Mohamed H Taha
Biographic Data
| ID | 7719702 |
|---|---|
| NAME | Mohamed H Taha |
| GIVEN NAMES | Mohamed H |
| FAMILY NAME | Taha |
| SIGNATURE | TAHA M H |
| AFFILIATIONS | University of Sharjah |
| ORCID | 0000-0003-0808-5590 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Leadership as a catalyst for advancing social accountability in health professions education: Amee Guide No. 187
Social accountability (SA) has become a key principle for health professions education, urging institutions to align their actions with the health priorities of the populations they serve. Despite its importance, many schools struggle to implement SA effectively, often due to fragmented leadership development and a lack of institutional frameworks. This AMEE Guide positions leadership as a strategic, system-wide driver of social accountability. D…
Building resilient health professions education in fragile contexts: Amee guide No. 182
Health Professions Education (HPE) cannot rely on assumptions of stability. Fragile contexts - wars, disasters, political upheaval, and systemic weakness - disrupt teaching and learning, assessment, accreditation, and the well-being of learners and faculty. This AMEE Guide provides a framework for building resilient HPE that survive crises and use them as opportunities for reform. The Guide identifies three types of fragility and explores their i…
Instilling social accountability into the health professions education curriculum with international case studies: Amee Guide No. 175
This AMEE guide focuses on instilling social accountability (SA) concept and values into health professions education (HPE) curricula with the goal of producing competent, compassionate healthcare professionals who can act as change agents within the healthcare system. By incorporating SA, HPE schools will instil in their students a strong sense of accountability for addressing the health needs of the communities they serve. This AMEE guide prese…
Integrating the social determinants of health into curriculum: Amee Guide No. 162
The World Health Organization (WHO) defines the Social Determinants of Health (SDOH) as the non-medical factors influencing health outcomes. SDOH is associated with conditions in which people are born, grow, work, and live. Medical schools and licensing bodies are increasingly recognizing the need for doctors and healthcare professionals to be aware of their patient's social context and how it impacts their states of health and disease. However, …
Going beyond competencies: Building blocks for a patient- and population-centered medical curriculum
INTRODUCTION: Changing health care requires changing medical education. In this position paper it is suggested that subsequent innovations in medical education each had their specific strengths and shortcomings. What they have, however, in common is that they place the medical student and their competencies at their center. Innovation in medical education is inward looking. DISCUSSION: The authors propose a perspective on the medical curriculum i…
Satisfaction with online learning in the new normal: Perspective of students and faculty at medical and health sciences colleges
Online learning has become the new normal in many medical and health science schools worldwide, courtesy of COVID-19. Satisfaction with online learning is a significant aspect of promoting successful educational processes. This study aimed to identify factors affecting student and faculty satisfaction with online learning during the new normal. Online questionnaires were emailed to students (n = 370) and faculty (n = 81) involved in online learni…
Knowledge, Anxiety, Fear, and Psychological Distress About Covid-19 Among University Students in the United Arab Emirates
Background: Fear of infection, the epidemic situation, unexpected lockdown, and implementation of online classes are most likely affecting the psychological well-being of students during the COVID-19 pandemic. Therefore, this study aims to assess the level of knowledge, anxiety, and psychological distress concerning COVID-19 and their association with fear, gender, age, history of mental illness, time spent reading about COVID-19, program of stud…
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
Background : The College of Medicine at Qassim University (COMQU) was founded in 2001 as a problem-based learning and community-oriented medical school in order to strengthen the health system not only in the Qassim region but also in the whole of Saudi Arabia. The aim of the current study was to assess whether the COMQU is a socially accountable medical school and the steps taken to achieve that target. Materials and methods : The study used the…
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Knowledge, Anxiety, Fear, and Psychological Distress About Covid-19 Among University Students in the United Arab Emirates
Background: Fear of infection, the epidemic situation, unexpected lockdown, and implementation of online classes are most likely affecting the psychological well-being of students during the COVID-19 pandemic. Therefore, this study aims to assess the level of knowledge, anxiety, and psychological distress concerning COVID-19 and their association with fear, gender, age, history of mental illness, time spent reading about COVID-19, program of stud…
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
Background : The College of Medicine at Qassim University (COMQU) was founded in 2001 as a problem-based learning and community-oriented medical school in order to strengthen the health system not only in the Qassim region but also in the whole of Saudi Arabia. The aim of the current study was to assess whether the COMQU is a socially accountable medical school and the steps taken to achieve that target. Materials and methods : The study used the…
Satisfaction with online learning in the new normal: Perspective of students and faculty at medical and health sciences colleges
Online learning has become the new normal in many medical and health science schools worldwide, courtesy of COVID-19. Satisfaction with online learning is a significant aspect of promoting successful educational processes. This study aimed to identify factors affecting student and faculty satisfaction with online learning during the new normal. Online questionnaires were emailed to students (n = 370) and faculty (n = 81) involved in online learni…
Integrating the social determinants of health into curriculum: Amee Guide No. 162
The World Health Organization (WHO) defines the Social Determinants of Health (SDOH) as the non-medical factors influencing health outcomes. SDOH is associated with conditions in which people are born, grow, work, and live. Medical schools and licensing bodies are increasingly recognizing the need for doctors and healthcare professionals to be aware of their patient's social context and how it impacts their states of health and disease. However, …
Going beyond competencies: Building blocks for a patient- and population-centered medical curriculum
INTRODUCTION: Changing health care requires changing medical education. In this position paper it is suggested that subsequent innovations in medical education each had their specific strengths and shortcomings. What they have, however, in common is that they place the medical student and their competencies at their center. Innovation in medical education is inward looking. DISCUSSION: The authors propose a perspective on the medical curriculum i…
Instilling social accountability into the health professions education curriculum with international case studies: Amee Guide No. 175
This AMEE guide focuses on instilling social accountability (SA) concept and values into health professions education (HPE) curricula with the goal of producing competent, compassionate healthcare professionals who can act as change agents within the healthcare system. By incorporating SA, HPE schools will instil in their students a strong sense of accountability for addressing the health needs of the communities they serve. This AMEE guide prese…
Leadership as a catalyst for advancing social accountability in health professions education: Amee Guide No. 187
Social accountability (SA) has become a key principle for health professions education, urging institutions to align their actions with the health priorities of the populations they serve. Despite its importance, many schools struggle to implement SA effectively, often due to fragmented leadership development and a lack of institutional frameworks. This AMEE Guide positions leadership as a strategic, system-wide driver of social accountability. D…
Building resilient health professions education in fragile contexts: Amee guide No. 182
Health Professions Education (HPE) cannot rely on assumptions of stability. Fragile contexts - wars, disasters, political upheaval, and systemic weakness - disrupt teaching and learning, assessment, accreditation, and the well-being of learners and faculty. This AMEE Guide provides a framework for building resilient HPE that survive crises and use them as opportunities for reform. The Guide identifies three types of fragility and explores their i…
Innovations in Medical Education (6 works) · Medicine (6 works) · Curriculum (5 works) · Global Health Workforce Issues (5 works) · Medical education (5 works) · Psychology (5 works) · Health care (4 works) · Pedagogy (4 works) · Political science (4 works) · Public relations (4 works)