Scholarship
The evidentiary core
Four AMEE Guides, a searchable publication record, edited volumes, and the validated tools built along the way.
Books
Edited volumes
SPRINGER NATURE
Published
Written Assessment in Medical Education
Constructed Response Items (pp. 39–48)
Co-edited volume on written assessment methods in medical education.
SPRINGER NATURE
Published
Social Accountability of Medical Schools
Lead-edited volume convening 60+ international contributors — the first comprehensive institutional guidance on embedding social accountability across medical schools, extending the AMEE Guide No. 187 leadership framework into a full edited collection.
AMEE Guides
Signature guides
Guide No. 187
Leadership as a catalyst for advancing social accountability in health professions education
Frames leadership itself as the mechanism that turns social accountability from stated value into institutional practice. Read guide Social accountability in health professions education Guide No. 182Building resilient health professions education in fragile contexts
Distils Sudan's conflict-era adaptive strategies into practical guidance now used across the EMRO region. Read guide Curriculum in fragile & resource-constrained settings Guide No. 175Instilling social accountability into the health professions education curriculum with international case studies
A practical, case-study-based roadmap for embedding social accountability into curricula worldwide. Read guide Social accountability in health professions education Guide No. 162Integrating the social determinants of health into curriculum
The foundational guide connecting social determinants of health directly to curriculum design. Read guide Social accountability in health professions educationPublications
Publication record
| Title | Authors | Journal | Year | |
|---|---|---|---|---|
| Developing and implementing a point-of-care cardiac ultrasound teaching module for medical students | Ali, S. K., Ahmed, R. S., & Taha, M. H. | Frontiers in Medicine | 2026 | |
| EmiratesMEDs: a national competency framework for UAE medical graduates The national competency framework agreed by all seven UAE medical schools and national regulators — nine graduate roles, 85 enabling competencies and 14 entrustable professional activities, including Socially Accountable Practitioner as an explicit graduate role. Taha served as National Coordinator, co-first and corresponding author. |
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 | 2026 | DOI |
| Exploring social accountability in radiography education: Student perspectives on current practices and understanding | Abuzaid, M. M., Elshami, W., Taha, M. H., Hamd, Z., Almuqbil, N., Aljamal, M., et al., & El-Sayed, M. Z. | Radiography | 2026 | |
| Translating Social Accountability Values into Practice: Doctors' Experiences from Problem-Based Learning Medical Curriculum in the United Arab Emirates | Dash, N. R., Hasswan, A. A., Samaha, M. A. A. E., Samara, K. A., & Taha, M. H. | Advances in Medical Education and Practice | 2026 | |
| Adaptive strategies of a medical school during Sudan's armed conflict How a medical school kept teaching adaptive and cross-border academic continuity running for displaced students during Sudan's armed conflict. |
Taha, M. H., Husain, N. E. O. S. A., Mukhtar, W. N. O., & Abdalla, M. E. | BMC Medical Education | 2025 | DOI |
| Enhancing the understanding of safety and the quality of patient care among medical and health sciences students in interprofessional climate | Guraya, S. Y., Sulaiman, N., Hasswan, A., Salmanpour, V. A., Jirjees, F. J., Taha, M. H., et al., & Mahmoud, I. E. | BMC Health Services Research | 2025 | |
| From Hype to Implementation: Embedding GPT-4o in Medical Education | Sabouni, S., Moufti, M. A., & Taha, M. H. | JMIR Medical Education | 2025 | DOI |
| Exploring strategies, programs, and influencing factors for integrating social accountability into undergraduate medical education: a scoping review | Abdalla, M. E., Taha, M. H., Onchonga, D., Nour, N., Kelly, D., Harney, S., & McGrath, D. | BMC Medical Education | 2024 | DOI |
| Going beyond competencies: Building blocks for a patient- and population-centered medical curriculum | Magzoub, M. E., Taha, M. H., Waller, S., Al Eissa, A. M., Hamdy, H., Norcini, J., et al., & Schmidt, H. | Medical Teacher | 2024 | |
| The pattern of reporting and presenting validity evidence of extended matching questions (EMQs) in health professions education: a systematic review | Taha, M. H., Mohammed, H. E. E. G., Abdalla, M. E., Yusoff, M. S. B., Mohd Napiah, M. K., & Wadi, M. M. | Medical Education Online | 2024 | DOI |
| Assessment of the Compliance of Problem-Based Learning Case Scenarios with The Social Accountability Values in Undergraduate Medical Education Curriculum | Ghaly, M., Taha, M. H., Abdalla, M. E., & Hosny, S. | Health Professions Education | 2023 | |
| The framework of Systematic Assessment for Resilience (SAR): development and validation | Wadi, M. M., Yusoff, M. S. B., Taha, M. H., Shorbagi, S., Nik Lah, N. A. Z., & Abdul Rahim, A. F. | BMC Medical Education | 2023 | |
| Factors that affect student engagement in online learning in health professions education | Elshami, W., Taha, M. H., Abdalla, M. E., Abuzaid, M., Saravanan, C., & Al Kawas, S. | Nurse Education Today | 2022 | |
| Bridging the Gap in Online Learning Anxiety Among Different Generations in Health Professions Education | Elshami, W., Saravanan, C., Taha, M. H., Abdalla, M. E., Abuzaid, M., & Al Kawas, S. | Sultan Qaboos University Medical Journal | 2021 | |
| Development and validation of inventory tool to evaluate social accountability principles in case scenarios used in problem-based curriculum (Social Accountability Inventory for PBL) | Abdalla, M. E., Dash, N. R., Shorbagi, S., & Taha, M. H. | Medical Education Online | 2021 | 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 | Alrebish, S. A., Taha, M. H., Ahmed, M. H., & Abdalla, M. E. | Medical Education Online | 2020 | |
| Internet Use and Addiction Among Medical Students in Qassim University, Saudi Arabia | Taha, M. H., Shehzad, K., Alamro, A. S., & Wadi, M. | Sultan Qaboos University Medical Journal | 2019 |
Tools & Frameworks
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.