Year : 2014 | Volume
: 2 | Issue : 3 | Page : 93-
Inside this Issue
Department of Medical Education and Postgraduate Studies, Saudi Commission for Health Specialties, Riyadh, Saudi Arabia
Department of Medical Education and Postgraduate Studies, PO Box 94656, Saudi Commission for Health Specialties, Riyadh 11614
|How to cite this article:|
Ware J. Inside this Issue.J Health Spec 2014;2:93-93
|How to cite this URL:|
Ware J. Inside this Issue. J Health Spec [serial online] 2014 [cited 2020 Dec 2 ];2:93-93
Available from: https://www.thejhs.org/text.asp?2014/2/3/93/137879
In this issue of the Journal of Health Specialties (JHS), there are three contributions in medical education highlighting some of the activities at the Saudi Commission. The Journal has the intention of promoting postgraduate education in the Kingdom, and this is the first issue where this emphasis is really obvious. It is hoped that this will encourage others to contribute with their experiences and observations. There are two how to articles addressing the construction of a test blueprint and the first in a series on research skills and how to publish the results in quality journals, we hope some of our resident's research will find its way to us at JHS.
At the present time, many postgraduate specialties are constructing their test blueprints ahead of the publication of new and upgraded question banks. This activity coincides with the incremental introduction of CanMEDS curricula by the 44 medical specialties, and will continue for another 2 years. All this is taking place against a backdrop of the introduction of computer-based testing for Saudi Board exams. There are several advantages brought about by these developments, added security, uniform exam delivery and enhanced quality control and assurance, issues which are addressed in another article in this issue of the Journal. These are important developments and have demanded large amounts of time by those senior staff who are supporting the mission and vision of the Commission. The Commission recognises that their leadership in these matters is paramount to the success. Every week, a committee of senior doctors sit in a postgraduate committee determining the direction and support needed for quality postgraduate training.
Many active medical teachers are skeptical of any attempt to use the long case for the measurement of clinical competence and, therefore, an article that tries to present a balanced view of the potential role that the long case concept still plays in postgraduate education, is published in this issue. The hypothesis is presented that the Objective Structured Clinical Examination (OSCE) is probably the primary assessment tool in undergraduate medical education while the long case in all its different formats plus the OSCE are both needed in postgraduate medical education.
Dr. Aamir Omair has written the first part in a six part series on research skills, which will continue for the next 18 months. Postgraduate trainees are encouraged to start reading the Journal if only to be able to benefit from this series, which is based on required study for all postgraduate training programmes.
Finally, to round it all off, the Journal has now started to review books and booklets published by the Saudi Commission, which have a direct bearing on postgraduate education in the Kingdom and in this quarter two such publications are reviewed.