Mohamed H. Taha
MEDICAL EDUCATIONALIST I EDUCATIONAL LEADER I CONSULTANT I EDITOR

Mohamed H. Taha

Transformational Leader in Health Professions Education, promoting the Academia-Health System Community connections via Social Accountability, Dedicated to supporting colleges, colleagues, and learners

MBBS | PGdip | MHPE | PhD | FAcadMEd | FAMEE

Mohamed H. Taha
Impact at a glance
50+Peer-reviewed publications
4AMEE Guides authored
60+Faculty-development workshops
25+Postgraduate students supervised
15+Years in HPE leadership
Books

Featured works

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Social Accountability of Medical Schools: Empowering the Future of Medical Education and Healthcare Systems
Published

Social Accountability of Medical Schools: Empowering the Future of Medical Education and Healthcare Systems

Editor · Springer Nature · 2025

The Evolving Role of the Medical Profession and Medical Graduates (pp. 17–29); Governance and Leadership for Socially Accountability (pp. 53–71)

Co-edited by Mohamed Elhassan Abdalla, Mohamed Hassan Taha and Charles Boelen, this book explores how medical schools can align education, research and service with community health priorities. International perspectives and case studies address leadership, governance, community engagement, curriculum reform and assessment. Dr Taha also co-authored two chapters examining the evolving role of the medical profession and the governance and leadership needed to advance social accountability.

Written Assessment in Medical Education
Published

Written Assessment in Medical Education

Editor · Springer Nature · 2023

Constructed Response Items (pp. 39–48)

A practical reference co-edited by Dr Mohamed H. Taha, supporting medical educators in designing and evaluating written assessments. The book covers assessment blueprints, question formats, psychometric analysis, standard setting and progress testing. Dr Taha authored the chapter “Constructed Response Items,” which explains essay and short-answer formats, their applications, strengths and limitations, and how to develop questions that assess higher-order thinking.

Future Trends in Education Post COVID-19: Teaching, Learning and Skills Driven Curriculum
Published

Future Trends in Education Post COVID-19: Teaching, Learning and Skills Driven Curriculum

Contributor · Springer Nature · 2021

Effectiveness of HyFlex Simulation-Based Clinical Learning in Comparison to Traditional Learning in Undergraduate Clinical Education (pp. 191–203)

Dr Mohamed H. Taha contributed to this open-access conference volume through a co-authored chapter on HyFlex simulation in clinical education. Drawing on a survey of 124 radiography students and graduates at the University of Sharjah, the chapter examines reported satisfaction and learning experiences. It discusses the potential of flexible simulation while recognising participants’ preference for face-to-face learning when acquiring practical skills.

Keynotes & talks

Conferences & keynotes

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Socially Accountable and Context-Responsive Health Professions Education Conference presentation
8 February 2026

Socially Accountable and Context-Responsive Health Professions Education

1st International Conference in Health Professions Education

National University of Science and Technology, Oman

Integrating Social Accountability into Medical Education Accreditation Conference presentation
27 May 2025

Integrating Social Accountability into Medical Education Accreditation

WFME World Conference 2025

Bangkok, Thailand

AI, Ethics and Academic Integrity in Education Conference presentation
19 February 2025

AI, Ethics and Academic Integrity in Education

4th International Forum on Education and Mental Health

University of Sharjah, United Arab Emirates

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Global network

Countries of active practice

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Global network

University of Sharjah — Director of the Medical Education Centre at the University of Sharjah since 2019.

Countries
32
Fiji Tanzania W. Sahara Kazakhstan Uzbekistan Papua New Guinea Argentina Dem. Rep. Congo Somalia Kenya Chad Haiti Dominican Rep. Russia Bahamas Falkland Is. Norway Greenland Fr. S. Antarctic Lands Timor-Leste Lesotho Mexico Uruguay Bolivia Peru Colombia Panama Costa Rica Nicaragua Honduras El Salvador Guatemala Belize Venezuela Guyana Suriname Ecuador Puerto Rico Jamaica Cuba Zimbabwe Botswana Namibia Senegal Mali Mauritania Benin Niger Nigeria Cameroon Togo Ghana Côte d'Ivoire Guinea Guinea-Bissau Liberia Sierra Leone Burkina Faso Central African Rep. Congo Gabon Eq. Guinea Zambia Malawi Mozambique eSwatini Angola Burundi Israel Lebanon Madagascar Gambia Tunisia Algeria Qatar Kuwait Iraq Oman Vanuatu Cambodia Laos Vietnam North Korea South Korea Mongolia Bangladesh Bhutan Nepal Afghanistan Tajikistan Kyrgyzstan Turkmenistan Iran Armenia Sweden Belarus Ukraine Poland Austria Hungary Moldova Romania Lithuania Latvia Estonia Germany Bulgaria Greece Turkey Albania Croatia Luxembourg Belgium Netherlands Spain New Caledonia Solomon Is. New Zealand Sri Lanka Italy Denmark Iceland Azerbaijan Georgia Philippines Brunei Slovenia Slovakia Czechia Eritrea Japan Paraguay Yemen N. Cyprus Cyprus Morocco Ethiopia Djibouti Uganda Rwanda Bosnia and Herz. North Macedonia Serbia Montenegro Kosovo Trinidad and Tobago S. Sudan Canada United States of America Indonesia Chile Sudan South Africa Brazil France Palestine Jordan United Arab Emirates Thailand Myanmar India Pakistan Syria Switzerland Portugal Ireland Australia China Taiwan United Kingdom Malaysia Finland Saudi Arabia Egypt Libya Somaliland University of Sharjah United Arab Emirates 1 Canada 2 United Kingdom 3 United States of America 4 Saudi Arabia 5 Sudan 6 Malaysia 7 France 8 Oman 9 Somaliland 10 Thailand 11 Ireland 12 Australia 13 Singapore 14 Bahrain 15 Egypt 16 Chile 17 Brazil 18 China 19 India 20 Finland 21 Indonesia 22 Jordan 23 Myanmar 24 Pakistan 25 Palestine 26 Portugal 27 South Africa 28 Switzerland 29 Syria 30 Taiwan 31 Libya 32

Select a country to see its talks on the Impact page.

  1. 1 United Arab Emirates Sharjah post; EmiratesMEDs; CAA reviewer 11
  2. 2 Canada Co-authored AMEE Guides on social accountability with Canada-based colleagues, including the founding dean of NOSM.
  3. 3 United Kingdom Honorary Associate Professor at the University of East Anglia and Fellow of the Academy of Medical Educators.
  4. 4 United States of America Invited address at the Sudanese American Physicians Association general assembly in Houston, Texas, in 2025. 1
  5. 5 Saudi Arabia Curriculum Coordinator and Head of Faculty Development at Qassim University, 2015–2019, leading MBBS curriculum reform.
  6. 6 Sudan Medical and doctoral training at the University of Gezira, academic posts, and research on medical education during conflict.
  7. 7 Malaysia Presentations at the International Medical Education Conference (IMEC), International Medical University, in 2022 and 2023. 2
  8. 8 France Co-edited a Springer Nature volume on social accountability with France-based scholar Charles Boelen.
  9. 9 Oman 2
  10. 10 Somaliland Haldoor University curriculum consultancy
  11. 11 Thailand Speaker at the WFME World Conference 2025 in Bangkok on social accountability and accreditation. 1
  12. 12 Ireland Invited address at a TUFH and University of Limerick symposium, and sustained co-authorship with Limerick colleagues. 1
  13. 13 Australia Co-authorship of AMEE Guide No. 175 and a Springer Nature book chapter with an Australia-based colleague.
  14. 14 Singapore National University of Singapore 1
  15. 15 Bahrain
  16. 16 Egypt
  17. 17 Chile
  18. 18 Brazil Collaboration with a Brazil-based colleague on postgraduate medical education guidance through the AMEE Postgraduate Committee.
  19. 19 China
  20. 20 India
  21. 21 Finland Co-authoring postgraduate medical education guidance with a Helsinki-based member of the AMEE Postgraduate Committee.
  22. 22 Indonesia Editorial collaboration with an Indonesian contributor to a Springer Nature volume on social accountability.
  23. 23 Jordan Contribution to a health professions competency framework with EMPHNET, the Amman-based regional public health network.
  24. 24 Myanmar Collaboration through the AMEE Postgraduate Committee with a colleague from the International Medical Education Academy for Myanmar.
  25. 25 Pakistan Editorial collaboration with a Pakistan-based contributor to a Springer Nature volume on social accountability.
  26. 26 Palestine Qualitative research on social accountability in radiography education that includes faculty participants from Palestine.
  27. 27 Portugal Co-authoring postgraduate medical education guidance with a Portugal-based member of the AMEE Postgraduate Committee.
  28. 28 South Africa : Co-authored AMEE Guides 175 and 187 with Lionel Green-Thompson of the University of Cape Town.
  29. 29 Switzerland Presentation on health systems science at the AMEE 2024 conference in Basel.
  30. 30 Syria Led AMEE Guide No. 182 on resilient education in fragile contexts, co-authored with a Syria-affiliated colleague.
  31. 31 Taiwan Collaboration through the AMEE Postgraduate Committee with a colleague from Chang Gung University and Chang Gung Memorial Hospital.
  32. 32 Libya Benghazi 1
Programmes
University of Sharjah · 2020–Present

PhD in Health Professions Education

Problem

No doctoral pathway in Health Professions Education existed anywhere in the GCC — academics and clinician-educators seeking a PhD in the field had to leave the region entirely.

Design

Designed and launched the GCC's first PhD in HPE, then built a strategic academic partnership with the University of Dundee (UK) for joint delivery of the Postgraduate Diploma, MSc and PhD.

Outcome

An internationally benchmarked doctoral pathway now training the region's next generation of medical education leaders and researchers — alongside the region's first AoME (UK)-accredited MSc in Leadership in HPE.

Learning Hub

Resources

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Framework

Curriculum Design Starter Framework

Placeholder — a step-by-step framework for aligning curriculum design with competency-based frameworks. Full resource file to follow.

Competency-based medical education FacultyProgramme director / educational leader
◌ Scaffolding — real file pending
Checklist

PBL Case Review Checklist (Social Accountability)

Placeholder — a checklist for reviewing PBL case scenarios against social accountability values, referenced in AMEE Guide No. 175.

Social accountability in health professions education FacultyMedical educator
◌ Scaffolding — real file pending
Template

Assessment Blueprinting Template

Placeholder — a working template for blueprinting written assessments against learning outcomes.

Assessment in medical education FacultyProgramme director / educational leader
◌ Scaffolding — real file pending
Presentation

Faculty Development Workshop Outline: Active Learning

Placeholder — a ready-to-adapt workshop outline on active-learning facilitation for faculty developers.

Faculty development Faculty
◌ Scaffolding — real file pending
Reading list

HyFlex & Digital Pedagogy Reading List

Placeholder — a curated reading list on HyFlex and digital learning design in health professions education.

Digital pedagogy & HyFlex learning Medical educatorResearcher
◌ Scaffolding — real file pending
Guide

Getting Started in HPE Research: A Guide for Postgraduate Students

Placeholder — an orientation guide for postgraduate students beginning research in health professions education.

Postgraduate medical education Medical studentPostgraduate learner
◌ Scaffolding — real file pending
Collaborate

Research collaboration

Curriculum development, faculty development, accreditation and research collaboration with universities, ministries and international organisations.

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Invite to speak

Keynotes and workshops on medical education leadership, social accountability and resilient health professions education.

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Consultancy

Curriculum reform, accreditation, and faculty-development consultancy for medical schools and health ministries.

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