Mohamed M. Al-Eraky

Dr. MOHAMED M. AL-ERAKY, MBBCh, MSc, MMEd, PhD, is currently working as the Director for Development & Academic Initiatives at the Vice-President Office for Academic Affairs at Imam Abdulrahman Bin Faisal University, Saudi Arabia.

Dr. Al-Eraky is a medical graduate with Masters in Clinical Pathology from Zagazig University (Egypt), He then obtained Masters degree in Medical Education from Dundee University (UK) and eventually has concluded his PhD in Health Professions Education from Maastricht University (The Netherlands). Dr. Al-Eraky has a number of publications on faculty development, curriculum development, assessment and medical professionalism, including the 12 Tips for teaching professionalism. Along with a number of innovative models, such as: Curriculum Navigator, Compass Model for planning faculty development programs, Four-Gates Model for Professionalism in Arabian Context. Some of these models are being used as a theoretical framework for assessment in relevant modules in master programs in Health Professions Education. Dr. Al-Eraky is currently a visiting professor at master programs at Riphah and Lahore Universities in Pakistan. Dr. Al-Eraky is a member of the planning and assessment team from Maastricht (The Netherlands) in four modules of the Joint Master Program in Health Professions Education between Sues Canal and Maastricht. Recently recruited as a tutor at the Master program for medical education at Dundee University (UK).

TOPIC TITLE: Assessment of Personal Qualities at the ‘Is’ Level

ABSTRACT: Assessment in the post-psychometric era moved from pure objectivity to encompass a more holistic and subjective notions. New domains for assessment have emerged over the past few years (beyond individual’s knowledge and competence), that proved to have a great impact on the future careers of health professionals. Assessors became more concerned to enrich their toolbox with valid methods and protocols to assess the personal qualities of their candidates, not at the Knows, Shows or Does, but at the ‘Is’ level. In this symposium, we don’t promise to offer conclusive answers, but rather ponder the following questions:

How to assess medical professionalism beneath the shell of observable events to explore multi-layers of attitudes, attributes, personal qualities and even personality traits that fuel (un)professional behaviors?

What are the salient personal qualities (at the Is level) that can be taught/assessed or selected in medical students on admission, without being too judgmental?

How to ensure validity and advance inter-rater reliability of assessors at the ‘Is’ level?

How and how often these qualities should be assessed across the continuum of medical education?

How assessment of personal qualities (at the Is level) may contribute to professional identity formation (PIF) of our gradates?