Message from the Assessment Division
Dear All,
I extend a warm welcome to you on behalf of the Assessments Division within the Graduate Medical Education Department. Our division is dedicated to ensuring fair, transparent, and effective assessment and evaluation of our trainees throughout their training.
Our mission is to transform the culture around assessment, making it a robust educational tool that supports our trainees’ growth and development. We aim to reduce anxiety by providing constructive feedback and fostering a reflective learning environment.
We are committed to upholding the highest standards of medical education. This includes monitoring assessment quality, implementing best practices, and providing resources and training for our faculty
Our commitment to excellence extends beyond the assessment process itself. We are continuously engaged in refining our methodologies, adopting best practices, and leveraging technology to enhance the quality and efficiency of our assessments.
I invite you to explore our website to learn more about our assessment protocols, resources, and initiatives. Please feel free to reach out to us with any questions or feedback you may have.
Thank you for considering us for your medical education journey.
Warm regards,
Dr. Nouf Ali
Assessments Division
Graduate Medical Education
Mohammed Bin Rashid University of Medicine and Health Sciences
Examination Requirements And Regulations
Work-Place Based Assessments
Workplace-Based Assessment:
Workplace-Based Assessment (WPBA) comprises a range of assessment modalities designed to evaluate trainees’ performance in clinical settings. Central to WPBA is the direct observation of trainees in real workplace environments, supplemented by relevant feedback, fostering reflective practice. WPBA offers increased feasibility over conventional assessments as it is seamlessly integrated into day-to-day routines.
WPBA Components:
- Mini-CEX (Mini-Clinical Evaluation Exercise):
In this assessment, the trainee is observed directly while performing a focused clinical task during a specific patient encounter to assess and provide feedback on the trainee’s performance.
Competencies assessed include:
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- Medical interviewing skills
- Physical examination skills
- Humanistic qualities/professionalism
- Clinical judgment
- Counseling skills
- Organization and efficiency
- DOPS (Direct Observation of Procedural Skills):
The trainee is observed while performing a specific clinical procedure during routine practice against set criteria, followed by a face-to-face feedback session.
Competencies assessed include:
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- Technical skills related to the specific procedure
- Procedural knowledge
- Decision-making during the procedure
- CBD (Case-Based Discussion)
Discussing a case with a trainee to assess their actions rather than what they think they might do.
Competencies assessed include:
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- Applied knowledge
- Clinical reasoning and decision-making
- Ability to recognize dilemmas and manage complex cases
- Reflecting on the outcome
- Multisource Feedback (360-Feedback)
This evaluation consists of measurement tools, usually a survey or other rating form, completed by multiple people interacting and working with a learner.
Competencies assessed include:
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- Professionalism
- Interpersonal and communication skills
- Systems-based practice
