•Ayoub, N.M., Alkhalifa, A.E., Ibrahim, D.R., Alhusban, A. Combined Crizotinib and endocrine drugs inhibit proliferation, migration, and colony formation of breast cancer cells via downregulation of MET and estrogen receptor. Medical Oncology, 2021, 38(1), 8
•L Alhusban, NM Ayoub, A Alhusban. Pro-BDNF is a novel mediator of the interaction between MDA-MB-231 breast cancer cells and brain microvascular endothelial cells. Current Molecular Medicine, November 2020 (Online ahead of print).
•M Al Qawasmeh, A Alhusban, F Alfwaress. An evaluation of the ability of Thrombospondin-1 to predict stroke outcomes and mortality after ischemic stroke. The International Journal of Neuroscience. 2020 Sep 17;1-8 (Online ahead of print).
•Al-Eitan L, Alhusban A, Alahmad S. Effects of the synthetic cannabinoid XLR-11 on the viability and migration rates of human brain microvascular endothelial cells in a clinically relevant model. Pharmacol Rep. 2020 Jul 6 (online ahead of print).
•Ayoub NM, Jaradat SK, Alhusban A, Tahaineh L. Glycosylated Hemoglobin A1c Is Associated with Anthropometric Measurements and Tumor Characteristics in Breast Cancer Patients. Int J Womens Health. 2020;12:139-149 (Online ahead of print)
•M Al Qawasmeh, A Alhusban, F Alfwaress, K El-Salem. An Assessment of Patients Factors Effect on Prescriber Adherence to Ischemic Stroke Secondary Prevention Guidelines. Curr Clin Pharmacol 2020 (Online ahead of print).
•Alhusban A, Alkhazaleh E, El-Elimat T. Silymarin Ameliorates Diabetes-Induced Proangiogenic Response in Brain Endothelial Cells through a GSK-3β Inhibition-Induced Reduction of VEGF Release. J Diabetes Res. 2017;2017:2537216.
•Alhusban A, Kozak A, Pillai B, Ahmed H, Sayed MA, Johnson MH, Ishrat T, Ergul A, Fagan SC. Mechanisms of acute neurovascular protection with AT1 blockade after stroke: Effect of prestroke hypertension. PLoS One. 2017 Jun 22;12(6):e0178867.
•Alhusban A, Fouda AY, Fagan SC. ARBs improve stroke outcome through an AT2-dependent, BDNF-induced proangiogenic and prorecovery response. Neural Regen Res. 2016 Jun;11(6):912-3.
•Alhusban A, Kozak A, Eldashan W, Ergul A, Fagan SC. Artery reopening is required for the neurorestorative effects of angiotensin modulation after experimental stroke. Exp Transl Stroke Med. 2016 Apr 27;8:4.
•Fouda AY, Alhusban A, Ishrat T, Pillai B, Eldahshan W, Waller JL, Ergul A, Fagan SC. Brain-Derived Neurotrophic Factor Knockdown Blocks the Angiogenic and Protective Effects of Angiotensin Modulation After Experimental Stroke. Mol Neurobiol. 2017 Jan;54(1):661-670.
•Alhusban A, Fouda AY, Bindu Pillai, Ishrat T, Soliman S, Fagan SC. Compound 21 is pro-angiogenic in the brain and results in sustained recovery after ischemic stroke. J Hypertens. 2015 Jan;33(1):170-80
Learning is similar to the establishment of a robust structure that belongs to its environment and designed to last and withstand different adverse conditions with the ability to adapt to changes swiftly and successfully. This structure should be original and serves as a driving force and leverage to the development and advancements of its environment. the success of this process
requires a thorough understanding of the properties of both the environment and the material
used. This understanding will ensure the most efficient utilization of these properties and ensure
the sustainability of this structure. Additionally, there should be a deep understanding of the functions served by this structure on both short and long terms to ensure the efficiency of the
structure. Finally, there should be enough flexibility and robustness to positively respond to any
future demands or functions. Accordingly, teaching can be visualized as dynamic transformative
process through which future leaders will be generated.
In health education, I believe that an efficient teacher should be able identify the weakness and
strength points of both his environment and students. Identify the short- and long-term needs of
his environment and the whole world and has the vision to predict future and inspire his
students to go above and beyond at all times. At the same time, he should serve as a model of
the principles he advocates and lead by example.
Throughout my academic career, I have believed in the above principles and strived to fulfil
them. I believe that my role is dynamic at different stages of the learning process. I have to be
the instructor who implement and stresses the importance of the basics of the discipline as
“basics are basics”. Accordingly, an integrative learning model is adopted. In this model, I have
to be the facilitator who guides the students through understanding pharmacology and
therapeutics. To achieve this, I always try to assess learners general understanding of the topic
that I am supposed to teach by asking introductory open questions related to the topic. These
questions will help me in engaging the students and deciding on the most important aspects that
I should focus on and the best possible mean to achieve this. Additionally, I try to Highlight and
stress the significance of the topic by providing real life examples and statistics that are
pertinent to the student’s own environment. following this introductory phase, I start with
describing the basic physiologic of or pathophysiologic process that are related to the topic of
interest. During this process, I usually ask many questions and occasionally, motivate the
students with grade bonuses to ensure an interactive learning process which will enhance the
delivery of knowledge and reinforce understanding of the taught principles. Furthermore, asking
questions will enable the identification of any weakness points, enhance the learner abilities as
an independent thinker and a potential future scholar. Additionally, the taught concepts are linked as appropriate to research and innovative findings in the field. This interactive learning
process is further enhanced by group and individual based case studies, journal clubs and
research presentations. For the case studies, both problem based and team based learning are
adopted.
Furthermore, the students are usually offered the chance to be involved in research activities
and encouraged to have their own independent projects under the supervision of the teacher.
This has resulted in award-winning poster presentations and two projects where students will be
the leading author on any resulting manuscripts.
