Nazdar Alkhateeb
@hmu.edu.krd
Medical Education Department
Hawler Medical University
Experienced Doctor with a demonstrated history of working in higher education. Skilled in Clinical Research, Medical Education, Research, Teaching, pedagogy training and Higher Education. healthcare services professional with a Master's degree in Pediatric from Erbil and PhD in Medical Education.
EDUCATION
MBChB, Master in Pediatric, PhD Medical Education.
RESEARCH INTERESTS
Medical Education
Assessment
Faculty Development
Pedagogy
Iron deficiency in Pediatric
FUTURE PROJECTS
validity and reliability of OSCE
Applications Invited
innovative pedagogy for faculty development
Applications Invited
collaborators
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Background & Objective: Undergraduate anesthesia students benefit from motivational self-regulation strategies when facing specific academic challenges to maintain and improve their academic motivation. Due to the absence of valid and reliable instruments to assess these strategies, the present study aimed at the psychometrical analysis of MSMQ (Metamotivational Strategies in Medical Students) which is used to measure meta-motivational strategies in undergraduate anesthesia students. Materials & Methods: In this psychometric study, 358 undergraduate anesthesia students were selected by convenience sampling method. The research community included undergraduate anesthesia students in Iran, and the MSMQ questionnaire was provided for them to complete. Its validity was determined by face and content validity methods, and its reliability was determined by the internal consistency method. The confirmatory factor analysis method was used to check construct validity. Results: The CVI and CVR values were obtained at ≥ 0.80 for all items. In the confirmatory factor analysis, the factor loading of all items was reported to be ≤ 0.40, and the mentioned instrument enjoyed the goodness of fit indices (RMSEA = 0.064, NNFI = 0.96, CFI = 0.97, SRMR = 0.06, GFI = 0.86). Acceptable reliability coefficients were obtained for the subscales, and Cronbach's alpha coefficient for the whole questionnaire was 0.922. Conclusion: As evidenced by the results of this study, the MSMQ questionnaire is a valid and reliable instrument; therefore, it can be used for Iranian undergraduate anesthesia students.
Tara M. A. Shallal, Nazdar Ezzaddin Alkhateeb, and Ali Al-Dabbagh
Public Library of Science (PLoS)
Background With a shortage of teachers willing to deliver bioethics courses, particularly during the COVID-19 pandemic, faculty development in bioethics has become increasingly important for capacity building in medical education. This study aims to determine the impact of an online course on faculty development in teaching bioethics. Methods This quasi-experimental study involved twenty-six multidisciplinary faculty members who participated in an online bioethics course from January 4th to 22nd, 2022. Kirkpatrick’s evaluation model was used to assess the participants’ reactions, knowledge, and behavior, using online questionnaires and direct observation by expert faculty. SPSS 25 was used for data analysis. Results The Kirkpatrick evaluation model showed that the course was highly satisfactory in terms of content and delivery, with a significant improvement in clinical faculty’s knowledge from pre-test to post-test (14.18 ± 1.601 to 16 ± 2.049, p < 0.05). The participants demonstrated an improved range of teaching and learning methods. Conclusion The online course on bioethics successfully improved the clinical faculty’s knowledge and overall approach to teaching bioethics. These findings highlight the importance of well-constructed faculty development programs, particularly during times of resource constraint such as the COVID-19 pandemic.
Fallah Hashemi, Lori Hoepner, Farahnaz Soleimani Hamidinejad, Daniela Haluza, Sima Afrashteh, Alireza Abbasi, Elma Omeragić, Belma Imamović, Narin A. Rasheed, Taqi M. J. Taher,et al.
Springer Science and Business Media LLC
Nazdar Alkhateeb, Abubakir Majeed Salih, Nazar Shabila, and Ali Al-Dabbagh
Public Library of Science (PLoS)
Background Objective structured clinical examination (OSCE) has been used in evaluating clinical competence in health professions education around the world. Despite its implementation in Iraq for around a decade, limited studies investigated the challenges and opportunities to improve the standard and quality of this examination from student’s perspective. Methods This qualitative study was based on an online open-ended questionnaire survey that was carried out in the College of Medicine, Hawler Medical University, Iraq at the beginning of the 2018–2019 academic year. A convenience sample of 180 students in the clinical phase (4th, 5th, and 6th) year of study were invited to participate. Results A total of 141 students responded to the online questionnaire. The participants were generally happy with the OSCE, and they recognized many positive aspects, including the role of the OSCE in increasing confidence, engagement and motivating learning, the role of the OSCE in achieving a higher level of learning, the content validity of the OSCE, and the quality of the OSCE. The main weak points of the OSCE identified by the students included unfairness, gender discrimination, duration of the OSCE, and the behavior of the examiners. Suggestions to improve the OSCE examination included improving the examiners’ behavior, with the focus on the training of the examiners, and avoiding discrimination among students. Conclusions Most of the students were generally satisfied with the current OSCE examination. The main concern of the students was related to the organization of the OSCE. Valuable suggestions were raised to improve the OSCE quality including examiners’ and simulated patients’ training.
Nazdar Ezzaddin Alkhateeb, Baderkhan Saeed Ahmed, Namir Ghanim Al-Tawil, and Ali A. Al-Dabbagh
Public Library of Science (PLoS)
Background With the emergence of the COVID-19 pandemic and lockdown approach that was adopted all over the world, conducting assessments while maintaining integrity became a big challenge. This article aims at sharing the experience of conducting an online assessment with the academic community and to assess its effectiveness from both examiners’ and students’ perspectives. Methods An online assessment was carried out for the final year medical students of Hawler Medical University/Iraq during the lockdown period of the COVID-19 pandemic, June 2020. Then, an online questionnaire was sent to a sample of 61 examiners and 108 students who have been involved in evaluating the mentioned assessment process. Mann-Whitney and Kruskal-Wallis tests were used to compare the mean ranks of the overall satisfaction scores between categories of the students and examiners. Categorical data were summarized and presented as frequencies and percentages. Results The response rates among examiners and students were 69.4% and 88.5% respectively. The majority of the examiners were generally satisfied with the online examination process compared to only around a third of the students. However, both examiners and students agreed that online examination was not suitable for assessing the physical examination skills. Conclusion The online assessment can be considered a good alternative and acceptable method for medical students’ assessment in unpredicted emergencies, yet it was not applicable in testing physical examination skills.
Nazdar E. Alkhateeb, Ali Al-Dabbagh, Yaseen Mohammed, and Mohammed Ibrahim
Knowledge E
Any high-stakes assessment that leads to an important decision requires careful consideration in determining whether a student passes or fails. Despite the implementation of many standard-setting methods in clinical examinations, concerns remain about the reliability of pass/fail decisions in high stakes assessment, especially clinical assessment. This observational study proposes a defensible pass/fail decision based on the number of failed competencies. In the study conducted in Erbil, Iraq, in June 2018, results were obtained for 150 medical students on their final objective structured clinical examination. Cutoff scores and pass/fail decisions were calculated using the modified Angoff, borderline, borderline-regression, and holistic methods. The results were compared with each other and with a new competency method using Cohen’s kappa. Rasch analysis was used to compare the consistency of competency data with Rasch model estimates. The competency method resulted in 40 (26.7%) students failing, compared with 76 (50.6%), 37 (24.6%), 35 (23.3%), and 13 (8%) for the modified Angoff, borderline, borderline regression, and holistic methods, respectively. The competency method demonstrated a sufficient degree of fit to the Rasch model (mean outfit and infit statistics of 0.961 and 0.960, respectively). In conclusion, the competency method was more stringent in determining pass/fail, compared with other standard-setting methods, except for the modified Angoff method. The fit of competency data to the Rasch model provides evidence for the validity and reliability of pass/fail decisions.
Nazar P. Shabila, Nazdar Ezzaddin Alkhateeb, Ali Shakir Dauod, and Ali Al-Dabbagh
IOS Press
BACKGROUND: The use of e-learning has become mandatory during the COVID-19 pandemic. However, there are many barriers to applying e-learning in medical education. OBJECTIVE: This study aimed to explore medical students’ perspectives on the application of e-learning in medical education during the COVID-19 pandemic. METHODS: This Q-methodology explorative study was conducted in Kurdistan Region of Iraq. A sample of 37 medical students was purposively selected to represent different characteristics. The students distributed 37 statements representing different aspects of e-learning in medical education into a nine-point scoring grid from “least agree” to “most agree.” RESULTS: Data analysis revealed three distinct viewpoints. The first viewpoint, complete dependence on e-learning, emphasized a preference for e-learning to continue medical education and complete the study year with a minimal return to study halls or practical/clinical sessions. The second viewpoint, opponents of applying e-learning in medical education, included a generally negative view about e-learning and its role in medical education during the COVID-19 pandemic. The third viewpoint, e-learning as a supplement to medical education, emphasized a generally positive view about e-learning and considered it a supplement to the theoretical parts of medical education during the pandemic. CONCLUSION: The three diverse viewpoints are primarily distinguished by the availability of e-learning experience and skills, availability of technology, risk perception of COVID-19, and the need for in-hospital clinical teaching. Provision of necessary facilities and training is required to strengthen the role of e-learning in medical education. A safe environment is needed for on-campus or hospital clinical teaching.
Nazdar Ezzaddin Alkhateeb, Ali Al-Dabbagh, Mohammed Ibrahim, and Namir Ghanim Al-Tawil
Springer Science and Business Media LLC
To study the effect of formative Objective structured clinical examination (OSCE) on the undergraduate medical students’ performance in a subsequent summative-OSCE assessment. In a randomized single-blind trial, 130 fifth year medical students at Raparin hospital, Erbil were assigned to intervention (n=61) and control group (n=69). Formative-OSCE was performed for the intervention group in pediatric module with feedback on their performance versus standard pediatric module for the control group. Students’ clinical performance was assessed by a summative-OSCE. Multiple regression was used to predict the summative-OSCE score depending on the participation in formative-OSCE along with the other factors. Eleven students were excluded because of early drop-out, leaving 119 students for analysis. The summative-OSCE mean score (out of a total score of 100) in intervention group 64.6 (10.91) was significantly lower as compared to the control group 69.2 (10.45). Single formative-OSCE does not necessarily lead to better performance in subsequent summative-OSCE.
Esraa Arjumand Qader and Nazdar Ezzaddin Rasheed Alkhateeb
Background Iron and vitamin D inadequacy are both essential wellbeing issues, an extra advancement has been the vitamin D extra skeletal role. Late collecting proof demonstrates that vitamin D inadequacy is pervasive in people with pallor, we meant to recognize a potential relationship between vitamin D lack and iron insufficiency. Materials and Methods A case control study was done in Erbil, Iraq during April 2015 to April 2016, on 160 children aged 1-5 years who referred to Raparin hospital. Blood test was acquired from every kid for measuring hemoglobin, serum iron and vitamin D level. Results The mean estimation of vitamin D was lower 21.3ng/dl in iron deficiency group in contrast with control group and it was essentially lower in gathering that had hemoglobin of under 11gm/dl (19.7ng/dl) in contrast with those with more than 11gm/dl. There was a direct relationship between serum iron, hemoglobin and vitamin D levels (r=0.520, PConclusion There was significant moderate positive correlation between vitamin D and serum iron level.
N.E. AlKhateeb, S. Al Azzawi, and N.G. Al Tawil
Elsevier BV
OBJECTIVE
To determine the proportion of ultrasound abnormalities of the urinary system between two groups of children: affected with urinary tract infection (UTI) and unaffected (control). Further, to determine the most common microorganisms causing UTI in those children with urinary tract abnormalities.
METHODS
A case-control study was carried out in Erbil, Iraq between September and December 2012. Ultrasound examinations were carried out on 64 children affected with UTI and on 64 unaffected with UTI (control) in order to detect differences, in the presence of abnormalities, in the urinary tract between the two groups.
RESULTS
A majority (59.4%) of children affected with UTI had ultrasound abnormalities, compared with 26.6% of the control group (P<0.001). Escherichia coli was the most common microorganism in both groups, although the difference was not statistically significant. More than one half (75%) of patients with UTI were female, compared with 25% who were male (P<0.001).
CONCLUSION
More than one half of the children in the present study who presented with UTI were found to have ultrasound abnormalities. E. coli was the most common causative pathogen for children with or without ultrasound abnormalities.
N.E.R. Alkhateeb and Z.T. Gardee
World Health Organization Regional Office for the Eastern Mediterranean (WHO/EMRO)
A 14-week-old boy presented with lethargy, poor oral intake and polyuria. There was no history of fever, vomiting or diarrhoea, although he had been previously admitted for dehydration without apparent cause. He was born to consanguineous parents and his mother had a history of previous abortion. Birth weight was 3.5 kg. Physical examination revealed a lethargic and irritable infant with severe dehydration. He weighed 3 kg at presentation, which was below the 3rd percentile for age. Other anthropometric measurements were around the 50th percentile (length 58 cm, occipitofrontal circumference 40 cm). The results of other examinations were unremarkable. Biochemical investigation revealed metabolic alkalosis, hypokalaemia and hypochloraemia. Ultrasound and other investigations were normal, although the calcium level was in the upper normal range at presentation, which might have been due to the uses of tonics containing vitamin D; hence he was a case of failure to thrive before the diagnosis of Bartter was considered (Table 1). It was noticed that he continued to have dehydration despite being on intravenous fluid therapy. At this stage a diagnosis of neonatal Bartter syndrome was considered in view of persistent hypokalaemia and metabolic alkalosis in a baby with failure to thrive and polyuria. The patient was treated with oral potassium 1.5 meq/kg, spironolactone 3 mg/kg and indomethacin 2 mg/kg. He showed adequate weight gain and after 6 months his weight reached 6.5 kg, which was still suboptimal. Consistently normal levels of serum electrolytes were found (Table 1).