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H. Taha, M., E. Husain, N., Nuri Osman Mukhtar, W., & Elhassan Abdalla, M. (2023). Consolidating Medical Education in Sudan During War. Sudan Journal of Medical Sciences (SJMS), 18(3), 402–412. https://doi.org/10.18502/sjms.v18i3.14093

https://doi.org/10.18502/sjms.v18i3.14093

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authors

  • Mohamed H. Taha

    Mohamed H. Taha

    College of Medicine and Medical Education Center, University of Sharjah, Sharjah, United Arab Emirate
    https://orcid.org/0000-0003-0808-5590
  • Nazik E. Husain

    Nazik E. Husain

    Department of Pathology, Faculty of Medicine and Health Sciences, Omdurman Islamic University, Khartoum, Sudan
  • Wail Nuri Osman Mukhtar

    Wail Nuri Osman Mukhtar

    Department of Surgery, Faculty of Medicine, University of Gezira, Sudan
  • Mohamed Elhassan Abdalla

    Mohamed Elhassan Abdalla

    School of Medicine, Faculty of Education and Health Sciences, and Health Research Institute, University of Limerick, Ireland

Published Date

  • Sep 27, 2023

Consolidating Medical Education in Sudan During War

Sudan Journal of Medical Sciences (SJMS) / Sudan JMS: Volume 18 (2023), Issue No. 3 / Pages 402–412

Abstract

Background: Providing quality medical education in Sudan faces challenges due to armed conflicts. This short communication explores practical solutions for ensuring the continuity of medical education during the conflict in the Sudanese context.
Methods: A comprehensive literature review covered relevant articles published from 1915 to 2023. Four major databases (PubMed, Scopus, Web of Science, and Google Scholar) were searched using keywords related to medical education, war, armed conflict, and affected countries. Data synthesis identified common themes, challenges, and trends and suggested solutions for medical education in conflict zones. Case studies from Ukraine, Liberia, and Iraq were included for a comprehensive understanding.
Results: Collaborative alliances among medical schools facilitate resource sharing and support. Engaging the Sudanese diaspora through virtual collaborations, mentorship programs, and faculty exchanges enhance educational experiences. Stable regions as educational hubs ensure uninterrupted academic progress for students from conflict-affected areas. Online and remote education, including asynchronous learning and social media platforms, overcome access barriers and fosters knowledge sharing. Ambulatory teaching provides practical experience and adaptability. Prioritizing faculty well-being and professional development through training and support is crucial. Emphasizing resilience and adaptability in student education prepare them for healthcare delivery in resource-limited settings. Research and innovation contribute to evidence-based strategies. International collaboration and support offer opportunities for knowledge exchange and infrastructure improvement.
Conclusion: Implementing collaborative strategies and innovative approaches helps Sudanese medical schools overcome challenges during armed conflicts and maintain quality medical education. These solutions empower students and faculty, enhance resilience, and contribute to improving healthcare systems in post-war Sudan.

Keywords:

armed conflicts, war, health professions education, medical education, Sudanese diaspora

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