Rese-arch
My doctoral research addresses a structural gap in Caribbean medical education. Since 2024, CAAM-HP’s revised accreditation standards have created real, dated pressure on the region’s medical schools to build OSCE-based assessment, culturally adapted curricula, faculty development, and competency-based education infrastructure — using models built for large, well-resourced schools elsewhere, which don’t transfer cleanly to small, resource-constrained settings. This page tracks the four linked studies making up that research program as they move from framework to publication.
My current research centers on competency-based medical education in the Caribbean — OSCE design, EPA implementation, and faculty development under real resource constraints.
Assessment
Designing valid and reliable OSCEs for small-cohort Caribbean medical schools: a resource-constrained, cost-aware framework.
Author:
Mahé Pereira, MD
Curriculum
Beyond Calgary-Cambridge: designing a clinical communication curriculum for the Caribbean clinical encounter.
Author:
Mahé Pereira, MD
Faculty development
Beyond Calgary-Cambridge: designing a clinical communication curriculum for the Caribbean clinical encounter.
Author:
Mahé Pereira, MD
Competency infrastructure
Implementing entrustable professional activities in small Caribbean medical schools: a proposed minimum-viable framework
Author:
Mahé Pereira, MD
Other current
Alongside the Caribbean series, I write on a second, related question: whether dominant medical-education frameworks (communication, reflective practice) teach the internal neurological and psychological capacities they assume, or only their behavioural surface.
Empathy from the outside in
The missing internal foundations of medical communication skills curricula.
Author:
Mahé Pereira, MD, and Ana Claudia Alves-Nogueira, PhD (University of Coimbra)