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Prof.Salman Yousuf Guraya Academic RankProfessor
Salman Yousuf Guraya

Specialization:

  • Colorectal Surgery

Research Interests:

  • Colorectal cancer, bariatric surgery, professionalism, research ethics, curriculum reforms

Contact

MBBS Pakistan FRCS UK Diploma Laparoscopic Surgery France Masters Medical Education UK
-Professor of Surgery and Consultant Colorectal Surgeon Taibah University Almadinah Almunawwarah Saudi Arabia -Specialist Surgeon King Saud University Riyadh Saudi Arabia -Consultant Surgeon Jinnah Hospital and Allama Iqbal Medical College Lahore Pakistan -Senior SHO Surgery Leicester Royal Infirmary Leicester UK
-Adjunct Professor, Academy for Int’l Minimally Invasive Surgery Milan, Italy -Consultant Academic Promotions, Scientific Council Taibah Univ 2010-Present -Member, Committee for Permanent Promotions of Scientific Council 2015-Present -Item reviewer Saudi Council for Health Specialties Surgery Assessments -Coordinator, Faculty Development Program, Medical Education Board -Supervisor Postgraduate Surgery Affairs -Deputy Editor-in- Chief Journal of Taibah University Medical Sciences (Elsevier) 2006 to date -Executive Editor Journal of Microscopy and Ultrastructure (Elsevier) 2011 to date -Deputy Editor-in-Chief Editor Education in Medicine Journal 2012-2016 -Associate Editor Biomedical and Pharmacology Journal 2016 to date
● Joint Secretary, Society of Surgeons Pakistan Lahore Chapter ● Member, European Association of Science Editors (EASE) ● Member Association of Medical Education in Europe (AMEE), Dundee ● Member, European Association of Endoscopic Surgery, Holland ● Executive Member, Pakistan Medical Association
1.Biochemical studies on alleviating the oxidative stress injury in laparoscopic cholecystectomy. Project No. 487/430. Principal Investigator. 2009 to 2012 2.The Use of abdominal binders to reduce the incidence of post operative seroma formation after laparoscopic mesh repair of ventral hernias. Project No. 256/429. Principal Investigator. 2013 to 16 3.Stapled versus Milligan-Morgan hemorrhoidectomy: a multi center, prospective, randomized, and controlled trial. Project No. 430/743. Principal Investigator. 2010 to 2012 4.A double blind, placebo, controlled, multicenter, clinical study to investigate the efficacy and safety of Somatulin depot (Lanreotide) injection in the treatment of Carcinoid syndrome. Principal Investigator. 2014 to 2016 5.The correlation of H. pylori with gallstones. Project No. 6001/14. Principal investigator. Sept 2014 to August 2015
1. Guraya SY. The association of vitamin D deficiency with colorectal cancer: A wake-up call for physicians and health authorities. Middle East J Cancer 2017; 8 (2): 65-68 2. Forgione A, Guraya SY. The cutting-edge training modalities and educational platforms for accredited surgical training: A systematic review. J Res Med Sc 2017; DOI 10.4103/jrms.JRMS_809_16 3. Khalid I. Khoshhal, Gamal A. Khairy, Salman Y. Guraya, Shaista S. Guraya. Exam anxiety in the undergraduate medical students of Taibah University. Med Teacher 2017; 1-8: DOI: 10.1080/0142159X.2016.1254749 4. Colombo F, Sampogna G, Cocozza G, Guraya SY, Forgione A. Regenerative medicine: Clinical applications and future perspectives. J Microscopy and Ultrastructure 2017; 5 (1): 1-8 5. Guraya SY. The current guidelines and recommended protocols for screening colorectal cancer. Biomed Pharmacol J 2016; 9 (3): 957-966. 6. Al-Qahtani Mona, Guraya SY. Measuring the attitudes of healthcare faculty members towards interprofessional education in KSA. J Taibah Univ Med Sc 2016: 11 (6): 586-593 7. Guraya SY, Guraya S. The confounding factors leading to plagiarism in academic writing and some suggested remedies: A systematic review. J Pak Med Assoc 2017; 67 (5): 767-772 8. Guraya SY, Guraya S, Habib F, Alquiliti K, Khoshhal. Medical students’ perception of test anxiety triggered by different assessment modalities. Accepted Medical Teacher 2016; 9. Guraya SY, Khoshhal. Why the research productivity of medical faculty declines after attaining professor rank? A multi-center study from Saudi Arabia, Malaysia and Pakistan. Accepted Medical Teacher 2016 10. Guraya SY, Norman R, Khoshhal K, Guraya S, Forgione A. Publish or perish mantra in the medical field: A systematic review of the reasons, consequences and remedies. Pak J of Med Sc 2016: 32 (6): 1562-1567 11. Guraya SY. The pedagogy of teaching and assessing clinical reasoning for enhancing the professional competence: A systematic review. Biosc Biotech Res Asia 2016; 13 (3): 1859-66 12. Khoshhal KI, Guraya SY. Leaders produce leaders and managers produce followers; Standard setting in physicians’ leadership. Saudi Med J 2016; 37 (10): 1061-1067 13. Guraya SY. The case of transplanting PBL in the Gulf Cooperation Countries: an ominous rejection. J Med Education 2016; 20: 73-81 14. Guraya SY, Salman S, Almaramhy HH. The legacy of teaching medical professionalism for promoting professional practice: A Systematic Review. Biomed Pharmacol J 2016;9 (2): 809-817 15. Guraya SY, Roff Sue, Norman Bob. Exploring the climates of undergraduate professionalism in a Saudi and a UK medical school. Medical Teacher 2016; 38 (6): 630-632
● Consultant Academic Promotions, Scientific Council Taibah Univ 2010-Present ● Member, Committee for Permanent Promotions of Scientific Council 2015-Present ● Item reviewer Saudi Council for Health Specialties Surgery Assessments ● Coordinator, Faculty Development Program ● Supervisor Postgraduate Surgery affairs, Taibah University ●Lead roles in assessment, ccurriculum, and research committees ● Traveling Fellowship Award by the Royal College of Physicians & Surgeons of Glasgow UK - 2004 ●Gold Medal & National Talent Scholarships in A and O levels ●Top Talented Students Award in Medical Sciences ●Medical College Colors for outstanding performance in Cricket and Rowing
The mainstay of teaching is to advance the knowledge of learners in line with the community needs. This would involve the use of modern teaching tools and instructional strategies to enrich the learners’ knowledge and competence. This teaching exercise has been shown to be more effective when the learners are given the power and liberty to choose their learning pace, preferred learning styles and the faculty role is framed about facilitating the entire learning phenomenon.
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