1. Ph.D., Clinical Biochemistry, 1991. University of
2. B.Sc., Medical Technology, 1983. Medical College of
3. M.Sc., Biological Sciences, 1981. Fairleigh Dickinson
University, NJ, USA
4. B.Sc., Biological Sciences, 1977. University of Jordan,
Professor, Department of Medical Laboratory Sciences, College of Health Sciences,University of Sharjah, UAE (2008-Present).
Visiting Lecturer (Sabbatical year), Department of Medical Laboratory Sciences, University of Jordan, Amman, Jordan (2006-2007).
Associate Professor, Dept of Medical Laboratory Sciences, Hashemite University, Zarka, Jordan (2000-2008).
Assistant Professor, Dept of Medical Laboratory Sciences, Zarka Private University, Zarka, Jordan. (1997-2000).
Assistant Professor, Dept of Medical Laboratory Sciences, Zaytoonah University, Amman, Jordan (1993-1997).
1. Member of the UAE Nursing and Midwifery Council, March 2015-present.
2. Member of the ASCP Advisory Board in the UAE, 2009-present.
3. Certified Medical Technologist (MT-ASCP), Board of Registry, American Society of Clinical Pathologists, USA, 1983.
4. Certified Clinical Laboratory Scientist (CLS-NCA), National Certification Agency, USA, 1983.
5. Member of the Jordanian Society for Medical Laboratory Sciences, 1997.
1. Awadallah S. Protein antioxidants in thalassemia. Advances in Clin Chem 2013;60:85-128.
2. Awadallah S, Al Arrayed Kareema, Bahareth Ehsan, Saeed Zainab. Total antioxidant capacity and Ischemia modified albumin in beta thalassemia. Clinical Laboratory 2013; 59(5-6):687-691.
3. Hamad A, Awadallah S, Nasr H. The relationship between haptoglobin polymorphism and oxidative stress in hemodilaysis patients. J Medical Biochemistry 2013; 32(3): 220-226.
4. Awadallah S, Ramadan A, Nusair M. Haptoglobin polymorphism in relation to antioxidative enzymes activity in type 2 diabetes mellitus. Diabetes & Metabolic Syndrome: Clinical Research & Review 2013; 7(1):26-31.
5. Hamad M and Awadallah S. Estrogen-dependent changes in serum iron levels as a translator of the adverse effects of estrogen during infection: A conceptual framework. Medical Hypotheses 2013; 81: 1130–1134.
6. Hayder Hassan, Amita Attlee, Veena Raigangar, Mohammed Madkour, Samir Awadallah. Proprotein convertase subtilisin/kexin type 9 (PCSK9) and Metabolic syndrome components among young adult females. Diabetes Metab Syndr. 2017 Mar 6. doi: 10.1016/j.dsx.2017.03.012. [Epub ahead of print].
7. Samir Awadallah, Reem Al Hamidi, Esraa Abo Alwafa, Maram Hattab, Buhour Zakkour Amna Al-Matroushi, Eslah Ahmed, and Mariam Al-Kitbi. Plasma levels of Apolipoprotein A1 and Lecithin:Cholesterol Acyltransferase in type 2 Diabetes Mellitus: Correlations with haptoglobin phenotypes Diabetes Metab Syndr. 2017 Apr 7. doi: 10.1016/j.dsx.2017.04.001. [Epub ahead of print].
In addition to lecture notes, textbooks, assignments, and homework, medical lab sciences students can greatly benefit from the experience of collecting, analyzing, and interpreting information.
Problem solving exercises, case studies, class presentations, small lab projects and experiments as well as field trips are activities that stimulate the mind of undergraduate students. This teaching model entails a shift in the role of the instructor; in that, besides weekly lecturing sessions, the instructor is given a greater chance of continuously challenging his students to think, improvise, and be inventive and creative. The instructor will also be given a greater chance at directing student learning activities, guiding students through their weekly workloads, and evaluating their progress by multiple means.
Utilization of modern teaching tools and aids, such as the blackboard model, help in disseminating information, instructor/student communication, student evaluation, and student record documentation.
My extensive experience in teaching medical lab sciences students have taught me that the following practices do indeed encourage and help students to learn and excel:
1. Explain course goals, expectations, and grading system right from the outset.
2. Give clear and well-organized lectures and always have and adhere to a formal agenda for each class session.
3. Make group discussion activities, term papers, and student presentations, an integral part of the course.
4. Regularly collect student feedback to determine what was clear and what was not.
5. Ask for and try to accommodate student suggestions to improve the overall outcome.
6. Review homework, exams, and assignments in a timely manner.
7. Give students the opportunity to revise assignments before a final grade is given.