The evidentiary core
Four AMEE Guides, a searchable publication record, edited volumes, and the validated tools built along the way.
Edited volumes
Social Accountability of Medical Schools: Empowering the Future of Medical Education and Healthcare Systems
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
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
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.
Signature guides
Leadership as a Catalyst for Advancing Social Accountability in Health Professions Education
Shows how leadership can turn social accountability commitments into institutional action. Provides practical guidance for aligning governance, curricula, community partnerships, and research with population health priorities. Read guide Social accountability in health professions education Guide No. 182Building Resilient Health Professions Education in Fragile Contexts
Offers practical guidance for educators and institutional leaders seeking to sustain training during crises. It connects immediate educational responses with longer-term preparedness, learner support and institutional recovery in fragile settings. Read guide Resilience, Fragile Contexts and Adaptive Educational Strategies Guide No. 175Instilling Social Accountability into the Health Professions Education Curriculum with International Case Studies
Helps educators translate community health priorities into curriculum decisions. Combines a practical framework with international examples to support socially accountable teaching and institutional commitment. Read guide Social accountability in health professions education Guide No. 162Integrating the Social Determinants of Health into Curriculum
Connects curriculum development with health equity by helping educators prepare learners to understand patients’ social circumstances. Supports medical education that responds to the needs of underserved communities. Read guide Social accountability in health professions educationPublication record
| Title | Authors | Journal | Year | |
|---|---|---|---|---|
| Building Resilient Health Professions Education in Fragile Contexts: AMEE Guide No. 182 This AMEE Guide presents a framework for sustaining health professions education during conflict, disasters and institutional instability. It outlines approaches to crisis management, flexible curricula, teaching, assessment and accreditation, including support for displaced learners. The guide emphasises preparedness, partnerships and community engagement to maintain educational continuity and strengthen institutions’ capacity to recover and adapt. |
Taha, M. H., Wadi, M., Gaffar, A. M., Mahgoub, E. A. A., Alfakhry, G., Taylor, D., & Abdalla, M. E. | Medical Teacher, 48(9), 1423–1438 | 2026 | DOI |
| Developing and Implementing a Point-of-Care Cardiac Ultrasound Teaching Module for Medical Students: Perceptions, Needs, and Outcomes This study developed and evaluated a five-hour cardiac point-of-care ultrasound module for 20 fourth-year medical students at the University of Sharjah. The module combined theoretical teaching with supervised practical training. Knowledge scores improved after training, with encouraging practical performance and reported confidence. The findings support the feasibility of incorporating cardiac ultrasound into undergraduate medical education, while highlighting the need to investigate longer-term skill retention and application in clinical settings. |
Ali, S. K. M., Ahmed, R. S., & Taha, M. H. | Frontiers in Medicine, 13, Article 1797086 | 2026 | DOI |
| EmiratesMEDs: A National Competency Framework for UAE Medical Graduates This article presents the development of EmiratesMEDs, a national competency framework for medical graduates in the United Arab Emirates. Developed through stakeholder consultation, expert consensus and external validation, the framework defines nine professional roles, 85 enabling competencies and 14 entrustable professional activities. It connects graduate capabilities with clinical responsibilities and provides a shared foundation for curriculum design, assessment and accreditation. The framework aligns medical education with national health priorities and international standards, incorporating social accountability, leadership and responsiveness to community needs. |
Magzoub, M., Taha, M. H., Waller, S. A., Shersad, F., Nosair, E., Lamba, P., Rajasekaran, S. K., Alameri, H., Al-Houqani, M., & Qandil, A. M. | Frontiers in Medicine, 13, Article 1803817 | 2026 | DOI |
| Enhancing inclusivity, engagement, and scalability: Assessing the hybrid-flexible model satisfaction in higher education context This cross-sectional study examined satisfaction with Hybrid-Flexible (HyFlex) learning among 781 students and 101 faculty members at the University of Sharjah. Students valued flexibility and accessibility, while faculty expressed greater concerns about engagement, technology and unclear participation policies. Survey responses and open-ended comments informed recommendations for more interactive teaching, stronger technical support, faculty development and clearer guidance. The findings describe participant experiences and implementation priorities; they do not establish causal improvements in academic performance. |
Taha, M. H., Abuzaid, M., Elshami, W., Elmehdi, H., & Aderibigbe, S. | Advances in Biomedical and Health Sciences, 5(1), 19–28 | 2026 | DOI |
| Exploring Social Accountability in Radiography Education: Student Perspectives on Current Practices and Understanding This cross-sectional study surveys 286 radiography students in the United Arab Emirates, Saudi Arabia, and Palestine. Students reported moderate to high awareness of social accountability but limited participation in community-based learning. The findings support stronger community partnerships, service learning, and culturally responsive training to connect radiography education with community health needs. |
Abuzaid, M. M., Elshami, W., Taha, M. H., Hamd, Z., Almuqbil, N., Aljamal, M., Lanca, L., & El-Sayed, M. Z. | Radiography | 2026 | DOI |
| Leadership as a Catalyst for Advancing Social Accountability in Health Professions Education: AMEE Guide No. 187 This guide presents leadership as a practical means of embedding social accountability across health professions education. Drawing on international case studies and leadership models, it outlines actions at individual, institutional, and system levels. It connects inclusive governance, curriculum reform, community partnerships, and research priorities with measurable responses to population health needs. |
Taha, M. H., Abdalla, M. E., Cameron, E., Dharamasi, S., Strasser, R., Taylor, D., & Green-Thompson, L. | Medical Teacher | 2026 | DOI |
| Structured Approaches to Reflection: Models and Applications for Clinical Educators’ Professional Development This commentary explores how structured reflection can support the professional development of clinical educators, particularly in dental education. It examines four approaches: Gibbs’ reflective cycle, Kolb’s experiential learning cycle, Schön’s reflection in and on action, and Rolfe’s reflective framework. The authors discuss each model’s applications, strengths and limitations, providing practical examples and resources for educators. The article offers guidance for examining teaching experiences and identifying improvements; it does not report an intervention study testing the models’ effectiveness. |
Cesar Orsini; Natalia Soto-Faúndez; Mohamed H. Taha | European Journal of Dental Education, 30(3), 762–768 | 2026 | DOI |
| Student Insights on Navigating Virtual Learning Environments During Environmental Crises This mixed-methods study explores undergraduate students’ experiences of transitioning to virtual learning during the COVID-19 pandemic at a university in the United Arab Emirates. It examines differences across disciplinary groups and demographic characteristics, alongside preferences for future learning formats. The findings highlight the importance of flexible delivery, reliable internet access, effective teaching practices, student engagement and mental health support. The study offers recommendations for making digital learning more inclusive and sustaining education during future emergencies. |
Aderibigbe, S. A., Omar, M., Elmehdi, H., Colucci-Gray, L., Hamad, K., Shanableh, A., AlOthman, H., Elshami, W., & Taha, M. H. | Open Education Studies, 8(1), Article 20250128 | 2026 | DOI |
| Translating Social Accountability Values into Practice: Doctors’ Experiences from Problem-Based Learning Medical Curriculum in the United Arab Emirates This cross-sectional survey of 503 University of Sharjah medical graduates examines how social accountability values taught through problem-based learning relate to clinical practice. Responses reveal gaps in curricular preparation for patient-centred care, multidisciplinary teamwork, and cost-effectiveness. The findings support stronger alignment between medical training, professional practice, and community health needs. |
Dash, N. R., Hasswan, A. A., Samaha, M. A. A. E., Samara, K. A., & Taha, M. H. | Advances in Medical Education and Practice | 2026 | DOI |
| Adaptive Strategies of a Medical School During Sudan’s Armed Conflict This qualitative study examines how the Faculty of Medicine at the University of Gezira adapted during Sudan’s armed conflict. Drawing on institutional documents and interviews with nine key informants, it identifies crisis management, flexible learning, technology, partnerships and community service as central responses. The findings offer practical lessons for maintaining medical education and social accountability while highlighting implementation challenges and the need for sustainable institutional support. |
Taha, M. H., Husain, N. E. O. S. A., Mukhtar, W. N. O., & Abdalla, M. E. | BMC Medical Education, 25, Article 629 | 2025 | DOI |
Instruments and tools
Social Accountability Inventory for PBL
A validated instrument for evaluating how well social accountability principles are reflected in PBL case scenarios.
Curriculum committees, PBL case writers, programme evaluators.
Read moreThe Assessment Clock
A framework guiding assessment decision-making during educational emergencies — building on Van der Vleuten's assessment utility model, it shows how the relative weight of validity, reliability, educational impact, acceptability and feasibility shifts by context, so educators can make transparent, defensible assessment decisions when conventional approaches become impracticable.
Assessment committees and programme leaders planning for emergency or fragile-context delivery.