1.PhD, Pharmacy Practice/Clinical Pharmacy, 2012, Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Melbourne, Australia, “Towards improving diabetes care among Arabic-speaking background immigrant population: examining cultural and health beliefs”
2.Master degree in Clinical Pharmacy, 2006, School of Pharmaceutical Sciences, Universiti Sains Malaysia (USM), Penang, Malaysia. Result: (top international student) AGPA 3.7 out of 4
3.Bachelor of Pharmacy (B.Pharm.Hon), 2004, College of Pharmacy and Health Sciences, Ajman University of Science and Technology, Ajman, United Arab Emirates. Result: Excellent with honor with AGPA 4.1 out of 4.5
1.Assistant professor, College of pharmacy, University of Sharjah, United Arab Emirates, period (15/11/2015 – present)
2.Senior Researcher, Royal Nursing District Services, Melbourne, Australia, Period (01/2015 – present)
3.Assistant professor/Lecturer, Department of Pharmacy Practice, Centre for Medicine Use and Safety (CMUS), Monash University, Melbourne, Australia, Period (06/2014 – 01/2015)
4.Lecturer, School of Pharmacy, Monash University Malaysia, Period (02/2013 – 06/2014)
5.Lecturer, College of Pharmacy, University of Sharjah, United Arab Emirates, Period (08/2006 – 07/2008)
• Organizing workshop titled “Health Service Research Workshop” at the University of Sharjah, delivered by Professor Ines Krass, School of Pharmacy, University of Sydney, Australia. 12 February, 2019.
• Organizing and facilitating the OSCE-ology Workshop at the University of Sharjah, delivered by Professor Zubin Austin, Leslie Dan Faculty of Pharmacy, University of Toronto, Canada. 17-18 February, 2018.
• Organizing and facilitating workshop titled “Meaningful Health Care Interventions Workshop” at the University of Sharjah, delivered by Dr Kevin Mc Namara, Associate Professor, School of Medicine, Deakin University, Australia. 13 December 2016.
1. Alzubaidi H, Jerjees FJ, Franson KL, Saidawi W, Othman AM, Rabeeah ZH, Al-Obaidi HJ, Hatahet T, Caliph S. A Global Assessment of Distance Pharmacy Education amid COVID-19: Teaching, Assessment, and Experiential Training. International Journal of Pharmacy Practice. Accepted September 2021.
2. Alzubaidi H, Samorinha C, Saddik B, Saidawi W, Abdduelkarem A, Abu-Gharbieh E, Sherman S. A mixed-methods study to assess COVID-19 vaccination acceptability among university students in the United Arab Emirates. Human Vaccines and Immunotherapeutics. Published online 17 Sept, 2021. DOI: 10.1080/21645515.2021.1969854
3. Hasan S, Alzubaidi H, Saidawi W. Assessing pharmacy student performance and perceptions on counseling skills through a simulated telehealth encounter. American Journal of Pharmaceutical Education. Accepted August 2021.
4. Alzubaidi H, Sulieman H, Mc Namara K, Samorinha C, Browning C. The relationship between diabetes distress, medication taking glycaemic control and self‑management. International Journal of Clinical Pharmacy. Accepted August 2021.
5. Alzubaidi H, Hasan S, Saidawi W, Mc Namara K, Chandir S, Krass I. Outcomes of a novel pharmacy screening intervention to address the burden of type 2 diabetes and cardiovascular disease in an Arabic-speaking country. Diabetic Medicine. 2021 Aug;38(8):e14598. doi: 10.1111/dme.14598.
6. Alzubaidi H, Austin Z, Saidawi W, Rees VW. Exploring the quality of smoking cessation in community pharmacies: A simulated patient study. Research in Social and Administrative Pharmacy. 2021 Jul 16:S1551-7411(21)00271-0. doi: 10.1016/j.sapharm.2021.07.013.
7. Sulaiman N, Rishmawy Y, Hussein A, Saber-Ayad M, Alzubaidi H, Al Kawas S, Hasan H, Guraya SY. A mixed methods approach to determine the climate of interprofessional education among medical and health sciences students. BMC Medical Education. 2021 Apr 10;21(1):203. doi: 10.1186/s12909-021-02645-4.
8. Alzubaidi H, Saidawi W, Hussein A, Hasan S. Critical Role of Pharmacists in Caring for Alzheimer's Disease Patients. Journal of Alzheimer’s disease. 2020;73(3):1253-1264. doi: 10.3233/JAD-190804.
9. Alzubaidi H, Chandir S, Hasan S, McNamara K, Cox R, Krass I. Diabetes and cardiovascular disease risk screening model in community pharmacies in a developing primary healthcare system: a feasibility study. BMJ Open. 2019 Nov 10;9(11):e031246. doi: 10.1136/bmjopen-2019-031246.
10. Alzubaidi H, Hussein A, Mc Namara K, Scholl I. Psychometric properties of the Arabic version of the 9-item Shared Decision-Making Questionnaire: the entire process from translation to validation. BMJ Open. 2019 Apr 4;9(4):e026672. doi: 10.1136/bmjopen-2018-026672.
Dr Alzubaidi is currently co-supervising international masters and PhD students:
• Title: Multimorbidity management among first generation South Asian migrants in Australia. Student name: Krishna Vakil. Masters in Philosophy (MPhil) at the School of Medicine, Deakin University, Australia. 2019 to present.
• Title: expanding the role of community pharmacists in supporting people with chronic diseases. Student name: Mohammed Khalid Ismael Al-Juboori. Doctor of Philosophy in Clinical Pharmacy at the University Science Malaysia. 2019 to present.
He also supervises undergraduate pharmacy students. Below is a listing of recent projects:
• Title: The provision of mental health care through community pharmacies: A quest for improvement. Students: Maya Jihad Barake, May Rafi Ghrewati, and Ehab Oussaifi. Fall 2021-2022.
• Title: The challenges and needs of pharmacy clients with multimorbidity: A cross-sectional study. Students: Leen Bassam Almatni, Jood Aiman Hamdoun, and Ahmed Ezzat Elsheimy. Spring 2020-2021.
• Title: Exploring community pharmacists’ perspectives on diabetes screening and prevention program in the UAE. Students: May Mahmoud Eid, Osama Majed Karazoun, and Reem Zouhir Krrak. Fall 2020-2021.
• Title: Pharmacist-led or Pharmacy-Based Diabetes Screening and Structured Prevention Program: A Rapid Review. Students: Areej Ammar Al-Borom, Mariam Maher Taher Al-Daffaie, and Basil Harbi Mousa Hammad. Spring 2019-2020.
I believe my role in pharmacy education is to nurture and encourage the lifelong learning of my students. I always try to present information most compellingly, often through interactive teaching aids and experiential learning opportunities. I bring in real-world examples, and I use various teaching methods—for example, hands-on activities, classroom discussion, and pre and post class activities. As an educator, I value creative thinking, and I encourage students to use novel ways to demonstrate their knowledge. I work hard to create a learning environment that fosters critical thinking and problem-solving. At the beginning of each semester, I encourage students to take an active role in their learning, asking questions, and going beyond the material presented in class. I strive to know my students as individuals so that I can appropriately support them academically. I praise students for critical thinking, effort, curiosity, and creativity. I assess content mastery using regular examinations. However, I also include OSCE assessment to measure students' skills and short answer questions and assays that assess students' ability to think beyond memorization. I always emphasize my commitment to continual improvement and encourage students to give me feedback about my presentation style, teaching materials, and assessment modalities. Through these methods, I hope to meet and exceed students’ expectations.