Faculty of Medicine/Suez Canal University (FOM/SCU) students are exposed to clinical practice in primary care settings within the community, in which they encounter patients and begin to work within interprofessional health teams. However, there is no planned curricular interaction with learners from other professions at the learning sites. As in other schools, FOM/SCU faces major challenges with the coordination of community-based education (CBE) program, which include the complexity of the design required for Interprofessional Education (IPE) as well as the attitudinal barriers between professions. The aim of the present review is to: (i) describe how far CBE activities match the requirements of IPE, (ii) explore opinions of graduates about the effectiveness of IPE activities, and (iii) present recommendations for improvement. Graduates find the overall outcome of their IPE satisfactory and believe that it produces physicians who are familiar with the roles of other professions and can work in synergy for the sake of better patient care. However, either a specific IPE complete module needs to be developed or more IPE specific objectives need to be added to current modules. Moreover, coordination with stakeholders from other health profession education institutes needs to be maximized to achieve more effective IPE.

Standard setting process is known to overcome the problem of the arbitrary pass score which is prone to underrate or overrate students. At Faculty of Medicine, Suez Canal University (FOM/ SCU), arbitrary 60% cutoff score is used in written exams. The objective of the study is to evaluate the efficacy of applying two standard setting methods in undergraduate medical programme of FOM/ SCU. Two standard setting methods (Angoff and Hofstee) were applied on the integrated multiple choice question (MCQ) exam of the third year FOM/SCU undergraduate students. Eleven judges from different specialties participated in this study. The cutoff score was determined by each method. Focus group discussion was conducted to get the judges' perception regarding standard setting process, importance, judges' selection and challenges. The determined cutoff scores using Angoff and Hofstee methods were 54.98% and 44% respectively. Thematic analysis of focus group discussion revealed judges' acceptance for standard setting application on all exams and they agreed on involving non-specialists in the judges' committee. There is a difference between the fixed cutoff score currently used at FOM/SCU and those determined using Angoff and Hofstee methods. Multidisciplinary judges are satisfied with this difference and they echoed the use of standard setting methods in improving assessment process.

It contains 10 questions about professional behavior rated (mostly-often-sometimes-rarely). Results: Residents are capable of consistently performing professionally across the domains of professionalism. However, variations across items suggest that professionalism is multifaceted, and the distribution of responses highlights some specific items where residents' performance could be improved. Conclusion: Assessment of self and peer reported competences among residents at Suez Canal University Hospital showed that residents are capable of consistently performing professionally across the domains of professionalism. However, variations across items suggest that professionalism is multifaceted, and the Excellence subscale in a need for improvement.