Mohamed Elhassan Abdalla

Associate Professor

University of Limerick

Ireland

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Dr. Mohamed Elhassan Abdalla is an Associate Professor at the University of Limerick, Ireland. His research focuses on social accountability in health professions education, as evidenced by his recent publications, which include studies on mentorship frameworks, curriculum integration of social determinants of health, and adaptive strategies in medical education during crises. His work also explores methods for enhancing leadership in health education and the validity of assessment tools.

Articles (18)

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2025

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2021

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2021

Collaborators (8)

Hosam Eldeen Elsadig Gasmalla Mohammed

Assistant Professor of Clinical Anatomy

University of Warwick

UNITED KINGDOM

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David Taylor

UNITED ARAB EMIRATES

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Majed Wadi

Academic, Senior Lecturer (Teaching and Research)

University of Dundee

UNITED KINGDOM

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Clare Conway

Associate Professor A in Medical Education (International)

University of Limerick

IRELAND

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Robyn Preston

Senior Lecturer

CQUniversity

AUSTRALIA

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Dervla Kelly

Lecturer

University of Limerick

IRELAND

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Jonathan Foo

MONASH UNIVERSITY

AUSTRALIA

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Siobhán Neville

University of Limerick

IRELAND

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Mohamed Elhassan Abdalla

Research Interests

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Articles (18)

Instilling social accountability into the health professions education curriculum with international case studies: AMEE Guide No. 175

Leadership as a catalyst for advancing social accountability in health professions education: AMEE Guide No. 187

Adaptive strategies of a medical school during Sudan’s armed conflict

Mentorship in surgical training; a systematic scoping review to inform a mentorship framework for ophthalmology trainees

Exploring strategies, programs, and influencing factors for integrating social accountability into undergraduate medical education: a scoping review

The pattern of reporting and presenting validity evidence of extended matching questions (EMQs) in health professions education: a systematic review

Going beyond competencies: Building blocks for a patient- and population-centered medical curriculum

Integrating the social determinants of health into curriculum: AMEE Guide No. 162

The implementation of social accountability in medical schools in Eastern Mediterranean region: A scoping review

Integrating social determinants of health in medical education: a bibliometric analysis study

Impact of COVID-19 on medical education in different income countries: a scoping review of the literature

Mapping health, social and health system issues and applying a social accountability inventory to a problem based learning medical curriculum

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

Promoting more future‐ready anatomy education after the Covid‐19 pandemic: A scoping review

Factors that affect student engagement in online learning in health professions education

Stress and its correlates among medical students in six medical colleges: an attempt to understand the current situation

How to conduct cost and value analyses in health professions education: AMEE Guide No. 139

Development and validation of inventory tool to evaluate social accountability principles in case scenarios used in problem-based curriculum (Social accountability inventory for PBL)

Collaborators (8)

Hosam Eldeen Elsadig Gasmalla Mohammed

David Taylor

Majed Wadi

Clare Conway

Robyn Preston

Dervla Kelly

Jonathan Foo

Siobhán Neville

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