Medical education in the United Arab Emirates: Challenges and opportunities

Alameri, Hatem; Hamdy, Hossam; Sims, Danica

doi:10.1080/0142159x.2021.1908978

Cited by 10 publications

(10 citation statements)

References 26 publications

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“…The various medical programmes must be approved by the Ministry of Education and accredited by the Commission for Academic Accreditation [ 1 ]. All but one of the programmes are 5–6 years long, taking students from secondary schools [ 1 ]. The College of Medicine in Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), in Dubai, was inaugurated in 2016 and its first cohort graduated in June 2022.…”

Section: Introductionmentioning

confidence: 99%

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The relationship of online pre-recorded neurology mini-lectures to medical student assessment: a pilot study

Benamer

Stanley

2023

BMC Med Educ

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Introduction eLearning has become an essential part of medical education. However, there is a lack of published research on student engagement with online pre-recorded mini-lectures and its relation to assessment. The aim of this pilot study is to explore the relationship between newly introduced neurology pre-recorded mini-lectures and undergraduate medical students engagement and assessment. This may encourage the wider use of mini-lectures in undergraduate medical curricula. Methods The engagement of medical students with 48 online pre-recorded neurology mini-lectures was assessed through a Learning Management System. To measure engagement, data was stratified according to the number of watched/downloaded mini-lectures. A point system was used (out of 5): − 1 point = watching/downloading 0–10 mini-lectures, 2 points = watching/downloading 11–20 mini-lectures, 3 points = watching/downloading 21–30 mini-lectures, 4 points = watching/downloading 31–40 mini-lectures and, 5 points = watching/downloading 41–48 mini-lectures. The students’ engagement was correlated with their neurology assessments [Objective Structured Clinical Examination (OSCE), and knowledge-based assessment 10 Multiple Choice Questions (MCQs) and one 10-mark Short Answer Question, (SAQ)], internal medicine grade and annual grade point average (GPA) using the Pearson correlation coefficient. Results The mean engagement of 34, Year 5, medical students is 3.9/5. There is a significant positive correlation between engagement and internal medicine grade (r = 0.35, p = 0.044). There is a moderate correlation between engagement and neurology OSCE (r = 0.23), annual Year 5 GPA (r = 0.23), neurology knowledge-based score (r = 0.22) and composite neurology knowledge/OSCE (r = 0.27). The knowledge-based assessment included SAQ and MCQs: there was a moderate correlation with SAQ (r = 0.30), but a weak negative correlation with the MCQs (r =-0.11). Sub-groups analysis comparing the top- and low- or non- engaging students made these weaker correlations stronger. Conclusion This pilot study indicates a high rate of engagement with an online pre-recorded mini-lectures resource and evidence of moderate correlation between engagement and assessment. Online pre-recorded mini-lectures should be used more in delivering the curriculum contents of the clinical clerkships. Further studies are needed to evaluate the relation and the impact of the mini-lectures on assessment.

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Section: Introductionmentioning

confidence: 99%

“…There are eight medical schools in the United Arab Emirates [1]. The various medical programmes must be approved by the Ministry of Education and accredited by the Commission for Academic Accreditation [1]. All but one of the programmes are 5-6 years long, taking students from secondary schools [1].…”

Section: Introductionmentioning

confidence: 99%

The relationship of online pre-recorded neurology mini-lectures to medical student assessment: a pilot study

Benamer

Stanley

2023

BMC Med Educ

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“…United Arab Emirates (UAE), a country in the Middle East, has experienced substantial development in infrastructure and transportation in the last few decades [ 13 , 14 ]. This rapid development has increased the incidence of intentional and unintentional injuries.…”

Section: Introductionmentioning

confidence: 99%

Unmasking the Underlying Causes: A Cross-Sectional Analysis of Mortality From Intentional and Unintentional Injuries in the United Arab Emirates

Zaki,

Hamdi,

Elgassim

et al. 2023

Cureus

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The United Arab Emirates (UAE) has experienced substantial development in infrastructure and transportation in the last few decades. Although available evidence suggests that the incidence of injuries has considerably increased in the previous few years, there is a scarcity of literature that comprehensively analyzed the mortality due to different types of injuries in the UAE. Therefore, the current study was designed to report mortality due to various intentional and unintentional injuries in the UAE. Secondary data was obtained from the World Health Organization (WHO) mortality database. We targeted injuries-specific mortality datasets. We applied a filter (UAE) to retrieve mortality data from unintentional and intentional injuries in the UAE. The latest data in the WHO mortality database was for 2020-21. A total of 10,357 death records from the UAE were present in the WHO mortality database. The percentage of injury-specific deaths out of total deaths was 8.69% (n=900). Injury-specific mortality rate per 100,000 population was 9.09. The percentage of injury-specific deaths was higher for males (87.3%, n=786) and the age group 25-34 years (n=323, 35.9%). Of the 900 injury-specific deaths, 449 (49.9%) were due to unintentional injuries, 216 (24.0%) were due to unintentional injuries, while the remaining (26.1%, n=235) deaths occurred due to Ill-defined injuries. More than half (53.7%, n=241) of unintentional injuries were because of road traffic injuries (RTIs) followed by fall (14.7%, n=66), exposure to mechanical forces (6.5%, n=29), drowning (6.0%, n=27) fire (1.1%, n=5), poisonings (1.1%, n=5), natural disasters (n=1, 0.2%) and other unintentional injuries (16.7%, n=75). More than three-quarters (83.3%, n=180) of intentional injuries were because of self-inflicted injuries while the remaining (16.7%, n=36) intentional injuries-specific deaths occurred due to violence. Many deaths in the UAE occur due to unintentional and intentional injuries. RTIs and falls are the leading causes of unintentional injury-specific deaths, while self-inflicted injuries and violence are the leading causes of intentional injury-specific deaths.

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“…Several tools, grids and frameworks have been developed to measure the integration of social accountability concepts into medical education at institutional levels [4,5]. In addition, a number of medical schools in the Middle-Eastern region and worldwide have used these tools to assess compliance with the concepts of social accountability [6][7][8].…”

Section: Introductionmentioning

confidence: 99%

“…Communicable diseases such as tuberculosis, pneumonia, hepatitis and infections account for approximately 12% of deaths and disabilities [12,13]. To serve the healthcare needs of its population, the UAE has seven medical schools that graduate thousands of healthcare professionals annually, including doctors, nurses and other healthcare workers [4].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the integration of social accountability values into medical education using a problem-based learning curriculum

et al. 2022

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Background Medical schools have the obligation to direct their education toward addressing the priority health concerns of the societies that they serve. The purpose of this study was to evaluate the integration of the concepts and values of social accountability into the case scenarios that are used in a problem-based learning (PBL) curriculum at a medical school in the United Arab Emirates (UAE). Methods A validated “social accountability inventory for PBL” was used for examining 70 case scenarios in a problem-based learning (PBL) medical curriculum. Results The findings of the study showed that patient gender and age were included in all the 70 case scenarios. Vast majority of the case scenarios had successfully integrated the social accountably values in addressing the following: the major health problems or social health concerns of the UAE (73%), the social determinants of health (70%), the contextual integration of medical professionalism (87%), the evolving roles of doctors in the health system (79%), the healthcare referral system based on the case complexity (73%), the involvement of different stakeholders in healthcare (87%), psychosocial issues rather than only the disease-oriented issues (80%) and the values of health promotion/prevention (59%) cases. On the other hand, the case scenarios were deficient in integrating other social accountability values that related to the importance of treatment cost-effectiveness (91%), consideration of the underserved, disadvantaged or vulnerable populations in the society (89%), patient’s ethnicity (77%), multidisciplinary approach to patient management (67%), the socioeconomic statuses of patients (53%), the issues regarding the management of the health system (39%) respectively. There was variability in integrating the social accountability values in case scenarios across different units which are based on organ system. Conclusion Medical educators and healthcare leaders can use this valuable data to calibrate the curriculum content, especially when using a problem-based learning curriculum to integrate the values of social accountability such as relevance, quality, equity and cost-effectiveness to train the future generation of healthcare providers to be ready to address the ever-changing and diverse needs of the societies.

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Medical education in the United Arab Emirates: Challenges and opportunities

Cited by 10 publications

References 26 publications

The relationship of online pre-recorded neurology mini-lectures to medical student assessment: a pilot study

The relationship of online pre-recorded neurology mini-lectures to medical student assessment: a pilot study

Unmasking the Underlying Causes: A Cross-Sectional Analysis of Mortality From Intentional and Unintentional Injuries in the United Arab Emirates

Evaluation of the integration of social accountability values into medical education using a problem-based learning curriculum

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