GY Mustafa Alsheikh
Ghanim Alsheikh pioneered establishing, managing and promoting innovative programmes as founding dean of two medical schools, played a regional steering role on reform of medical and health professions education and establishing national and institutional systems for quality improvement and accreditation of education in many countries.
He joined academia as a young Assistant Professor of Neurosciences and Primary Health Care in 1978. In 1985, he spent a postdoctoral research fellowship at Karolinska Institute in Stockholm. In July 1988, he became the Founding Dean of the newly established Tikrit University College of Medicine (TUCOM) to instigate for first time in Iraq a PBL programme in conjunction with Harvard Medical School HMS “New Pathway.” In addition to its unique and pivotal PBL approach, clinical training modules were organized around clinical complaints rather than diseases. In 1997, he was seconded to Yemeni authorities to set up another medical school in Hadhramout with analogous programme. Both programmes were established under scarce resources and sanctions. In 2000, the World Health Organization (WHO) employed him Regional Advisor and later Coordinator for Educational Development of Health Human Resources. For nine years, he provided guidance and hands-on support to countries, schools and institutes to reform programmes and establish national and institutional systems of educational quality and accreditation. Also, he supported countries in setting their national and sub-national human resources development policies, strategies and plans. He has conducted workshops, invited speeches and consultations for WHO, WFME, GHWA, EU, USAID, EPOS, IntraHealth-USA and other organizations.
After retiring from WHO in 2009, Dr. Alsheikh held (and still) Hon post of Clinical Senior Lecturer at Imperial College London, WHO Collaborating Centre for Public Health Education and Training and runs own firm of Health Workforce Development Ltd. He is qualified in medicine and surgery (Mosul University, Iraq), PhD in Neurosciences (St Thomas’s Hospital Medical School, University of London), Fellow of American Academy of Neurological and Orthopedic Surgeons (FAANOS), Certificate in Leadership and Management, Graduate Diploma in Primary Health Care and Fellow of Faculty of Public Health of the Royal Colleges of Physicians UK (FFPH). He is a British citizen.
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He joined academia as a young Assistant Professor of Neurosciences and Primary Health Care in 1978. In 1985, he spent a postdoctoral research fellowship at Karolinska Institute in Stockholm. In July 1988, he became the Founding Dean of the newly established Tikrit University College of Medicine (TUCOM) to instigate for first time in Iraq a PBL programme in conjunction with Harvard Medical School HMS “New Pathway.” In addition to its unique and pivotal PBL approach, clinical training modules were organized around clinical complaints rather than diseases. In 1997, he was seconded to Yemeni authorities to set up another medical school in Hadhramout with analogous programme. Both programmes were established under scarce resources and sanctions. In 2000, the World Health Organization (WHO) employed him Regional Advisor and later Coordinator for Educational Development of Health Human Resources. For nine years, he provided guidance and hands-on support to countries, schools and institutes to reform programmes and establish national and institutional systems of educational quality and accreditation. Also, he supported countries in setting their national and sub-national human resources development policies, strategies and plans. He has conducted workshops, invited speeches and consultations for WHO, WFME, GHWA, EU, USAID, EPOS, IntraHealth-USA and other organizations.
After retiring from WHO in 2009, Dr. Alsheikh held (and still) Hon post of Clinical Senior Lecturer at Imperial College London, WHO Collaborating Centre for Public Health Education and Training and runs own firm of Health Workforce Development Ltd. He is qualified in medicine and surgery (Mosul University, Iraq), PhD in Neurosciences (St Thomas’s Hospital Medical School, University of London), Fellow of American Academy of Neurological and Orthopedic Surgeons (FAANOS), Certificate in Leadership and Management, Graduate Diploma in Primary Health Care and Fellow of Faculty of Public Health of the Royal Colleges of Physicians UK (FFPH). He is a British citizen.
Words: 345.
[email protected]
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Papers by GY Mustafa Alsheikh
medical qualification (PMQ) by the Educational Commission for Foreign Medical Graduates (ECFMG) will require that their
medical school has been appropriately accredited. The World Federation for Medical Education (WFME) Recognition
Program is the only one accepted by the ECFMG for the recognition of medical school accrediting agencies. This applies to
anyone intending to work or study in the United States, United Kingdom and an increasing number of countries adopting such
approach. The process of accreditation of Iraqi medical colleges started in 2007 but to date there is no internationally
recognized body in Iraq to accredit those colleges. This means by the 2024, graduates from Iraqi medical colleges may not be
able to work and study in many parts of the world. Urgent action is required as we detailed in this article. ministry of higher
education, universities, medical colleges need to collaborate with the National Council to get it recognized by the WFME and
save the future of thousands of doctors who will graduate in the forthcoming years starting with 2024 and on.
Key words: Accreditation, Medical Colleges, Iraq
Abdul Ghani Al-Samarai, Ghanim YM Al-Sheikh, Mousa M. Murbat, Aeid Miteb, Marwan salah, Mohamed Mohsen.
Medical Journal of Tikrit University. 2000. 6:173-6.
In a cross-sectional study conducted in Tikrit to evaluate rational prescription and a total of 600 prescriptions were analysed and showed that 75% of specialists and 84% of general practitioners prescribe >2 medicines per encounter with irrational prescriptions were more in GPs than specialists. Also, using generic name was encountered in 66% by specialists versus only 43% by GPs. More than 30% of total prescription included 2 antibiotics. Essential drugs constituted majority of the prescriptions as well as absence clarity in hand-written prescriptions.
Samia M. Al-Shahwani, Abbas Ali Al-Dujaily, Ghanim Y. Al-Sheikh.
Medical Journal of Tikrit University. 2000. 6:177-183.
The study assessed the Primary Health Care concepts, practices and evaluation as seen by 40 junior doctors working in PHC-Centres in Salahdeen province. Among the 40 PHC doctors, 47% ticked that PHC means curative services; 90% ticked that PHC means primary preventive health services. When asked on the benefit they experienced during the community medicine courses in their undergraduate studies, 25% thought that there was no benefit. Only 18% admitted participating in evaluative survey studies and use of medical records. Results show poor coverage of PHC in the curricula of the Iraqi medical colleges which necessitates reform.
internship (2 years) and rural service/senior residency before applying to higher specialisation programs from the Boards of Medical Specialisations. The establishment of the Arab Board of Health Specializations in 1978 by the Council of Arab Ministers of Health marked a new era of medical postgraduate education and training in the participating Arab countries, including Iraq. However, in 1986 there was a call by the Ministry of Higher Education to establish an Iraqi Board for Medical Specialities in response to the increasing number of candidates to get enrolled in the program and the challenges facing Iraqi physicians graduating in large numbers from newly established medical colleges. The first intake of the Iraqi Board was in 1988 with 129 students in 4 specialties. This number has grown over the years to 2530 students (including 25 trainees from outside Iraq) in 37 specializations.4 The Arab Board of Health Specializations continued to enrol and prepare specialists in Iraq under the auspices of the Ministry of Health.5 Training occurs in approved training centres for 4-5 years, with several other subspecialisation fellowships established over the years. Training modules include a range of activities in inpatient and outpatient settings, including, for some programs, a requirement for a research project and a thesis.
medical qualification (PMQ) by the Educational Commission for Foreign Medical Graduates (ECFMG) will require that their
medical school has been appropriately accredited. The World Federation for Medical Education (WFME) Recognition
Program is the only one accepted by the ECFMG for the recognition of medical school accrediting agencies. This applies to
anyone intending to work or study in the United States, United Kingdom and an increasing number of countries adopting such
approach. The process of accreditation of Iraqi medical colleges started in 2007 but to date there is no internationally
recognized body in Iraq to accredit those colleges. This means by the 2024, graduates from Iraqi medical colleges may not be
able to work and study in many parts of the world. Urgent action is required as we detailed in this article. ministry of higher
education, universities, medical colleges need to collaborate with the National Council to get it recognized by the WFME and
save the future of thousands of doctors who will graduate in the forthcoming years starting with 2024 and on.
Key words: Accreditation, Medical Colleges, Iraq
Abdul Ghani Al-Samarai, Ghanim YM Al-Sheikh, Mousa M. Murbat, Aeid Miteb, Marwan salah, Mohamed Mohsen.
Medical Journal of Tikrit University. 2000. 6:173-6.
In a cross-sectional study conducted in Tikrit to evaluate rational prescription and a total of 600 prescriptions were analysed and showed that 75% of specialists and 84% of general practitioners prescribe >2 medicines per encounter with irrational prescriptions were more in GPs than specialists. Also, using generic name was encountered in 66% by specialists versus only 43% by GPs. More than 30% of total prescription included 2 antibiotics. Essential drugs constituted majority of the prescriptions as well as absence clarity in hand-written prescriptions.
Samia M. Al-Shahwani, Abbas Ali Al-Dujaily, Ghanim Y. Al-Sheikh.
Medical Journal of Tikrit University. 2000. 6:177-183.
The study assessed the Primary Health Care concepts, practices and evaluation as seen by 40 junior doctors working in PHC-Centres in Salahdeen province. Among the 40 PHC doctors, 47% ticked that PHC means curative services; 90% ticked that PHC means primary preventive health services. When asked on the benefit they experienced during the community medicine courses in their undergraduate studies, 25% thought that there was no benefit. Only 18% admitted participating in evaluative survey studies and use of medical records. Results show poor coverage of PHC in the curricula of the Iraqi medical colleges which necessitates reform.
internship (2 years) and rural service/senior residency before applying to higher specialisation programs from the Boards of Medical Specialisations. The establishment of the Arab Board of Health Specializations in 1978 by the Council of Arab Ministers of Health marked a new era of medical postgraduate education and training in the participating Arab countries, including Iraq. However, in 1986 there was a call by the Ministry of Higher Education to establish an Iraqi Board for Medical Specialities in response to the increasing number of candidates to get enrolled in the program and the challenges facing Iraqi physicians graduating in large numbers from newly established medical colleges. The first intake of the Iraqi Board was in 1988 with 129 students in 4 specialties. This number has grown over the years to 2530 students (including 25 trainees from outside Iraq) in 37 specializations.4 The Arab Board of Health Specializations continued to enrol and prepare specialists in Iraq under the auspices of the Ministry of Health.5 Training occurs in approved training centres for 4-5 years, with several other subspecialisation fellowships established over the years. Training modules include a range of activities in inpatient and outpatient settings, including, for some programs, a requirement for a research project and a thesis.