Family Medicine in the Middle East: Reflections on the Experiences of Several Countries

Total Page:16

File Type:pdf, Size:1020Kb

Family Medicine in the Middle East: Reflections on the Experiences of Several Countries J Am Board Fam Pract: first published as 10.3122/jabfm.9.4.289 on 1 July 1996. Downloaded from FAMILY PRACTICE-WORLD PERSPECTIVE Family Medicine in the Middle East: Reflections on the Experiences of Several Countries A. Abyad, MD, MPH, AGSF Family medicine is strongly influenced by the 3. Countries whose extensive medical service country in which it is practiced. There are lessons plans have been halted or greatly decreased in to be learned from examining other health care scope because of civil strife or war, such as systems as well as the experiences of family physi­ Iraq, Lebanon, and Iran. cians in different countries. A changing trend in the delivery of medical care around the world and Israel the acceptance of the principle "health for all by Since the State of Israel was established in 1948, year 2000" have resulted in a shift of health care the Jewish population has increased sevenfold, delivery from hospitals and allied facilities to mainly as a result of successive waves of immi­ community health centers. At the same time, grants and refugees. Israel, with the financial sup­ family medicine has been recognized as a spe­ port of the United States and the Jewish commu­ cialty in its own right. Because this specialty is the nity around the world, has passed through a rapid cornerstone for developing a community-based process of industrialization. Modernization and health care system, training family physicians is urbanization were accompanied by extensive edu­ more important than ever. cational, social, and welfare programs, which During the past two decades most Middle transformed Israel into a modem welfare state. Eastern countries have placed increasing empha­ In the health care field comprehensive hospital sis on improved health care. Delivery of health and community health services grew rapidly. The care in the region interrelates strongly with other authorities were able to eradicate the major en­ factors, such as food and nutrition, sanitation, wa­ demic infectious and tropical diseases. Health in­ ter supply, literacy, and income distribution. In dices compare favorably with most developed http://www.jabfm.org/ general, the government is the main provider of countries (fable 1).1-4 The population reached health care, and social insurance is viewed as a 4.3 million by 1987.5 public responsibility. Primary health care services are provided to al­ The countries in this region can be divided into most 96 percent of the population through pre­ the following groups: paid health insurance. The premium is usually based on income, and there are fixed maximum on 26 September 2021 by guest. Protected copyright. 1. Countries typified by substantial capital, payments.6 High levels of manpower have been rapid development, and a small indigenous established, with a physician to population ratio population, such as Saudi Arabia, Kuwait, of 1:45 O. The medical community is supported by and most Persian Gulf states four medical schools that graduate 300 physicians 2. Countries with less capital, more people, a annually and by immigration. Health services quantitatively larger medical infrastructure, have several problems, however, including serious and more trained medical personnel, such as organizational problems, a structural split be­ Egypt, Israel, and Algeria tween preventive and curative services, fragmen­ tation, and lack of coordination. In addition to overutilization in the absence of cost-contain­ Submitted, revised, 16 April 1996. ment measures, there is an irrational bias in the From the Department of Family Medicine, American Uni­ distribution of medical resources toward hospital versity of Beruit, Beruit, Lebanon. Address reprint requests to services.7 A. Abyad, MD, the Department of Family Medicine, American University of Beruit, CIO AUB Office, 850 Third Ave, 18th General practice was recognized as a medical Floor, New York, NY 10022. specialty in 1963.7 Initially the specialty failed to Family Medicine in the Middle East 289 J Am Board Fam Pract: first published as 10.3122/jabfm.9.4.289 on 1 July 1996. Downloaded from Table 1. Health Indices of Some Middle Eastern Countries. Per Capita Life Expectancy Infant Mortality Gross National Index of Country at Birth (years) per 1000 Product (US$) Social Setting Bahrain 69.2 32 9,280 High Israel 75.5 11 6,210 High Kuwait 71.6 23 19,870 High Lebanon 65.0 48 1,013 High Libya 58.3 97 8,510 Upper middle Saudi Arabia 60.9 85 16,000 Upper middle United Arab Emirates 67.6 38 23,770 High United States 75.0 10 17,430 High From references 1-4. attract local graduates and was treated as an infe­ ment. Successful completion of the program enti­ rior specialty. Community-oriented health care tles residents to specialist certification by the was started through the pioneer health center in Health Ministry. Kiryat Hoyovel in Jerusalem as a model teaching Radical reorganization of the health care system unit for the University Department of Social is needed to increase resources and support for Medicine.6,s Currently there are 66 programs family and primary care medicine. 13,14 The quality with a total of237 residents.8 of residency training could be greatly improved, as The first department of family medicine was es­ traditional hospital rotations are more oriented tablished in the Univeristy of Tel Aviv, Saclder toward service rather than toward the objectives Faculty of Medicine,9 where all students under­ of residency training. The relevance of hospital went 4 years of training and an obligatory clinical experience should be viewed in relation to the clerkship.9,JO This unique department provided clinic setting in which the residents will ultimately the major inspiration for family medicine for practice. Recertification is not mandatory for many years. Later academic family medicine de­ maintaining professional licensure or specialist partments were established in Jerusalem, Haifa, certification; nevertheless, the Scientific Council http://www.jabfm.org/ and Beersheba, II one with an integrative commu­ of the Israel Medical Association has acknowl­ nity-oriented undergraduate curriculum. In 1975 edged the importance of regular continuing med­ national examination boards were established, and ical education in maintaining professional compe­ the Israel Association of Family Physicians was tence. The progress and the development of created in 1977. In 1980 the Department of F am­ family medicine as an independent academic and ily Medicine at Tel Aviv introduced the first aca­ clinical specialty in Israel has been very impressive on 26 September 2021 by guest. Protected copyright. demic study program leading to a postgraduate during the past two decades. diploma and a masters degree in family medicine. The residency curriculum training, which ex­ Lebanon tends for a 4-year period after completion of the Accurate demographic data in Lebanon are diffi­ mandatory internship year,12 involves the follow­ cult to acquire. The Lebanese population was es­ ing rotations: (1) full-time hospital rotations (27 timated to be 2.6 million in 1975. WIth the popu­ months); (2) full-time clinical practice (21 lation growing by an estimated 2.1 percent per months), including assistantship in the tutor's year, the present Lebanese population is believed practice and independent practice with tutelage to be 3.4 million.ls Estimates are 30.3/1000 for (12 months); (3) postgraduate diploma studies re­ crude birth, 7.7/1000 for crude death, and 49.21 lating to family practice concepts and skills, fam­ 1000 for infant mortality rates,16 reflecting an in­ ily and community-oriented health care, and termediate level between developing and devel­ practice organization; and (4) board examina­ oped countries (Table 1).1-4 tions: The primary examination is usually writ­ In 1983 the number of physicians in Lebanon ten, after which there is an oral clinical assess- was estimated to be 2950, about 1 physician for 290 ]ABFP July-August 1996 Vol. 9 No.4 every 1000 persons,l7 The current specialist when other sectors of the Lebanese economy J Am Board Fam Pract: first published as 10.3122/jabfm.9.4.289 on 1 July 1996. Downloaded from physician population in Lebanon is 57 percent; were declining because of the war. For example, 43 percent of physicians have a medical degree 55 new hospitals, or one fourth of all hospital fa­ without additional formal training in a primary cilities, were licensed within the first 6 years of care specialty and work as general practition­ the current turmoil. 17,23,24 ers. 15,17 It has recently been estimated that there The health care system is mainly oriented to­ are now 10,000 working physicians in Lebanon, ward therapeutic and episodic care, with occa­ representing about 1 physician per 340 persons. A sional attention to disease prevention, health pro­ cross-sectional study involving general practi­ motion, and primary care. The entire range of tioners in Beirut found that the concepts of family public health activities accounted for only 2 per­ medicine are not adequately practiced by general cent of the operating budget of the Ministry of practitioners and that this specialty needs to be Public Health in 1982,17,25 developed in Lebanon.ls Since its establishment in 1866, the American Mter gaining independence in 1943, a full­ University of Beirut has played a leading role in fledged Ministry of Health and Public Relief was Lebanon,l7 The university initiated a family created. A network of public hospitals was con­ medicine residency program in 1979 with the in­ structed, totaling 21 hospitals within 15 years. 17,19 tention that the program would graduate physi­ The National Social Security Fund was estab­ cians who would meet many of the health needs lished in 1964 as an adaptation of the European of the community. Since that time the residency model of social security schemes.17,20 The Na­ program has been graduating 3 to 6 family physi­ tional Social Security Fund adopted the fee-for­ cians per year.
Recommended publications
  • Curriculum Vitae
    Randah Ribhi Hamadeh College of Medicine and Medical Sciences Tel: (973) 17239433 Arabian Gulf University, P.O. Box 26671 Fax: (973) 17239495 Manama, Kingdom of Bahrain Email: [email protected] EDUCATION A. Qualifications 1988 DPhil, Epidemiology: University of Oxford, UK. 1977 MSc, Epidemiology: American University of Beirut, Lebanon. 1975 BSc, Environmental Health: American University of Beirut, Lebanon. B. Fellowship 1982 Research training fellowship from the International Agency for Research on Cancer (IARC), Department of Community Medicine and General Practice, University of Oxford, United Kingdom. ADMINSTRATIVE POSITIONS 2017- Vice Dean for Graduate Studies and Research, College of Medicine and Medical Sciences, Arabian Gulf University. 2016-2017 Vice Dean for Graduate Studies and Research and Acting Chair, Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University. 2012-2016 Vice Dean for Graduate Studies and Research, College of Medicine and Medical Sciences, Arabian Gulf University. 2010-2012 Assistant Dean for Graduate Studies and Research, College of Medicine and Medical Sciences, Arabian Gulf University. 2005-2010 Chair, Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University. 1977-1986 Assistant Manager, Office of Professional Standards and Systems Analysis, Ministry of Health, Bahrain. ACADEMIC CAREER 2005- Professor, Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Bahrain. 1998-2005 Associate Professor, Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Bahrain. 1991-1998 Assistant Professor, Department of Family and Community Medicine, College of Medicine & Medical Sciences, Arabian Gulf University, Bahrain. 1983-1986 Adjunct Instructor, Faculty of Health Sciences, American University of Beirut, Lebanon.
    [Show full text]
  • The Arabian Gulf University College of Medicine and Medical Sciences: A
    International Medical Education The Arabian Gulf University College of Medicine and Medical Sciences: A Successful Model of a Multinational Medical School Hossam Hamdy, PhD, and M. Brownell Anderson, MEd Abstract In the late 1970s, leaders of the Persian (CMMS) at Arabian Gulf University (AGU) spearheading changes in medical Gulf countries proposed a novel idea of a has adopted the educational philosophy education in the Gulf region. Old and 05/01/2018 on BhDMf5ePHKav1zEoum1tQfN4a+kJLhEZgbsIHo4XMi0hCywCX1AWnYQp/IlQrHD3nf8jygWWRf9CD4/xvFmhevheqbIkeXkKUKJoXNy8zQtlgPGcTzKq3A== by https://journals.lww.com/academicmedicine from Downloaded joint educational and cultural venture: of problem-based learning (PBL) and self- new medical schools have adopted establishing a new regional university directed, student-centered education. several characteristics of the AGU Downloaded based in the Kingdom of Bahrain that The curriculum is integrated, with early educational program. Several elements would be managed as a multinational introduction of education to foster contributed to its success: a clear vision from consortium of Gulf countries including clinical skills and professional of providing quality medical education https://journals.lww.com/academicmedicine Saudi Arabia, United Arab Emirates, competencies. The strategic alliance with and realizing and sustaining this vision by Kuwait, Oman, Qatar, and Bahrain. the health care systems in Bahrain and a supportive leadership at the university other Gulf regions has created a and college levels; an alliance with the It was intended to promote higher successful model of efficient and regional health care systems; a dedicated education and research in the Gulf effective initialization of health care faculty who have been able to work as a region; to serve the development needs resources in the community.
    [Show full text]
  • Curriculum Vitae
    ABDULAZIZ ISA SALMAN ALJAWDER P O Box: 22979, Manama, Bahrain Mobile- +973 37773930, Email: [email protected] ACADEMIC QUALIFICATIONS Doctor of Medicine (M.D.), Arabian Gulf University, June 2017 Bachelor of Science (B.Sc.), Arabian Gulf University, June 2015 PROFESSIONAL EXPERIENCE Department of Physiology, Arabian Gulf University Duration: Nov 2018 – Present Designation: Demonstrator Responsibilities: Tutoring medical students in a Problem Based Learning (PBL) teaching system. Laboratory teaching participation. Researching. Exam invigilation. Salmaniya Medical Complex, Bahrain Durtion: Oct 2017 – Sept 2018 Designation: Medical Intern Responsibilities: Managing communications. Maintaining and documenting patients’ health records. Examining the patients. Clerkship. Medical ethics. Participating in diagnosing medical conditions. RESEARCH & PUBLICATIONS 1. Title: Impact of a Healthy Program on Weight Reduction Using Social Media: a Voluntary Community-oriented Campaign Through a Multidisciplinary Approach Issue: Saudi Journal of Medicine, Dec, 26, 2019 DOI: 10.36348/sjm.2019.v04i12.005 Page numbers: 766-773 2. Title: “Serological Response of Bahraini Patients with Hepatitis C Infection” Issue: Bahrain Medical Bulletin, Vol. 37, No. 3, September 2015 TRAININGS & CERTIFICATIONS Diploma In Sport Nutrition, International Sport Science Association (ISSA), 2018 Basic Research Techniques and Practices Involved in Laboratory Animal Research Course, Arabian Gulf Universoty, Bahrain, October 2019 Active IQ Level 2 Certificate in Fitness Instructing, 2017 Active IQ Level 3 Certificate in Personal Training, 2017 Intercollegiate Basic Surgical Skills Course, Royal College of Surgeon in Ireland, Bahrain, 2017 Forensics Science Program, Ministry of Youth & Sports Affairs, Bahrain, 2011 CO-CURRICULAR & EXTRA-CURRICULAR ACTIVITIES Participated in health promotion by leading the sport nutrition part of the voluntary event: “Portable Unit for Health and Nutrition” organized by “The Ministry of Health, Bahrain” and “Sahabat Amal” volunteering team.
    [Show full text]
  • Higher Education Revolutions in the Gulf
    Higher Education Revolutions in the Gulf Over the past quarter century, the people of the Arabian Peninsula have wit- nessed a revolutionary transformation in higher education. In 1990, there were fewer than ten public universities that offered their Arabic- language curricula in sex- segregated settings to national citizens only. In 2015, there are hundreds of public, semi-public and private colleges and universities. Most of these institu- tions are open to expatriates and national citizens; a few offer gender- integrated instruction; and the language of instruction is much more likely to be in English than Arabic. Higher Education Revolutions in the Gulf explores the reasons behind this dramatic growth. It examines the causes of the sharp shift in educational prac- tices and analyses how these new systems of higher education are regulated, evaluating the extent to which the new universities and colleges are improving quality. Questioning whether these educational changes can be sustained, the book explores how the new curricula and language policies are aligned with offi- cial visions of the future. Written by leading scholars in the field, it draws upon their considerable experiences of teaching and doing research in the Arabian Gulf, as well as their different disciplinary backgrounds (linguistics and eco- nomics), to provide a holistic and historically informed account of the emer- gence and viability of the Arabian Peninsula’s higher education revolutions. Offering a comprehensive, critical assessment of education in the Gulf Arab states, this book represents a significant contribution to the field and will be of interest to students and scholars of Middle East and Gulf Studies, and essential for those focused on higher education.
    [Show full text]
  • Education Quarterly Reviews
    Education Quarterly Reviews Brengy, Nada Mohammed Jameel. (2019), French Departments in Gulf Universities in Accordance with the Vision 2030: Reality, Challenges, and Prospects. In: Education Quarterly Reviews, Vol.2, No.1, 210-231. ISSN 2621-5799 DOI: 10.31014/aior.1993.02.01.54 The online version of this article can be found at: https://www.asianinstituteofresearch.org/ Published by: The Asian Institute of Research The Education Quarterly Reviews is an Open Access publication. It may be read, copied and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of Education. The Asian Institute of Research Education Quarterly Reviews Vol.2, No.1, 2019: 210-231 ISSN 2621-5799 Copyright © The Author(s). All Rights Reserved DOI: 10.31014/aior.1993.02.01.54 French Departments in Gulf Universities in Accordance with the Vision 2030: Reality, Challenges, and Prospects Dr. Nada Mohammed Jameel Brengy1 1 Associate Professor of French Language and Literature, European Languages and Literature Department, Faculty of Arts and Humanities, King Abdulaziz University.
    [Show full text]
  • College of Medicine and Medical Sciences Medicine and Medical College Of
    A y r t a i s b r ia e n iv Gulf Un A y r t a i s Arabian Gulf University b r ia e n iv Gulf Un Bibliograph Published in Peer-Reviewed Journals y , Abstracts and Citations of College of Medicine and Medical Sciences Bibliography, Abstracts and Citations of Articles Published in Peer-Reviewed Journals Articles 2012-2016 Volume III CMMS 2012 - 2016 Volume III Arabian Gulf University College of Medicine and Medical Sciences Bibliography, Abstracts and Citations of Articles Published in Peer - Reviewed Journals 2012-2016 Volume III International Standad Book Number: (ISBN: 978-99901-47-25-4 ) Deposition Number in the Public Library Adminstration, Kingdom 144/ د.ع / 2018م :of Bahrain Copyright © AGU 2018 (All rights reserved for the Arabian Gulf University. No part of this publication may be reprinted or reproduced or utilized in any form, by any electronic mechanical, or other means which are now known or hereafter invented, including photocopying and recording, or any information storage or retrieval system, without prior permission in writing from the Arabian Gulf University. Arabian Gulf University P. O. Box: 26671 Manama Kingdom of Bahrain Printed by: Manama Printing Press, Kingdom of Bahrain, 2018. Arabian Gulf University College of Medicine and Medical Sciences Bibliography, Abstracts and Citations of Articles Published in Peer - Reviewed Journals 2012-2016 Volume III Contents 1 Preface v 2 Introduction vi 3 Acknowledgements vii 4 Authors Bibliographical Citation and Abstracts 1-367 5 Authors Bibliographical Citations of Books/Book Chapters 369-372 6 Author Index by Faculty 373-378 7 Author Index by Department/Unit 379 Preface Since the establishment of the College of Medicine and Medical Sciences at the Arabian Gulf University in 1982, the university has fostered basic and applied research that responds to priority health needs in the Gulf Cooperation Council (GCC) countries.
    [Show full text]
  • CURRICULUM VITAE Dr. Alajab Mohammed Alajab Ismail
    CURRICULUM VITAE Dr. Alajab Mohammed Alajab Ismail Alajab Mohammed Alajab Ismail Associate Prof. of Instructional Technology & Distance learning Department of Distance Learning College for Graduate Studies Arabian Gulf University P. O. Box: 26671 Manama, Kingdom of Bahrain Office Phone: (973) 17239 705 Home Phone: (973) 36126614 Mobile: (973) 39782411 [email protected] [email protected] [email protected] Website: http://www.agu.edu.bh/instructors/instructors_portfolio.aspx?empno=1005 SHORT CV: Alajab Mohammed Alajab is an associate professor in educational technology and distance education at the Arabian Gulf University. He has a B.Sc. & Education, M.Ed. and Ph.D. from Khartoum University (SUDAN. Ismail’s career began as a teaching assistant in physics and instructional technology in Khartoum University–Faculty of Education; he has taught general physics, educational technology, science and computer education courses at Khartoum University, Albaha Teachers College (KSA), Sultan Gobos University (Sultanate of Oman) and the Arabian Gulf University (Kingdom of Bahrain). In 2005, he joined the Arabian Gulf University as an assistant professor in educational technology and distance education to teach courses in learning theory, instructional design, tutoring and assessing distance students and participated in master theses supervision. In 2012, Ismail received a promotion for an associate professor post from the Arabian Gulf University. He participated in devolving the distance teaching & training program, led the development of the King Hamad e-Learning Chair at AGU, and published many articles in International Journals supervised and assessed more than 100 master and doctorate thesis in educational technology, science education, and computer science. He currently serves as coordinator of distance teaching and training program and chairperson of the distance learning department at the Arabian Gulf University and director of King Facial Examination Center for distance education students in Bahrain.
    [Show full text]
  • Curriculum Vitae Waleed Khalil Ibrahim Jassim Zubari
    Short Biography Prof. Waleed Khalil Zubari Prof. Zubari currently holds the academic position of Professor of Water Resources Management at the Arabian Gulf University (AGU), and administratively serves as the Coordinator of the Water Resources Management Program, College of Graduate Studies, and of UN Water Learning Center for the Arab Region at the Arabian Gulf University. He served as AGU Vice-President for Academic Affairs (2008-2010), and the Dean of the College of Graduate Studies (2010-2013). He obtained his MSc degree in 1987 in the field of groundwater mathematical modeling from Ohio University and his PhD degree in 1990 in the same field from Colorado State University, and joined AGU in 1990. Since joining AGU, he has taught many courses in Hydrogeology and Water Resources Management and Planning in Arid Regions, and has published more than 90 research papers in peer-reviewed journals, book chapters, conferences, and seminars. His research interests include the Water-Energy-food security Nexus (quantifying, modeling, governance, planning and management), water resources governance, planning and management, use of numerical modeling in the assessment, development, and management of groundwater systems. He served as the Editor-in-Chief of the regional Arab Gulf Journal of Scientific Research (AGJSR) during the period 2006 – 2010. He serves as a consultant for many UN organizations, including UNESCO, UNEP, UNDP, ESCWA, and FAO. He has been active in the Water Science and Technology Association (WSTA), a regional water NGO in the GCC countries, and has made significant contribution to its conferences scientific committee and served as its president. In December 2002, he received the Award of Best Researcher in the Arab World in the field of Water Resources from the Arab League Educational, Cultural, and Scientific Organization (ALECSO).
    [Show full text]
  • Academic Year 2020-2021 Arabian Gulf University Is Looking Toward Recruitment of Biomedical Engineer to Work in MSSC for the Jobs Described Below
    Academic year 2020-2021 Arabian Gulf University is looking toward recruitment of biomedical engineer to work in MSSC for the jobs described below. The new recruits will work mainly to help the medical education of simulation in the college of medicine and medical science (CMMS) Reports to: The Director for the Center of Simulation. Location: MSSC –AGU 2019/medical simulation. Job Description: Advise and assist in the application of instrumentation in clinical environments. 1. Maintain the function of all manikins and other instruments in MSSC 1. Check regularly the functionality of the all equipment’s and reporting any fault or damage. 2. Develop medical diagnostic of clinical instrumentation, equipment, and procedures, utilizing the principles of engineering and bio- sciences. 3. Evaluate the safety, efficiency, and effectiveness of biomedical equipment. 1. Advise MSSC director on the planning, acquisition, and use of medical equipment. 1. Analyze new medical procedures in order to forecast likely outcomes. 1. Utilize and develop new applications for learning space server and implement the recording in the debriefing sessions. 1. Diagnose and interpret bioelectric data, using signal-processing techniques. 1. Teach biomedical engineering, or disseminate knowledge about field through writing or consulting. Qualification Bachelor of biomedical engineering. Experience: Two years’ experience in the field. (Preferable) Benefits: To be discussed with the candidate on interview as per employee rules and regulation of AGU. Salaries are competitive and depend on qualification and years of experience in the field. The Arabian Gulf University (AGU www.agu.edu.bh) is a leading regional university, located in Bahrain, was jointly established, and is funded by the six Gulf Cooperation Council (GCC) countries for the Arab States of the Gulf.
    [Show full text]
  • Example-Based Learning for Information Problem Solving
    EXAMPLE-BASED LEARNING FOR INFORMATION PROBLEM SOLVING IN ARABIAN GULF HIGHER EDUCATION by Karen Caldwell A dissertation submitted to Johns Hopkins University in conformity with the requirements for the degree of Doctor of Education Baltimore, Maryland April 2018 Abstract Higher education students in the Arabian Gulf face barriers to careers that require 21st century competencies such as information literacy, an essential skill for engagement in the global knowledge economy. Gulf leaders have established Western-modeled higher education institutions that emphasize these skills, however employers report a gap between their workforce requirements and their satisfaction with the quality of Gulf graduates. Theoretical and empirical research related to these gaps suggest that Western curricula and pedagogy may be misaligned with Gulf students’ academic culture and Arab-Islamic epistemology. This research study collected data through a Gulf-wide six- country online survey to understand Gulf academic staff perceptions of information literacy, and their teaching and learning background. Based on the empirical evidence collected and a review of the literature, the study implemented an instructional intervention based on Renkl’s (2014) instructionally oriented theory of example-based learning (EBL) and gathered proof of concept for Gulf higher education academic staff of transitioning from a teacher-led to student-centred approach using EBL. The learning domain of the intervention was the first two steps of Brand-Gruwel, Wopereis, and Walraven’s (2009) information problem-solving (IPS) schema and skills, defining the problem and searching for information. An embedded mixed methods design was used, combining a traditional pre-test/post-test experiment with three treatment conditions with qualitative data collection to implement example-based learning within a college introductory research course for undergraduates.
    [Show full text]
  • The Gulf States
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by LSE Research Online Kuwait Programme on Development, Governance and Globalisation in the Gulf States The GCC: Gulf state integration or leadership cooperation? Neil Partrick November 2011 Number 19 The Kuwait Programme on Development, Governance and Globalisation in the Gulf States is a ten-year multidisciplinary global programme. It focuses on topics such as globalization, economic development, diversification of and challenges facing resource-rich economies, trade relations between the Gulf states and major trading partners, energy trading, security and migration. The Programme primarily studies the six states that comprise the Gulf Cooperation Council – Bahrain, Kuwait, Oman, Qatar, Saudi Arabia and the United Arab Emirates. However, it also adopts a more flexible and broader conception when the interests of research require that key regional and international actors, such as Yemen, Iraq, Iran, as well as its interconnections with Russia, China and India, be considered. The Programme is hosted by the LSE’s Department of Government, and led by Professor David Held. It supports post- doctoral researchers and PhD students, develops academic networks between LSE and Gulf institutions and hosts a regular Gulf seminar series at the LSE, as well as major biennial conferences in Kuwait and London. The Programme is funded by the Kuwait Foundation for the Advancement of Sciences. www.lse.ac.uk/LSEKP/ The GCC: Gulf State Integration or Leadership Cooperation? Research Paper, Kuwait Programme on Development, Governance and Globalisation in the Gulf States Neil Partrick Visiting Fellow, LSE [email protected] Copyright © Neil Partrick 2011 The right of Neil Partrick to be identified as the authors of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988.
    [Show full text]
  • Advertisement for Facilitator
    Advertisement for facilitator For academic year 2020-2021 Arabian Gulf University is looking toward recruitment of doctors to work in medical skills and simulation center (.MSSC )for the jobs described below. The new recruits will work mainly to help the medical education of clinical phases in the college of medicine and medical science (CMMS) The facilitator is responsible for providing a safe practice environment within the Center of Simulation for students in clinical phase at the AGU. Reports to: The Director for the Center of Simulation. Job description: 1-Maintenance and operation of part-task trainers, mannequin-based simulators, and surgical simulators along with associated supplies and equipment. 2-Contribute to the design, development, testing, and implementation of training materials and 3-Operate simulation equipment, task trainers, computerized simulators and virtual reality procedural trainers. 4-Operate an audio-video recording system. 5-Operate simulation equipment with the ability to manipulate physiologic data, follow medical aspects of scenarios, interpret participant’s responses and make appropriate adjustments based on participant’s actions. 6-Conduct a scenario pre-brief and assist the instructor with after action report (debrief) if needed. 7-Assist in the coordination and delivery of medical simulation expertise and support to standardized courses, which lend themselves to simulation, such as: Basic Cardiac Life Support, Pre-Hospital Trauma Life Support, Pediatric Advanced Life Support, Advanced Cardiac Life Support, and Trauma Nurse Corps Curriculum. 8-Support simulation needs of other formalized training programs as appropriate. 9-Assess the suitability of simulation scenarios already developed and make recommendations in order to adopt or adapt them as appropriate.
    [Show full text]