Implementing Clinical Skills–Based Examinations in Iran’s Residency Entrance Assessment: An Urgent Need for Action

Letter to Editor

Authors

  • Bahar Moasses Ghafari Department of radiology, faculty of medicine, Kurdistan University of Medical Sciences, Sanandaj, Iran https://orcid.org/0000-0001-5288-6243
  • Parsa Hasanabadi student committee of medical education development, education development center, Kurdistan University of Medical Sciences, Sanandaj, Iranstudent research committee, Kurdistan University of Medical Sciences, Sanandaj, Iran health metrics and evaluation research center, research institute for health development, Kurdistan University of Medical Sciences, Sanandaj, Iran https://orcid.org/0009-0003-5002-5732

Abstract

No ,

References

1-Huwendiek, S., et al., The introduction of a standardised national licensing exam as a driver of change in medical education: A qualitative study from Switzerland. Med Teach, 2020. 42(10): p. 1163-1170.

2-Surry, L.T., D. Torre, and S.J. Durning, Exploring examinee behaviours as validity evidence for multiple-choice question examinations. Med Educ, 2017. 51(10): p. 1075-1085.

3-Miller, G.E., The assessment of clinical skills/competence/performance. Academic Medicine, 1990. 65(9): p. S63-7.

4-Schneider, A.R., et al., Exploring the relationship between social accountability and competency-based medical education: A narrative review. Med Teach, 2022. 44(11): p. 1283-1289.

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Published

2026-05-20

How to Cite

1.
Moasses Ghafari B, Hasanabadi P. Implementing Clinical Skills–Based Examinations in Iran’s Residency Entrance Assessment: An Urgent Need for Action: Letter to Editor. Chron Dis J. 2026;14(2):58–59.

Issue

Vol 14 , NO 2 (2026)

Section

Letter to the Editor

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Copyright (c) 2026 Chronic Diseases Journal

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