Clinical thinking is the way of clinicians judge, evaluate and make decisions about patient disease. One fact that all clinicians in different clinical departments received the same or similar medical education in medical universities suggests medical knowledge is necessary for clinical thinking and routine work. At present, in medical universities, the connection of each basic medical course and its binding with clinical knowledge is not clearly proposed, at least in China. Thus makes students cannot set up a knowledge frame composed of basic and clinical knowledge based on their intrinsic connection, thus resulting in non-organized medical knowledge on which clinical thinking is hardly constructed. A well-organized medical knowledge frame in the basement of correct clinical thinning.

The digital transformation and expanding healthcare ecosystem presents a unique opportunity for the GCC region to ride the waves of change and leapfrog the USA, Europe, and other nations, not only in terms of access to healthcare, quality of services, and patient safety but also by offering their next-generation sustainable career opportunities. Digital health jobs cover a wide spectrum of professional roles starting from front-facing care providers such as doctors, nurses, pharmacists, and other caregivers, who need “eSkills” to achieve and sustain success in their work; and newly created supporting professional roles such as clinical informaticists, health information staff, biomedical engineers and researchers. Given the shift to a skilled economy and the need to map and create sustainable careers in digital health, the GCC Taskforce on Workforce Development in Digital Health (a.ka.a ZIMAM), has been established in 2016 as a scientific initiative, to promote and sustain digital health professions across the region. The task force exploited its periodic events, awareness campaigns, research work, and surveys to promote the adoption of a “Career Pathway Skills Model”, a model emphasizing precision skills strengthening, competency-based assessment, experiential learning, life-long learning, and career progression based on continuous evaluation. This presentation provides a helicopter overview of ZIMAM's achievements and future directions.

Professionalism is a collection of skills and behaviors that include multiple
dimensions of the clinical context. It involves the relation of the physician with her/his oneself, relation with colleagues in the workplace, relation with the patient, and relation with the community.
Professionalism in Medical education includes the doctor's duties towards himself, herself, colleagues, patients, and community.     
Do we have many issues related to professionalism in Medical education as to how we teach and Assess professionalism in medical education?
Do we have Obstacles to practicing professionalism in medical education ?.
Is it important to include professionalism in the curriculum to teach professionalism?.
Many medical schools now have their integrated curriculum content about professionalism and they added professionalism in the first two years to teach their students professionalism. Others introduced behavior into the clinical years and clerkships. Anyway Now it is important to teach professionalism to postgraduate students.
The Obstacles of professionalism are
1- Poor training (under or postgraduate )
2- unethical characters of the person
3- the arrogance of the physicians and staff
4- lack of faith and beliefs
5- work pressures
6- lack of a good example
7- bad friends
8-community bad practices
In general, Professionalism should be part of the formal curriculum.
Professionalism must be taught and assessed in our Medical Schools.
Professionalism must be relevant to the society it serves.

Professionalism is a collection of skills and behaviors that include multiple dimensions of the clinical context. It involves the relation of the physician with her/his oneself, relation with colleagues in the workplace, relation with the patient, and relation with the community.
Professionalism in Medical education includes the doctor's duties towards himself, herself, colleagues, patients, and the community.     
Do we have many issues related to professionalism in Medical education as to how we teach and Assess professionalism in medical education?
Do we have Obstacles to practicing professionalism in medical education ?.
Is it important to include professionalism in the curriculum to teach professionalism?.
Many medical schools now have their integrated curriculum content about professionalism and they added professionalism in the first two years to teach their students professionalism. Others introduced behavior into the clinical years and clerkships. Anyway Now it is important to teach professionalism to postgraduate students.
The Obstacles of professionalism are
1- Poor training (under or postgraduate )
2- unethical characters of the person
3- the arrogance of the physicians and staff
4- lack of faith and beliefs
5- work pressures
6- lack of a good example
7- bad friends
8-community bad practices
In general, Professionalism should be part of the formal curriculum.
Professionalism must be taught and assessed in our Medical Schools. Professionalism must be relevant to the society it serves

Telephone triage is when a medical professional, usually a registered nurse, speaks by telephone to a patient and assesses the patient's symptoms or health concerns, and offers advice. The telephone triage nurses must be able to assess a client’s health concerns without the advantage of visual inspection or face-to-face interaction. Nurses must rely on their communication skills, knowledge of disease processes, and normal growth and development for all age groups in order to ascertain an accurate understanding of the caller’s symptoms.

The objectives of the triage service for oncology patients are to provide guidance to timely and appropriate care for patients with acute symptoms, decrease the number of unscheduled clinic visits, and reduce unnecessary visits to ED.  Patients were informed about the phone service through posters, pamphlets, cards, and SMS texts. The telephone assessment tool used by nursing is based on a standardized Tool Kit from the UK Oncology Nurses Society (UKONS) that uses a Red, Amber, and Green (RAG) scoring system.  In 14 months 8,128 patients called; 9% of the calls were related to clinical symptoms, and 91% related to other reasons. An average of 15 patients per day, making a total of 471 patients, called with clinical symptoms and were classified according to the RAG scoring system as follow: 102 Red, 183 Amber, and 186 Green; of the patients classified as red, 72 (61%) were told to present immediately to the Emergency Department. 89% of the respondent patients would have either called the physician (47%) or gone to the clinic (42%) without an appointment if the phone service had not been available.

Introduction: Virtual patient learning (VPL), is a high-fidelity online simulation system, that allows for the simulation of real-life clinical scenarios. As a result of the mandatory lockdown and increased infection risk due to the COVID-19 pandemic, medical students faced issues with regard to training. Virtual simulation platforms allow medical students to learn in a life-like situation. Given the advantages of VPL, we wish to understand the medical student perceptions of VPL as a learning tool.
Materials and Methods: A pilot study was conducted which involved the distribution of a self-administered, validated questionnaire among Phase 2 (years 2 and 3) and Phase 3 (year 4) medical students. The data were analyzed using IBM SPSS version 27. The Chi-square test/ Fisher's Exact tests were used to assess the association between the perception of students and selected factors.
Results: Most of the respondents (n=87) were females (69.5%, n=66), equal to or above the age of 20 (63.2%, n=60) and in Phase II (73.7%, n=70). Among the respondents, the percentage of participants who agreed on the importance of VPL for building knowledge, improving clinical reasoning, and communication skills were 98%, 99%, and 96% respectively. No significant association was found between age, gender, phase of the study in relation to the aforementioned domains (p>0.05 for the three variables). Conclusions: Most participants have a positive perception of VPL as a learning tool. Based on this study, VPL can be used in support of medical students' clinical reasoning and communication skills in a safe learning environment.

Error in the Intensive Care Unit (ICU) is a well-documented and frequent problem. This is understandable as one looks at the complexities of serious disease along with the number of invasive and potentially harmful procedures that are commonly used there. Until recently, allegations of medical malpractice resulting from suspected mismanagement in the ICU were unusual, but there has been a rise in the last years.
It is difficult to determine whether the increase in lawsuits is due to a real increase in adverse incidents or to a shift in media perception. There is no question that the aggressive cover-up by law companies dealing in personal injury lawsuits offering to initiate claims on a contingency fee basis has become more common. The Medical Protection Society is experiencing an increasing number of claims generally, and the value of damages awarded is skyrocketing.
This includes the insufficient number of ICU beds in the public sector and the acute lack of appropriate nurses in both the public and private sectors. More troubling are the obstacles faced by nurses to apply for critical care and the limited number of critical care nurses graduating. Coupled with a high rate of turnover due to burn-out and greater work openings in other industries and overseas, this leads to a situation where even private ICUs fail to staff their units and retain standards. The mixture of high bed occupancy, chronically ill patients, and novice nurses provides the ideal atmosphere for errors and incidents that can lead to lawsuits for damages. The condition is not any different on the medical side.                                                                 

Objective: The COVID-19 pandemic changed teaching and learning methods across the world. This cross-sectional study aimed to assess clinical tutor feedback on e-learning at Taibah University Medical College during a pandemic. 

Methods: Consenting medical faculty were asked to provide their feedback through an electronic semi-structured questionnaire that had both multiple choice and Likert scale responses. Sociodemographic data were also collected. The study was approved by Institutional Ethics Committee.      

Results: A total of 66 medical faculty members have participated. Most of the respondents were females (53%), almost half of them were Saudi nationals, and 48.4% had fewer than ten years of teaching experience. Most respondents felt that online teaching was the preferred choice during the pandemic, but over half of them (56.1%) favored classroom teaching for medical students. Almost fifty percent of the faculty members had not undergone training in medical education or online teaching. 86.4% of them felt that knowledge could be imparted through online teaching, but communication skills and psychomotor skills couldn't be acquired by online teaching. Around 60% of teachers felt that it is difficult to assess the students through the virtual teaching method. 

Conclusion: The medical faculty members believe that e-learning is time-consuming, it decreases student-teacher interaction, and student evaluation and assessment is more difficult than classroom teaching. Virtual teaching is good for imparting knowledge; however, it is not the preferred method for teaching communication and psychomotor skills.  

Statement of the Problem: Portuguese medical residents are in general satisfied with their residency but not that much when it comes to non-clinical activities – usually from 6 to 8 weeks per year in total time. Each one of the 42 medical specialties in Portugal has its own curricula where quarterly, semesterly or annual reports must be done along with all the study and clinical activity. The purpose of this team is to prove that good results can be achieved with a fraction of the time usually spent in non-clinical activities with the use of technology.

Methodology and Theoretical Orientation: Portuguese medical residency programs were analyzed and a database matrix that fulfilled the minimum requirements of each medical specialty was created. Starting in January 2021 an online multiplatform was launched to ease clinical data input and a proprietary algorithm was integrated for specific metrics calculation, tables, charts, and automatic reports generation. Scientific activity and continuous medical education could also be tracked with specific database input areas. The platform is fully GDPR compliant with multiple encryption levels and data pseudonymization. 

Findings: About 20% of all medical residents (approx. 2000 doctors) signed the platform with a mean total usage time in data input of 6h (hours). Automatic reports for General Family Medicine accounted for 100% of all users since these reports for other specialties were not available at the time of this study. The average usage of the platform for clinical activity registration was 85 users per day with over 200.000 consultations and 10.000 scientific papers presented or published in 2021.

Conclusion & Significance: Medical residents can now spend less time on reports and data working tasks as our algorithm performs most of the hard work thus leaving more time to study and practice daily. Specifically, in General, Family Medicine we allowed medical residents to go from about 2 weeks of total data input, database building, and analysis to about 6 hours of annual work. Our platform can be easily adapted to any language or specification to optimize medical residency programs anywhere in the world.

Assessment is now seen in terms of its educational effectiveness as a learning experience.
Objective:
To study the effect of formative Objective structured clinical examination (OSCE) on the undergraduate medical student's performance in a subsequent summative OSCE assessment.
Methods:
In a randomized single-blind trial, 130 fifth-year medical students at Raparin hospital, Erbil were assigned to intervention (n=61) and control group (n=69). Formative-OSCE was performed for the intervention group in the pediatric module with feedback on their performance versus the standard pediatric module for the control group. Students’ clinical performance was assessed by a summative OSCE. Multiple regression was used to predict the summative-OSCE score depending on the participation in formative OSCE along with the other factors.
Results:
Eleven students were excluded because of early drop-out, leaving 119 students for analysis. The summative-OSCE mean score (out of a total score of 100) in the intervention group 64.6 (10.91) was significantly lower compared to the control group 69.2 (10.45).
Conclusion|
Single formative OSCE does not necessarily lead to better performance in subsequent summative OSCE.