Medical Education in Egypt: Historical Background, Current Status, and Challenges

@article{Abdelaziz2018MedicalEI,
  title={Medical Education in Egypt: Historical Background, Current Status, and Challenges},
  author={Adel Abdelaziz and Salah Eldin Kassab and A Abdelnasser and Somaya Hosny},
  journal={Health Professions Education},
  year={2018}
}
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30 Citations
Highly Influential Citations
6
Background Citations
12
Methods Citations
2
Results Citations
1

30 Citations

The Medical Community Perspectives Regarding the Egyptian Medical License Exam: Mixed-Method Study
TLDR
A framework for the development of the Medical Licensing Exam is suggested by exploring the opinions of Egyptian medical practitioners and educators regarding the exam format and criteria by exploring a two-phase exploratory mixed-method study.
Perception of Medical Students and Staff towards Community Medicine Educational Process in Traditional and Integrated Medical Schools
TLDR
Perceptions regarding the community medicine educational process was better among the integrated system participants than traditional ones, and the majorities of students in both systems didn’t prefer community medicine as a future career.
Online medical education in Egypt during the COVID-19 pandemic: a nationwide assessment of medical students’ usage and perceptions
TLDR
The shift to online education has significantly impacted medical students in Egypt and potential areas to implement change to improve the accessibility and structure of online medical education in Egypt are identified.
Teaching radiology in Egyptian medical schools: Where do we stand and how can we start?
TLDR
Medical students need more imaging exposure to dissolve the gap between radiology and other specialties during clinical practice and a survey answered by medical students can bridge between presence of any current defect in undergraduate radiology teaching and future solutions.
Medical Education Adaptations Post COVID-19: An Egyptian Reflection
TLDR
Individuals moved faster than bodies and relied on support existing outside the universities when catastrophe happened and many recommendations emerged including the need to integrate online learning into the curriculum at favorable percentages.
Medical Community Perspectives Regarding the Egyptian Medical Licensing Exam: A Mixed-Method Study
TLDR
It is concluded that medical practitioners and educators could contribute greatly to the planning for the EMLE and include the timing of the exam, blueprinting, assessment methods, psychometrics and retake.
Physicians' motivation in the Ministry of Health and Population - Egypt: challenges and opportunities.
TLDR
The research showed that various factors push and pull Egyptian doctors from practice in the MOHP; their individual motivations highly change due to organizational and cultural conditions, and additional expenditure on health is the real step that the Egyptian health system should implement to ensure healthier living conditions for the most underprivileged citizens.
The Best of Both Worlds: Experiences of Co-developing Innovative Undergraduate Health Care Programmes in Egypt
TLDR
An academic collaboration between University College London (UCL), UK, and Newgiza University (NGU), Egypt, to establish modern and innovative undergraduate medicine, dentistry, and pharmacy programmes delivered in Egypt is described.
Preclinical and Clinical Medical Students’ Perception of the Learning Environment: A Reference to the Forensic Medicine and Clinical Toxicology Course
Purpose Understanding learning environments is vital for developing curricula. This study aims to evaluate medical students’ achievements and perception of learning environments considering the…
Continuing professional development system for health-care professions, Egypt
TLDR
The foundations for an effective continuing professional development system have been established in Egypt with the aim of achieving international recognition and setting criteria for educational quality, learning outcomes, independence from industry, and tracking of learners.
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References

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TLDR
The density and number of medical schools in the country were not related to the number of working physicians which ranged from 2.1 per 10 000 population in Afghanistan to 28.3 in Egypt.
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TLDR
Education enhancement in the medical sector in Egypt could be apparently achieved through the HEEPF competitive projects, its outcomes, sustainability, and to provide recommendations for keeping the momentum of reform pursuit in the future.
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TLDR
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TLDR
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TLDR
This publication is intended for those wishing to establish or develop a medical education department and may prove useful to teachers in medicine by providing information on how such a department can support their activities.
A new opportunity for Egyptian health professions educators
TLDR
A formal committee evaluating the promotions process at this institution has incorporated a template for the educator’s portfolio and an assessment tool for portfolio evaluation into its specific recommendations to the dean of the School of Medicine at the authors' institution.
Integrating interprofessional education in community-based learning activities: Case study
TLDR
How far CBE activities match the requirements of Interprofessional Education (IPE) is described, opinions of graduates about the effectiveness of IPE activities are explored, and recommendations for improvement are presented.
Evaluation of Continuing Medical Education (CME) Systems across the 27 European Countries
TLDR
The aim of this article is to review and identify the policies of continuing medical education systems in Europe and specifically focus on e-learning, which may be useful to understand whether there is a favourable evidence and context for the development of a common European continuingMedical Education e- learning framework.
Development, implementation, and evaluation of an integrated multidisciplinary Objective Structured Clinical Examination (OSCE) in primary health care settings within limited resources
TLDR
There is a state of awareness among students on how to proceed in this type of OSCE which renders future implementation more feasible and a critical mass of faculty members trained on blueprinting and station writing and a group of trained assessors, facilitators and role players.
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