Purpose: Learning focus has shifted from conventional teacher-centered to student-centered; therefore, methods used to support and encourage learners must be considered. Meanwhile, the individual differences between learners should be taken into consideration by medical educators. Aiming to achieve a better learning experience, the current study investigates the relationship between personality traits and learning styles and their effect on students’ academic achievement. Subjects and Methods: An analytical, cross-sectional study, encompassing a sample of 333 undergraduate first-year medical students, at the Faculty of Medicine, Suez Canal University in Egypt was conducted. The Big Five personality traits test and VARK learning styles questionnaires were used to assess students’ personality traits and learning styles, respectively, in the medical education module which is a part of the Foundation II module. The former is five weeks’ duration and is followed by a summative exam at the end. Students’ academic achievement was determined from their grades in Foundation II module by the end of the semester. Results: Study findings generally indicate that the highest domain of learning styles among students is the kinesthetic domain. A statistically significant difference between males and females regarding their learning style preferences was detected. Also, there was a statistically significant relationship between auditory and kinesthetic learning styles and academic achievement. Though there was a significant relationship between kinesthetic learning style with both openness traits and academic achievement, no significant statistical relationship was found between any of the personality traits and academic achievement. Conclusion: This study concludes that learning style could affect students’ academic achievement. It reveals that the kinesthetic learning style is the most preferred learning style among our medical students, also the agreeableness and openness traits were the most common personality traits among them. No significant relationship was detected between personality traits and academic achievement.

Background: Resistance to change is customary and is expected in any organization. However, most of the downsides of change can be avoided if the organization/individual prepares for the change by acknowledging guided strategies. In healthcare, change is the state of nature, which has also translated to medical education (ME). ME in the current era has undergone a shift from a traditional content-based curriculum to a competency-based curriculum. Recently, however, the broader social-accountability movement has accelerated this rate of transformation. One of the key challenges to educators harbingering this transformation to competency-based medical education (CBME) is to redesign the processes of teaching. Aim: Here we define a framework designed using Mento’s model of change that will totally agree with introducing positive change in teaching in an institution undergoing transformation from a traditional content-based curriculum to a competency-based curriculum. Methodology: Using Schein’s “unfreezing” as a guide term we critically reflected on the popular change-management models, to home in on Kotter’s model of change to transform organizations. However, Kotter’s change-model draws from Situational and Contingency Leadership Theories, which may not agree with academic organizations involved in ME. As such organizations adhere to Transactional and Transformational Leadership archetypes, where Leadership is constructively executed by “The Leader Team”, we decided to adopt Mento’s change-model for our study. Mento’s model not only draws from the precepts of Kotter’s model, but also incorporates axioms of Jick’s and GE’s change-models. Results: Using Mento’s model a framework was blueprinted to implement active learning (AL) strategies in CBME. Here we have elaborated on the framework using the exemplar of flipped teaching. The development of this framework required the design and execution of a faculty development program, and a step by step guidance plan to chaperon, instruct and implement change in teaching to harbinger CBME. Further, we have also reflected on the change process using Gravin’s framework. Conclusion: To our knowledge this is the first report of the use of Mento’s model of change in medical education. Also, the blueprinted framework is supported by acknowledged leadership theories and can be translated to implement any curricular change in CBME.

Purpose: In Egypt, the main challenges to interprofessional education (IPE) implementation are complexity of the required curricular design, the attitudinal barriers between professions, and the needed resources. Action research work was planned and implemented to identify alternative solutions to overcome barriers to IPE in the local Egyptian context. Methods: -An 8-week e-learning elective course was developed, implemented, and evaluated. A mixed group of 30 nursing and medical students was enrolled voluntarily in the course. Female to male ratio was 3:2. Four faculty members were assigned to manage the course. Based on the EMRO-WHO guidelines, ethics content was selected and organized. A closed Facebook group was created and utilized as the e-learning platform. Facilitated large-group and case-based discussions were the main instructional methods. Scoring of mixed small group assignments was the main assessment tool. Course evaluation was conducted using the Interprofessional Socialization and Valuing Scale (ISVS) and an Online-Course Evaluation Questionnaire (OCEQ). Results: ISVS results revealed that students’ perception of ability, comfort and value in working with others, were all positive. The OCEQ provided additional evidence regarding the satisfaction of students with the Facebook group as a learning platform. Assignment submission rate was 90%. Success rate of small group assignments (scores ≥ 60%) was 100%. Response rate to the open online discussions was 63%. Through peer evaluation as well as direct observation of online discussions, there was evidence of distinct contributions by females and by medical students compared to nursing students. Conclusion: As evidenced by the students’ perception and performance, our IPE distance learning experience was valuable. Motivation of medical students as well as females was evident. IPE is a challenging process. The elective approach and using DL can offer solutions. Conducting relevant practical sessions as well as sustainability of this IPE e-learning experience remain key challenges.

Background: The environment where education takes place is essential for students’ engagement and motivation. This study aimed at assessing students’ perception of their educational environment at a private medical college and the influence of gender, among other factors, on it. Objectives: The study assessed the students’ perception of their learning environment, determined the gender effect on environment perception, and examined the correlation between different study variables. Methods: This is a cross-sectional study on 340 undergraduate medical students at a private college with gender-segregated programs. The Dundee Ready Educational Environment Measure (DREEM) was used to determine the students' perception of their learning environment. This was correlated with a set of variables, including gender and educational achievement as indicated by students' GPA. Results: The overall DREEM score was ‘more positive than negative’ (114.39/200). The scores of subscales were towards the positive side. This was evident in the perception of learning (26.64/48), perception of teaching (26.36/44), perception of the atmosphere (26.51/48), academic self-perception (19.54/32), and social self-perception (15.33/28). Conclusions: There were statistically significant differences between the perceptions of males and females in both the overall DREEM scale (females: 117.59/200 and males: 111.18/200) and three of the subscales. Female students perceived their learning environment more positively. Moreover, satisfaction with the learning environment was correlated with scholastic achievement. In addition, the more positively perceived learning environment could explain higher scholastic achievement in female students than in male students.

The COVID-19 pandemic has spawned crises of violence, hunger and impoverishment. Maternal and Infant Health Canada (MIHCan) conducted this policy action study to explore how changes that have arisen during the COVID-19 pandemic may catalyze potential improvements in global women’s health toward the creation of a more equitable post-pandemic world. In this mixed methods study, 280 experts in women’s health responded to our survey and 65 subsequently participated in focus groups, including professionals from India, Egypt/Sudan, Canada and the United States/Mexico. From the results of this study, our recommendations include augmenting mental health through more open dialogue, valuing and compensating those working on the frontlines through living wages, paid sick leave and enhanced benefits and expanding digital technology that facilitates flexible work locations, thereby freeing time for improving the wellbeing of caregivers and families and offering telemedicine and telecounseling, which delivers greater access to care. We also recommend bridging the digital divide through the widespread provision of reliable and affordable internet services and digital literacy training. These policy recommendations for employers, governments and health authorities aim to improve mental and physical wellbeing and working conditions, while leveraging the potential of digital technology for healthcare provision for those who identify as women, knowing that others will benefit. MIHCan took action on the recommendation to improve mental health through open conversation by facilitating campaigns in all study regions. Despite the devastation of the pandemic on global women’s health, implementing these changes could yield improvements for years to come.

Objectives: Compiling the portfolio in the early years of medical study is considered an important educational instrument for fostering change in the medical education curriculum in Egypt. This study assumed that adding the mentorship may boost the effectiveness of this program. This study was conducted at the Faculty of Medicine, Suez Canal University in early years of medical study with the following objectives: assessing the effects of mentoring portfolios on students and staff, exploring how mentors and students perceived the mentorship/ portfolio program, and determining any suggestions to improve the program Methodology: This is a cross-sectional study, sample included a total comprehensive sample of year 1 students (n=260 students) and Seventeen mentors. Two questionnaires were used: Students' perception questionnaire and Mentors' perception questionnaire. Results: Mentorship has helped in the implementation of the portfolio as all mentors agreed that mentorship improved the final product of the portfolio and facilitated the process of the portfolio. The twining has supported the students academically and professionally. Academically as students agreed that their mentors assist in portfolio understanding, 68.3%, provide constructive feedback 67.4%, and follow the fulfilment of all the portfolio inputs 65.6%. It helped them to develop personally and professionally through the development of their reflective skills, 59.6% and the concept map 64%. Conclusion: The study concluded that the mentorship may help improvement of the final product of the portfolio in the early basic years. Moreover, it assists the academic support to the students and helps them to develop their reflective skills.