erformance-based education can be described as an educational method to foster clinical skills as well as clinical knowledge of medical students. Studies show that performance-based methods are effective for teaching a whole gamut of knowledge, clinical skills, and attitudes (1,2). There is a tendency towards performancebased teaching and assessment in medical education (3) and it has been highlighted by General Medical Council (GMC) and the Association of American Medical Schools. This can be achieved by early clinical practice which is necessary in both undergraduate and postgraduate medical education. In this regard, real patients as a resource for teaching a wide range of clinical communication and examination are inevitably precious. In respond to such necessity, it is important to provide more opportunities for medical students to practice in a safe and controlled environment to gain mastery over essential clinical skills and knowledge prior to entry in a real life clinical setting. Thus, the use of simulation has become widespread in many health professions. Simulation, an old phenomenon, is ubiquitous in almost every fields of human endeavor. It is commonplace in fields such as military, aviation, space, Standardized patients versus simulated patients in medical education: are they the same or different

This paper aims to determine novice and experienced users’ search performance and satisfaction with the interfaces of the Web of Science and Scopus. This is a descriptive-analytical study. Snowball sampling was used. Given queries were searched by 15 experienced and 15 novice users and their search performance was recorded using Camtasia. Their satisfaction was determined by the QUIS questionnaire. The experienced users were more satisfied with both databases than the novices but the difference was not significant. The results imply that even a limited amount of search experience provides search performance benefits in using databases to locate information. If a user interface is designed in a proper manner and considering users’ needs, users get better results.

Introduction The clinical environment can be defined as a place with the presence of medical teachers, medical students, clinical staff and patients revolving around patient care and clinical teaching as the two most important considerations. The clinical environment consists of inpatient, outpatient and community setting activities (1). Predominately, teaching in the clinical setting often takes place in the course of routine clinical care where patients and their problems lay the foundation for teaching medical students (2). It is in this setting where a spectrum of professional skills such as history taking, physical examination, professionalism and communication skills can be obtained from superb medical teachers which are needed for practicing medicine (3). These skills are implicitly or explicitly acquired from medical teachers upon patient's encounter at the bedside. Thus, teaching in the clinical setting in the format of routine clinical rounds help medical students to transmit from novices to experts by the help of medical teachers and the presence of patients. Multiple researches on rounding practices have been undertaken to identify barriers in order to improve clinical rounds. For instance, in a study by Ramani et al in Boston University in 1998, they identified barriers to bedside systematic review