Sign In
Skip Navigation Links.
Expand AboutAbout
Our People
Expand Quick LinksQuick Links
Expand MediaMedia
Dr.Sarra Ibrahim Saeed Shorbagi Family and Community Medicine and Behavioral Sciences Academic RankLecturer

Specialization:

  • Family Medicine

Research Interests:

  • Medical education assessment, professionalism, social accountability

Contact

MBBS MRCP MRCGP MSc LPHE
Lecturer – Department of Family and Community Medicine, College of Medicine University of Sharjah September 2009-Present Specialist Physcian - Primary Health Care, Ministry of Health United Arab Emirates 2003-2009 General practioner medical department Alqassimi/Kwaiti Hospital , Ministry of Health United Arab Emirates 1998-2003
- Member of the Royal college of Physician - Member of Royal college of General Practitioners
Abdalla M, Dash N, Shorbagi S, Ahmed, M. Preclerkship medical students’ perceptions of medical professionalism in the College of Medicine-University of Sharjah: A vision to sustain success in medical education. Journal of Education and Health Promotion. 2020; 9(1), 119-119. https://doi.org/10.4103/jehp.jehp_556_19 Abdalla, M. E, Shorbagi S. Challenges faced by medical students during their first clerkship training: A cross-sectional study from a medical school in the Middle East. Journal of Taibah University Medical Sciences.2018;13(4), 390-394. https://doi.org/https://doi.org/10.1016/j.jtumed.2018.03.008 Sulaiman ND, Shorbagi SI, Abdalla NY, Daghistani MT, Mahmoud IE, Al-Moslih AM. Group OSCE (GOSCE) as a formative clinical assessment tool for pre-clerkship medical students at the University of Sharjah. Journal of Taibah University Medical Sciences. 2018; 13(5):409-14. doi: 10.1016/j.jtumed.2018.06.003
I believe that students learn better from experience even if they make mistakes. They must be encouraged to apply their knowledge to solve a specific problem. Students need to be involved in planning and evaluating their learning. I consider my role as a teacher to facilitate and mentor students ; thus encouraging students’ engagement, critical thinking and reflection during problem-based learning and case-based discussion either in the class room or in simulated and clinical environment. I also believe that assessment derives learning especially if be preceded by clear guidance and followed by effective feedback.
Back to list