Family & Community Medicine and Behavioral Sciences Our People Detail

Dr.Mohamed Hassan Taha Academic RankAssistant Professor

Specialization:

Medical Education

Research Interests:

• Curriculum Development & Competency Based Education– Social Accountability -Educational Leadership and Management

Contact

mtaha@sharjah.ac.ae
97165057068

Education

• Fellowship of An International Association for Medical Education – AMEE December 2023 Fellowship of Academy of Medical Educator (UK) September 2022 • Doctor of Philosophy (PhD) – Health Professions Education 2015 - 2018 Faculty of Medicine, University of Gezira Sudan • Masters in Health Professions Education (MHPE) 2012 - 2014 Faculty of Medicine, University of Gezira – Sudan • Postgraduate Dip Research Methods and Biostatistics 2013 College of Graduate Medical Studies, University of Medical Sciences and Technology, Sudan • Bachelor of Medicine, Bachelor of Surgery MBBS June 2006 Faculty of Medicine, University of Gezira, Sudan

Employment History

University of Sharjah 26/8/2019 – till date • Director of Medical Education Center • Coordinator of Master of Leadership in Health Professions Education • Assistant Professor of Medical Education, College of Medicine • Coordinator of Master of Leadership in Health Professions Education • Chair of Curriculum committee College of Medicine • Head of the Faculty Development Committee • Head of Social Accountability Committee • Consultant at national level for competency framework for medical doctors (undergraduate medical students) University of East Anglia (United Kingdom) • Honorary Associate Professor of Medical Education, Norwich Medical School, UK 2022 – up to date Qassim University (KSA) 25/8/2015 – 30/7/2019 • Lecturer in Medical Education • Head of the faculty development unit, • Coordinator of curriculum reform to competency-based curriculum • Coordinator of the problem review committee, course organizer, PBL tutor, member of assessment and central exam committee. Public Health Institute (Sudan) 8/7/2012 – 8/7/2015 • Head of Medical Education Unit • 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. Academy of Health Sciences (Sudan) 5/7/2010– 5/7/2012 • Director of Education Development for Health Professions Centre - Academy of Health Sciences

Professional Activities

• Editor and member of several editorial board (BMC Medical Education, PlosOne, Health Professions Educator Journal (HPEJ) • Researcher, Faculty Development Teaching, Training, facilitation, Supervision, and mentoring for undergraduate, postgraduate, and CPD • Chaired the Organizing Committee of TUFH2023 Conference http://tufh2023.com/

Professional Memberships

• Fellowship of An International Association for Medical Education – AMEE • December 2023 • Fellowship of Academy of Medical Educator (UK) • September 2022 • Eastern Mediterranean Region (EMRO Region) Board Director of the Network Toward Unity for Health (TUFH) • Member of International Panel Expert of ASPIRE Award AMEE – • Member, Coordinator of National Competency Framework for Medical Graduates in the UAE - EmiratesMEDs

Selected Research Projects

• Evaluation of the Academy of health sciences and its role in the correction of skill-mix imbalance. 2012-2014 Grants (200.000 $) from Global Fund and Gavi Alliance https://www.gavi.org/ o Role: Principal Investigator • Assessing Social Accountability of college of Medicine Qassim University - Grants (6.000 $) – https://srd.qu.edu.sa/ (5003-med-2018-1-14-S) during the academic year 1439 AH/ 2018 AD o Role: Co-Investigator 2018 -2019 • Validation of Postgraduate Quality Standards for Improvement o o Role: Co-Investigator 214-2016

Selected Publications

Books 1. Gasmalla, H. E. E., Ibrahim, A. A. M., Wadi, M. M., & Taha, M. H. (Eds.). (2023). Written Assessment in Medical Education. Springer Nature. https://link.springer.com/book/10.1007/978-3-031-11752-7#toc Books Chapters 1. Taha, M. H. (2023). Constructed Response Items. In Written Assessment in Medical Education (pp. 39-48). Cham: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-031-11752-7_4 2. Abuzaid, M. M., Elshami, W., Issa, B., & Taha, M. H. (2022, March). Effectiveness of HyFlex Simulation-Based Clinical Learning in Comparison to Traditional Learning in Undergraduate Clinical Education. In The Sharjah International Conference on Education in Post COVID-19 (pp. 191-203). Singapore: Springer Nature Singapore. https://link.springer.com/chapter/10.1007/978-981-99-1927-7_16 Published Articles 1. Abdalla, M. E., Taha, M. H., Onchonga, D., Magzoub, M. E., Au, H., O'Donnell, P., ... & Taylor, D. (2023). Integrating the social determinants of health into curriculum: AMEE Guide No. 162. Medical Teacher, 1-13. https://www.tandfonline.com/doi/epdf/10.1080/0142159X.2023.2254920?needAccess=true&role=button 2. Ghaly, M., Taha, M. H., Abdalla, M. E., & Hosny, S. (2023). Assessment of the Compliance of Problem-Based Learning Case Scenarios with The Social Accountability Values in Undergraduate Medical Education Curriculum. Health Professions Education, 9(3), 4. https://hpe.researchcommons.org/journal/vol9/iss3/4/ 3. Wadi, M. M., Yusoff, M. S. B., Taha, M. H., Shorbagi, S., Nik Lah, N. A. Z., & Abdul Rahim, A. F. (2023). The framework of Systematic Assessment for Resilience (SAR): development and validation. BMC Medical Education, 23(1), 1-22. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04177-5 4. Taha MH et al., Abdalla, M. E., Khalafalla, H. E., Wadi, M, Maryam Akbarilakeh. The implementation of social accountability in medical schools in Eastern Mediterranean region: A scoping review, https://www.sciencedirect.com/science/article/pii/S1658361222001524?via%3Dihub 5. Abdalla, M. E., Khalafalla, H. E., Wadi, M., & Taha, M. H. Medical Schools’ Efforts to Build Social Accountability Indicators and Determinants in the Eastern Mediterranean Region: A Scoping Review. https://eduimed.usm.my/EIMJ20221404/EIMJ20221404_01.pdf 6. Taha, M. H., Abdalla, M. E., Wadi, M. M. S., & Khalafalla, Husameldin E, Akbarilakeh, M. (2023). The implementation of social accountability in medical schools in Eastern Mediterranean region : A scoping review. Journal of Taibah University Medical Sciences, 18(1), 84–97. https://doi.org/10.1016/j.jtumed.2022.08.002 7. Gasmalla, H. E. E., Mossa, A. H., Taha, M. H., Wadi, M. M., Shehzad, K., Abdalla, M. E., & Hadie, S. N. H. (2022). Promoting More Future‐Ready Anatomy Education after the Covid‐19 Pandemic: A Scoping Review. Anatomical Sciences Education. https://anatomypubs.onlinelibrary.wiley.com/doi/abs/10.1002/ase.2227 8. Abdalla, M. E., Taha, M. H., Mukhtar, W. N. O., & Elsanousi, M. (2022). Impact of Community-Based Medical Education on Graduate Performance: A Qualitative Study Using a Critical Incident Technique. Health Professions Education, 8(1), 38-44. https://hpe.researchcommons.org/journal/vol8/iss1/6/ 9. Abdalla ME; Taha, M. H; Wadi M; Khalafalla H. What makes a medical school socially accountable? A qualitative thematic review of the evaluation of social accountability of medical schools in the Eastern Mediterranean Region. East Mediterr Health J. 2022;28(5):381–389. https://pubmed.ncbi.nlm.nih.gov/35670442/ 10. Alsharif, M. H. K., Gasmalla, H. E. E., Almasaad, J. M., Muhammad, J. S., Elamin, A. Y., Alamro, A., Taha, M. H ... & Eladl, M. A. (2022). Online Anatomy Education in the COVID-19 Pandemic: Challenges and Suggested Practices as Per Student and Faculty Experiences in the Saudi Arabia and United Arab Emirates. Education in Medicine Journal, 14(2), 61-77. https://eduimed.usm.my/EIMJ20221402/EIMJ20221402_05.pdf 11. Dash, N. R., Taha, M. H., Shorbagi, S., & Abdalla, M. E. (2022). Evaluation of the integration of social accountability values into medical education using a problem-based learning curriculum. BMC Medical Education, 22(1), 1-7. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03245-6 12. Elshami, W., Taha, M. H., Abdalla, M. E., Abuzaid, M., Saravanan, C., & Al Kawas, S. (2022). Factors that affect student engagement in online learning in health professions education. Nurse Education Today, 105261. https://www.sciencedirect.com/science/article/pii/S0260691721005189 13. Taha, M. H., Abdalla, M. E. H., Gaffar, A. M., & Ahmed, Y. (2022). Evaluation of an internal medicine residency curriculum from trainees' perspective: A qualitative study from a developing country. Current Medical Issues, 20(1), 10. https://www.cmijournal.org/article.asp?issn=0973-4651;year=2022;volume=20;issue=1;spage=10;epage=15;aulast=Taha 14. Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., Al Kawas, S., & Abdalla, M. E. (2021). Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges. Medical Education Online, 26(1), 1920090. https://www.tandfonline.com/doi/full/10.1080/10872981.2021.1920090 15. Abdalla, M. E., Dash, N. R., Shorbagi, S., & Taha, M. H. (2021). Development and validation of inventory tool to evaluate social accountability principles in case scenarios used in problem-based curriculum (Social accountability inventory for PBL). Medical Education Online, 26(1), 1847243. https://www.tandfonline.com/doi/pdf/10.1080/10872981.2020.1847243 16. Elshami, W., Saravanan, C., Taha, M. H., Abdalla, M. E., Abuzaid, M., & Al Kawas, S. (2021). Bridging the Gap in Online Learning Anxiety Among Different Generations in Health Professions Education. Sultan Qaboos University Medical Journal, 21(4), 539. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8631220/ 17. Ragab, E. A., Dafallah, M. A., Salih, M. H., Osman, W. N., Osman, M., Miskeen, E., Taha, M. H & Ahmed, M. H. (2021). Stress and its correlates among medical students in six medical colleges: an attempt to understand the current situation. Middle East Current Psychiatry, 28(1), 1-10. https://link.springer.com/article/10.1186/s43045-021-00158-w 18. 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, 1057. https://www.frontiersin.org/articles/10.3389/fpsyt.2020.582189/full 19. 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. https://www.tandfonline.com/doi/pdf/10.1080/10872981.2019.1710328 20. 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, https://doi.org/10.15694/mep.2020.000069.1 21. 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. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6896133/ 22. 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. https://www.msjonline.org/index.php/ijrms/article/view/5640 23. 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. https://www.jfmpc.com/article.asp?issn=2249-4863;year=2020;volume=9;issue=8;spage=3820;epage=3825;aulast=Ahmed 24. 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– http://www.ijmse.com/uploads/1/4/0/3/14032141/ijmse2019_6_2__7-15.pdf 25. 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. https://knepublishing.com/index.php/SJMS/article/view/6708 26. 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: https://knepublishing.com/index.php/SJMS/article/view/5212 27. 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. http://fmej.mums.ac.ir/article_13983.html 28. 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. 29. 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 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6736271/ 30. 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:// doi.org/10.21315/eimj2020.12.3.4 https://eduimed.usm.my/EIMJ20201203/EIMJ20201203_04.pdf 31. 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, https://doi.org/10.15694/mep.2020.000086.1 32. 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. http://www.aimspress.com/fileOther/PDF/aimsph/publichealth-07-04-058.pdf 33. Taha MH. Assessing patient satisfaction with Sudanese doctors. J Adv Med Educ Prof. 2019;7(2):105-106. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6475031/ 34. 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). 35. 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 https://www.researchgate.net/publication/335502040_Effective_of_the_new_approach_of_Students-Led_Seminars_in_a_Saudi_Medical_College_Students'_Perception

Theses and Projects Supervision

Undergraduate: • ChatGPT in Medical Education: Perceived Benefits and Risks from Medical Students' Perspectives • The Understanding and Attitudes of Medical Students Toward Social Accountability in the UAE Postgraduate: • Evaluating the Integration of Social Accountability Principles and Values in Undergraduate Saudi Medical Schools • Implementing Case-Based Learning in Emergency Severity Index (ESI) Triage Education for Emergency Nurses; Action Research • Enhancing Exclusive Breastfeeding via an Educational Program for Hospital Staff; Action Research • Introducing a Breast-Feeding Program Among Nursing Staff; Action Research • Implementing a Blended Learning Approach for Nursing Students • Learning Electrocardiogram Interpretation; Action Research • Introduction of Case-Based Learning in Education Sessions for the Medical Imaging Department (MID); Action Research • Assessment of the Role of Motivation on Academic Achievement Among Dental Students, University of Gezira, Sudan 2019-2020 • Factors Challenging Distance Learning Among Medical Students During Clerkship Phase in the Faculty of Medicine, Gezira University, Sudan • Evaluation of Radiology Teaching in an Integrated Problem-Based Learning Curriculum: A Case Study of the Faculty of Medicine, University of Gezira

Awards Recognitions

• 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.

Teaching Philosophy

My teaching philosophy is intricately woven with the belief that each student is a unique individual, possessing distinct learning styles and preferences. I ardently embrace the principles of diversity, equity, and inclusion, unwavering in my dedication to cultivating an intellectually stimulating and inclusive educational environment. This commitment extends beyond fostering student engagement to actively championing the creation of a tranquil and supportive space for profound learning experiences. In my role as a facilitator, I see myself as a perceptive guide, committed to awakening the inherent curiosity and academic proclivities within each student. At the heart of my approach lies the creation of a secure and welcoming enclave where students feel empowered to articulate their thoughts, fostering a collective culture of collaborative scholarship. Acknowledging the pivotal role of experiential learning, I advocate for practical applications that augment students' comprehension and enable the judicious application of theoretical constructs. Fundamental to my educational ethos is an unwavering belief in the contextual nature of learning. My instructional practices are purposefully designed to bridge theoretical knowledge with real-world applications, providing students with a profound understanding of the relevance of their academic pursuits to their future roles as proficient healthcare providers. Beyond academic achievement, I strive to instill in students an enduring dedication to lifelong learning, cultivating a perpetual state of curiosity, adaptability, and erudition within the dynamic landscape of healthcare. Advocating for an educational approach that recognizes the diverse array of learning styles, I fervently promote the integration of varied instructional methodologies. This strategic pedagogical stance ensures that every student, regardless of their preferred learning modality, can actively participate and flourish within the crucible of learning. In summary, my educational philosophy coalesces into an environment that nurtures the holistic development of students, endowing them with the awareness, competencies, and attitudes essential for adept healthcare provision. Furthermore, it is characterized by an unwavering commitment to fostering diversity, equity, and inclusion, recognizing them as indispensable elements for navigating the intricate tapestry of contemporary healthcare. Importantly, I integrate research into education, adhering to an evidence-based approach that enriches the educational experience and advances the field.

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