Background: The reaction time (RT) is “the time taken for the appearance of rapid voluntary reaction by an individual following a stimulus, either auditory or visual” and the Critical Flickering Fusion Frequency (CFFF) is “the rate at which successively presented light stimuli appear to be steady and continuous”. RT and CFFF are commonly used for the assessment of cognitive functions that are known to influence academic performance. However, data about the exact correlation between these are scarce, particularly in India. This research aimed to study the association between visual RT (VRT), auditory RT (ART) and CFFF and their impact on the academic performance of undergraduate students.Methods: This cross-sectional study was conducted on 700 students of Faculty of Medicine and Dentistry at a private medical university in South India, during the period from 2015 to 2017. The VRT, ART and CFFF were evaluated, and the best out of three subsequent attempts was recorded. The mean score (in percentage) of the three best marks out of the five internal assessments for the course during each academic year was considered for analysis. The association between the different cognitive tests and the average academic performance was analysed.Results: Female students had faster VRT (n = 345, mean = 243.97, SD = 83.87) than male students (n = 273, mean = 274.86, SD = 96.97) (p = 0.001). VRT and ART had a moderate negative correlation with academic performance (for ART,r = − 0.42,p < 0.001; for VRT;r = − 0.40,p < 0.001). CFFF had a very weak positive correlation with academic performance (r = 0.19,p = 0.01). The only independent predictors of academic performance were RT and gender (Adjusted R² = 0.11).Conclusion: Although there is a correlation between CFFF and cognitive function, our study showed only a weak correlation between CFFF and academic performance. Female students had faster RTs, and gender was an independent predictor of academic performance. Rather, students with faster RTs appear to have an advantage in academic performance.

Background: This is a practice guide for the evaluation tool specifically created to objectively evaluate longitudinal faculty development programs (FDP) using the “5×2 -D backward planning faculty development model”. It was necessary to create this tool as existing evaluation methods are designed to evaluate linear faculty development models with a specific endpoint. This backward planning approach is a cyclical model without an endpoint, consisting of 5 dynamic steps that are flexible and interchangeable, therefore can be a base for an evaluation tool that is objective and takes into account all the domains of the FDP in contrast to the existing, traditional, linear evaluation tools which focus on individual aspects of the program. The developed tool will target evaluation of longitudinal faculty development programs regardless of how they were planned. Methodology: Deductive qualitative grounded theory approach was used. Evaluation questions were generated and tailored based on the 5 × 2-D model followed by 2 Delphi rounds to finalize them. Based on the finalized evaluation questions from the results of the Delphi rounds, two online focus group discussions (FGDs) were conducted to deduce the indicators, data sources and data collection method. Results: Based on the suggested additions, the authors added 1 new question to domains B, with a total of 42 modifications, such as wording changes or discarding or merging questions. Some domains received no comments, therefore, were not included in round 2. For each evaluation question, authors generated indicators, data sources and data collection methods during the FGD. Conclusion: The methodology used to develop this tool takes into account expert opinions. Comprehensiveness of this tool makes it an ideal evaluation tool during self-evaluation or external quality assurance for longitudinal FDP. After its validation and testing, this practice guide can be used worldwide, along with the provided indicators which can be quantified and used to suit the local context.

The COVID-19 pandemic changed the world of medical education, moving it years ahead of time into the future. Many concepts needed to be changed, so did the methodologies. Nevertheless, clinical assessment remained tricky. This work highlights the outcome of the work of College of Medicine and Medical Sciences at the Arabian Gulf University in Bahrain in performing virtual clinical examination using Zoom™. Tips in this article are meant to help plan, implement and evaluate clinical assessments virtually.

Background: Simulated patients (SPs) are widely used in medical education to help students acquire clinical skills in a safe and realistic setting. In fields such as obstetrics and gynaecology (OB-GYN), where real-patient interactions can be limited due to cultural sensitivities—especially in Gulf Cooperation Council (GCC) countries—SPs play a crucial role in medical education. This study aimed to validate the training of SPs for assessing OB-GYN history-taking skills and explore the perceptions of stakeholders – including faculty, students, leadership and SPs – regarding the implementation, challenges and potential improvements of the SP programme. Methods: A mixed-methods research design was employed in this study. During the quantitative phase, training of SPs using a structured OB-GYN history-taking module was conducted, followed by an evaluation of their performance by expert raters. The inter-rater reliability was assessed using Fleiss’ Kappa and Cronbach’s alpha. In the qualitative phase, semi-structured interviews and focus groups were conducted with students, SPs, faculty trainers and academic leaders. Thematic analysis was performed to identify common themes and divergent viewpoints. Results: Quantitative results showed moderate-to-high inter-rater reliability, indicating consistent and effective SP performance post-training. Qualitative findings revealed that stakeholders perceived that the usage of SPs results in the enhancement of student engagement, realism and communication skills. However, challenges such as cultural sensitivities, limited SP diversity and logistical constraints were highlighted. Stakeholders emphasised the need for culturally contextualised training, periodic feedback loops and institutional support. Conclusions: The study confirms that structured training can effectively prepare simulated patients for OB-GYN education in GCC settings. By integrating stakeholder feedback, this study provides valuable insights for refining SP programmes and addressing region-specific challenges. A more culturally aware and well-supported SP programme can boost student confidence and improve learning outcomes in sensitive clinical areas like OB-GYN.

Background: Crises like the COVID pandemic in academia can best be dealt with as a polarity that needs to be leveraged rather than a problem that needs to be solved. This work aimed at utilizing the Polarity Approach for Continuity and Transformation (PACT)™ to establish a guide for medical schools during times of crisis to minimize the effect of crisis-driven decisions on strategic growth. Methods: A qualitative study followed the 5-Steps of the PACT process was conducted. A virtual mapping session was held with 108 medical educators from 22 countries to determine the upsides and downsides of strategic orientation and crisis management subsequently. Results: Four polarity maps were generated identifying four tension areas; University reputation, mission, teams, and individuals followed by a 72-item assessment and another mapping session to map the warning signs and action steps. A comparison between private school scores and the whole cohort of respondents showed that private schools had higher scores in all tension areas but still showed the least score for the “teams” tension. Conclusion: This study highlighted the importance of taking measures to communicate the mission and supporting team functions inside universities either by enhancing resources or utilizing time and effort-saving strategies.

Background. Microbiology is a mandatory component in all medical schools. The microbiology lab sessions at Arabian Gulf University focus on students’ ability to demonstrate pre-identified laboratory competencies and relate laboratory data with clinical scenarios. We conducted a questionnaire-based survey among undergraduates to know the preferences with respect to delivery methods for optimally facilitating learning for each laboratory session. Methods. The participants were year 3 and 4 medical students who were engaged in microbiology laboratory instruction as part of their undergraduate medical education. All the participants were asked to complete the structured and validated survey (Google Forms). Descriptive statistics were used to examine the demographic characteristics of the participants and their responses to the scale items. Results. Among 168 student responses, the majority preferred a blended mode of learning of lab sessions across all the 3 years. The preferences appeared to align with the lab objectives. Students preferred theoretical aspects, and case discussions could be delivered online while the skill-based sessions may be conducted face-to-face. Conclusion. The overall trend indicated that students valued the flexibility of blended learning while recognizing the importance of in-person sessions for achieving laboratory competencies and clinical application skills. These findings will support future research in evaluating various delivery methods and contribute to the advancement of high-quality microbiology education.