Lecturer Medical Education, College of Medicine

King Saud bin Abdulaziz University for Health Sciences

Contact Dr. Tarig Abdelgader


Dr. Abdelgadir obtained his PhD degree in Health Professions Education from the Faculty of Medicine University of Gazira in 2015 with research study on the “Sudanese Medical Education: Perception of Medical Educators & Graduates from Selected Medical Colleges”.  Previously in 2002 he was awarded a Master’s Degree in Health Professions Education from the Faculty of Health Sciences at the University of Maastricht-Netherlands.  The research study was on Curriculum Development & Evaluation in Problem Based learning Colleges of Medicine.  His first degree was awarded in 1994 in Basic Science from University of Reading, Faculty of Microbiology & Infectious Disease / United Kingdom with a graduation research project on Extra-cellular Secretion from a Fish Pathogen “AERMONAS SALMONCIDA”.  

From 1995-1999, Dr. Tarig Abdelgadir was a faculty member of the School of Medicine Ahfad University, leaving on scholarship for postgraduate studies (MSc) and returned as a Faculty member until 2006.  Since January 2007 until present he is committed as an Academic staff (teaching/research) in the Department of Medical Education, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Ministry of National Guard, and Kingdom of Saudi Arabia.


  • Dr. Tarig Abdelgadir has been committed to health professional education activities for many years gaining experience in:
  • The process of problem based learning and different areas in medical education as well as a committed PBL tutor in several undergraduate & Postgraduate blocks.
  • Curriculum design, Block Construction, Problem design, Block Co-ordination and problem design. Co-coordinator in two MME-Program blocks: the Organization & Management, Leadership Block and the Advance Assessment Block.
  • Design of education modules: how to construct problems and assignments that will trigger student’s learning activities. Faculty development: how to inform teachers and to encourage them to experiment with innovative approaches to learn how to sustain innovation.
  • Training of simulated patients in communication skills e.g. Feedback giving, Breaking Bad news.
  • An active faculty teaching member and a co-coordinator in the Masters of Medical Education program, KSAU-HS.
  • Student Assessment – OSCE (Objective Structured Clinical Examination) coordination. COM-KSAU OSCE coordinator for nine years and a resource and content expert to other affiliated colleges. Additionally training the examiners on how to be an OSCE examiner and OSCE stations author.
  • Committed to teaching & planning the construction of the Health Professions Education Block (EDUC-201)-15 weeks, 3 credit hours, College of Science & Health Professions (COSHP) -KSAU-HS.
  • College of Medicine Curriculum committee-KSAU-HS.
  • College of Medicine Assessment committee-KSAU-HS.College of Medicine Quality & Accreditation committee for the NCAAA-KSAU-HS.
  • College of Medicine Masters in Medical Education committee-KSAU-HS.


• PhD Degree from the Faculty of Medicine University of Gazira, Sudan, June 2015.
• Master’s Degree (MSc); form the Faculty of Health Sciences at the University of Maastricht-Netherlands, Holland, October 2002.
• Bachelor's Honors Degree in Basic Science from the University of Reading, Faculty of Microbiology & Infectious Disease / United Kingdom, July 1994.


  • KSAU-HS, 10th Anniversary Certificate of appreciation
  • Innovative Concepts in Medical Education Current Trends in Pbl Award
    Ministry of National Guard Health Affairs, Department of Surgery/Division of Ophthalmology Surgery Award for Conducting the residence program OSEC exams in KAMC-NGHA for the 1st time
  • College of Applied Medical Sciences Award, for implementing & training their staff for the 1st time OSCE in assessing their students
  • College of Nursing-Riyadh 3rd Research Day Award
  • Award from the KAMC-NGHA Medical education department for the best author for the fact sheet “Communication skills”


  • Membership of Schools Health Professions Education / SHE-Maastricht university-Netherlands-Holland Alumni
  • Membership of Reading University Graduates England U.K Alumni
  • Membership of Medical Education Society, Riyadh Saudi Arabia 
  • Membership of the Association for Medical Education in the Eastern Mediterranean Region (AMEEMR) Association
  • Membership International Association for Medical Education (AMEE)


Research Focus 

• Curriculum design & Development
• Inter-professional education
• Assessment with all its field areas and Clinical Competence assessment in general
• Program & Faculty Evaluation
• Quality in Education
• Faculty enhancement & personal development
• E-learning, Portfolios
• Clinical Reasoning
• Problem based learning
• Teaching & learning small groups


  2. Al Haqwi, A; Mohamed, Tarig; AlKabba, F; AlOtabi, S; Abdulghani,M  “Problem Based Learning in Undergraduate Medical Education in Saudi Arabia: Time has come to reflect on the experience”. Medical Teacher Journal; January 2015.
  3. Salwa Alaidarous; Mohamed Tarig; Emad Masuadi “Saudi Internal Medicine Residents’ Perceptions of the Objective Structured Clinical Examination as a Formative Assessment Tool’. HPE12 Journal Health Professions Education, Elsevier B.V., Radarweg 29, 1043 NX Amsterdam, the Netherlands, Reg. No. 33156677
  4. Mohamed Tarig; Emad Masuadi “ASSESSING CLINICAL COMPETENCE AT AN EARLY STAGE OF A PbL CURRICULUM’, Journal: Health Professions Education Elsevier B.V., Radarweg 29, 1043 NX Amsterdam, the Netherlands ,at press 2016.


Departmental Publications

  • Simulated Patients (Sp’s) Utilization in Education; 21st April 2007
  • Objective Structured Clinical Examination;30th June 2007
  • Extended Matching (R-Type) Questions (EMQs);6th October 2007
  • Assessing Clinical Competence;5th May 2008
  • Communication Skills; February 2009