Abstract:

The overhaul of medical school graduation programs is part of an innovative approach to quality. Medical educators continually
seek to bridge the gap between the needs of medical practice and the growing expectations of their country’s communities. The
introduction of new programs in 2018, as part of this overhaul, incorporates conceptual curricular aspects such as the organization
of studies into three cycles, the competency-based teaching approach, the objectives of training programs, simulation-based learning
and objective structured clinical examinations (OSCEs). At the end of the 1st and 2nd cycles, discussions are underway to design
the 3rd cycle. In these discussions, access to the various specialties is conditional on passing the residency examination. In this
paper, we propose a number of ideas on the possible docimological orientations to be envisaged in the continuity of the innovative
framework of the reorganization of medical studies in Algeria. Therefore, this article was conducted to improve the efficiency, equity,
and integrity of the resident selection process. We aim to provide some reflections for educational leaders with a clear framework
and consistent language to facilitate national discussions.

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