CHAPTER ONE
College founding statements
- Introduction
The medicine College at University of Misan was established at the beginning of the academic year 2008-2009 and aims to secure, in general, the country’s need of doctors.
In the first academic year the college accept (45) students, while the number of students graduated at the academic year 2013-2014 was (39) students. Period of study is six years. The graduate gets a degree in medicine and general surgery (M. B. Ch. B). The college have a library contains many up to date books and specialized journals in basic sciences and clinical medicine, also the college have the computer and Internet center, computer lab for preliminary studies.
The medicine college constitutes:
- The Dean of the College who manages the college’s academic and administrative affairs.
- Two Dean Assistant one for Scientific & Student’s Affairs and the other for Administrator’s Affairs, support staff (Dean Office and secretary).
- medicine College board which is headed by the dean of the college and consists of the Dean’s assistant and all of the heads of departments.
- 2. Self-assessment study
The preparation of the Self-Assessment Study (SAS) is a comprehensive evaluation of the educational, administrative, and technical programs at the College of Medicine, University of Misan, in accordance with the national accreditation standards for medical education in Iraq (NCAMC, 2023).
The report is based on compliance with nine main institutional academic standards and highlights strengths, weaknesses, and recommendations for continuous improvement.
This report covers the academic years 2019–2025 and includes eleven departments (Anatomy, Chemistry, Physiology, Pathology, Microbiology, Pharmacology, Family and Community Medicine, Internal Medicine, Surgery, Pediatrics, and Obstetrics & Gynecology) that contribute to the graduation of Bachelor of Medicine and General Surgery (M. B. Ch. B) students.
The methodology for preparing this report relied on collecting data, evidence, and documents including codes of conduct and professionalism, college vision, outcomes, goals, administrative policies, student and staff affairs, surveys, and interviews. The data was analyzed using SWOT analysis to determine strengths, weaknesses, opportunities, and challenges, with a plan developed to address key issues.
The self-assessment was completed by the committee appointed under Administrative Order No. M.A/819 dated 14/4/2025, and included participation from stakeholders such as teaching staff, students of all levels, clinical training supervisors in hospitals and health centers, and alumni to ensure comprehensive representation.
- Mission and Outcomes
The College of Medicine at the University of Misan endeavors to be a pioneer in providing outstanding medical education to graduate doctors who have the potential to work cautiously and excellently in Iraq and abroad. It aims to prepare competent doctors who can accomplish their tasks in preventive and therapeutic health services, locally and regionally, with good basic requirements such as medical knowledge, professional and behavioral skills, with pacing with developments in various medical fields. It also aims to achieve different studies to ensure outcomes that meet health challenges and public health needs.
The academic program of the college, follows the subject-based system and consists of systematic teaching for a period of six years covering basic and clinical sciences in the main medical fields, as well as incorporating the study of medical ethics, and skills of communication.
The curriculum includes study of various body systems and the common diseases that affect them from theoretical point of view and also works on preparing medical students to be autonomous learners using information technology and other educational strategies.
The curriculum also includes clinical training on patients at teaching health faculties such as hospitals and primary health centers with active participation of the students in discussions through small or large groups teaching, seminars, and activities involving the participation in health education campaigns, and vaccinations.
The curriculum adopts also, the principles of educational assessment where formative and achievement tests are based on standards with justice and transparency through the Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE). Besides, it monitors and evaluates the assessment results of the students to give them the required feedback.
Curriculum assessments are closely aligned with the established outcomes, and the curriculum is centrally managed by a multidisciplinary team led by the dean.
The college uses its available human, material, and information resources to sustain the educational process. It applies a systematic project that depends on participant feedback, such as professors, students, employees, and internal and external stakeholders.
It also involves a monitoring system for assessing the implementation of this systematic project and supporting the continuous improvement process.
Through all of this, we aim to achieve the college’s outcomes of graduating doctors with the following competencies:
- Competent in professional skills levels that enable them to deal with different emergency medical situations.
- Able to deal with all medical cases in various medical specialties cautiously, effectively and with sympathy
- Able to communicate effectively, deal honestly, transparently with the patients and their families, with colleagues and the community.
- Able to take into account the rights of patients, society, and the environment and abide by instructions and laws.
- Having the potential to lead and work with a team.
- Having the potentiality of lifelong learning.
- Work on outstanding and valuable research projects.
- Respond effectively to the Iraqi community health requirements as well as the global health needs.
- Academic Committee
3.1. Self-Assessment Writing Committee
| No. | Full Name | Position |
| 1 | Prof. Dr. Haidar Saadoun Qasim | Chairman |
| 2 | Asst. Prof. Dr. Mohammed Mahdi Khallawi | Member |
| 3 | Asst. Prof. Dr. Mokhled Abdulkarim Ramadan | Member |
| 4 | Dr. Hmood Madhi Hassan | Member |
| 5 | Dr. Ahmed Ali Hussein | Member |
| 6 | Lecturer Ghufran Kamel Zimam | Member |
| 7 | Mr. Firas Sattar Jabbar | Member |
AREA COMMITTEE
Area One: Vision and Outcomes
| No. | Position/Role | Name |
| 1 | Chair | Prof. Dr. Reda Unwan Hassan |
| 2 | Expert (Retired Professor) | Prof. Dr. Yassin Obeid Yassin |
| 3 | Faculty Member | Prof. Dr. Majid Shyal Rahima |
| 4 | Retired Expert (Health Dir.) | Dr. Karim Sawih Ayada |
| 5 | Hospital Director | Dr. Ali Abdul Waheed Arif |
| 6 | Misan Health Representative | Dr. Salam Abdullah |
| 7 | Higher Education Rep. | Dr. Sattar Hussein |
| 8 | Continuing Education Unit | Asst. lect. Ali Hashim Zayer |
| 9 | Civil Society Rep. | Mr. Mohammed Rashid |
| 10 | Graduate | Shams Falah Ibrahim Khalil |
| 11 | Student | Fatima Ali Hassan |
| 12 | Student | Manar Hamed Abdulhussein |
| 13 | Student | Baneen Mustafa Jawad Shamikh |
Area 2: Educational Program
| No. | Position/Role | Name (English) |
| 1 | Chair (Asst. Dean) | Prof. Dr. Haider Saadoun Qasim |
| 2 | Faculty Member | Prof. Dr. Maysa Ghazi Juma |
| 3 | Medical Syndicate Rep. | Dr. Mohammed Abdulkarim |
| 4 | Faculty Member | Asst. Prof. Dr. Mohammed Mahdi Khalawi |
| 5 | Faculty Member | Asst. Prof. Dr. Omar Mansab Kasid |
| 6 | Faculty Member | Asst. Prof. Dr. Mohammed Hassan Jafar |
| 7 | Faculty Member | Prof. Dr. Saba Jassim Mahdi |
| 8 | Faculty Member | Asst. Prof. Dr. Ishraq Jassim Hassan |
| 9 | Faculty Member | lect. Rasha Karim Khudair |
| 10 | Graduate (Resident) | Dr. Isa Abbas Kadhim |
| 11 | Graduate | Zain Al-Abideen Adnan Hamoud |
| 12 | Graduate | Shirin Nahid Hassan |
Area 3: Student Evaluation
| No. | Position/Role | Name |
| 1 | Faculty Member | Asst. Prof. Dr. Ishraq Jassim |
| 2 | Faculty Member | Asst. Prof. Dr. Sadiq Musa Ahmed |
| 3 | Faculty Member | Dr. Jabbar Jassim Atiya |
| 4 | Faculty Member | Dr. Muyad Bahir Kadhim |
| 5 | Resident Physician | Dr. Ghufran Mohammed Khalaf |
| 6 | Graduate | Noor Fadhil Mohsen Yasin |
| 7 | Student Affairs Officer | Asst. lect. Alaa Sahib Hussein |
| 8 | Internal Medicine Rep. | Hawraa Khalaf Abboud |
| 9 | Graduate | Iman Ali Kadhim |
| 10 | Graduate | Razi Halim Rabee |
| 11 | Student | Mustafa Habib Zaher |
| 12 | Student | Zahra Mahmoud Khalaf |
Area 4: Program Evaluation
| No. | Position/Role | Name (English) |
| 1 | Faculty Member | Asst. Prof. Dr. Raed Muslim Muhaibis |
| 2 | Faculty Member | Prof. Dr. Mohammed Abdul Munthir Othman |
| 3 | Faculty Member | Dr. Sadiq Abis Kadhim |
| 4 | Faculty Member | Dr. Miqdam Hussein Abdul Zahra |
| 5 | Faculty Member | Dr. Barakat Hassan Obeid |
| 6 | Resident | Hassan Kamil Mrayeh |
| 7 | Resident Physician | Mahdi Qasim Jabr |
| 8 | Technical Staff | Asst. lect. Amer Hato |
| 9 | Administrative Representative | Mr. Asaad Abdul Waheed Abdul |
| 10 | Student | Ahmed Murtada Abdulkarim Mohammed |
| 11 | Student | Aba Al-Hassan Adnan Mani Dakhil |
| 12 | Student | Wael Ali Shabram Uraibi |
Axis 5: Students
| No. | Position/Role | Name (English) |
| 1 | Faculty Member | Asst. Prof. Dr. Makhlad Abdul Karim Ramadan |
| 2 | Faculty Member | Dr. Hamoud Madi Hassan |
| 3 | Faculty Member | Dr. Malik Hadi Mahmoud |
| 4 | Faculty Member | Dr. Sarar Osama Taher |
| 5 | Faculty Member | Dr. Rand Hussein Abdul |
| 6 | Student Affairs Officer | Mr. Diaa Kadhim Abdul |
| 7 | Graduate | Ruqiya Mohammed Kadhim Al-Ubaidi |
| 8 | Student | Ahmed Abdulhussein Karim |
| 9 | Student | Hussein Abbas Qasim |
| 10 | Student | Ali Ammar Jabbar |
Area 6: Faculty Members
| No. | Position/Role | Name |
| 1 | Faculty Member | Prof. Dr. Iman Khammas Saba |
| 2 | Faculty Member | Asst. Prof. Dr. Rasha Khalil Abdul Jalil |
| 3 | Faculty Member | Asst. Prof. Dr. Ali Jawad Jaber |
| 4 | Faculty Member | Dr. Ouras Naji |
| 5 | Faculty Member | Dr. Yasmin Salam Nouri |
| 6 | Accounting Officer | Asst. lect. Abdul Razzaq Shihab |
| 7 | Graduate | Abu Al-Hassan Hussein Hamoud |
| 8 | Planning & Follow-up Rep. | Mrs. Fatima Alawi |
| 9 | Student | Maryam Mustafa Abbas Murad |
| 10 | Student | Al-Zahra Rahi Madloul |
| 11 | Student | Abu Al-Hassan Ali Rahim Salman |
Area 7: Educational Resources
| No. | Position/Role | Name |
| 1 | Technical Staff | Asst. lect. Mitham Abdulkarim Jabr |
| 2 | Technical Staff | Asst. lect. Waleed Khalid Hamoud |
| 3 | Maintenance Officer | Mr. Fahmi Hassan |
| 4 | Administrative Staff | Mr. Kadhim Khazaal |
| 5 | Student Affairs Officer | Mr. Jaafar Abdul Hassan Al-Ubaidi |
| 6 | Media Officer | Mr. Ahmed Mohammed Arab |
| 7 | Library Staff | Mr. Jassim Hailoun Al-Ubaidi |
| 8 | Graduate | Dunya Khalaf Mahmoud |
| 9 | Student | Zahra Adnan Khalaf |
| 10 | Student | Tabarak Abdul Rasul Rasn Munawwar |
Area 8: Governance and Administration
| No. | Position/Role | Name |
| 1 | Assistant Dean (Admin) | Dr. Hamoud Madi Hassan |
| 2 | Internet Division Head | Dr. Basim Alwan Hassan |
| 3 | Faculty Member | Lect. Youssef Abdul Sattar Saadoun |
| 4 | Administrative Director | Mr. Firas Star Jabbar |
| 5 | Administrative Staff | Mr. Ali Abdul Zahra Mughataz |
| 6 | Follow-up Officer | Asst.lect. Ali Abdul Razzaq Abdul Wahab |
| 7 | Graduate | Al-Zahra Haider Mohammed |
| 8 | Administrative Staff | Mr. Osama Eidann Salim |
| 9 | Administrative Staff | Mrs. Hawraa Shaker |
| 10 | Student | Ali Raad Fahd Mutair |
| 11 | Student | Ikhlas Kadhim Akaylah |
Area 9: Continuous Evaluation
| No. | Position/Role | Name |
| 1 | Faculty Member | Dr. Ahmed Ali Hussein |
| 2 | Faculty Member | M. Sanaa Bashir Kadhim |
| 3 | Faculty Member | Dr. Bahaa Abdulhussein Abdul Ali |
| 4 | Faculty Member | lect. Zainab Mohammed Eidi |
| 5 | Faculty Member | lect. Afaf Abdullah |
| 6 | Faculty Member | Asst.lect. Ghufran Kamil Zammam |
| 7 | Faculty Member | Asst.lect. Abeer Jafar Hattab |
| 8 | Graduate | Hajer Haider Nouri |
| 9 | Follow-up Officer | Mr. Ali Baraka |
| 10 | Administrative Division | Mr. Karrar Noor Al-Din |
| 11 | Student | Abdul Samad Abdul Kadhim Mashaf |
| 12 | Student | Rifqa Mohammed Hadi |
4.2 College administration Structure (staff)
| No. | type |
| 66 | Instructors |
| 110 | employees |
| 176 | Total |
| Degree | |
| 52 | PhD |
| 14 | Master |
| 1 | Higher Diploma |
| 54 | Bachelor |
| 21 | Diploma |
| 11 | Secondary school |
| 9 | Intermediate school |
| 11 | Primary school |
| 10 | illiterate |
| 176 | Total |
4.3 student number according to admission year
| Year of admission | Number of students | ||
| Males | Females | Total | |
| Academic year(2013-2014) | 24 | 15 | 39 |
| Academic year (2014-2015) | 35 | 39 | 74 |
| Academic year (2015-2016) | 29 | 37 | 66 |
| Academic year (2016-2017) | 50 | 19 | 69 |
| Academic year (2017-2018) | 46 | 34 | 80 |
| Academic year (2018-2019) | 78 | 43 | 121 |
| Academic year (2019-2020) | 127 | 88 | 215 |
| Academic year (2020-2021) | 159 | 80 | 239 |
| Academic year (2021-2022) | 129 | 59 | 188 |
- Overall SWOT analysis
5.1 strengths
– Clear vision and goals to deliver high-quality medical education.
– Opportunity to build a modern and up-to-date curriculum from scratch.
– Potential government or community support for a new medical institution.
– Possibility of collaboration with local healthcare institutions for clinical training.
– Motivated founding staff with a drive to establish a successful institution.
5.2 weaknesses
– Shortage of qualified academic staff (HR shortage).
– Weak infrastructure or limited access to labs and equipment.
– Financial constraints hinder development and expansion.
– Lack of prior academic reputation (being new and unproven).
– Limited ability to attract top talents due to resource limitations.
5.3 opportunities
– Utilize technology (e-learning, simulation) to reduce operational costs.
– Seek external funding (grants, partnerships, donations).
– Partner with teaching hospitals to provide low-cost clinical training.
– High demand for medical graduates in the region or country.
– Chance to develop innovative teaching models focused on quality and efficiency.
5.3 threats
– Competition from well-established medical schools.
– Brain drain as skilled staff move to more stable institutions.
– Changes in policy or lack of sustained government support.
– Challenges in obtaining academic accreditation.
– Community or student skepticism about a new institution.
CHAPTER TWO
Matching Tables
AREA-1: Mission and outcome
| No. | The Indicators | FF (2) | PF (1) | NF (0) | Note (present, applied, effectiveness) |
| 1.1.1 | The college must have documented mission statement. | ✓ | |||
| 1.1.2 | The college must have documented educational objectives. | ✓ | |||
| 1.1.3 | The objectives cover all domains (Knowledge, skills, and professional behavior). | ✓ | |||
| 1.1.4 | The mission and objectives are routinely used in planning, monitoring, and evaluation of the educational program. | ✓ | |||
| 1.1.5 | The objectives were reviewed, revised, and approved formally by the appropriate key committee of the medical college. | ✓ | |||
| 1.1.6 | The objectives should reflect the community needs and priority health problems. | ✓ | |||
| 1.1.7 | The graduate’s outcomes are well described and detailed. | ✓ | |||
| 1.1.8 | All stakeholders participate in setting MO (Dean, college council, faculty, students, health authorities, medical associations, etc.). | ✓ | Announcing it to students, staff and society, health sectors, Medical Association | ||
| 1.1.9 | The vision, mission, and objectives have been made known to all stakeholders, faculty, students, and staff. | ✓ | |||
| 1.1.10 | Faculty are made aware of proposed changes in the medical education program, its policies and procedures, and given an opportunity to provide input. | ✓ | |||
| 1.1.11 | There is at least one general faculty meeting each year about MO where faculty is notified of the agenda and outcomes of the meeting. | ✓ | There is at least one general faculty meeting each year about MO but no documents | ||
| 1.2 | INSTITUTIONAL AUTONOMY AND ACADEMIC FREEDOM | ✓ | There is no policy drafted by the college approved by college council and passed for higher authorities for approval or refusal | ||
| 1.2.1.1 | The medical college must have institutional autonomy to formulate and implement policies by their for which its faculty/academic staff and administration are responsible, especially regarding design of the curriculum | ✓ | There is no policy document + Curriculum Committee authorities + administrative order +meeting reports) | ||
| 1.2.1.2 | The medical college must have institutional autonomy to formulate and implement policies by their for which its faculty/academic staff and administration are responsible, especially regarding use of the allocated resources necessary for implementation of the curriculum. | ✓ | |||
| 1.2.2.1 | The medical college should ensure academic freedom for its staff and students in addressing the actual curriculum | ✓ | There is document of the Curriculum Development Committee but there is no involving students, health representatives and community representatives | ||
| 1.2.3. | The medical college should ensure academic freedom for its staff and students in exploring the use of new research results to illustrate specific subjects without expanding the curriculum. | ✓ | There is no research for curriculum | ||
| 1.3.1. | The medical college must define the intended educational outcomes that students should exhibit upon graduation in relation to | ✓ | |||
| 1.3.2. | ensure appropriate student conduct with respect to fellow students, faculty members, other health care personnel, patients and their relatives. | ✓ | |||
| 1.3.3. | make the intended educational outcomes publicly known. | ✓ | Document of outcomes for Announcing it to community |
The strengthens
- There is document of the mission and outcome of the medical college reveals all the items that related to the mission and outcome.
- Formation of a committee to prepare the mission and outcome.
- Formation of the follow-up committee.
- Forming of a committee to prepare and development of curriculum.
- Forming a committee to evaluate students and enhance and develop their capabilities.
Area-2: Scoring Table for Curriculum
| No. | The Indicators | FF | PF | NF | Note |
| 2.1.1 | The medical college must define the overall curriculum. | ✓ | It is intended to be reviewed | ||
| 2.1.2. | The medical college must use a curriculum and instructional/learning methods that stimulate, prepare and support students to take responsibility for their learning process. | ✓ | |||
| 2.1.3 | The medical college must ensure that the curriculum is delivered in accordance with principles of equality. | ✓ | Draft equality policy | ||
| 2.1.4. | The medical college should ensure that the curriculum prepares the students for life-long learning.(LLL) | ✓ | Including and activating small groups in time table | ||
| 2.2.1.1. | The medical college must throughout the curriculum teach the principles of scientific method, including analytical and critical thinking. | ✓ | Including and activating critical thinking in lectures | ||
| 2.2.1.2. | The medical college must throughout the curriculum teach medical research methods. | ✓ | Including and activating research in Time- table weakly | ||
| 2.2.1.3. | The medical college must throughout the curriculum teach evidence-based medicine( EBM) . | ✓ | Including and activating EMB in Time- table weakly | ||
| 2.3.1.1. | The medical college must in the curriculum identify and incorporate the contributions of the basic biomedical sciences to create understanding of scientific knowledge fundamental to acquiring and applying clinical science. | ✓ | |||
| 2.3.1.2. | The medical college must in the curriculum identify and incorporate the contributions of the basic biomedical sciences to create understanding of concepts and methods fundamental to acquiring and applying clinical science. | ✓ | |||
| 2.3.2.1. | The medical college should in the curriculum adjust and modify the contributions of the biomedical sciences to the scientific, technological and clinical developments. | ✓ | Documents required are minutes of meetings | ||
| 2.3.2.2. | The medical college should: in the curriculum adjust and modify the contributions of the biomedical sciences to the: current and anticipated needs of the society and the health care system. | ✓ | Documents required are minutes of meetings | ||
| 2.4.1.1. | The medical college must in the curriculum identifies and incorporates the contributions of the behavioral sciences. | ✓ | There is no behavioral sciences | ||
| 2.4.1.2. | The medical college must in the curriculum identifies and incorporates the contributions of the social sciences. | ✓ | There is no social sciences | ||
| 2.4.1.3. | The medical college must in the curriculum identifies and incorporates the contributions of the medical ethics. | ✓ | |||
| 2.4.1.4. | The medical college must in the curriculum identifies and incorporates the contributions of the medical jurisprudence. | ✓ | There is no medical jurisprudence | ||
| 2.5.1.1. | The medical college must in the curriculum identify and incorporate the contributions of the clinical sciences to ensure that students acquire sufficient knowledge and clinical and professional skills to assume appropriate responsibility after graduation. | ✓ | Including and activating professional skills in Schedules of the clinical training | ||
| 2.5.1.2. | The medical college must in the curriculum identify and incorporate the contributions of the clinical sciences to ensure that students spend a reasonable part of the program in planned contact with patients in relevant clinical settings. | ✓ | |||
| 2.5.1.3. | The medical college must in the curriculum identify and incorporate the contributions of the clinical sciences to ensure that students experience health promotion and preventive medicine. | ✓ | Activating training visits in primary care centers | ||
| 2.5.2. | The medical college must specify the amount of time spent in training in major clinical disciplines. | ✓ | |||
| 2.5.4. | The medical college must organize clinical training with appropriate attention to patient safety. | ✓ | There are not documents that demonstrate objectives about patients’ safety. | ||
| 2.5.6. | The medical college should structure the different components of clinical skills training according to the stage of the study program . | ✓ | |||
| 2.6.1. | The medical college must describe the content, extent and sequencing of courses and other curricular elements to ensure appropriate coordination between basic biomedical, behavioral and social and clinical subjects. | ✓ | There is no coordination between basic biomedical, behavioral and social and clinical subjects. | ||
| 2.6.2 | The medical college should in the curriculum ensure horizontal integration of associated sciences, disciplines and subjects. | ✓ | The horizontal integration is not activated | ||
| 2.6.3. | The medical college should in the curriculum ensure vertical integration of the clinical sciences with the basic biomedical and the behavioral and social sciences. | ✓ | |||
| 2.7.1. | The medical college must have a curriculum committee, which under the governance of the academic leadership (the dean) has the responsibility and authority for planning and implementing the curriculum to secure its intended educational outcomes. | ✓ | There is no Meeting minutes showing the recommendations. | ||
| 2.7.2. | The medical college must in its curriculum committee ensures representation of staff and students. | ✓ | There is CC but there is no representation of students and others stakeholders | ||
| 2.7.3. | The medical college should through its curriculum committee plan and implement innovations in the curriculum. | ✓ | Document and workshops approve the discussion | ||
| 2.7.4. . | The medical college should in its curriculum committee include representatives of other stakeholders. | ✓ | There is CC but there is no representation of students and others stakeholders | ||
| 2.8.1 | The medical college must ensure operational linkage between the educational program and the subsequent stages of education or practice after graduation. | ✓ | |||
| 2.8.2.2 | The medical college should ensure that the curriculum committee considers program modification in response to opinions in the community and society. | ✓ | There is no feedback from community and society |
Strengths (Fully Fulfilled Indicators):
2.1.2 – The medical college uses a curriculum and instructional methods that encourage students to take responsibility for their learning.
2.3.1.1 & 2.3.1.2 – The curriculum effectively integrates basic biomedical sciences to support clinical science understanding.
2.4.1.3 – Medical ethics is incorporated into the curriculum.
2.5.1.2 – The curriculum ensures sufficient patient contact in clinical settings.
2.5.2 – The college specifies the time spent in major clinical disciplines.
2.5.6 – Clinical skills training is structured according to the study program stage.
2.6.3 – The curriculum ensures vertical integration between clinical, biomedical, and behavioral/social sciences.
2.8.1 – There is a clear linkage between the educational program and postgraduate training/practice.
Area 3: Scoring of Student Assessment
| No. | Assessment Criteria | FF | PF | NF | Note (P, PP, NP) |
| 3.1.1 | Criteria for pass marks, grade boundaries, and allowed retakes | ✔ | |||
| 3.1.2 | Assessments cover knowledge, skills, and attitudes | ✔ | Some of assessment not coverage all these level | ||
| 3.1.3 | Assessment methods and formats align with “assessment utility” | ✔ | The assessment do not submit to the “assessment utility | ||
| 3.1.4 | Avoid conflicts of interest in assessment results | ✔ | |||
| 3.1.5 | Assessments open to scrutiny by external expertise | ✔ | There is no scrutiny by external expertise | ||
| 3.1.6 | System for appealing assessment results | ✔ | |||
| 3.1.7 | Reliability and validity of assessment methods | ✔ | The is no document to approve the assessment methods | ||
| 3.1.8 | Introduce new assessment methods where appropriate | ✔ | |||
| 3.1.9 | Use of external examiners | ✔ | There is no external examiners | ||
| 3.2.1.1 | Follow blueprint method for assessments | ✔ | Not all scientific department announce the blueprint method | ||
| 3.2.1.2 | Ensure educational outcomes are met | ✔ | Not all scientific department announce the blueprint method | ||
| 3.2.1.3 | Assessments promote student learning | ✔ | There is no analytical type of assessment | ||
| 3.2.1.4 | Balance formative and summative assessments | ✔ | There are two types of assessment (formative and summative) but there is no use this balance | ||
| 3.2.2 | Adjust the number and nature of examinations of curricular elements to encourage both acquisition of the knowledge base and integrated learning.
(SHOULD) |
✔ | there is no evaluation or assessment of number and nature of examination | ||
| 3.2.3 | Provide timely, specific, and fair feedback to students | ✔ |
The strengths points
- Criteria for pass marks, grade boundaries, and allowed retakes are announced for students
- The medical college has document discloses the avoid conflicts of interest in assessment results.
- The College of Medicine annually forms a special committee to appraisal examination results
AREA 4: Program evaluation
| NOTE (present- applied-effectiveness)) | NF | PF | FF | Indicator | No of indicator |
| present- applied- | √ | The College of Medicine at Misan University have an Official document for the program evaluation Committees
|
4.1.2. | ||
| present- applied | √ | The College of Medicine at Misan University have an Official document for the Curriculum Committees
|
4.1.2.1 | ||
| present- applied-effectiveness | √ | The College of Medicine at Misan University have an Official document for the Examination Committees
|
4.1.2.2 | ||
| present- applied-effectiveness | √ | The College of Medicine at Misan University have an Official document for the identifies and addresses concerns.
|
4.1.2.3 | ||
| present- applied | √ | The College of Medicine at Misan University have an systematically seek, analyse and respond to teacher and student feedback
|
4.2.1 | ||
| present- applied | √ | The College of Medicine at Misan University have educational outcomes
|
4.3.1.1 | ||
| present- applied | √ | The College of Medicine at Misan University have provision of resources
|
4.3.1.2 | ||
| present- applied | √ | The College of Medicine at Misan University have program monitoring and evaluation activates involve its principal stakeholders. | 4.4.1 |
The strength points are
1- The College of Medicine at Misan University have an Official document for the Examination Committees.
Area- 5: The scoring of the students domain
| No. | Indicator Description | FF | PF | NF | Note (present, applied and effectiveness) |
| 5.1.1 | Admission Policy and Selection:
|
✓ | Presence of administrative disorders, no meeting minutes, no student interview | ||
| 5.1.2. | Admission of disabled students
|
✓ | Presence of administrative disorders, no meeting minutes, no student interview | ||
| 5.1.3. | Students transfer.
|
✓ | the college does not have a plan to appeal central admission decisions for students. | ||
| 5.2.1. | Students intake.
|
✓ | Present , applied and effective | ||
| 5.2.2. | Students intake policy review.
|
✓ | Present , applied but no interviews to confirm the effectiveness | ||
| 5.3.1.1. | Students counseling policy.
|
✓ | Present , applied but no interviews to confirm the effectiveness | ||
| 5.3.1.2. | Primary Health Care Center.
|
✓ | Present , applied but no interviews to confirm the effectiveness | ||
| 5.3.1.3. | Presence of academic advisers. | ✓ | Not Present , not applied and not effective | ||
| 5.3.1.4. | Infection prevention advice.
|
✓ | Present , applied but no questionnaires to confirm the effectiveness | ||
| 5.3.2.1. | Students vaccination plan.
|
✓ | Not Present , not applied and not effective | ||
| 5.3.2.2. | Students vaccination plan. | ✓ | Not Present , not applied and not effective | ||
| 5.4. | Students representation.
|
✓ | Not Present , not applied and not effective | ||
| 5.4.2. | Students support. | ✓ | Not Present , not applied and not effective |
Strengths point of the students
- 1.1 Admission Policy and Selection:
- Presence of administrative order for the policy committee.
- 1.2 Admission of disabled students:
- Presence of administrative order for the policy committee for admission of disabled students.
- 2.1 Students intake:
- The College of Medicine, University of Misan, has a policy for determining student intake, and the related administrative orders are issued annually. This determination is made based on meetings between the Vice Dean for Scientific Affairs and the staff of the Statistics Department.
- 3.1.1 Students counseling policy:
- The College of Medicine, University of Misan, has a documented student counseling policy.
- The College Council regularly provides financial and moral support, addresses certain social issues faced by students, and offers assistance where possible. These actions are recorded in the meeting minutes.
- The college has a dedicated student support committee that reviews student requests for tuition fee reductions and determines the appropriate amount based on the annually issued instructions from the Ministry.
- 3.1.2 Primary Health Care Center:
- The University of Misan has one primary health care center dedicated to students.
- 3.1.4 Infection prevention advice:
- The University of Misan has communication with the Ministry of Health and an administrative order of prevention plan.
- 4.2 Students support:
- The University of Misan-College of Medicine has administrative orders for each activity.
Area 6: Academic Staff
| No. | Indicator Description | FF | PF | NF | Notes (Present, Applied, Effectiveness) |
| 6.1.1.1 | Outline the type, responsibilities, and balance of academic staff (biomedical, behavioral, clinical sciences). | ✔ | Present: Recruitment policy (Appendix 6.1.1.1.A). Applied: MHESR guidelines, recruitment orders, gender/role balance data (Appendices B-G). Effective: 70% staff agree policy exists (Survey H). | ||
| 6.1.1.2 | Address criteria for scientific, educational, and clinical merit (teaching/research/service balance). | ✔ | Present: Recruitment policy. Applied: Staff distribution, teaching/research records (Appendices B-J). Effective: 75% staff comfortable with responsibilities (Survey L1). | ||
| 6.1.1.3 | Specify and monitor responsibilities of academic staff across disciplines. | ✔ | Present: Recruitment policy. Applied: Annual evaluations, quorum forms (Appendices B-E). Effective: 50% agree monitoring is competency-based; 85% agree strict hours (Surveys F1-F2). | ||
| 6.1.2.1 | Recruitment policy aligns with mission/local issues. | ✔ | Present: Policy (Appendix A). Applied: Mission documents, rare specialty appointments (Appendices B-D). Effective: 80% agree policy aligns with mission (Survey E). | ||
| 6.1.2.2 | Recruitment policy considers economic factors. | ✔ | Present: Policy (Appendix A). Applied: Salary tables, fund meeting minutes (Appendices B-C). Effective: No survey data (Appendix D marked NF). | ||
| 6.2.1.1 | Staff activity policy balances teaching, research, and service. | ✔ | Present: Policy (Appendix A). Applied: Quorum forms, hospital assignments, workshops (Appendices B-D). Effective: 90% feel motivated in roles (Survey F1-F2). | ||
| 6.2.1.2 | Policy ensures recognition of meritorious activities (teaching/research/service). | ✔ | Present: Policy (Appendix A). Applied: Awards, research outputs (Appendices B-E). Effective: 50% agree recognition exists (Survey F). | ||
| 6.2.1.3 | Policy integrates clinical service/research into teaching. | ✔ | Present: Policy (Appendix A). Applied: Patient case teaching, student research (Appendices B-E). Effective: Student surveys confirm integration (Appendix F). | ||
| 6.2.1.4 | Policy ensures staff knowledge of total curriculum. | ✔ | Present: Policy (Appendix A). Applied: Workshops (Appendix B). Effective: No survey yet (Appendix D marked NF). | ||
| 6.2.1.5 | Policy includes teacher training, development, and appraisal. | ✔ | Present: Policy (Appendix A). Applied: Workshops, appreciation records (Appendices B-C). Effective: 50% received recognition (Survey C). Non-academic staff lack systematic training (partially addressed). | ||
| 6.2.2 | Teacher-student ratios considered for curricular components. | ✔ | Present: Policy (Appendix A). Applied: Quorum forms (Appendix C). Effective: 43% staff report insufficient numbers (Survey D). Reliance on external doctors noted. | ||
| 6.2.3 | Staff promotion policy implemented. | ✔ | Present: Central MHESR instructions (Appendix A). Applied: Promotion orders (Appendix B). Effective: 75% believe promotions are merit-based (Survey C2). Non-academic roles lack promotion paths (25%, Survey C1). |
The Strength Points
- 6.1.1.1 – Type, Responsibilities, and Balance of Academic Staff
- Present: Recruitment policy documented (Appendix 6.1.1.1.A)
- Applied: Follow MHESR guidelines, recruitment orders, with gender/role balance data included
- Effective: 70% of staff acknowledge the policy’s existence (Survey H)
- 6.1.1.2 – Criteria for Scientific, Educational, and Clinical Merit
- Present: Recruitment policy available
- Applied: Staff distribution and teaching/research records monitored
- Effective: 75% of staff feel comfortable with their responsibilities (Survey L1)
- 6.1.1.3 – Responsibilities Monitoring Across Disciplines
- Present: Recruitment policy in place
- Applied: Annual evaluations and quorum forms utilized
- Effective: 50% agree monitoring is competency-based; 85% agree with strict hours (Surveys F1-F2)
- 6.1.2.1 – Recruitment Policy Alignment with Mission/Local Issues
- Present: Policy documented
- Applied: Mission documents and rare specialty appointments considered
- Effective: 80% agree recruitment aligns with mission (Survey E)
- 6.1.2.2 – Recruitment Policy Considers Economic Factors
- Present: Policy in place
- Applied: Salary tables and funding meeting minutes reviewed
- Note: No survey data available, but policy is applied
- 6.2.1.1 – Staff Activity Policy Balances Teaching, Research, and Service
- Present: Policy documented
- Applied: Use of quorum forms, hospital assignments, and workshops
- Effective: 90% staff feel motivated in their roles (Surveys F1-F2)
- 6.2.1.2 – Policy Ensures Recognition of Meritorious Activities
- Present: Policy in place
- Applied: Awards and research outputs recognized
- Effective: 50% staff agree recognition exists (Survey F)
- 6.2.1.3 – Integration of Clinical Service/Research into Teaching
- Present: Policy documented
- Applied: Patient case teaching and student research incorporated
- Effective: Student surveys confirm integration (Appendix F)
- 6.2.1.5 – Teacher Training, Development, and Appraisal Policy
- Present: Policy available
- Applied: Workshops and appreciation records maintained
- Effective: 50% received recognition (Survey C)
- Note: Non-academic staff training partially addressed
- 6.2.3 – Staff Promotion Policy Implemented
- Present: Central MHESR instructions documented
- Applied: Promotion orders executed
- Effective: 75% believe promotions are merit-based (Survey C2)
- Note: Non-academic roles lack promotion paths (25%, Survey C1)
AREA-7: EDUCATIONAL RESOURCES
| Indicator No. | The indicators | FF (2) | PF (1) | NF (0) | Note (present, applied, effectiveness) |
| 7.1.1 | The college must have sufficient physical facilities for staff and students to ensure that the curriculum can be delivered adequately. | ✓ | |||
| 7.1.2 | The college must ensure a learning environment, which is safe for staff, students, patients and their relatives. | ✓ | |||
| 7.1.3 | The medical college should improve the learning environment by regularly updating and modifying or extending the physical facilities to match developments in educational practices. | ✓ | |||
| 7.2.1 | The medical college must ensure necessary resources for giving the students adequate clinical experience, including sufficient | ✓ | |||
| 7.2.1.1 | number and categories of patients. | ✓ | |||
| 7.2.1.2 | clinical training facilities. | ✓ | |||
| 7.2.1.3 | supervision of their clinical practice. | ✓ | |||
| 7.2.2 | The medical college must evaluate, adapt and improve the facilities for clinical training to meet the needs of the population it serves. | ✓ | |||
| 7.3.1 | The medical college must formulate and implement a policy which addresses effective and ethical use and evaluation of appropriate information and communication technology. | ✓ | |||
| 7.3.2 | The medical college must ensure access to web-based or other electronic media. | ✓ | |||
| 7.3.3 | The medical college should enable teachers and students to use existing and exploit appropriate new information and communication technology for | ✓ | |||
| 7.3.3.1 | The medical college should independent learning. | ✓ | |||
| 7.3.3.2 | The medical college should access information. | ✓ | |||
| 7.3.3.3 | The medical college should manage patients. | ✓ | |||
| 7.3.3.4 | The medical college should work in health care delivery systems. | ✓ | |||
| 7.3.3.5 | The medical college should optimize student access to relevant patient data and health care information systems. | ✓ | There is no data base | ||
| 7.4.1 | The medical college must use medical research and scholarship as a basis for the educational curriculum. | ✓ | There is no research for curriculum | ||
| 7.4.2 | The medical college must formulate and implement a policy that fosters the relationship between medical research and education. |
✓ |
|
|
|
| 7.4.3 | The medical college must describe the research facilities and priorities at the institution. | ✓ | |||
| 7.4.4 | The medical college should ensure that interaction between medical research and education | ✓ | |||
| 7.4.4.1 | influences current teaching. | ✓ | |||
| 7.4.4.2 | encourages and prepares students to engage in medical research and development. | ✓ | |||
| 7.5.1 | The medical college must have access to educational expertise where required. | ✓ | |||
| 7.5.2 | The medical college must formulate and implement a policy on the use of educational expertise in | ✓ | |||
| 7.5.2.1 | curriculum development. | ✓ | |||
| 7.5.2.2 | development of teaching and assessment methods. | ✓ | |||
| 7.5.3 | The medical college must demonstrate evidence of the use of in-house or external educational expertise in staff development. | ✓ | |||
| 7.5.4 | The medical college must pay attention to current expertise in educational evaluation and in research in the discipline of medical education. | ✓ | |||
| 7.5.5 | The medical college must allow staff to pursue educational research interest. | ✓ | |||
| 7.6.1 | The medical college must formulate and implement a
policy for |
✓ | |||
| 7.6.1.1 | National and international collaboration with other educational institutions, including staff and student mobility. | ✓ | |||
| 7.6.1.2 | transfer of educational credits. | ✓ | |||
| 7.6.2 | The medical college should facilitate regional and international exchange of staff and students by providing appropriate resources. | ✓ | There is regional exchange but no international exchange | ||
| 7.6.3 | The medical college should ensure that exchange is purposefully organized, taking into account the needs of staff and students, and respecting ethical principles. | ✓ | There is no exchange is purposefully organized |
The strengthens points
- The college have sufficient physical facilities for staff and students to ensure that the curriculum can be delivered adequately.
- The college have a learning environment, which is safe for staff, students, patients and their relatives.
- The medical college improve the learning environment by regularly updating and modifying or extending the physical facilities to match developments in educational practices.
- The medical college have resources for giving the students adequate clinical experience, including sufficient.
- The college have good access to web-based or other electronic media.
- The college have research facilities and priorities at the institution.
- The college must have access to educational expertise.
- The medical college must formulate and implement.
AREA 8: – ADMINISTRATION AND GOVERNANCE
| Indicator No. | The indicators | FF | PF | NF | Note (present, applied, effectiveness) |
| 8.1.1. | A plan of deans’ powers has been developed that supports the college’s independence in making decisions. | ✓ | |||
| 8.1.2. | An administrative order has been issued regarding updating the curricula, and in the near future a conference will be held in cooperation with all branches in order to modernize the curricula. | ✓ | |||
| 8.1.3. | A special policy is determined and prepared by the Academic and Registration Affairs, through which an appropriate plan for accepting students is approved, which is prepared annually and depends on the infrastructure and resources of the college | ✓ | |||
| 8.2.1. | Many systems have been approved that prove the involvement of faculty staff in medical & administrative fields, including the placement of doctors to work in teaching hospitals. | ✓ | |||
| 8.2.2. | A memorandum of understanding will be signed between the college and the DOH on some educational concepts and ways to develop scientific research and benefit from it in the practical aspect. | ✓ | |||
| 8.2.3. | 8.2.3. A survey will be conducted on the followings below as the rest of the accreditation programs are completed. | ✓ | |||
| 8.2.3.1. | Survey about the interview with medical practitioners | ✓ | |||
| 8.2.3.2. | Survey about feedback from Allied health professionals | ✓ | |||
| 8.2.3.3. | Survey showing feedback from community health worker | ✓ | |||
| 8.2.3.4. | Survey showing feedback from recipient of health care (patients and their families) | ✓ | |||
| 8.3.1. | There is a financial document proving the existence of an annual budget for the college and the absence of any financial deficit. | ✓ | |||
| 8.3.2. | The existence of an annual document authenticated by the university that includes checks, deposits and financial receipts within one year. | ✓ | |||
| 8.4.1. | The organizational structure plan for the college has been developed, approved by the university & the ministry, and is in the process of approval | ✓ | ✓ | ||
| 8.4.2. | 8.4.2. A plan of policies and regulations has been developed for the college that must be adhered to by everyone. It will be placed on the website and circulated to all divisions and branches | ✓ |
The strength points of this area are listed
- 2.1– Faculty staff involvement in medical & administrative fields, including doctors working in teaching hospitals.
- 2.2– A memorandum of understanding (MoU) will be signed with the DOH to develop scientific research and practical applications.
- 3.1– Existence of an annual budget with no financial deficit (supported by financial documents).
- 3.2– Annual authenticated financial records (checks, deposits, receipts) maintained.
- 4.1– Organizational structure plan developed and approved by the university & ministry (pending final approval).
AREA-9: CONTINUOUS RENEWAL
| Indicator No. | The indicators | FF | PF | NF | Note (present, applied, effectiveness) |
| 9.1 | Initiate procedures for regularly reviewing and updating the process, structure, content, outcomes/competencies, assessment and learning environment of the program. | ✓ | |||
| 9.2 | Rectify documented deficiencies | ✓ | |||
| 9.3 | Allocate resources for continuous renewal. | ✓ | |||
| 9.4 | Base the process of renewal on prospective studies and analyses and on results of local evaluation and the medical education literature. | ✓ | |||
| 9.5 | Ensure that the process of renewal and restructuring leads to the revision of its policies and practices in accordance with past experience, present activities and future perspectives. | ✓ | |||
| 9.6 | address the following issues in its process of renewal: | ||||
| 9.6.1 | Adaptation of mission statement to the scientific, socio-economic and cultural development of the society. (cf. 1.1) | ✓ | |||
| 9.6.2 | Modification of the intended educational outcomes of the graduating students in accordance with documented needs of the environment they will enter. The modification might include clinical skills, public health training and involvement in patient care appropriate to responsibilities encountered upon graduation.(cf. 1.3) | ✓ | |||
| 9.6.3 | adaptation of the curriculum model and instructional methods to ensure that these are appropriate and relevant.(cf. 2.1) | ✓ | |||
| 9.6.4 | Adjustment of curricular elements and their relationships in keeping with developments in the basic biomedical, clinical, behavioral and social sciences, changes in the demographic profile and health/disease pattern of the population, and socioeconomic and cultural conditions. The adjustment would ensure that new relevant knowledge, concepts and methods are included and outdated ones discarded.(cf. 2.2 – 2.6) | ✓ | |||
| 9.6.5 | development of assessment principles, and the methods and the number of examinations according to changes in intended educational outcomes and instructional methods.(cf. 3.1 and 3.2) | ✓ | |||
| 9.6.6 | adaptation of student recruitment policy, selection methods and student intake to changing expectations and circumstances, human resource needs, changes in the premedical education system and the requirements of the educational program.(cf. 5.1 and 5.2) | ✓ | |||
| 9.6.7 | Adaptation of academic staff recruitment and development policy according to changing needs. (cf. 6.1 and 6.2) | ✓ | |||
| 9.6.8 | Updating of educational resources according to changing needs, i.e. the student intake, size and profile of academic staff, and the educational program. (cf. 7.1 – 7.3) | ✓ | |||
| 9.6.9 | refinement of the process of program monitoring and evaluation.(cf. 4.1 – 4.4) | ✓ | |||
| 9.6.10 | Development of the organizational structure and of governance and management to cope with changing circumstances and needs and, over time, accommodating the interests of the different groups of stakeholders. (cf. 8.1 – 8.5) | ✓ | There is no data base |
The strengthens points
- Active Program Review and Improvement
9.1: Procedures for regularly reviewing and updating various aspects of the program are initiated and functional.
9.2: The program actively rectifies documented deficiencies, which reflects a responsive quality improvement system.
9.3: Resources are allocated for continuous renewal, indicating institutional commitment to ongoing development.
- Renewal Linked to Real-World Needs
9.6.1: The mission statement is adapted to reflect socio-economic and cultural development.
9.6.2: The program modifies educational outcomes to match environmental needs, showing alignment with community and professional demands.
9.6.5: Assessment methods are developed in line with changes in educational outcomes and teaching methods.
9.6.6: Student recruitment and intake policies are adapted according to changing circumstances.
9.6.7: Staff recruitment and development policies are aligned with current and future needs.
Partially Functional Areas
These areas have potential but need more development or are in transition:
9.4: Renewal is partially based on prospective studies and literature.
9.5: Renewal leads to some revision of policies and practices, though may not be fully integrated yet.
9.6.3, 9.6.9, 9.6.10: Aspects like curriculum adaptation, program evaluation refinement, and governance development are under partial implementation.
Not Functional / Needing Improvement
These are areas with no current functionality (NF) and need urgent attention:
9.6.4: No action yet on adjusting curriculum in response to biomedical/social sciences or population health trends.
9.6.8: Educational resources are not yet being updated to meet changing needs.
For 9.6.10, the note “there is no database” suggests a lack of structured data to support governance and organizational adaptation. This affects evidence-based decision-making.
CHAPTER THREE
The Enhancement Action Plan
AREA 1: The action plan to improve the Mission and Objectives area
| Weakness | Development Action | Accountability | Deadline |
| The mission and outcome is not announcing to students, staff and society, health sectors, Medical Association | Announcing it to students, staff and society, health sectors, Medical Association | Members of area one | 1⁄8⁄2025 |
| There is at least one general faculty meeting each year about MO but not documented | College Council approval (Questioner and survey ( faculty, students , administrative staff, graduates ,) Direct interview. ( faculty, students , administrative staff, graduates ,) | Mission and outcome committee | 2⁄8⁄2025 |
| There is no policy drafted by the college. | policy drafted by the college documenting its need ,approved by college council and passed for higher authorities for approval or refusal | The dean | 3⁄8⁄2025 |
| There is no policy document + Curriculum Committee authorities + administrative order +meeting reports | (The policy + curriculum committee +administrative order + Curriculum Committee authorities + administrative order +meeting reports) | The dean | 4⁄8⁄2025 |
| There is document of the Curriculum Development Committee but there is no involving students, health representatives and community representatives | Reform the Curriculum Development Committee and involving students, health representatives and community representatives | The dean | 5⁄8⁄2025 |
| There is no research for curriculum | Present copy of educational researches about curriculum. | 7⁄8⁄2025 |
AREA 2: Action Plan
| No. | Indicator No. | Weakness Identified | Development Action | Accountability | Deadline |
| 1 | 2.1.1 | Curriculum review not formalized | Establish a structured curriculum review process with scheduled evaluations | Curriculum Committee (CC) | 30-Sep-2025 |
| 2 | 2.1.3 | Draft equality policy not finalized | Finalize and implement the equality policy | Dean’s Office + Quality Assurance (QA) Unit | 31-Aug-2025 |
| 3 | 2.1.4 | Lifelong learning (LLL) not fully integrated | Incorporate LLL strategies (e.g., workshops, self-directed learning modules) | Medical Education Unit (MEU) | 30-Nov-2025 |
| 4 | 2.2.1.2 | Weak integration of medical research methods | Introduce mandatory research modules in the timetable | Research Committee + MEU | 30-Oct-2025 |
| 5 | 2.2.1.3 | Evidence-Based Medicine (EBM) not consistently taught | Implement weekly EBM sessions in clinical years | Clinical Departments + MEU | 30-Sep-2025 |
| 6 | 2.3.2.1 & 2.3.2.2 | Biomedical sciences not updated per societal needs | Hold curriculum review meetings to align with healthcare trends | CC + Basic Science Departments | 31-Oct-2025 |
| 7 | 2.4.1.1 & 2.4.1.2 | No behavioral/social sciences in curriculum | Introduce courses on psychology, sociology, and patient communication | Behavioral Science Unit (New) | 31-Dec-2025 |
| 8 | 2.4.1.4 | No medical jurisprudence taught | Add legal medicine/ethics modules (e.g., malpractice, patient rights) | Legal Studies Unit + MEU | 30-Nov-2025 |
| 9 | 2.5.1.1 | Professional skills training not fully structured | Develop structured clinical skills checklists and assessments | Clinical Skills Lab + MEU | 30-Sep-2025 |
| 10 | 2.5.1.3 | Limited training in preventive medicine | Increase primary care rotations and community health projects | Community Medicine Dept. | 31-Oct-2025 |
| 11 | 2.5.4 | No clear patient safety training | Implement patient safety workshops and OSCE stations | Clinical Training Committee | 30-Nov-2025 |
| 12 | 2.6.1 & 2.6.2 | No horizontal integration between subjects | Develop interdisciplinary case-based learning sessions | MEU + CC | 31-Dec-2025 |
| 13 | 2.7.1 & 2.7.2 | No student/stakeholder representation in CC | Include student reps, alumni, and external stakeholders in CC meetings | Dean’s Office | 31-Aug-2025 |
| 14 | 2.7.3 | Limited curriculum innovation | Conduct faculty workshops on modern teaching methods (e.g., PBL, simulation) | MEU + Faculty Development Unit | 30-Sep-2025 |
| 15 | 2.7.4 | No external stakeholder feedback | Establish a stakeholder advisory board (hospitals, MOH, alumni) | Dean’s Office + QA Unit | 31-Oct-2025 |
| 16 | 2.8.2.2 | No community feedback for curriculum updates | Conduct surveys/focus groups with graduates and employers | QA Unit + Alumni Office | 30-Nov-2025 |
AREA 3: Action Plan for Student Assessment Enhancement
| Weakness Identified | Development Action | Accountability | Deadline |
| 3.1.2: Assessments do not fully cover knowledge, skills, and attitudes (PF). | Improve assessment methods to ensure comprehensive coverage of knowledge, skills, and attitudes. | Scientific Committees (Each Department) | 10-8-2025 |
| 3.1.3: Assessment methods lack alignment with “assessment utility” (PF). | 1. Introduce summative tests. 2. Balance formative and summative assessments. 3. Implement OSCE exams for clinical evaluations. |
Scientific Committees (Each Department) | 10-8-2025 |
| 3.1.5: Assessments are not open to external scrutiny (PF). | Establish a process for external expert review of assessment methods and results. | Scientific Committees (Each Department) | 15-8-2025 |
| 3.1.7: There is documents for reliability and validity of assessment methods from committee of the electronic correction but does not analyzed | Form a committee to review and validate assessment consistency and repeatability. | Scientific Committees (Each Department) | 15-8-2025 |
| 3.1.8: New assessment methods are not introduced where needed (PF). | Pilot innovative assessment tools (e.g., peer assessments, e-portfolios) in select courses. | Curriculum Committee + Scientific Committees | 1-10-2025 |
| 3.1.9: External examiners are not involved (NF). | Invite external examiners to participate in key assessments (e.g., finals, practical). | Scientific Committees (Each Department) | 20-10-2025 |
| 3.2.1.1: Blueprint method not fully adopted for assessments (PF). | Train faculty on blueprint methodology and mandate its use for exam design. | Scientific Committees (Each Department) | 20-10-2025 |
| 3.2.1.2: Educational outcomes not consistently met (PF). | Distribute student questionnaires to evaluate alignment of assessments with outcomes (S.K.A.). | Scientific Committees (Each Department) | 20-9-2025 |
| 3.2.1.3: Assessments do not effectively promote learning (NF). | Compare pre- and post-assessment student performance to measure impact. | Scientific Committees (Each Department) | 25-10-2025 |
| 3.2.1.4: Imbalance between formative and summative assessments (NF). | 1. Increase formative assessments (e.g., quizzes, feedback sessions). 2. Reduce summative test overload. |
Scientific Committees (Each Department) | 25-10-2025 |
| 3.2.2: Exams discourage integrated learning (NF). | 1. Adjust exam formats to emphasize application. 2. Gather student feedback on exam stress/overload. |
Scientific Committees (Each Department) | 30-9-2025 |
| 3.2.3: Feedback to students is inconsistent or unclear (PF). | Implement standardized feedback templates and train faculty on constructive feedback techniques. | Scientific Committees (Each Department) | 30-11-2025 |
AREA 4: ACTION PLAN
| No | Weakness | Development Action | Accountability | Deadline |
| 4.1.2 | Issuance of an administrative order by the follow-up committee for the work of curriculum development committees for 2025 | Issuance of a letter from the mentioned committee by the office of the Dean or the Scientific Assistant Dean | Assigning the head and members of the committee to follow up on the work of the curriculum development committees for 2025 | 30-9-2025 |
| 4.1.2.1 | Issuance of an administrative order to form the curriculum development and improvement committee for 2025 | Issuance of a letter from the mentioned committee by the office of the Dean | Holding periodic meetings by the college council addressing the curricula and their core components | 30-9-2025 |
| 4.1.2.2 | – Correction of 2022-2023 pass rates by the head of the committee. – Minutes of the examination committee meetings for 2023-2024. – Minutes of the committee to identify reasons for very high pass rates and very low failure rates for all subjects. – Formation of a committee to identify reasons for very high pass rates and very low failure rates for all subjects for the academic year 2025. – Minutes of the test quality assurance committee for the academic year 2024. |
– A request submitted by the head of the axis to the Dean to instruct the head of the previous examination committee to provide the required documents. – A request submitted by the head of the axis to the Dean to instruct the head of the mentioned committee. – A request submitted by the head of the axis to the Dean to form the mentioned committee for the academic year 2025. – A request submitted by the head of the axis to the Dean to instruct the head of the mentioned committee. |
– Dr. Mohammed Mahdi Khallawi – Dr. Hamoud Madhi Hassan – Dr. Haider Sa’adoon Qasim |
30-9-2025 30-9-2025 30-9-2025 30-9-2025 |
| 4.1.2.3 | – Providing the head of the axis with online lectures by professors during the COVID-19 period from the college’s IT department. – Providing the head of the axis with pass rates for the 2020-2021 exams. |
– A request submitted by the head of the axis to the Scientific Assistant Dean to instruct the college’s IT official. – A request submitted by the head of the axis to the Dean to instruct the head of the examination committee for 2020-2021. |
– Eng. Mohammed Nouri Ibrahim – Dr. Mohammed Mahdi Khalawi |
30-9-2025 30-9-2025 |
| 4.2.1 | Formation of the feedback committee for 2025 | A request submitted by the head of the axis to the Dean to form the mentioned committee to provide the axis with the required surveys. | Dr. Basim Alwan Hassan | 30-9-2025 |
| 4.3.1.1 | Providing the head of the axis with graduate surveys | A request submitted by the head of the axis to the Dean to instruct the head of the feedback committee to provide the axis with the required surveys. | Dr. Basim Alwan Hassan | 30-9-2025 |
| 4.3.1.2 | Providing human and financial resources | In cooperation with Maysan Health Directorate, the college’s shortage of teaching staff should be addressed. If not available, contracting with external professors should be done after obtaining official approvals from the Assistant University President for Scientific Affairs. | Dr. Haider Saadoon Qasim | 30-9-2025 |
| 4.4.1 | The college should have monitoring and evaluation activities for programs involving decision-makers in the governorate. | The Dean of the College of Medicine and his scientific and administrative assistants should expand their relationships with decision-makers in the governorate, such as the Governor, the Director of Maysan Health Directorate, and members of Parliament, to support the college financially and morally, with continuous communication. | The Dean and his scientific and administrative assistants | 30-9-2025 |
AREA 5: The action plan for enhancement of the student domain
| Weakness | Development Action | Accountability | Deadline |
| 5.1.1 Admission Policy and Selection: | |||
| – No policy for student selection. | The college must establish its own policy for student selection, approved by the College Council and updated annually. | Policy writing committee | September 1, 2025 |
| – No meeting minutes or student interviews. | The college must inform the university and Ministry of Higher Education about the policy. | Policy writing committee | September 1, 2025 |
| 5.1.2 Admission of Disabled Students: | |||
| – No specific policy for disabled students. | The college must establish its own policy for disabled student admission, approved by the College Council. | Policy writing committee | September 1, 2025 |
| – No meeting minutes or student interviews. | The college must inform the university and Ministry of Higher Education about the policy. | Policy writing committee | September 1, 2025 |
| 5.1.3 Student Transfers: | |||
| – No plan to appeal central admission decisions. | The college must establish its own policy for student transfers and appeals. | College Council | September 11, 2025 |
| 5.2.2 Student Intake Policy Review: | |||
| – No meeting minutes for annual policy review. | The college must prepare meeting minutes for the annual review of the student admission policy. | Policy review committee | September 11, 2025 |
| 5.3.1.1 Student Counseling Policy: | |||
| – No regular meetings with students to address problems. | The college must hold regular meetings, prepare minutes, and collect student feedback. | Students Counselling Committee | November 11, 2025 |
| 5.3.1.3 Academic Advisers: | |||
| – No documented academic advisers or student satisfaction questionnaires. | The college must assign academic advisers and assess student satisfaction through feedback. | Students Counselling Committee | November 11, 2025 |
| 5.3.1.4 Infection Prevention Advice: | |||
| – No student vaccination records or interviews on infection prevention. | The college must implement an infection prevention plan and evaluate its effectiveness. | Vice Dean for Scientific Affairs | November 15, 2025 |
| 5.3.2.1 & 5.3.2.2 Vaccination Plan: | |||
| – No vaccination plan or student feedback. | The college must develop and implement a vaccination plan with student evaluations. | Vice Dean for Scientific Affairs | November 15, 2025 |
| 5.4 Student Representation: | |||
| – No student involvement in program design, management, or evaluation. | The college must ensure student representation in key academic processes. | Vice Dean for Scientific Affairs | November 15, 2025 |
| 5.4.2 Student Activities Support: | |||
| – No dedicated committee or financial support for student activities. | The college should form a committee and allocate a budget for student activities. | Vice Dean for Scientific Affairs | November 15, 2025 |
Area 6: Action Plan
| Weakness (Indicator) | Development Action | Accountability | Deadline (2025) |
| 6.2.1.4 (Policy ensures staff knowledge of total curriculum) | Conduct mandatory curriculum workshops for all academic staff; implement follow-up surveys. | Academic Development Unit | 15 October 2025 |
| 6.2.2 (Teacher-student ratios insufficient) | Hire additional faculty (prioritize clinical disciplines); reduce reliance on external doctors. | HR & Dean’s Office | 30 November 2025 |
| 6.1.2.2 (No survey data on economic factors in recruitment) | Design and distribute staff survey on salary/economic satisfaction. | Quality Assurance Committee | 20 September 2025 |
| 6.2.1.5 (Non-academic staff lack systematic training) | Develop a structured training program for administrative/technical staff. | HR & Training Department | 1 December 2025 |
| 6.2.3 (Non-academic roles lack promotion paths) | Create a clear promotion framework for non-academic staff (aligned with MHESR). | HR & Administration | 30 November 2025 |
Area 7: The action plan
| Weakness | Development Action | Accountability | Deadline |
| There is no data of number and categories of patients | Make the medical staff record the patient database from the teaching hospital | Clinical sections | 20⁄9⁄2025 |
| There is no policy and ethical use and evaluation of appropriate information and communication technology. drafted by the college. | policy drafted by the college documenting its need, approved by college council and passed for higher authorities for approval or refusal | The dean | 2⁄8⁄2025 |
| There is no research for curriculum | Present copy of educational researches about curriculum. | 30⁄9⁄2025 | |
| There is no policy document + Curriculum Committee authorities + administrative order +meeting reports | (The policy + curriculum committee +administrative order + Curriculum Committee authorities + administrative order +meeting reports) | The dean | 5⁄8⁄2025 |
| There is document of the Curriculum Development Committee but there is no involving students, health representatives and community representatives | Reform the Curriculum Development Committee and involving students, health representatives and community representatives | The dean | 7⁄8⁄2025 |
Area 8: Action plan enhancement
| Indicator | Weakness Points | Development Action | Accountability | Deadline |
| 8.1.1 | Plan of deans’ powers (PF) | Finalize and officially approve the deans’ powers document, ensuring alignment with college independence. | College Administration | 15/10/2025 |
| 8.1.2 | Updating curricula (NF) | Organize a conference with all branches to discuss and implement curriculum modernization. | Academic Affairs & Branches Collaboration | 30/09/2025 |
| 8.1.3 | Student admission policy (PF) | Review and formalize the student admission policy, ensuring it aligns with infrastructure capacity. | Academic & Registration Affairs | 20/10/2025 |
| 8.2.3 | Surveys not conducted (NF) | Design and distribute surveys (medical practitioners, allied health professionals, community workers, patients). | Quality Assurance Unit | 15/11/2025 |
| 8.4.1 | Organizational structure (PF & NF) | Finalize approval from the university & ministry and officially publish the structure. | College Administration & University | 10/10/2025 |
| 8.4.2 | Policies & regulations (PF) | Upload policies on the college website and circulate them to all divisions. | IT Department & Administration | 25/09/2025 |
Area 9: The action plan to improve the Mission and Objectives area based on the given scoring, structured as a table with identified weaknesses, development actions, accountability, and deadlines:
| Weakness | Development Action | Accountability | Deadline |
| Base the process of renewal on prospective studies and analyses and on results of local evaluation and the medical education literature. | Establish a Program Evaluation and Research Unit (PERU) responsible for conducting prospective educational research and trend analysis.
Conduct annual local evaluations using student feedback, graduate tracking, faculty surveys, and employer input. Develop a medical education evidence database, including key literature, innovations, and global standards. Organize quarterly academic retreats or workshops for staff to integrate findings from literature into curriculum and policy decisions. Collaborate with educational research institutions to implement benchmarking studies and pilot programs. |
Clinical sections | 20⁄9⁄2025 |
| Ensure that the process of renewal and restructuring leads to the revision of its policies and practices in accordance with past experience, present activities and future perspectives. | Set up a Curriculum Renewal Task Force that meets biannually to translate review findings into updated policies.
Implement a Policy Review Framework that ties each policy to specific data sources (past evaluations, student performance, etc.). Integrate a “Lessons Learned” system after each academic year to document effective practices and areas for change. Develop future scenario planning sessions to anticipate changes in healthcare and education environments. Ensure stakeholder consultation (students, staff, alumni, employers) feeds directly into policy-making. |
The dean | 20⁄9⁄2025 |
| adaptation of the curriculum model and instructional methods to ensure that these are appropriate and relevant.(cf. 2.1) | Conduct a curriculum mapping exercise to align current instructional methods with intended outcomes.
Pilot active learning methods (e.g., case-based learning, team-based learning, simulation). Train faculty in modern pedagogies through regular faculty development programs. Include interprofessional education and community-based learning to enhance relevance. Regularly review student performance and feedback to guide curriculum format changes. |
20⁄9⁄2025 | |
| Adjustment of curricular elements and their relationships in keeping with developments in the basic biomedical, clinical, behavioral and social sciences, changes in the demographic profile and health/disease pattern of the population, and socioeconomic and cultural conditions. The adjustment would ensure that new relevant knowledge, concepts and methods are included and outdated ones discarded.(cf. 2.2 – 2.6) | Perform gap analysis using updated health and demographic data (national statistics, WHO reports).
Convene expert panels (clinicians, public health professionals, sociologists) to suggest curriculum updates. Update course content biannually to include emerging health threats, digital health, climate health, and social determinants. Establish a Curriculum Advisory Committee that includes external experts for relevance checks. Remove outdated content through systematic content audits. |
The dean | 20⁄9⁄2025 |
| Updating of educational resources according to changing needs, i.e. the student intake, size and profile of academic staff, and the educational program. (cf. 7.1 – 7.3) | Conduct an infrastructure and resource audit annually (labs, libraries, digital tools).
Create a resource allocation matrix that aligns needs with curriculum demands (e.g., student-to-lab ratios). Invest in digital learning platforms and tools (e.g., e-learning modules, virtual anatomy). Enhance library access to up-to-date resources (e-books, journals, clinical databases). Plan faculty recruitment and development in line with projected program expansion. |
The dean | 20⁄9⁄2025 |
| refinement of the process of program monitoring and evaluation.(cf. 4.1 – 4.4) | Develop and implement a Comprehensive Monitoring and Evaluation (M&E) Framework based on global standards (e.g., WFME, LCME).
Use key performance indicators (KPIs) tied to each domain (student performance, faculty development, program outcomes). Automate data collection using an education management information system (EMIS). Create a Dashboard for real-time monitoring of program indicators. Ensure evaluation results are formally discussed at academic boards and drive change. |
The dean | 20⁄9⁄2025 |
| Development of the organizational structure and of governance and management to cope with changing circumstances and needs and, over time, accommodating the interests of the different groups of stakeholders. (cf. 8.1 – 8.5) | Conduct an organizational review to assess the current structure’s effectiveness and responsiveness.
Restructure governance to include diverse stakeholder representation (faculty, students, alumni, healthcare partners). Introduce departmental strategic plans aligned with institutional mission and external developments. Offer leadership training to academic heads on strategic planning, change management, and stakeholder engagement. Establish communication channels (e.g., town halls, stakeholder forums) to ensure transparency and responsiveness. |
The dean | 20⁄9⁄2025 |