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Dr.Mohamed Hassan Mohamed Taha Academic RankAssistant Professor


  • Medical Education

Research Interests:

  • Curriculum Development – Teaching and Learning – Quality Assurance


PhD in Health Professions Education MSc in Health Professions Education PG Diploma Research Methods and biostatistics MBBS (Bachelor of Medicine and Bachelor of Surgery)
Senior Lecturer in Medical Education - Qassim University (KSA): 25/8/2015 – 30/7/2019 Head of the faculty development unit, coordinator of curriculum reform project based on competency-based medical education, coordinator of the problem review committee, course organizer, PBL tutor, member of assessment, central exam committee, and strategic planning unit. Head of Medical Education Unit - Public Health Institute: 8/7/2012 – 8/7/2015 Head of Medical unit, head of the curriculum committee, deputy chair of the standing committee of the curriculum, deputy of academy secretary, and convener of academic council. Director of Education Development for Health Professions Centre - Academy of Health Sciences: 5/7/2010– 5/7/2012 Director of Education Development for Health Professions Centre, Deputy of the standing committee of the curriculum, member of the Scientific Council.
Educational Research Faculty Development Teaching, Training, facilitation, Supervision, and mentoring for undergraduate, postgraduate, and CPD
Sudanese Association of Medical Education Prof. Bashir Hamad Educational Research Group in Medical Education
- Evaluation and Development of Standards for Improving the Quality of Postgraduate Medical Training in Sudan: A Case Study of the General Medicine Programme at Sudan Medical Specialization Board " - Grants (200.000 $) from Global Fund and Gavi Alliance O Evaluation of the Academy of health sciences and its role in the correction of skill-mix imbalance. 2012-2014 o Role: Principal Investigator - Grants (6.000 $) – (5003-med-2018-1-14-S) during the academic year 1439 AH/ 2018 AD O Assessing Social Accountability of college of Medicine Qassim University o Role: Co-Investigator 2018 -2019
1. Saravanan, C., Mahmoud, I., Elshami, W., & Taha, M. H. (2020). Knowledge, Anxiety, Fear, and Psychological Distress about COVID-19 among University Students in the United Arab Emirates. Frontiers in Psychiatry, 11, 1057.‏ 2. Wadi M, Saleh M Nour-El-Din, Alamro AS, Taha MH. Assessment unit in medical education: structure and function. Education in Medicine Journal. 2020;12(3):31–38. https:// 3. Ahmed, M. H., Abdalla, M. E., & Taha M. H. (2020). Why social accountability of medical schools in Sudan can lead to better primary healthcare and excellence in medical education?. Journal of Family Medicine and Primary Care, 9(8), 3820.;year=2020;volume=9;issue=8;spage=3820;epage=3825;aulast=Ahmed 4. Wadi M, Abdalla M, Khalafalla H, Taha M.H, 2020, 'The assessment clock: A model to prioritize the principles of the utility of assessment formula in emergency situations, such as the COVID-19 pandemic', MedEdPublish, 9, [1], 86, 5. Taha M.H, Abdalla M, Wadi M, Khalafalla H, 2020, 'Curriculum delivery in Medical Education during an emergency: A guide based on the responses to the COVID-19 pandemic ', MedEdPublish, 9, [1], 69, 6. Abdalla, M. E., & Taha, M. H. (2020). Improvement of the medical education situation in Sudan: Collegectomy is not the only management option. Sudan Journal of Medical Sciences, 15(1), 85-90. 7. Alrebish, S. A., Taha, M. H., Ahmed, M. H., & Abdalla, M. E. (2020). Commitment towards a better future for medical education in Saudi Arabia: the efforts of the college of medicine at Qassim University to become socially accountable. Medical Education Online, 25(1), 1710328. 8. Taha, M. H. (2019). Medical education in Sudan: a recommendation to adopt competency-based medical education curricula for improving practices (SudaniMEDs). Sudan Journal of Medical Sciences, 14(3), 126-131. Available at: 9. Dafallah, M.A., Ragab, E.A., Salih, M.H., Nuri, W., Osman, R.O.M., Osman, M., Taha, M.H. and Mohamed, H., Breaking bad news: Awareness and practice among Sudanese doctors. 10. TAHA, M. H., Ahmed, Y., El Hassan, Y. A., ALI, N. A., & WADI, M. (2019). Internal Medicine Residents' perceptions of learning environment in postgraduate training In Sudan. Future of Medical Education Journal. 11. Taha, M. H., Shehzad, K., Alamro, A. S., & Wadi, M. (2019). Internet Use and Addiction Among Medical Students in Qassim University, Saudi Arabia. Sultan Qaboos University Medical Journal, 19(2), e142–e147. doi:10.18295/squmj.2019.19.02.010 12. Ahmed, Yasar, Taha MH, Salma Al-Neel, and Abdelrahim M. Gaffar. "Students’ perception of the learning environment and its relation to their study year and performance in Sudan." Int J Med Educ 9 (2018): 145-150. 13. Taha MH. Assessing patient satisfaction with Sudanese doctors. J Adv Med Educ Prof. 2019;7(2):105-106. 14. Taha, M. H., Abdalla, M. E. H., & Ahmed, Y. (2019). Does Curriculum Analysis in Clinical Residency Training Need to be Different?. Journal of Medical Education and Curricular Development, 6, 2382120519888639. 15. Taha M.H., Ahmed Y, Abdalla M.E. GA. Exploring factors affecting the quality of postgraduate medical education in sudan: residents perspective. Int J Med Sci Res Pract @BULLET. 2019;6(2):1– 16. Ahmed, Yasar, Taha MH, Salma Alneel, and Abdelrahim M. Gaffar. "Evaluation of the learning environment and the perceived weakness of the curriculum: the student perspective." International Journal of Research in Medical Sciences 7, no. 1 (2019): 165. 17. Alrebish, S. and Taha MH, 2017, March. Evaluation of Communication Skills and Health Profession Education Course in the Preparatory Year at Qassim University, Kingdom of Saudi Arabia. In Proceedings of the Second National Conference for Prep Year in Saudi Universities, AL-Imam Muhammad Ibn Saud University, Riyadh (pp. 8-9). 18. Alamro AS, Wadi M, Taha MH, Saleh M N-E-D. Effectiveness of the New Approach of Student- .AUMJ, 2018 March 1; 5(1): 19 – 26'_Perception
Master Theses: 1. Implementing Case-Based Learning in ESI Triage Education for Emergency Nurses 2. Enhancing Exclusive Breastfeeding via Educational Program for Hospital Staff 3. Introducing Breast-Feeding Educational Program Among Nursing Staff
Award is given to great contribution to faculty development in the college of Medicine Qassim University for the academic Year 2017 - 2018 given in staff rewards day.
My teaching philosophy built upon the fact that all students are different individuals and everyone learns in their own unique way. Moreover, they must have a stimulating educational environment. I consider that I am a facilitator and my role in-class activities is to simulate the students to learn. I believe that there are essential elements that are conducive to learning. The facilitator's role is to act as a guide. Learners must have access to hands-on activities; have the opportunity to learn in a safe environment, collaborate to learn, so I try to augment students’ desire to make contributions to team of colleagues, and most important issue in teaching and learning; learning should be contextual. I believe that to foster learning for my students; multiple methods of teaching should be used to satisfy the different learning styles so that no one of my learners are left behind. Learners must be dedicated to lifelong learning. Therefore, I always seek to improve my teaching by focusing on the learning needs of the future that will be shaped by today’s students and seek to be a positive role model for my students.
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