Description of Subtheme:

Medical education refers to the training and education of healthcare professionals, including physicians, nurses, and other healthcare providers. It encompasses the knowledge, skills, attitudes, and competencies required for effective clinical practice and patient care. Medical education plays a crucial role in shaping the future healthcare workforce and ensuring the delivery of high-quality healthcare services. This field is essential for healthcare professionals to acquire clinical knowledge, skills, and competencies to provide safe and effective patient care. Continuous learning and professional development are crucial to keep up with advancements in medical science, technology, and healthcare delivery. Interprofessional education (IPE) refers to the involvement of two or more professions in the learning process. This type of education has been used widely and has shown increasing momentum in the last few years. It benefits the students at the university level by increasing mutual respect and trust and promoting communication. The essential outcome of IPE is to change students’ attitudes, knowledge, and behaviors as transitional markers for learning and IPE competency attainment. Also, it has positive effects on the healthcare team and patient outcomes at the workplace level.

Research Action Plan:

Evaluate the effectiveness of different medical education programs, such as continuing medical education (CME) courses, IPE program, and simulation-based training. Investigate the impact of these programs on healthcare professionals' knowledge, skills, attitudes, and patient outcomes.

Explore the barriers and facilitators that healthcare professionals encounter in accessing and participating in medical education programs. 

Investigate using innovative teaching and learning methods in medical education, such as technology-enhanced learning, simulation-based training, and interprofessional education. 

Explore strategies to promote lifelong learning and continuous professional development among healthcare professionals. 

Identify gaps in the knowledge and attitudes about the different specialties and stereotypes between these specialties in an attempt to target them in future studies.

Prominent Research:

Fawaz, M., & Alsalamah, Y. (2022). Clinical competence and self‐efficacy of Lebanese and Saudi nursing students participating in simulation‐based learning in nursing education. Nursing Forum (Vol. 57, No. 2, pp. 260-266).

Fawaz, M., & Alsalamah, Y. (2021). Perceptions of Lebanese nursing students and examiners regarding the Objective Structured Clinical Examination Method (OSCE) in nursing fundamentals: A mixed method study. International Journal of Africa Nursing Sciences 15, 100373.