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Advisory Board Committee
Dr. Ali Ibrahim Saeed Ahmed Shorbagi Clinical Sciences Dept Academic RankAssociate Professor


  • Gastroenterology

Research Interests:

  • Inflammatory Bowel Disease, Fecal Microbiota And Transplantation, Fatty Liver Disease


2000 – doctor of medicine 2011 – postgraduate in internal medicine 2011 – post graduate in gastroenterology 2016 – fellow of European board of gastroenterology and hematology
2007-2011 – Research Fellow in Gastroenterology, Hacettepe University. 2011-2017 – Assistant/Associate Professor of Medicine, Near East University. 2017-2019 – Consultant Gastroenterologist, Turkish Hospital Doha
Clinical research Academic teaching / Teaching Coordinator Patient care (outpatient and inpatient)
Turkish Gastroenterology Association (TGD) Turkish Association for the Study of the Liver (TASL) European Association for the Study of the Liver (EASL) European Crohn’s and Colitis Organization (ECCO)
1. Ödemiş B, Shorbagi A, Köksal AŞ, Özdemir E, Torun S, Yüksel M, Kayaçetin E. The "Lasso" technique: snare-assisted endoscopic-radiological rendezvous technique for the management of complete transection of the main bile duct. Gastrointest Endosc. 2013 Sep;78(3):554-6. doi:10.1016/j.gie.2013.04.002. PubMed PMID: 23948203. 2. Altınbas A, Shorbagi A, Ascıoglu S, Zarakolu P, Cetinkaya-Sardan Y. Risk factors for intensive care unit acquired nasal colonization of MRSA and its impact on MRSA infection. J Clin Lab Anal. 2013 Sep;27(5):412-7. doi: 10.1002/jcla.21620. PubMed PMID: 24038229. 3. Sımşek H, Shorbagi A, Tatar G. What is the future of research for hereditary hemochromatosis in Turkey. Turk J Gastroenterol. 2013 Feb;24(1):1-4. 4. Shorbagi A, Efe C, Ozseker B, Kav T, Bayraktar Y. Education and Imaging. Gastrointestinal: An unexpected cause of refractory iron deficiency anemia; Taenia SPP. on capsule endoscopy. J Gastroenterol Hepatol. 2012 Apr;27(4):843. doi: 10.1111/j.1440-1746.2012.07088.x. PubMed PMID: 22436061. 5. Peynircioglu B, Shorbagi AI, Balli O, Cil B, Balkanci F, Bayraktar Y. Is there an alternative to TIPS? Ultrasound-guided direct intrahepatic portosystemic shunt placement in Budd-Chiari syndrome. Saudi J Gastroenterol. 2010 Oct-Dec;16(4):315-8. PubMed PMID: 20871209; PubMed Central PMCID: PMC2995113. 6. Shorbagi A, Sivri B. Successful management of a difficult case of radiation proctopathy with Ankaferd BloodStopper: a novel indication (with ). Gastrointest Endosc. 2010 Sep;72(3):666-7. PubMed PMID: 20417509. 7. Shorbagi A, Bayraktar Y. Experience of a single center with congenital hepatic fibrosis: a review of the literature. World J Gastroenterol. 2010 Feb 14;16(6):683-90. Review. PubMed PMID: 20135715; PubMed Central PMCID: PMC2817055. 8. Kav T, Shorbagi AI, Sivri B, Balaban YH, Arslan S, Batman F, Bayraktar Y. Clinical utility of capsule endoscopy in small intestinal diseases, experience of single referral center with 125 cases Przeglad Gastroenterologıczny, 4 (5): 245-250 2009 9. Simsek H, Shorbagi A, Balaban Y, Tatar G. What is the optimum dose of adefovir in the treatment of chronic hepatitis B infection? J Hepatol. 2008 Sep;49(3):464-5. Epub 2008 Jul 3. PubMed PMID: 18644652. 10. Shorbagi A, Bayraktar Y. Primary sclerosing cholangitis--what is the difference between east and west? World J Gastroenterol. 2008 Jul 7;14(25):3974-81. Review. PubMed PMID: 18609680; PubMed Central PMCID: PMC2725335. 11. Shorbagi A, Bayraktar Y. Occult hepatitis B is not necessarily an infection. J Clin Gastroenterol. 2008 Oct;42(9):1064-5. PubMed PMID: 18431247. 12. Shorbagi A, Aksoy S, Kilickap S, Guler N. Successful salvage therapy of resistant gestational trophoblastic disease with ifosfamide and paclitaxel. Gynecol Oncol. 2005 May;97(2):722-3.
I was first introduced to the role of “teacher” during my training as a research fellow of Gastroenterology, and it is this role that has become a source of great satisfaction in my career. I had decided early on that I wanted to practice medicine, undertake clinical research and teach, all three of which could only be acheived in an academic environment. The value of this environment was made more apparent to me after a brief stint in the private sector where my duties were mostly centered around patient care, devoid of any contact with medical students. My teaching philosophy is based on patient care and to instill in students a systematic and analytic approach to every case with the aim of choosing the most appropriate course of action. I like to think of myself as a “coach” to help students achieve their full potential, foremost as clinicians and care-givers. I believe that the best way to accomplish these goals is through interactive case-based discussions with small groups in a friendly setting, or one-on-one bedside teaching in an outpatient or inpatient setting. I am a firm believer that teaching in medicine should be based on “master-apprentice”relationship, as it is impossible to learn medicine from books alone. However, it is important that the setting is “safe” enough so that the students feels empowered to explore the boundaries of their developing skills. A 'safe environment' of course also includes patient safety, an aspect which needs to be instilled in every medical student at an early stage – “Primum non nocere” , “First do no harm”. I have attempted to adhere to this philosophy throughout my teaching career. In my previous university, third year medical students were taught the relevant basic science and clinical knowledge related to their patients. During the medicine clerkship for fourth year students, I taught abdominal examination and disorders of the digestive system. The one-on-one and small group sessions in the wards or the outpatient clinics provided a controlled but clinically relevant environment to develop skills in history taking, physical examination, communication, clinical reasoning and teamwork. I also concentrated on the doctor-patient relationship and the importance of respect and empathy. Personally, I am a firm believer in the patient-centered approach to healthcare. It is essential to establish well-reasoned and specific goals and objectives for each stage of training, with the willingness to be flexible when necessary to meet the individual student needs. Regular formalized assessment and feedback are vital as well. Transition from a teacher-centered learning environment to a more student-centered environment requires students to identify learning needs in themselves, and assess their own progress. The use of portfolios is one way that I have helps promote self-assessment and help to instill life-long learning habits.
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