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 | |
|---|---|---|---|---|
| Online Anatomy Education in the COVID-19 Pandemic: Challenges and Suggested Practices as Per Student and Faculty Experiences in the Saudi Arabia and United Arab Emirates This mixed-methods study explored online anatomy education during COVID-19 through a survey of 666 students across 14 medical schools in Saudi Arabia and the United Arab Emirates, alongside a Delphi study involving 14 faculty members. Participants identified challenges in interaction, engagement, understanding three-dimensional anatomical relationships and assessment integrity. Faculty recommendations included staff development, technical support, suitable digital tools, curriculum adaptation and improved assessment design. The findings provide practical guidance based on participant experiences and expert consensus. |
Alsharif, M. H. K., Gasmalla, H. E. E., Almasaad, J. M., Muhammad, J. S., Elamin, A. Y., Alamro, A., Shorbagi, S., Taha, M. H., & Eladl, M. A. | Education in Medicine Journal, 14(2), 61–77 | 2022 | DOI |
| Promoting more future-ready anatomy education after the Covid-19 pandemic: A scoping review This scoping review examines how the COVID-19 pandemic reshaped anatomy teaching, learning and assessment. Drawing on searches across five databases, it identifies six areas of change and four major gaps: insufficient curriculum preparedness, learning barriers, administrative and teaching challenges, and ethical issues in online education. The findings inform the development of adaptable anatomy curricula and improvements in digital teaching and assessment, while highlighting challenges in practical learning and the need for stronger evidence on effectiveness. |
Gasmalla, H. E. E., Mossa, A. H., Taha, M. H., Wadi, M. M., Shehzad, K., Abdalla, M. E., & Hadie, S. N. H. | Anatomical Sciences Education, 15(6), 1120–1137 | 2022 | DOI |
| What Makes a Medical School Socially Accountable? A Qualitative Thematic Review of the Evaluation of Social Accountability of Medical Schools in the Eastern Mediterranean Region This qualitative thematic review examines social accountability through three studies of medical schools in Egypt, Saudi Arabia, and Sudan. It identifies seven themes covering governance, stakeholder engagement, curricula, health services, community needs, research, and implementation gaps. The findings call for stronger institutional action to align education, research, and service with community health priorities. |
Abdalla, M., Taha, M., Wadi, M., & Khalafalla, H. | Eastern Mediterranean Health Journal | 2022 | DOI |
| Bridging the Gap in Online Learning Anxiety Among Different Generations in Health Professions Education This cross-sectional study examined online learning and teaching anxiety among 358 students and 70 faculty members at the University of Sharjah. Using the Online Course Anxiety Scale, it explored experiences across generational groups. Faculty reported more anxiety than students, while Generation Z students expressed concerns about online discussions and misinterpretation of written communication. The findings highlight the importance of addressing both technical confidence and communication concerns when supporting online education. The study describes reported experiences and does not establish that generational differences cause anxiety. |
Elshami, W., Saravanan, C., Taha, M. H., Abdalla, M. E., Abuzaid, M., & Al Kawas, S. | Sultan Qaboos University Medical Journal, 21(4), 539–548 | 2021 | DOI |
| Development and Validation of Inventory Tool to Evaluate Social Accountability Principles in Case Scenarios Used in Problem-Based Curriculum (Social Accountability Inventory for PBL) This study develops a 17-item inventory to assess social accountability in problem-based learning case scenarios. Using Delphi consultation and expert review, the authors established content validity across the tool’s items. The inventory helps educators identify gaps in teaching cases and revise curricula to better address community health needs. |
Abdalla, M. E., Dash, N. R., Shorbagi, S., & Taha, M. H. | Medical Education Online | 2021 | DOI |
| Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges This cross-sectional study explored satisfaction with online learning among 358 students and 70 faculty members at medical and health sciences colleges during the COVID-19 pandemic. Faculty reported greater overall satisfaction than students, while communication and flexibility were valued aspects of the experience. Open-ended responses highlighted study load and workload, engagement, and technical difficulties. The findings identify priorities for improving online education through interactive teaching, technical support and faculty preparation, while reflecting participants’ perceptions rather than measured learning outcomes. |
Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., Al Kawas, S., & Abdalla, M. E. | Medical Education Online, 26(1), 1920090 | 2021 | DOI |
| Stress and its correlates among medical students in six medical colleges: an attempt to understand the current situation This cross-sectional study surveyed 617 medical students across six universities in Sudan to explore stress, its sources and associated factors. Reported stressors included time pressure, heavy workload, fear of failure and frequent examinations. Female students and those in later years reported greater academic stress. The authors recommend reviewing academic demands and strengthening counselling, academic support and positive coping strategies. The findings describe associations from questionnaire responses and do not establish causal relationships or demonstrate the effectiveness of these recommendations. |
Esraa Ahmed Ragab; Mumen Abdalazim Dafallah; Mahmoud Hussien Salih; Wail Nuri Osman; Mugtaba Osman; Elhadi Miskeen; Mohamed H. Taha; Azza Ramadan; Musaab Ahmed; Mohamed Elhassan Abdalla; Mohamed H. Ahmed | Middle East Current Psychiatry, 28, Article 75 | 2021 | DOI |
| Assessment Unit in Medical Education: Structure and Function Drawing on the authors’ experience establishing an assessment unit in a medical college, this article describes its structure, responsibilities and operational challenges. It outlines the unit’s role in coordinating assessment, monitoring achievement of learning outcomes, developing policies and supporting faculty assessment practices. The discussion highlights the need for dedicated personnel, adequate funding and appropriate technology. It offers practical institutional guidance for strengthening assessment governance, rather than reporting an experimental evaluation of the unit’s effectiveness. |
Majed Wadi; Mohamed Nour-El-Din Saleh; Ahmed Saleh Alamro; Mohamed H. Taha | Education in Medicine Journal, 12(3), 31–38 | 2020 | DOI |
| Breaking bad news: Awareness and practice among Sudanese doctors This cross-sectional study surveyed 192 doctors at Wad Medani teaching hospitals in Sudan about breaking bad news and their reported adherence to the SPIKES protocol. Although most had delivered difficult news, only 56.3% reported receiving relevant education or training, and more than 90% supported further training. Previous training was associated with higher protocol adherence. The findings identify a need for structured communication training, while relying on doctors’ self-reports rather than observed consultations or patient outcomes. |
Mumen Abdalazim Dafallah; Esraa Ahmed Ragab; Mahmoud Hussien Salih; Wail Nuri Osman; Roaa Omer Mohammed; Mugtaba Osman; Mohamed H. Taha; Mohamed H. Ahmed | AIMS Public Health, 7(4), 758–768 | 2020 | DOI |
| 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 This study evaluates Qassim University’s College of Medicine using the WHO social accountability grid across education, research, and community service. Drawing on institutional documents and interviews, it finds stronger alignment in education than in research and service. It identifies priorities for further progress, including stakeholder engagement, social determinants of health, and cost-effectiveness. |
Alrebish, S. A., Taha, M. H., Ahmed, M. H., & Abdalla, M. E. | Medical Education Online | 2020 | 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.