Relevant bibliographies by topics / Medical education Sudan

Academic literature on the topic 'Medical education Sudan'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Medical education Sudan"

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Husain, Nazik Elmalaika, Mohamed Elhassan Abdalla, and Mohamed Hassan Taha. "Medical education in Sudan: future perspectives." Journal of Public Health and Emergency 6 (March 2022): 1. http://dx.doi.org/10.21037/jphe-21-105.

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Fahal, Ahmed Hassan. "Medical education in the Sudan: its strengths and weaknesses." Medical Teacher 29, no. 9-10 (January 2007): 910–14. http://dx.doi.org/10.1080/01421590701812991.

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Azizi, F. "Evaluation of the community-oriented medical education in two medical schools in Sudan." Eastern Mediterranean Health Journal 9, no. 1-2 (April 2, 2003): 191–200. http://dx.doi.org/10.26719/2003.9.1-2.191.

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An evaluation was made of the extent and impact of community-oriented medical education in the Khartoum and Gezira medical schools in the Sudan. Competency of graduates 3-7 years after graduation and health indicators of the provinces of both medical schools were examined. Gezira had a more community-oriented curriculum although it was deficient in other aspects. The degree of partnership of both schools with the Ministry of Health and the community was weak and the schools’ research programmes had no community orientation. Graduates had similar profiles of job satisfaction, community service, knowledge, attitudes and self-learning. Although Gezira had more emphasis on community medical education, graduates of both schools adapted themselves to the environment dictated by the health care delivery system and cultural values
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Toum Ahmed, Fadi M., Mohammed Mahmmoud Fadelallah Eljack, Hiba Awadelkareem Osman Fadl, Abdelrahman Hamza Abdelmoneim Hamza, Siham Abdalrhman Gsmalseed Mohammed, Waddah Adil Taha Muawad, Tarig Musa Khaleid Almahi, Sara Alameen Mohamed Ahmed, and Hiba Faroug Alameen. "Medical Students’ Perceptions of the Implemented Curriculum at Sinnar Medical School: A Cross-Sectional Study from Sudan." Advances in Medical Education and Practice Volume 13 (September 2022): 1179–85. http://dx.doi.org/10.2147/amep.s370867.

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Mohammed Hamad, Mosab Nouraldein. "Evaluation of dermatology curriculum of Sudan medical specialization board: 2017-2018." Journal of Dermatology & Cosmetology 4, no. 6 (2020): 171–76. http://dx.doi.org/10.15406/jdc.2020.04.00171.

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Background: Evaluation of any curriculum in medical education helps the process of health profession education by providing valuable feedback to the programs in which the graduates train. Methods: This was a descriptive cross-sectional study conducted by observing and systematically documenting the ongoing performance of trainees in real clinical settings over a 6 months’ period from July 2017 to January 2018. The aim of this study was to evaluate the dermatology curriculum of Sudan Medical Specialization Board (SMSB) and to gather data that will help in identifying areas in need of improvement or change. The data was collected through structured questionnaires from three groups: 1) trainees, 2) patients and 3) trainers. Results: The study included 128 trainees, 178 patients and 22 trainers. The patient’s satisfaction rate with the medical care provided by dermatology doctors was high since 61.8% stated that they had an excellent care. The overall trainee’s satisfaction of the provided program was reported in 89.2%.The majority of trainers believe that the current curriculum is not updated and is not well implemented in the training. Trainers clearly stated that the number of trainees per batch participated in the program and the number of training centres are inadequate. They also raised their concerns that the current training program didn’t meet the desired outcomes. Conclusions: This study provides a general picture of dermatology postgraduate training in Sudan from different perspectives. In our evaluation of the SMSB dermatology curriculum, we found a well-developed program, with a good curriculum but poor implementation, leading to an unsatisfactory outcome.
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Malik, G. M. "How we teach… practical skills in an undergraduate medical curriculum: 5 years of experience at Gezira Medical School (Sudan)." Medical Teacher 13, no. 1 (January 1991): 67–71. http://dx.doi.org/10.3109/01421599109036759.

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SHARKEY, HEATHER J. "CHRISTIANS AMONG MUSLIMS: THE CHURCH MISSIONARY SOCIETY IN THE NORTHERN SUDAN." Journal of African History 43, no. 1 (March 2002): 51–75. http://dx.doi.org/10.1017/s0021853702008022.

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Church Missionary Society missionaries arrived in the northern Sudan in 1899 with the goal of converting Muslims. Restricted by the Anglo-Egyptian government and by local opposition to their evangelism, they gained only one Muslim convert during sixty years of work. The missionaries nevertheless provided medical and education services in urban centers and in the Nuba Mountains, and pioneered girls' schools. Yet few of their Sudanese graduates achieved functional Arabic literacy, since missionaries taught ‘romanized Arabic', a form of written colloquial Arabic, in Latin print, that lacked practical applications. Thus the history of the CMS in the northern Sudan yields insights into issues of education, power and religious identity within a colonial context.
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Ahmed, MohamedH, MohamedElhassan Abdalla, and MohamedH Taha. "Why social accountability of medical schools in Sudan can lead to better primary healthcare and excellence in medical education?" Journal of Family Medicine and Primary Care 9, no. 8 (2020): 3820. http://dx.doi.org/10.4103/jfmpc.jfmpc_498_20.

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Katona, Lindsay B., William S. Douglas, Sean R. Lena, Kyle G. Ratner, Daniel Crothers, Robert L. Zondervan, and Charles D. Radis. "Wilderness First Aid Training as a Tool for Improving Basic Medical Knowledge in South Sudan." Prehospital and Disaster Medicine 30, no. 6 (October 23, 2015): 574–78. http://dx.doi.org/10.1017/s1049023x15005270.

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AbstractIntroductionThe challenges presented by traumatic injuries in low-resource communities are especially relevant in South Sudan. This study was conducted to assess whether a 3-day wilderness first aid (WFA) training course taught in South Sudan improved first aid knowledge. Stonehearth Open Learning Opportunities (SOLO) Schools designed the course to teach people with limited medical knowledge to use materials from their environment to provide life-saving care in the event of an emergency.MethodsA pre-test/post-test study design was used to assess first aid knowledge of 46 community members in Kit, South Sudan, according to a protocol approved by the University of New England Institutional Review Board. The course and assessments were administered in English and translated in real-time to Acholi and Arabic, the two primary languages spoken in the Kit region. Descriptive statistics, t-test, ANOVA, and correlation analyses were conducted.ResultsResults included a statistically significant improvement in first aid knowledge after the 3-day training course: t(38)=3.94; P<.001. Although men started with more health care knowledge: (t(37)=2.79; P=.008), men and women demonstrated equal levels of knowledge upon course completion: t(37)=1.56; P=.88.ConclusionsThis research, which may be the first of its kind in South Sudan, provides evidence that a WFA training course in South Sudan is efficacious. These findings suggest that similar training opportunities could be used in other parts of the world to improve basic medical knowledge in communities with limited access to medical resources and varying levels of education and professional experiences.KatonaLB, DouglasWS, LenaSR, RatnerKG, CrothersD, ZondervanRL, RadisCD. Wilderness first aid training as a tool for improving basic medical knowledge in South Sudan. Prehosp Disaster Med. 2015;30(6):574–578.
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Fadil, Sumaia Al, and Mohamed Yousif Sukkar. "Creating a supportive and sustainable environment for basic medical education: the experience of Nile college Sudan." International Journal of Sudan Research 6, no. 2 (June 15, 2016): 123–28. http://dx.doi.org/10.47556/j.ijsr.6.2.2016.6.

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Dissertations / Theses on the topic "Medical education Sudan"

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El-Fadni, Suliman Issameldin. "Arabicization in higher education : the case of medical colleges in the Sudan." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/30855.

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This thesis explores language policies, language conflict and language-user attitudes toward arabicization which refers to the use of Arabic as a medium of instruction in teaching medicine in universities in the Sudan. It follows up these objectives: (1) To highlight the roots of arabicization and implemented language planning activities through document analysis. (2) To report on the advantages and disadvantages of both Arabic and English as media of instruction in teaching medicine in the Sudan. (3) To survey the attitudes of students and their instructors in the colleges of Khartoum, Omdurman and Gezira universities towards arabicization using two similar developed questionnaires and an interview for faculty members. The questionnaires were distributed to the students and faculty members in the three colleges to probe six factors: (I) The extent of use of languages of instruction (2) Readiness of the students to receive medical studies in English (3) The difficulties they face (4) English as a medium of instruction in medical colleges (5) Arabic as a medium of instruction in medical colleges (6) Students' preference of a language of instruction. The study utilized tables, charts and chi square tests to illustrate the attitudes of students and their faculty members. The study has revealed that the attitude of most of the students and their faculty members were in favor of arabicization in principle. In fact, students showed support for the pedagogical benefits of Arabic like they can prepare and study in Arabic in less time than English. They can take more notes in Arabic than in English. The study has highlighted that Arabic as a native language of the students offers them a mighty and indispensable support for the ability to convey ideas, capacity for imaginative or creative thinking than the limited capacity given by the foreign language. Notwithstanding, English is reported to be very important for students' current medical studies and future career. The study emphasized that the language shift to Arabic should not lead to marginalize English in higher education in Sudan. A realization of the need of boosting the teaching of English in case of arabicization is fully implemented was present in the participants' responses. To conclude, the study has culminated in calling for benefiting from the successes of human resource development (HRD) in leading change in organizations in language planning and language policy implementation.
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Senff, Sarah A. "IN SEARCH OF A POLYPHONIC COUNTERNARRATIVE: COMMUNITY-BASED THEATRE, AUTOPATHOGRAPHY, AND NEOLIBERAL PINK RIBBON CULTURE." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1376083772.

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Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.

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This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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Books on the topic "Medical education Sudan"

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New Jersey. Legislature. General Assembly. Regulatory Oversight Committee. Committee meeting of Assembly Regulatory Oversight Committee: The committee will discuss the implementation of the Sudan Divesture Act, P.L. 2005, c. 162; discuss the justice gap in New Jersey, which refers to the need for increasing legal representation resources for low-income state residents; revisit the status and implementation of Danielle's Law, P.L. 2003, c. 191; and revisit the status of removing adjudicated juveniles with mental illness from juvenile correction facilities to provide them with mental health treatment : [December 8, 2005, Trenton, New Jersey]. Trenton, NJ: The Unit, 2005.

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Some aspects of medical education in the Sudan. Ṣanʻāʼ, 2007.

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Medicine, Medical Research and Education: Colonialism and the Roots of Medical Experiences in the Sudan. Africa World Press, 2020.

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Between the Guns: Children As a Zone of Peace. Hodder & Stoughton, 1994.

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Book chapters on the topic "Medical education Sudan"

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Khalifa, Nahlaa A. "Mind mapping: an effective multisensory, learning and teaching strategy, underutilised in medical education in Sudan." In Reconnecting Universities with the Discourse of Sustainable Inclusive Growth, 61–72. WASD, 2015. http://dx.doi.org/10.47556/b.diaspora2015.5.

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Elmardi, Abdelmoniem. "The Role of the Forum of Sudanese Professionals Working in Oman (FSPWO) in Introducing & Supporting Medical Informatics & Medical Educational Technology in Sudan." In Role of Diaspora in Technology Transfer and Achieving Sustainable Development in Sudan, 31–34. WASD, 2009. http://dx.doi.org/10.47556/b.diaspora2009.4.

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Saravia Ramos de Huamán, Giuliana Del Pilar, Flor Magaly Carlos Trocones, Leoncio Robinson Sánchez Roque, and Arturo Mercado Hermenegildo. "Desafíos y complejidades de la gestión de la educación virtual universitaria." In Política y gestión educativa en Perú, 49–59. High Rate Consulting, 2022. http://dx.doi.org/10.38202/politicaygestioneducativa4.

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La educación virtual, mediada por herramientas tecnológicas, ha tomado un creciente interés en los últimos años, producto del confinamiento obligatorio mundial del año 2020. El uso adecuado de estos procesos de enseñanza radica en gran medida en la capacidad de los directivos de administrar adecuadamente lo referido al uso de estas herramientas tecnológicas. En este sentido, el abordaje de la gestión de la educación virtual universitaria corresponde a un área de interés, buscando atender los desafíos pertinentes. El objetivo de este trabajo es describir los procesos de gestión de la educación virtual universitaria. La investigación es documental y bibliográfica. Para la aplicación de estrategias educativas adaptadas a la virtualidad existen desafíos como la infraestructura educativa, el acceso a internet, escasas competencias docentes o escasos recursos tecnológicos. De igual modo, se suman factores motivacionales y del entorno socio-económico que dificultan esta labor. Los gerentes educativos deben vislumbrar estrategias, adaptadas a las fortalezas y debilidades de sus instituciones, su personal y sus estudiantes, para buscar alcanzar el logro educativo y un proceso de enseñanza-aprendizaje de calidad en medio de este contexto.
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