Medical Education Department

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Curriculum Vitae
(CV)

Name: Marwa Ahmed Abdel Aziez El Naggar
Sex: Female
Date of Birth: 24/2/1980
Nationality: Egyptian
Address: 13 El Saied El Zabet streets, El Mansoura, El Dakahleia, Egypt.
Marital Status: Married, 2 children.
Tel.: +2 (050) 2173304, 2365942 (Home)
+2 (010) 2874739 (Mobile)
E-mail: marwanagar@yahoo.com . drmarwamed@gmail.com.
Education (degrees, dates, universities)

College Graduation:
Level: M. B. Bch., Faculty of Medicine, Suez Canal University*
Date of Graduation: October 2003
Grades: Very Good with the Degree of Honor
Valid License to Practice Medicine from The Ministry of Health and The Medical Syndicate, Egypt.
Master of Medical Education: (April, 2008), Suez Canal University, Egypt (Grades: Very Good…)
Candidate for PhD. In Medical Education.
Finished the First part of the PhD of Medical Education: (April, 2009), Suez Canal University, Egypt.
Approved of PhD thesis titled (DESIGNING, IMPLEMENTING, AND EVALUATING A TUTOR GUIDE FOR PROBLEM BASED LEARNING PHASE II CLASS TUTORS AT THE FACULTY OF MEDICINE, SUEZ CANAL UNIVERSITY)

*The Faculty of Medicine, Suez Canal University (FOM-SCU) is a problem-based medical school. FOMSCU is the first school of medicine to be accredited in Egypt. It has a reputable history in the field of medical education since 1977. It has provided a repository for resources such as consultants, experts, innovative curricula, data sets, syllabi, and instructional material to many health professions education (HPE) insinuations in Egypt and the Eastern Mediterranean Region (EMR). It also held numerous workshops and conferences and conducted research in the field of HPE to provide valuable information that was utilized to upgrade the community nationally, regionally, and internationally.
Position, Career/Employment (employers, positions and dates):
1/3/2004 – 28/2/2005: House-officer, Suez Canal University Hospital and Family Medicine Center, El Mansoura general hospital, Talkhah general hospital.
1/3/2005 - 14/6/2005: Working in ministry of health in El Mansoura general hospital.
16/6/2005 – 9/1/2009: Instructor, Medical Education Department (MED)*, Faculty of Medicine, Suez Canal University.
9-1-2009 – Present: Assistant Lecturer, Medical Education Department, Faculty of Medicine, Suez Canal University.

Member of Centre for Research and Development (CRD), a WHO collaborating centre, FOM-SCU.

Special interest:

Student Assessment in Medical Education.
Management and Leadership.
Total Quality Management in Medical Education and Health Care.
Research Design and biostatistics.
Educational strategies.
Faculty development programmes.

Linguistic and Computer Abilities:

Mother Language: Arabic.
English: fluent, written and spoken.( University Preparatory Course for TOEFL and achieved ( 550 score)
National TOEFL and achieved ( 550 score).
Certificate of completion of the conversation course, intermediate stage, level 6 on August 23 -2010 and achieved 91/100.
Computer: Completing International Computer Driving License course (ICDL) version 4.

Workshops:

March 2005: Attendance and active participation in the workshop titled: “How to Develop a Research Protocol”, in the Faculty of Medicine, Suez Canal University.
June 2005: Participation in the Organization of the First National Peer-Reviewers Workshop in "Accreditation of Egyptian Medical Schools" (AEMS).
March 2005: Attendance and active participation in the workshop titled: “Research Ethics”, in the Faculty of Medicine, Suez Canal University and sponsored by the University of Maryland School of Medicine, USA and the Ministry of Health and Population, Egypt.
August 2006: certificate in "Faculty Professional Development" organized by the Suez Canal University Education Development Center.
August 2006: Attended and passed a program in "Patterns of Scientific Research" organized by the Suez Canal University Education Development Center.
December 2006: certificate in Association of Egyptian American Scholars 17th Bi-Annual Conference titled "Enhancement of Higher Education and Scientific Research in Egypt".
Feb. 2007: certificate in "Communication Skills" Program organized by the Faculty and Leadership Development Program (FLDP), SCU.
Feb. 2007: certificate in "Research Methodology" Program organized by the Faculty and Leadership Development Program (FLDP), SCU.
Feb. 2007: certificate in "Critical Thinking Skills" Program organized by the Faculty and Leadership Development Program (FLDP), SCU.
March 2007: Attendance and active participation in (risk management) workshop organized by Dr. Mohamed Attalla and Dr. Dina El Metwally , held at Faculty of Medicine, Suez Canal University .
May 2007: certificate in the 13th Annual Faculty Congress, Faculty of Medicine: Reality and Inspiration.
January 2009: certificate in the 1st National workshop on Medical Education, as part of the practical aspect of Diploma of Health Professions Education through distance learning, held at the Faculty of Medicine, Mansoura University.
January 2009: certificate in "Credit Hour System" Program organized by the Faculty and Leadership Development Program (FLDP), SCU.
January 2009: certificate in “Quality standards in teaching "Program organized by the Faculty and Leadership Development Program (FLDP), SCU.
March 2009: certificate in “Student Assessment in Medical Education.” Program organized by the Faculty and Leadership Development Program (FLDP), SCU.
March 2009: certificate in “Community-Based Education Incorporating Problem- Based Medicine).” 23rd international workshop, Program organized by Centre for Research and Development in Medical Education and Health Services (CRD), a WHO Collaborating Centre in The Filed of Health Manpower Development "
April 2009: certificate in (Teaching and learning in Family Medicine), CME, 12 credit hours, Program organized by Family Medicine Department, SCU.
May 2009: Attendance and active participation in the workshop titled: “Scientific Research Ethics”, in Suez Canal University and sponsored by the University of Maryland School of Medicine, USA and the Ministry of Health and Population, Egypt.
April 2009: certificate in “Medical Ethics” Program organized by the Education Development Center, SCU.
June 2009: certificate in the 2nd National workshop on Medical Education, as part of the practical aspect of Diploma of Health Professions Education through distance learning, held at the Faculty of Medicine, Fayoum University.
January 2010: organizing and facilitation of the National workshop ‘’Basics Skills in Medical education’’, as part of the Faculty development program, conducted by Medical Education Department, Faculty of Medicine, Suez Canal University.

Projects:
Involvement and active participation in:

Member of the implementation team of the project "Development of a New Graduate Program In Medical Education by Distance Learning" funded by the Higher Education Enhancement Project Funds (HEEPF).
Member of the implementation team of the project "Development of an Internal Quality Assurance System in the Faculty of Medicine, Suez Canal University" funded by the Quality Assurance and Accreditation Projects (QAAP).
Member of the implementation team of the project " Development of a Strategic plan for Quality in Suez Canal University" funded by the Quality Assurance and Accreditation Projects (QAAP).
Higher Education Enhancement Project (HEEP) on the Project titled: “Establishment of a Postgraduate Program in Health Professions Education through Distance Learning in Suez Canal University”.
Diploma of Health Professions Education, Suez Canal University by Distance Learning with technical assistance from FAIMER (Foundation for Advancement of International Medical Education and research Philadelphia, USA and EMRO, WHO (Eastern Mediterranean Regional Office of the World Health Organization) Cairo, Egypt.
Unit 6 DHPE (Scientific Thinking and Presentation Skills) Co-Planner.
African Post Graduate Courses in Various Aspects in Medicine in Suez Canal University.
Arabic Diploma of Health Professions Education, Suez Canal University by Distance Learning with technical assistance from WHO (Eastern Mediterranean Regional Office of the World Health Organization) Cairo, Egypt.
Co-Planner Unit 9 ADHPE (Program Evaluation).
African Post Graduate Courses in Various Aspects in Medicine in Suez Canal University

International Projects:
Involvement and active participation as a member of the implementation and organization team:

Accreditation of Egyptian Health Professions Education Institutions Project. Funded and managed by the WHO- EMRO (2001 – 2007)
Joint Master of Health Professions Education between Maastricht University (the Netherlands) and Suez Canal University (Egypt) through Distance Learning. Round 1 (2005 –2006), Round 2 (2006 – 2007), Round 3 (2007 – 2008), Round 4 (2008 – 2009) and Round 5 (2009- 2010) Round 6(2010-2011) Round 7 (2011-2012).
Joint Diploma of Health Professions Education between Iraq Branch of Lahaye International University (the Netherlands) and Suez Canal University (Egypt) through Distance Learning. Round 2 (2009 – 2010), Round 3 (2010 – 2011).
Ethiopian Project in Medical Education Department, Faculty of Medicine, Suez Canal University (2007-2009).
Collaboration between Suez Canal University (SCU) medical education department (MED) and The Libyan International Medical University (LIMU). In developing the PBL curriculum as an innovative learning strategy for (LIMU).
Memberships:
Member, The Egyptian Medical Syndicate.
Active member in the "Centre for Research and Development in Medical Education and Health Services (CRD), a WHO Collaborating Centre in The Filed
Active member in the "International Centre for Medical Education through Distance Learning".

General lectures"

Assessment of attitudes of medical student.
How to develop a research protocol?
How to set up an OSCE (Objective Structure Clinical Exam)?
Competency Based Education.
Interpreting standardized achievement scores.
Evaluability assessment of programme.
Essential of control in management.
Kirkpatrick evaluation of education programme.
Clinical skills training.
Writing Selection type test MCQs.
Characteristics of assessment instruments.
Teaching and learning principles.

Publications
Papers: Comparing students’ satisfaction by two approaches in implementing seminar as a learning resources in Problem Based learning process in The Faculty of Medicine Suez Canal University
Teaching courses (Under Graduate & Post Graduate):
Teaching courses (Under Graduate & Post Graduate):

Under Graduate
Class Tutor1st, 2nd & 3rd year: 2005-2006, 2006-2007.
Skills Lab Tutor 2nd and 3rd year: 2005-2006, 2006-2007, 2008-2009, 2010- 2011.
Field Tutor for Community-Based Educational Activities and Diagnosis of Priority Health Problems: 2006-2007, 2008-2009.
Internal Audit (Quality Assurance Unit): 2010-2011.
Post Graduate:
Participation in the postgraduate medical education program in Medical Education Department, FOM-SCU
Participation in the postgraduate medical education program for nursing in Medical Education Department, FOM-SCU.

Responsibilities :

Developing a medical curriculum complying with the International Academic Reference Standards:

Developing vision, mission, institutional objectives, and values of the school and intended learning outcomes based on the Academic Standards.
Establishing a system for needs assessment for all stakeholders.
Identifying and preparing the appropriate educational resources e.g. library, classrooms, staff…etc.
Identifying and conducting appropriate instructional methods e.g. seminars, labs, lectures, …etc.
Conducting training of trainers (TOT) programs for the capacity building of the staff regarding tutoring process.
Conducting program evaluation plans.
Adopting new assessment tools (modified easy question, OSCE, portfolios, mini-CEX, etc).

Developing a PBL curriculum as an innovative learning strategy:

Developing specific learning objectives; or ILOs.
Developing pre-set objectives based on the Academic Standards.
Establishing a system for prioritization of health problems.
Problem formulation and design.
Group dynamics in PBL tutorials.
Identifying the appropriate educational resources e.g. library, Classrooms, staff…etc.
Identifying appropriate instructional methods e.g. seminars, labs, lectures, …etc, relevant to the educational problems.
Conducting training of trainers (TOT) programs for the capacity building of the staff regarding tutoring process.
Conducting awareness campaign to the students in regarding the PBL concepts, rationale, and process.
Constructing a plan for effective student assessment suitable for PBL.

Implementation of the developed curriculum:

Identification of resources for the curriculum (e.g., personal, time, facilities, funding/costs).
Obtaining support for the curriculum (internal and external support).
Administration of the curriculum (administrative structure, communication, operations ...).
Anticipating barriers.
Introducing the curriculum (piloting, phasing-in, and full implementation).
Maintenance and follow-up of the curriculum.
Evaluation of the curriculum and feedback.
Continuous reform and renewal of the curriculum.

Developing clinical skills laboratories:

Developing a clinical skills curriculum.
Linking between weekly educational problems and clinical skills training activities.
Choosing models and equipment for the clinical skills lab.
Using simulated patients and videotaping in clinical skills training.
Developing checklists for different clinical skills (by subject area experts helped by medical educationists).
Training of faculty in the failed of clinical skills training of students.
Using the clinical skills lab in clinical communication skills training.
Student assessment in the clinical skills lab.

5. Faculty development program:

Contribute to the require teacher training; provide teacher-training courses (i.e. courses that lead to a university qualification)
Design a series of training opportunities tailored to varying needs, one-day workshops to the level at which individuals will wish to study medical education may depend on their responsibilities within the curriculum.
Develop an understanding of key issues and trends in medical education so that a critical mass of individuals is present within the faculty to allow informed discussion of medical education issues and informed decision-making regarding the curriculum to take place.
Motivates people to do more than they ever thought that they could, sets a challenging climate for academic work and stimulates the lively exchange of ideas between colleagues.
Needs assessment of the existing faculty to collect relevant information regarding level of training and experience and perceived needs for a faculty development program
Construct well defined program goals - Alignment with institutional and departmental goals
Consultation with Dean and other key stakeholders regarding selection of participants; mandatory, self selected or nominated
Getting experienced, expert and committed faculty for the program
Design uniquely course to meet needs of the participants
Content and strategies designed to help participants enhance skills to excel in their multiple roles
Focus on - educational methods that offer greatest potential for active learning; generic teaching skills applicable to a variety of settings; opportunity for feedback and practice; networking between participants
Offer different training modules and modes of delivery including e-learning.
Measure impact of training - Evaluate pedagogical competencies, research and administrative expertise, career progression and organizational development. Consider Kirkpatrick's levels of assessment.
Recognition of trainers and participants in terms of promotions, awards etc.
Disseminate initiatives widely

6. Developing and designing specific courses for undergraduate students:

Designing a course of communication skills
Training of simulated patient
Designing a course of Evidence Based Medicine
Designing a course of Medical Ethics
Constructing a plan for effective student assessment suitable for these courses
Taking feedback from students measuring their satisfaction regarding these courses.
Evaluation of these educational courses.

Personal characteristics:

Interactive and fast learner of new technologies and science.
Hard Worker, self motivated and ambitious.
Research abilities.
High productivity person.
Good communication skills
Ability to work in a team, under pressure and extra hours.