PURPOSE:It is essential to adjust the responsibilities and function of medical education offices (MEOs) in regard to the current societal requirements. Therefore, it is a good idea to learn lessons from the experiences about the establishment and function of these offices around the world. The aim of the present study was to carry out a comparative study to investigate the function and structure of MEOs at some of the medical universities from America, Europe, and Asia.SUBJECTS AND METHODS:This is a comparative, descriptive study that was conducted in 2015. Eleven offices around the world (in America, Europe, and Asia) were selected for the study. Expert group discussion and literature review were used in order to select research sample. The data were gathered using self-constructed checklists. Content and face validity of the checklist was assessed by gathering feedback from experts. The Kappa coefficient was used to determine the inter-rater reliability.RESULTS:All the 11 offices in our study (100%) dealt with the issues of faculty development and research and scholarship activities. Only one out of the 11 offices (27%) dealt with the issues of society and patient education. Five out of the 11 offices (36%) dealt with the continuing medical education and continuing professional development. Consultation services are provided at seven of the 11 offices (64%).CONCLUSIONS:This study revealed both commonalities and differences in the function and structure of MEO among the 11 offices we examined. Based on this study, effective goals and strategies for MEO can be recommended.

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Morning report sessions are for sure the best known case-based educational meetings in the history of medical education. This study is aimed to evaluate the proper case presentation in such sessions. Seventy three morning report sessions in different wards of five main hospitals of a type-1 university were evaluated regarding the number of the cases, duration of each presentation, availability of 24-hour admission lists and seven quality indices of proper case presentation. The Mean number of the cases was 3 and the mean duration of case presentation was 4 minutes. The Total score of quality indices was 82%, while the Total score of the availability of admission list of cases was 50%. In the present study, the different aspects of proper case presentation were revealed in the studied university. Keywords: Education, Medical; Patient Care; Students IntroductionThe basic purpose of case presentation during morning report sessions is teaching skills in medicine in a practice-based way. In this way, students improve their competencies and in a framework of learning objectives [1][2][3][4]. As the case is presented and summarized, differential diagnosis is explored; and the plan for further evaluation and management is discussed. The plan is to expand the educational opportunity of learning from the case that comes with each patient presentation. There are wide differences among patients' diagnosis at the hospital admission time. Properly conducting such a process will help students to learn more about it. The final proper diagnosis looks like a goal with a pathway including deep understanding [5]. Introducing the status of new patients in educational sessions result in a thoughtful challenge of critical thinking and decision-making [6,7]. Studies have shown that proper and systematic presentation of cases lead to reduced patient`s length of stay in the hospital and costs [8].Regarding the duration of a case presentation, the results of a study revealed that most faculty members and students at different levels believed that the ideal time is 5 minutes [9]. Proper case presentation is defined as determining and flagging the main issues for each patient, which might be taught. Summarizing a case could be canalized in ten points directing to proper differential diagnosis. These points may be applied to subgroups including chief complaint, differential diagnosis, the chief complaint of the patient, the description of the disease resulting in the list of the probable diagnosis [10]. This study is to assess the different aspects of a proper case presentation in case-based sessions. These include duration of case presentation and seven indices of complete case presentation.