Research is about trying to discover the world and its phenomena in a systematic and structured manner. Humans have approached research in different ways based on their assumptions about social reality, knowledge, and human nature, namely ontology, epistemology, and methodology. These assumptions gave rise to two poles; quantitative and qualitative research and they have long been viewed as a dichotomy that can never be subject to compromise. This view has slightly changed with the realisation that quantitative and qualitative research can be complementary to each other. This is usually the case when the need for theory emerges and gets realised by qualitative research in order to guide quantitative research. Medical education is a social science that has almost the same categorisation of assumptions about the world. Medical educators and educationists apply both quantitative and qualitative research in order to elucidate some insights about teaching and learning in medicine, and about the best evidence and the best practices that can be applied by healthcare providers and medical educators. The aim of this review is to highlight the main similarities and differences between quantitative and qualitative research approaches/paradigms, present their origins from a historical and philosophical background, and focus on the case of medical education in terms of how it tackles quantitative and qualitative research, and what special attributes of medical education should be taken into consideration while conducting research.

Background: Coaching is a form of supervision which is about unlocking a person's potential to maximise own performance. Recently, medical education has been bringing such one-to-one developmental activities to the fore. Objective: Is to explore opinions of experts and leaders in a Problem-Based learning (PBL) medical school about coaching as a method for students and faculty development. Methods: This is a qualitative study conducted in the Faculty of Medicine, Suez Canal University (FOM-SCU); a PBL college in Egypt. A focus group discussion was conducted with 10 faculty members in the Medical Education Department. In addition, interviews were held with five faculty members in leadership positions. All sessions were audio recorded then transcribed verbatim. Data were organised around the themes: applications of coaching in medical education, potential benefits, expected outcomes and challenges. Results: Coaching is perceived as applicable within context of the PBL curriculum of FOM-SCU. To institute coaching as an efficient developmental tool, a lot of efforts are still indicated. Furthermore, coaching can comprise a set of other already existing developmental activities in the PBL curriculum. Resistance to change and lack of resources are anticipated challenges. Conclusion: Innovative curricula more receptive for coaching. The major against developing a coaching culture are resistance to change and shortage of financial resources.

Background: Problem Based Learning (PBL) is an educational strategy that helps students to integrate new information in a rich and connected knowledge network, thus promoting clinical reasoning skills. The Script Concordance Test (SCT) is a new assessment tool that assesses clinical judgment objectively in medical students. It is based upon an adaptation of the cognitive psychology script theory. Aim: This study aimed to explore the students' and subject matter experts' perception towards SCT as a tool to assess clinical reasoning during the clinical clerkship years at the faculty of medicine, Suez Canal University. Subjects and Methods: A Script Concordance Test (SCT) was developed in pediatrics. It comprises 10 clinical vignettes and 30 test items to assess aspects such as clinical diagnosis, investigation and treatment, as well as biomedical ethics. It was validated and given to 170 sixth year students and a panel of experts comprising 10 pediatricians. A self-administered questionnaire was distributed to the participants of the study to assess their perception about SCT as a new assessment tool for clinical reasoning. Results: The results of the study showed a statistically significant difference (p< 0.001) between the mean of the students' total test score (46.24±10.39) and the mean of the experts' total test score (78.05±11.38). Furthermore, 77.1% of the students and all experts agreed that the SCT could help in preparing students for their future practice. Conclusion: Students and faculty perceived SCT to be suitable for use during the clinical clerkship years and for postgraduate studies.

Interprofessional education is about two or more professions learning from, with, and about each other, for the aim of better working together in the future. The aim of this study is to evaluate the outcomes of an interprofessional course on management and leadership for medical and nursing pre-registration house officers. Thirty eight house officers were enrolled in the course on an elective basis. The course comprised three workshops in addition to a collaborative project. Evaluation of the outcomes of the course followed Hammick's four-level model for evaluation of interprofessional education. The participants completed course evaluation questionnaires in addition to a readiness questionnaire administered before and after the implementation of the course. Knowledge acquisition was measured by a paper and pencil test. Acquisition of skills in leadership and management was assessed by the evaluation of the projects. Changes in participants' behaviour towards interprofessional collaboration were evaluated by supervisors, nurses, and colleagues. The t-test was used to compare between the results of the pre-and post-tests for assessment of knowledge. It was also used to compare the readiness of the participants, as well as the multi-source feedback about their collaborative attitude before and after the course. Statistical significant improvement was observed in the participants' readiness for interprofessional education, their knowledge in leadership and management, their application of leadership and management skills, as well as their collaborative behaviour at the workplace. The study concluded that the interprofessional course improved the participants' readiness towards interprofessional education, as well as their knowledge, skills, attitudes, and behaviours.

Background: Although national licensing examinations (NLEs) may be a costly process, they can predict performance of medical practitioners for many years following graduation. The current licensing requirements do not fulfill this function as there are no clear performance criteria for them. Therefore, new requirements should be developed and announced.Objective: The study aims to develop a framework for the Egyptian Medical Licensing Exam (EMLE) by exploring the opinions and perceptions of Egyptian health practitioners and medical educators.Methods: This study is a two-phase exploratory mixed-method study. An online discussion forum was conducted with medical practitioners and educators concerning the development of the EMLE. Then, an online survey was distributed to explore the opinions of medical practitioners and educators about the EMLE.Results: Fifty medical practitioners and educators participated in the discussion forum about the development of the EMLE, while 266 participants responded to the online survey. The responses of the participants contributed to the development of a framework for the EMLE that is divided into two main sections, the exam logistics and the exam set up. The exam logistics included the exam committee, prerequisites for the exam, the admission criteria and fees, and validity of the license. The exam set up included exam setting, structure, pass marks, and exam retake policy. Conclusion:The study concluded that medical practitioners and educators could contribute greatly to the planning for the EMLE. Their opinions are based on their experiences and include the timing of the exam, blueprinting, assessment methods, psychometrics and retake.