there were 19,268 doctors active in the health sector, which is 20.7 doctors per 10,000 population. In 2019, there were only 76 private health facilities (WHO, 2020).Conclusions. The even geographic distribution of health workers appears to be one of the challenges in improving access to healthcare in Tajikistan.

Online anatomy team-based learning using blackboard collaborate platform during COVID-19 pandemic.

During the COVID‐19 pandemic, many educational institutions followed the blended learning system. Using the participants' opinions, we evaluated the Blackboard (Bb) collaborate platform for online team‐based learning (TBL) sessions for undergraduate students from different medical programs in the KSA. The participants were students on the MBBS Program (157 year two and 149 year three), together with 53 students in year one of the Nursing Program, 25 in year two of the Doctor of Pharmacy Program, and 11 in year two of the Medical Laboratory Sciences Program in Fakeeh College for Medical Sciences, (FCMS) KSA. To assess students' recall, engagement, and satisfaction with the sessions, an online TBL plan was designed and reviewed by the Medical Education Department. The students completed an online survey at the end of each session. All responses in this study showed a statistically significant positive difference from the neutral mid‐point response (p < 0.05), reflecting high satisfaction. In the MBBS Program, the survey was completed by 40 students in year two and 76 in year three. The mean responses were 4.1 ± 0.3 and 3.9 ± 0.2 respectively (mean ± SD). In the BSN Program, 19 students completed the survey. The mean response was 4.6 ± 0.2. In the Pharm D Program, 10 students completed the survey. The mean response was 4.9 ± 0.12. In the MLS Program, eight students completed the survey. The mean response was 4.8 ± 0.12. It was concluded that online TBL using Bb collaborate is a successful anatomy‐learning tool among FCMS students on different programs.

SWOT Analysis of the Universiti Sains Malaysia Medical Educationists’ Preparations to Make a Regional Medical Education Hub: A Qualitative Study

The aim of this study was to analyse the strengths, weaknesses, opportunities and threats that describe the current circumstances of medical educationists in the School of Medical Sciences in Universiti Sains Malaysia (USM), particularly towards preparing themselves for becoming a regional hub in medical education. A total of 21 documents, including nine strategic management records, three department meeting documents and nine researchers’ observation journals were engaged in this study. The gained data were clustered by themes for each of the four categories which were strengths, weaknesses, opportunities and threats regarding medical educationists in the USM. High motivation and interest of the lecturers, interest in writing, presence of medical background, experienced in clinicals, experienced in management, presence of good health status, presence of postgraduate medical education and the presence of international students were designated as strengths of medical educationists. Presence of personal challenges, a majority of young lecturers and a majority with no PhD were stated as weaknesses of medical educationists. Positive support from family, strong support from the top administration to the medical education department, positive attention to individual instructors, two instructors having a PhD, supportive cadre, positive international perception to the department of medical education and large opportunities for research and school-provided grants were indicated as opportunities for medical educationists. Financial issues and facilities were expressed as threats to medical educationists. Consistent with the positive mode to move forward, there is a good chance for the USM medical faculty to become a medical education hub.

Evaluation of an implemented Mini-CEX program for workplace-based assessment at Rehman Medical College, Peshawar, Khyber Pakhtunkhwa.

Objective: To evaluate the feasibility and acceptability of Mini-CEX as a formative WPBA tool at Rehman Medical College. To compare the annual exam short case scores of students with their internal Mini-CEX scores. Study design: Cross Sectional study. Setting: Rehman Medical College, Peshawar. Period: January to February 2016. Material &amp; Methods: Mini-CEX was implemented for the first time in a medical college of Khyber Pakhtunkhwa after training of faculty &amp; students on simulators. 100 MBBS students of Final Professional were included in the study through universal sampling. Completed Mini-CEX forms were collected weekly by Department of Medical Education (DME), and data entered in an Excel file. Mini-CEX scores of graduates were reviewed, compared and correlated with Khyber Medical University (KMU) practical exam scores in the same subjects for short cases. Results: 84 students were selected after data cleaning. Total required Mini-CEX were, 2338, submitted were 2563 with maximum mean submission/student of 5.32 in Obs/Gyn against a required mean of 3.32 (n=83, total rotation period = 04 weeks). The minimum requirement was 01 Mini-CEX/week. Total mean submission for all clinical disciplines was 7.67/student against a required mean of 6.27/student, showing ease and feasibility in implementation and student compliance. Significant correlation with KMU annual examination scores was observed only for Surgery (p=0.04). The correlation was insignificant for the other 03 disciplines of Medicine, Pediatrics and obstetrics and Gynecology with p &gt;0.05. Conclusion: Mini-CEX implementation is feasible and acceptable tool for formative WPBA in undergraduate clinical training. The student performance in Mini-CEX does not has a major effect on their annual exams scores.

Effectiveness of a Simulation-Based Training Program in Improving the Preparedness of Health Care Workers Involved in the Airway Management of COVID-19 Patients.

BackgroundCoronavirus disease 2019 (COVID-19) has currently emerged as a global threat and a significant public health issue. The role of simulation-based training (SBT) during such a pandemic becomes more relevant for teaching a team approach and building capacity especially when there is a threat to health care workers due to aerosol generation and there is a huge demand for manpower during the pandemic.ObjectiveTo assess the effectiveness of a simulation-based training program in improving knowledge and concept of teamwork of health care workers involved in airway management of suspected or confirmed COVID-19 patients.MethodsAfter institutional review committee approval, a prospective analytical study was conducted in the department of medical education on participants from various specialties undergoing COVID-19 airway training. The purpose of the study was to assess team dynamics during simulation scenarios and compare test scores at baseline, immediately post-training, and seven days post-training (using online forms). Scores were compared using the Friedman test followed by post-hoc testing. Sub-group comparison was done using an unpaired t-test.ResultsMedian scores were significantly higher in the immediate post-training test and seven days post-training test (online) compared to baseline pretest scores in the overall participant group and in individual sub-groups. There was no significant difference in immediate versus seven-day post-training test scores overall and in all subgroups. In the sub-group comparisons, median improvement in score was significantly better in the non-anesthesia group and in the resident group. It was observed that team performance in terms of role clarity, closed-loop communication, and idea acceptance improved substantially during the subsequent scenarios.ConclusionSimulation-based training was effective in improving knowledge and team dynamics amongst health care workers regarding airway management in COVID-19 patients, with retention of up to one week. Similar future research can be planned for the affective and psychomotor domains.

Prevalence of insomnia and related psychological factors with coping strategies among medical students in clinical years during the COVID-19 pandemic.

We explored the prevalence of insomnia, confirm the associated psychological factors and current coping strategies among undergraduate medical during their clinical years. This cross-sectional, quantitative, descriptive study was conducted at the department of medical education, college of medicine, King Saud University (KSU), Riyadh, Saudi Arabia. The participants (n = 463) were the 3rd to 5th year, and intern medical clinical students. We collected responses about sleep, using the Insomnia Severity Index (ISI). We also used Kessler-10 (K10), Psychological Distress and the Patient Health Questionnaire (PHQ-9). Items related to Coping strategies were also used from our previously published study and COVID-19 issues were explored using a self-developed questionnaire. According to the ISI ranking, 162 (34.9 %) of the participants had insomnia, among them 57.4% of females and 42.6% were males. Age groups between 22 and 25 have more sleeping disorder (43.2%) as compared to other age groups. 3rd-year students have more insomnia 36.41% as compared to other years. Individuals with insomnia symptoms were more likely (1.67 times higher) to be female students (OR = 1.67; P = 0.005) as compared to male students. A significantly high prevalence (3.37 times high) of insomnia was noted for those students or interns who have attended their clinical training irregularly as compare to regularly attending participants (OR = 2.32; P = 0.12) during COVID-19. Transition time i.e. year 3 of medical program was more stressful for the students and female students perceived stress and insomnia more than their male counterparts. It is important to address identified disorder early in order to reduce psychological morbidity and its harmful implications for medical students and young physicians.

Abstracts from the Seventh Annual Baylor University Medical Center Medical Education Research Forum 2021

The Baylor University Medical Center Department of Medical Education hosted its seventh annual Medical Education Research Forum on April 21, 2021, to showcase the research efforts of its medical students, residents, and fellows. Thirty-six posters were shared and 18 oral presentations were given. Here we present 17 award-winning abstracts.

Do the selection criteria of internal medicine residency program predict resident performance?

Background: Well-performing physician reflects the success of the residency program in selecting the best candidates for training. This study aimed to evaluate the selection criteria, mainly the United States Medical Licensing Examination (USMLE) Step 2 Clinical Knowledge (CK) results and applicants’ status as international or locally trained applicants, used by the medical education department and the internal medicine residency program in Hamad Medical Corporation in Qatar to predict the residents’ performance during their training.Methods: A retrospective chart review was performed for three batches of graduates who started residency training in 2011, 2012, and 2013. Each group completed 4 years of training. The USMLE Step 2 CK status of the applicant, in-training exam (ITE) scores, formative evaluation scores, Arab Board written and clinical exams pass rate, and other indicators were analyzed. Statistical analysis included chi squares and independent t-test to identify associations. Multivariable analyses were conducted using logistic and linear regressions to test for adjusted associations.Results: The study included 118 (81 international/37 locally trained applicants) internal medicine residents. The ITE score correlated positively with the USMLE Step 2 CK score (r = 0.621, r = 0.587, r = 0.576, r = 0.571, p < 0.001) over the 4 years of training and among the international compared with locally trained applicants (p < 0.001). The rate of passing part 1 and 2 written exam of the Arab Board was higher in international than in local applicants, whereas clinical Arab Board exam and formative evaluation were not associated with any criteria.Conclusions: Higher USMLE Step 2 CK score correlated with better performance on ITE but not with other performance indicators, whereas international applicants did better in both ITE and Arab Board written exam than local applicants. These variables may provide reasonable predictors of well-performing physicians.

Redesigning the psychiatry induction

AimsTo analyse the current psychiatry induction programme with regards to national guidance, local requirements, trainee and trainer feedback and implement recommendations to streamline where possible.BackgroundJunior doctors in training rotate every 4 or 6 months depending on the grade/programme group. GP and FY trainees are often new to psychiatry therefore require a comprehensive induction.Our Trust has had a three day induction for new junior doctors comprised of 1 day Corporate Induction, 1 day Electronic Records Training and 1 day Local induction.During the 3 day induction programme there is often a service gap with covering out of hours and acute services. Trainees and trainers have expressed concern regarding the service gap.We therefore embarked on a review of the induction programme to investigate whether it could be improved in content and length of time to deliver.MethodReview the regulatory bodies requirements for junior doctor induction.Gain an understanding of the trainees and trainers perspective of the induction programme.Review the items in the induction programme according to the requirements of the regulatory bodies.Tailor the induction programme for junior doctors’ needs whilst complying with the regulatory bodies requirements.ResultThe General Medical Council (GMC), British Medical Association (BMA), Gold Guide, Health Education England (HEE) and National Health Service (NHS) employment have no specific statutory and mandatory training requirements for induction.The regulatory bodies have generic standards for junior doctor induction.Induction is the responsibility of the Trust.Trainee perspective: Electronic record system, Mental Health Act (MHA) and pharmacy training were agreed as needing review in terms of its content and length.Trainees also requested extra items to be included in the induction programme to support successful transition in to their work placements.The education department met with the Digital Team, MHA Team and Pharmacy Team to develop new and more relevant course content and add in the requested items.The new induction programme was launched in December 2019 and was reduced in length from 3 to 2 and a half days. Trainee satisfaction improved as evidence by trainee feedback.ConclusionThe review was helpful in establishing the requirements for a good induction and highlighting areas for improvement.The new induction was more focussed, shorter in duration and had improved trainee feedback.The Medical Education Department will assess the changes following the December 2019 induction and continue to review its induction programme.

Induction shouldn't be painful: improving psychiatry local induction for junior doctors across the South West

AimsThe GMC recommends that organisations ensure learners have an induction in preparation for each placement. We aimed to ensure that high quality induction was being delivered in psychiatry posts across the whole of the Severn Deanery. This included multiple localities (Bristol, Bath, Swindon, Devizes, Weston-Super-Mare, Gloucester, Cheltenham, Taunton and Yeovil) across three NHS trusts.BackgroundInduction plays a vital role in preparing doctors for their new roles. Crucially, some doctors are not only new to the specific role and site, but also new to the specialty (for example, Foundation Doctors and GP Trainees). In Severn, each locality takes responsibility for providing Junior Doctors with a locality-specific induction; these occur four times per year. Previous feedback from trainees in Severn was poor; as demonstrated by informal feedback and the August 2018's GMC survey results, showing some localities ‘required improvement’.MethodPre- and post-intervention measurements were ascertained by written questionnaires for Foundation Doctors, GP Trainees and Core Trainees in Psychiatry. Baseline questionnaires were completed in August/September 2019. Five ‘Plan, Do, Study, Act’ Cycles were completed over the following eighteen months. Examples of the changes made included incorporating ‘missed’ topics (such as wellbeing, seclusion reviews and exception reporting) and specific information to on-call responsibilities, reducing replicated information, and touring clinical sites. These changes were coordinated via monthly meetings between Locality Trainee Leads (LTLs).ResultThere was an overall improvement in trainee's satisfaction with induction. Outcomes also included the development of an induction checklist specific to each locality and a ‘gold standard’ list for what local induction should involve. This is hopefully soon to be ratified by the Medical Education department and Severn Deanery.ConclusionHaving worked on this project for over 18 months, sustainability of change remains a crucial issue. In response to this, we have established several recommendations: the LTL job role needs to be revised to include updating the written induction handbook in each locality and delivering face-to-face induction. Outgoing and incoming LTLs will plan each induction together, at least 4 to 8 weeks before the start date. Support from Medical Education regarding attendees at each induction is to be put in place. Handbooks will be shared across localities, so that the ‘core’ information is consistent. Ongoing feedback will ensure that Junior Doctors continue to receive a high quality and relevant induction.

Effective learner engagement strategies in visual presentations

An efficient teacher needs to communicate effectively with the audience, which in turn largely depends on an engaging presentation. The goal of any presentation is to inform, entertain, persuade or inspire and academic presentations primarily provide information, as in a classroom lecture or in a conference research paper.The department of medical education at our institute has been conducting the ‘National course on educational sciences for teachers of health professionals’ since last four decades. Since 2015, newer learner engagement strategies (LES) were incorporated into the program. We analysed the feedback data from participants with an aim to understand the impact of implementation of LES in the course. Literature was further explored to identify other LES in practice. We collected data of five national courses conducted during 2018 to 2020 at our Institute. The in-campus national faculty development course, which is spread over 6 days, consists of about 42 sessions involving nearly 28 presentations. One hundred thirty-five (n= 135) participants from all over India had participated in this course during the period under review. Newer strategies must be used to engage new generation of learners during presentations. The best way to engage learners is by having an interactive presentation with a structured narrative that holds their attention and allows them to participate in the presentation process. Medical teachers should make themselves familiar with digital tools which help in interactive teaching. Further prospective research studies need to be carried out to understand outcomes and improve strategies of learner engagement. Keywords: Cognitive load, Learner engagement, Multimedia principles, PowerPoint, Short term memory, Visual presentation.

Advances in medical education; comparing the perceptions of the faculty and the students towards e-learning vs. traditional learning in a public sector medical college in Pakistan.

Objective: E-learning is a growing need of modern day education generally and of medical universities particularly. This study is targeted to compare and assess different perceptions of the faculty and the students towards e-learning at a public sector medical college. Study Design: Cross-sectional study. Setting: Department of Medical Education, Sahiwal Medical College, Sahiwal. Period: 1st May 2020 to 31st May 2020. Material &amp; Methods: The questionnaire was sent to all the participants by Whatsapp because of COVID-19 pandemic. MBBS students of 4th year and final year MBBS and all the faculty members of clinical and basic medical sciences were included in the study. The participants had to choose among options of ‘agreed, neutral and disagreed‘. Results: The response rate of faculty members was 91.66% and that of undergraduate students was 91%. Among faculty members, 34 (51.50%) were males while 32 (48.50%) were females. Female students were having majority of participation (60.40%). Most of the faculty and students were disagreed with the fact that ‘E-learning is a suitable means of education for students in Pakistan’. Though there was an overwhelming agreement of students (80%) and staff (88%) with agreement on the point that ‘information and communication technologies (ICT) play an effective role in promoting education’. Fifty three percent of students and 67% of the faculty members agreed that ‘E-learning systems can fulfill the challenging needs of present times’. Conclusion: Our study concludes that there are some reservations of both students and the faculty regarding usage of e-learning over traditional learning at public sector medical college. In our study while comparing, the majority of both the groups were having almost same opinions related to implementation of e-learning methodology.

A behavioural &amp; social sciences core curriculum for Egyptian undergraduate medical education at the Armed Forces College of Medicine.

Introduction: Medical practice is a highly emotionally and behaviorally demanding occupation. Thus, the design of teaching and learning programs in medical colleges need to be modified to adapt such need. Behavioral and social sciences must be implemented to develop competent medical health care workers. Educational programs in Egyptian medical schools are undergoing a gradual shift toward integration, student-centeredness, and early clinical exposure. The Psychiatry Department &amp; Medical Education Department at the Armed Forces College of Medicine in Egypt in collaboration with the Medical Education Department at Michigan state university; developed behavioral &amp; Social science curriculum by adopting ADDIE’s basic five-step model, which includes Analysis, Design, Development, Implementation, and Evaluation processes. The identified curriculum has been split into three divisions: social topics related to behavioral medicine, basic psychology, and clinical medicine related to behavioral science. Twenty-six topics were included in these three divisions and were distributed in the seven selected core competencies. The working team expects to include more sociocultural and anthropology topics in the curriculum in the future. Additionally, it is hoped that more time will be allocated for this module, so it would be more possible to include other teaching &amp; assessment methods for developing global understanding of disorders, and practical skills for behavior modification, as well as, encourage students to consider actual treatment strategies in clinical case scenarios. It is also hoped that students could get the chance for early exposure to hospital-based cases. This will motivate the students by allowing them to come into contact with various real-life settings. Context: Medical practice is a highly emotionally and behaviorally demanding occupation. Thus, the design of teaching and learning programs in medical colleges need to be modified to adapt such need. Behavioral and social sciences must be implemented to develop competent medical health care workers. Educational programs in Egyptian medical schools are undergoing a gradual shift toward integration, student-centeredness, and early clinical exposure

Creating a High-Quality Faculty Orientation and Ongoing Member Development Curriculum for the Clinical Competency Committee.

Creating a High-Quality Faculty Orientation and Ongoing Member Development Curriculum for the Clinical Competency Committee.