ReviewFrontiers in medicine2026
The Medical Student Performance Evaluation in global medical education: addressing a missing Middle Eastern perspective.
Review in Frontiers in medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: An essential part of the residency selection process is the Medical Student Performance Evaluation (MSPE), which provides an organized overview of the performance of undergraduate medical students. Despite the Association of American Medical Colleges' (AAMC) extensive guidelines, there is still considerable variation in MSPE content, interpretation, and application among schools. Furthermore, limited published data exist regarding the adaptation and application of MSPE frameworks outside of North America. Methods: This narrative review was conducted using a structured literature search of PubMed/MEDLINE and Google Scholar to identify peer-reviewed articles, national guidelines, and policy documents addressing MSPE structure, implementation, standardization, and program director perspectives. Relevant literature was synthesized thematically. In addition, the establishment and implementation of the MSPE at Alfaisal University were examined as an institutional case example. Results: The review summarizes the MSPE's historical evolution and examines ongoing challenges related to grading variability, narrative evaluation, professionalism reporting, transparency, comparability, and standardization. It also explores the presence of MSPE-equivalent systems in the Middle East, where peer-reviewed analyses and formalized guidance remain limited. The Alfaisal University model demonstrates how systematic data collection, narrative clarity, and structured faculty participation can support the implementation of standardized evaluation frameworks in a non-North American educational setting. Conclusion: By situating an institutional experience within the broader medical education literature, this review contributes to discussions on learner evaluation, cross-institutional comparability, and the globalization of assessment standards. The observations presented may inform medical schools, educators, and policymakers seeking to develop fair and transparent performance evaluation systems across diverse educational contexts.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.