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Dr.Wiam ELShami Academic RankAssociate Professor


  • Medical Diagnostic Imaging

Research Interests:

  • • Occupational Radiation Dose • Dose Measurement and Radiation Protection • Authentic and collaborative learning • Magnetic Resonance Imaging


• M.Sc in Leadership in Medical and Health Sciences Education 2015 RCSI, Royal college of Surgeons Ireland, Dubai • PhD in Medical Radiologic Technology 2014 Sudan University of Science & Technology • M.Sc, Radiological Sciences, CT and MRI 2004 Sudan University of Science & Technology
• From Sep 2016 Assistant professor, medical imaging, University of Sharjah • 2008 – 2016 Lecturer, medical imaging, University of Sharjah
• Member of the accreditation committee • Course Coordinator for introduction to Health Science course • Chair of Examination Committee 2014-2016
• Assessment of occupational radiation dose among a group of medical workers in UAE and their adherence to safety rules • Formative Peer Assessment Initiative and its Impact on Students‟ Learning Experience
• MM Abuzaid, W Elshami. Integrating of scenario-based simulation into radiology education to improve critical thinking skills. Reports in Medical Imaging, (December 2016). DOI 10.2147/rmi.s110343 • Elshami, W., and M. E. Abdalla. "Diagnostic radiography students' perceptions of formative peer assessment within a radiographic technique module." Radiography 23.1 (January 2017): 9-13 • Elshami, W., MM Abuzaid Transforming Magnetic Resonance Imaging education through simulation-based training, Journal of Medical Imaging and Radiation Sciences 10.1016/j.jmir.2017.01.002
Spring 2016-2017 • Repetitive stress injuries among Radiologic technologists and Radiographers in UAE • The Correlation Between Bone Mineral Density And Lifestyle In Arab Women In Sharjah
I believe learning is a collaborative process, about making mistakes, reflecting on them and growing mentally and emotionally, both personally and collectively. As an instructor, I try to create combination of formal lecture periods, and small discussion sections (PBL and TBL). During lecture periods, students are exposed to a stream of organized information that will teach them the basic knowledge of the subject. In the discussion, in either PBL or TBL, students work in small groups to explore subjects at a deeper level than presented during lectures. I appreciate the continual formative assessment of student learning, with emphasize on open-ended scenario-based exercises designed to stimulate student problem-solving and creativity. Moreover, peer evaluation and self-evaluation are crucial to the learning process. My primary duty as a teacher is to give my students the best opportunity to learn. The best learning is achieved when a student is able to critically think and become problem solver. Wiam Elshami Assistant Professor, MDI
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