Supervising Research Students at King Saud University:

Academic Year 2011/2012

• Title of the project: Usefulness of YouTube videos as educational resources in clinical examination
• Names of students: Sarah M Aleshaiwi, Hala A Algrain, Rana A Alkhelaif
• Presented at:
• The Association for Medical Education in Europe (AMEE) Conference, which was held in Lyon, France, from 25 to 29 August 2012. [https://www.amee.org/conferences/amee-past-conferences/amee-conference-…] AND The Association for Medical Education in Europe (AMEE) Conference, which was held in Prague Congress Centre, Prague, Prague Czech Republic, from 24-28 August 2013. [https://www.amee.org/conferences/amee-past-conferences/amee-conference-…]

• Publications: Azer SA, Aleshaiwi SM, Algrain HA, Alkhelaif RA. Nervous system examination on YouTube. BMC Med Educ. 2012 Dec 22;12:126.  Azer SA, Algrain HA, AlKhelaif RA, AlEshaiwi SM. Evaluation of the educational value of YouTube videos about physical examination of the cardiovascular and respiratory systems. J Med Internet Res. 2013 Nov 13;15(11):e241.

Academic Year 2012/2013

• Title of the project: Parents’ of children with autism sharing their experience: Are YouTube videos educationally useful?

• Names of students: Raghad A. Bokhari, Ghadah S AlSaleh, May M AlAbdulaay, , and Khawlah I Ateq
• Presented at: The 22nd European Congress of Psychiatry Conference,  which was held at Munich, Germany in March 2014.

• Publications: Azer SA, Bokhari RA, Alsaleh GS, AlAbdulaay MM, Ateq KI. Are YouTube videos on experience of parents of children with autism spectrum disorder of educational value?  Informatics for Health and Social care  (Under Review)

Academic Year 2013/2014

• Title of the project: Accuracy and readability of cardiovascular entries on Wikipedia: are they reliable learning resources for medical students?
• Names of students: Nourah M AlSwaidan, Lama A AlShwairikh, Jumana M AlShammari
• Presented at The Association for Medical Education in Europe (AMEE) Conference, which was held in MiCo Milano Congressi, Milan, Italy, from 30 August to 03 September, 2014. [https://www.amee.org/conferences/amee-past-conferences/amee-2014]. and Medical Student’s Forum & GulfThoracic Congress 2016, which was held in Dubai, United Arab Emirates 12 March, 2016.
• Publications: Azer SA, AlSwaidan NM, Alshwairikh LA, AlShammari JM. Accuracy and readability of cardiovascular entries on Wikipedia: are they reliable learning resources for medical students? BMJ Open. 2015 Oct 6;5(10):e008187.

 Academic Year 2014/2015

 First Group:

• Title of the project: Inflammatory bowel disease: An evaluation of health information on the Internet.
• Names of students: Thekra I AlOlyan, Malak A AlSanea, Malak A AlGhamdi
• Presented at
• The Association for Medical Education in Europe (AMEE) Conference, which was held in the Scottish Exhibition & Conference Centre, Glasgow, UK, from 05 to 09 September 2015. [https://www.amee.org/conferences/amee-past-conferences/amee-2015] 
• Publications: Azer SA, AlOlyan TI, AlSanea MA, AlGhamdi MA. Inflammatory bowel disease: An evaluation of health information on the Internet. European Journal of Gastroenterology and Hepatology (Under review)

Second Group:

• Title of the project: Accuracy and Readability of Patient Education Materials on Urological Cancer Websites.
• Names of students: Maha M Al-Ghafaili, Rana M AlSultan, Najla S. AlRumaih
• Presented at The Association for Medical Education in Europe (AMEE) Conference, which was held in the Scottish Exhibition & Conference Centre, Glasgow, UK, from 05 to 09 September 2015. [https://www.amee.org/conferences/amee-past-conferences/amee-2015] 
• Publications: Azer SA, Al-Ghafaili MM, AlSultan RM, AlRumaih NS. Accuracy and Readability of Patient Education Materials on Urological Cancer Websites.(Under Review)

Academic Year 2015/2016

First Group:

• Title of the project: Analysis of YouTube videos on ileostomy and colostomy education
• Names of students:  Nour AlKhawajah, Yafa AlShamlan, Sarah AlEshaiwi
• Presented at The Association for Medical Education in Europe (AMEE) Conference, which is held in Centre de Convencions Internacional de Barcelona (CCIB), Barcelona, Spain, from 27 to 31 August 2016. [https://www.amee.org/conferences/amee-2016]
• Publications: Data are under analysis.

Second Group:

•  Title of the project: What can YouTube inform us about problem-based learning?
• Names of students: ibrahim Alnajashi,  Mohammed Almahmoud, Nilis Isacsson
• Presented at The Association for Medical Education in Europe (AMEE) Conference, which is held in Centre de Convencions Internacional de Barcelona (CCIB), Barcelona, Spain, from 27 to 31 August 2016. [https://www.amee.org/conferences/amee-2016]
• Publications: Data are under analysis. 

Academic Year 2016/2017

First Group

• Title of the project: Analysis of the pharmacology entries on Wikipedia: Are they accurate and useful educational resource to medical and allied health students?
• Names of students: Reema I Alnasser, Sarah M Alhusani, Jumana A Fatani, Nouf A Aljumah
• Presented at : we plan to submit an abstract to AMEE conference 2017
• Publications: Still in the very early stage

Second Group

• Title of the project: Use of Facebook in engaging students in problem-based learning
• Names of students: Ghadah AlSuhaibani
• Presented at : we plan to submit an abstract to AMEE conference 2017
• Publications: Still in the very early stage

Documents Prepared for the Accreditation of the Medical Program 2016

1. Table summarizing changes introduced to the medical curriculum Years 1 to 5 since the last accreditation in 2010.
2. The amended Problem-Based Learning Students’ Cases and Tutors’ Guides for the Neuropsychiatric Block (5 Cases and 5 Tutors’ Guides).
3. The amended Problem-Based Learning Cases and Tutors’ Guides for the Foundation Block, Year 1 (3 Cases and 3 Tutors’ Guides). 
4. The Course Specifications of the Professionalism Course (SKI 221)
5. A table summarizing the Professionalism Course (SKI 221) learning outcomes against the medical program learning outcomes.  
6. The Course Specifications of the Reproduction Block (REPR 224)
7. A table summarizing the Reproduction Block (REPR 224) learning outcomes against the medical program learning outcomes.  
8. The Course Specifications of the Respiratory Block (RES 112)
9. A table summarizing the Respiratory Block (RES 112) learning outcomes against the medical program learning outcomes.  
10. The Course Specifications of the Renal Block (REN 114).
11. A table summarizing the Renal Block (REN 114) learning outcomes against the medical program learning outcomes.  
12. The Course Specifications of Gastrointestinal and Nutrition Block (GNT 223).
13. A table summarizing the Gastrointestinal and Nutrition Block (GNT 223) learning outcomes against the medical program learning outcomes.  
14. The Course Specifications of the Endocrine Block (ENDO 225).
15. A table summarizing the Endocrine Block (ENDO 225) learning outcomes against the medical program learning outcomes.  
16. The Course Specifications of the Cardiovascular Block (CAR 113)
17. A table summarizing the Cardiovascular block (CAR 113) learning outcomes against the medical program learning outcomes.
18. The Course Specifications of the Musculoskeletal Block (MUS 115)
19. A table summarizing the Musculoskeletal block (MUS 115) learning outcomes against the medical program learning outcomes.
20. The Annual Program Report (2013-2014)
21. The Annual Program Report (2014-2015)
22. The Course specifications – Medical Research & Informatics (MEDI-305)
23. A table summarizing the medical research and Informatics (MEDI 305) learning outcomes against the medical program learning outcomes.  
24. The Course specifications – Neuropsychiatric Block (NEUR 222)
25. A table summarizing the Neuropsychiatric Block (NEUR 222) learning outcomes against the medical program learning outcomes.  
26. The Course specifications – Foundation Block (FOND 111)
27. A table summarizing the foundation block (FOND 111) learning outcomes against the medical program learning outcomes.
28. Standard 4 (Three Sections)
29. Program Specifications
30. Mapping of the medical curriculum –Year 1
31. Mapping of the medical curriculum – Year 2
32. Mapping of the medical curriculum – Year 3
33. Mapping of the medical curriculum – Year 4
34. Mapping of the medical curriculum – Year 5
35. NQF
36. Self study scale and gaps
37. PBL cases and tutor guides in Year 1 (in folders) for the following blocks: (Foundation Block, Musculoskeletal Block, Respiratory Block, Cardiovascular Block, Renal Block)- A total of 14 cases and tutor guides
38. PBL cases and tutor guides in Year 2 (in folders) for the following blocks: (Neuropsychiatry Block, Gastrointestinal and Nutrition Block, Endocrine Block, Reproduction Block)- A total of 16 cases and tutor guides.
39. The students’ guide of each of the following blocks in year 1 (Foundation Block, Musculoskeletal Block, Respiratory Block, Cardiovascular Block, and the Renal Block)
40. The students’ guide of each of the following blocks in year 2 (Neuropsychiatry Block, Gastrointestinal and Nutrition Block, Endocrine Block and Reproduction Block)
41. The students’ guide for year 3
42. The students’ guide for year 4
43. The students’ guide for Surgery, year 5
44. The students’ guide for Pediatrics, year 5

Professional and Public Activities

Membership of professional societies and academic organisations

2000-: Association for Medical Education in Europe, UK.
2000-: The Association for Health Professional Education (ANZAME), Australia.
1995-: Association for Supervision and Curriculum Development, USA.
2005:  The American Physiological Society, USA.
2005-: Sigma XI, the Scientific Research Society, USA.
1994-: Gastroenterological Society of Australia, Australia.
1994:  American Association for Study of Liver Diseases, USA.
1997-: The American College of Gastroenterology, USA.
2005:  The Royal Society of Medicine, UK.
2006-: The New York Academy of Science, USA.
 

Advisory panels

2004-2008: Convener of the PBL-Special Interest Group, Australia and New Zealand Association for Medical Education in Europe, University of New South Wales, Sydney, Australia.
20098-: MedEdWorld, Association for Medical Education in Europe, UK.
2009-2010: Policy Committee, Association for Study of Medical Education (ASME), UK.
2005-: International Advisory Panel, Clinical Medicine by Edited by Professor Parveen Kumar and Dr Michael Clark, published by Churchill Livingstone, Elsevier, UK.
2005-2008: Review Panel of the 22nd edition of Cecil Textbook of Medicine, Edited by Professor Lee Goldman and Professor Dennis Ausiello from the University of California and Harvard Medical School, respectively.
2008-2009: Research review panel, Universiti Teknologi MARA, Malaysia.
2008: Chair of the Curriculum Review Panel, Faculty of Medicine, Universiti Teknologi MARA, Malaysia.
1997-1998: Selection panels of medical students, Faculty of Medicine, University of Sydney, Sydney, Australia.
1999: Selection panels of medical students, Faculty of Medicine, Dentistry & Health Sciences, University of Melbourne, Melbourne, Australia.
1999: Selection of best research project, 5th year medical students, Faculty of Medicine, Dentistry & Health Sciences, University of Melbourne, Melbourne, Australia.
2002-2004: Advisory Panel for Master of Medicine and Internationalisation, Faculty of Medicine, Dentistry & Health Sciences, University of Melbourne, Melbourne, Australia.     
2005-: IMIA-Yearbook of Medical Informatics, International Advisory Panel.
 

Editorial functions

2008-: Editorial Board BMC Medical Education, UK.
2009-: Editorial Board, MEdEdWorld, UK.
2014-: TOPIVC EDITOR Frontiers of Medicine, Switzerland.
2014-: EDITOR PLOS ONE, USA
 

Reviewer of scientific journals

2004-: British Medical Journal, UK.
2015-: BMJ Open, UK
2009-: BMJ Case report, UK.
2006-: Medical Teacher (the official journal of the Association for Medical Education in   Europe), UK.
2009-: Medical Education, UK.
2010-: Advances in Health Sciences Education, Canada.
2005: Advances in Physiology Education (the official journal of the American Physiological Society), USA.
2004-: Focus on Health Professional Education (the official journal of ANZAME), Australia.
2004-: BMC Medical Education, UK.
2005-2007: Journal of Research in Science Teaching, USA.
2003-2006:Problem-based Learning Clearinghouse, Canada.
1996-2001: Gastroenterology and Hepatology, Australia.
2002-: Clinical Anatomy, USA.
2009-: Anatomical Sciences Education, USA.
2002-2006: The American Biology Teacher, USA.
2011-: International Journal of Medical Education, USA.
2012-:Journal of Postgraduate Medicine, India.
2002-: Saudi Medical Journal, Saudi Arabia.
2008-: Annals of Saudi Medicine, Saudi Arabia
2011-: Journal of Autism and Developmental Disorders, Stanford University, USA.
2012-: European Journal of Dental Education
2013-:PLOS ONE, USA
2014-: Frontiers in Medicine, Switzerland
2014: Teaching and Learning in Medicine, USA
2014-: European Journal of Gastroenterology & Hepatology, UK
2013-: Advances in Medical Education and Practice, UK
2013-: Journal of Medical Internet Research (JMIR), Canada
2013-: Journal of Dental Education, USA
2014-: Journal of Mental Health, UK
2014-: MEDICINE, USA
2015-: World Journal of Gastroenterology, USA
2016-: Applied Clinical Informatics, USA
2017-:Annals of Internal Medicine, AMA, USA
2017-: The American Journal of Pharmaceutical Education, USA
2017-:The Physician and Sportsmedicine, UK
2017-:Africa Education Review, South Africa

Policy-related reports and project monographs

1995:Guidelines for Standards for chemical exposure in the work place, National Institute of Occupational Health and Safety, Australia.
1995:Skin Notation, National Institute of Occupational Health and Safety, Sydney, Australia.
1995: Substances assigned for skin notation. National Institute of Occupational Health and Safety, Australia.
1995:Substances assigned for skin notation. National Institute of Occupational Health and Safety, Australia.
1995:Guidelines for Health Surveillance, National Institute of Occupational Health and Safety, Australia.
1998:Over 50 multiple-choice questions to the bank of questions of the American College of Gastroenterology, USA.
1998: Educational guides- Going Backwards. Block 7 Endocrine, Nutrition, and Gastroenterology. GMP, A persistent pain. Block 7 Endocrine, Nutrition, and Gastroenterology. GMP, Picky & irritable. Block 7 Endocrine, Nutrition, and Gastroenterology. GMP, Really miserable. Block 7 Endocrine, Nutrition, and Gastroenterology. GMP, An occupational hazard. Block 7 Endocrine, Nutrition, and Gastroenterology. GMP, My eyes look yellow. Block 7 Endocrine, Nutrition, and Gastroenterology. GMP, A matter of choice. Block 9 Cancer.  GMP, Like clockwork. Block 9. Cancer. GMP, What can I do? Block 9. Cancer GMP, Mr Dalton's funny turn. Block 4 Cardiovascular sciences. GMP, Jennifer & David's baby. Block 4. Cardiovascular sciences. GMP.
 2004-2005: The main author of 8 cases and tutor guides created for the school clusters (These cases are currently under review to be included in a CD ROM titled “PBL in Middle Year, University of Melbourne”.   
 
2005:Policy: vaccination of medical students. This document was created with the University of Melbourne Equal Opportunity Group, University of Melbourne, Australia.
 2008:Policy: Assessment of undergraduate medical students, Faculty of Medicine, Universiti Teknologi MARA, Malaysia.  
 2008: Curriculum Review Report-2008, Faculty of Medicine, Universiti Teknologi MARA, Malaysia.  
 
2009:Submission report to the Malaysian Accreditation Agent for accreditation of the medical curriculum, Faculty of Medicine, Universiti Teknologi MARA, Malaysia.  
 
2009:Curriculum Review Report-2009, Faculty of Medicine, Universiti Teknologi MARA, Malaysia. 
 
2007-2008: Educational material used, faculty guides and students guides, Faculty of Medicine, Universiti Teknologi Mara, Malaysia.
2010-2012:Development and Introducing the Problem-based learning at College of Medicine, King Saud University and the creation of PBL cases and tutor guides for years 1 and 2: Year 1: Foundation Block (3 cases), Musculoskeletal Block (3 cases), Respiratory Block (3 cases), Cardiovascular Block (3 cases), Urology Block (2 cases). Year 2: Nervous System Block (6 cases), Gastroenterology and Haematology Block (6 cases), Endocrine Block (5 cases), Reproduction Block (3 cases).  
 
2010-2013: Creation of Students’ guides for each block in years 1 and 2 and Years 3, 4, and 5.
2010-2013 Development of the LogBooks for subjects taught in years 3, 4 and 5
2010-: Submission report to NCAAA for accreditation of the medical curriculum, College of Medicine, King Saud University, Saudi Arabia. 
2010-2014:Yearly reports to NCAA on the medical curriculum and progress of work and changes introduced to the curriculum.
2010-2014:Curriculum mapping reports and evaluation reports, Years 1 to 5, College of Medicine, King Saud University, Riyadh, Saudi Arabia.
 

University committees since 1997

2010-: The Curriculum Committee, College of Medicine, King Saud University, Saudi Arabia.
2010-: Block Committees in Years 1 and 2, Undergraduate Medical Program including-  Foundation Block, Musculoskeletal Block, Cardiorespiratory Block, Renal Block, Nervous System Block, Gastroenterology & Haematology Block, Endocrine Block, Reproduction Block, College of Medicine, King Saud University, Saudi Arabia.
2010: Third Year Medical Students Research Committee, College of Medicine, King Saud University.
2011: Vice Rector for Medical and Health Sciences Advisory Committee for the review of the Introductory/Preparatory Year, College of Medicine, King Saud University, Saudi Arabia.
2007-2009:Curriculum Committee, Faculty of Medicine, Universiti Teknologi MARA, Malaysia.
2007-2009: Assessment Committee,  Faculty of Medicine, Universiti Teknologi MARA, Malaysia.
2007-2009: Curriculum Review Subcommittee, Faculty of Medicine, Universiti Teknologi MARA, Malaysia.
2007-2009: Research Review Committee, Faculty of Medicine, Universiti Teknologi MARA, Malaysia.
2007-2009: Faculty of Medicine Executive and Management Committee, Faculty of Medicine, Universiti Teknologi MARA, Malaysia.
 2005:The PBL Review Committee, Faculty of Medicine, Dentistry, Health Sciences, University of Melbourne, Melbourne, Australia.
2002-2005: The Faculty Internationalisation Committee, Faculty of Medicine, Dentistry, Health Sciences, University of Melbourne.
2005-2006:The Pathology CD ROM Project Working Group, University of Melbourne, Melbourne, Australia.
2003-2006: PBL in the Middle Years Committee.
1999-2006 Faculty of Medicine Curriculum Committee, Faculty of Medicine, Dentistry, Health Sciences, University of Melbourne.
2003-2004;Chair of the Faculty Excellence in Teaching Subcommittee, Faculty of Medicine, Dentistry, Health Sciences, University of Melbourne.
 1999-2004:The Assessment Committee, Faculty of Medicine, Dentistry and Health Sciences, the University of Melbourne.
1999-2002:The Interactive Bank of Questions Working Group, Faculty of Medicine, Dentistry and Health Sciences, the University of Melbourne, Australia.
 1999-2003:The Master of Clinical Medicine Committee, Faculty of Medicine, Dentistry and Health Sciences, the University of Melbourne, Australia.
1999-2003: The Executive Committee of the New Medical Curriculum Semesters 2-4, Faculty of Medicine, Dentistry and Health Sciences, the University of Melbourne, Australia.
1999-2000:The Cardio-Respiratory and Locomotor Task Group. Faculty of Medicine, Dentistry and Health Sciences, the University of Melbourne, Melbourne, Australia.
1999: The Timetable Implementation Steering Committee (TISC), Faculty of Medicine, Dentistry and Health Sciences, the University of Melbourne, Melbourne.
1999-2001: Rural Liaison Group, Faculty of Medicine, Dentistry and Health Sciences, the University of Melbourne, Australia.  
1997-1998: The Assessment Committee, Faculty of Medicine, the University of Sydney, Sydney, Australia.
1998: The Curriculum Committee, Faculty of Medicine, the University of Sydney, Sydney, Australia.
 

1. Teaching and Research Degree Supervision

 
Acting as an external examiner of PhD theses in Medical Education:
2008:University of Queensland, College of Medicine, Australia.
2009: University of Queensland, College of Medicine, Australia
2014:Bond University, College of Medicine, Australia.
 

Coursework research program

2008-2009: Seminars in Medical Education Research. These seminars were conducted 5 times a year. Each seminar was 2 hours long and each year new topics were covered in qualitative, quantitative and mixed research, Universiti Teknologi MARA, Malaysia.  
2010-2013:Seminars in Medical Education Research. These seminars were conducted 5 times a year. Each seminar was 2 hours long and each year new topics were covered in qualitative, quantitative and mixed research, King Saud University, College of Medicine, College of Dentistry, and College of Health Sciences, Saudi Arabia.
Topics I have covered in these seminars include: What makes a great research paper, What do editors and reviewers look at?, Designing a research project? Writing for publication in medical education, Case studies, ethnography, phenomenology, grounded theory, action research, mixed methods, questionnaires, focus groups, observational research, quantitative data, qualitative data, writing up the research, handling rejection, cover letter, statistical analysis, interpretation of findings, common errors in research and other topics.

1. Funded Research Projects

2000-2005:Project title: The Liver: Understanding bile salts and bilirubin metabolism: An interactive CD ROM integrating basic and clinical sciences.
My role: Chief creator and investigator
Funds/Grants: The project was funded by the University of Melbourne Grants for Multimedia and Innovation in Education
Outcomes: The CD-ROM was created and commercialised ISBN 0 7340 2695 1, University of Melbourne, 2005. Two research papers were published in Advances in Physiology Education.
 
2003-2006:Project title:  Introduction of PBL in a cluster of 6 schools in the city of Manningham, Victoria, Australia.
My role: Chief investigator.
Funds/Grant: The project funded by the Department of Training and Education, State of Victoria.
Outcomes: the project was successfully completed, a research paper was published and a chapter of a book was published in 2008.
 
2010:Project title: Creation of PBL cases and the introduction of a PBL program.
My role: Chief investigator
Funds/Grants: The project was funded by College of Medicine Research Centre, Deanship of Scientific Research, King Saud University, Riyadh, Saudi Arabia.
Outcomes: The project was successfully completed and 3 papers published in Medical Teacher.
 
2011-2013:Project title: Can YouTube videos be used as a learning resource?
My role: Main investigator
Funds/Grants: The project was funded by College of Medicine Research Centre, Deanship of Scientific Research, King Saud University, Riyadh, Saudi Arabia.
Outcomes: The project was successfully completed and 3 papers published in BMC Medical Education, JMIR, and Surgical Radiologic Anatomy.
 
2012-2014:Project title: Can Wikipedia articles be used as a learning resource by medical students?
My role: Main investigator
Funds: The project was funded by College of Medicine Research Centre, Deanship of Scientific Research, King Saud University, Riyadh, Saudi Arabia.
Outcomes: The project was successfully completed and 2 papers published in European Journal of Gastroenterology & Hepatology. The second paper is near completion.
 
2013-2014:Project title: Evaluation of breast cancer websites: Do they meet the patient’s information needs?
My role: co-investigator, main investigator: Prof Khalid Almutairi
Funds: The project was funded by College of Medicine Research Centre, Deanship of Scientific Research, King Saud University, Riyadh, Saudi Arabia.  Also submitted for a grant by the National Science Technology and Innovation Plan
Outcomes: The project is in its early stages.
 

1. Papers and Publications

Fully refereed journal articles
Azer SA. Evaluation of gastroenterology and hepatology articles on Wikipedia: are they suitable as learning resources for medical students? Eur J Gastroenterol Hepatol. 2014 Feb;26(2):155-63.
Bindawas SM, Vennu V, Azer SA. Are physical therapy interns competent in patient management skills? Assessment of the views of clinical and academic physical therapists. J Phys Ther Sci. 2013 May;25(5):649-55. doi: 10.1589/jpts.25.649. Epub 2013 Jun 29.
Azer SA, Algrain HA, AlKhelaif RA, AlEshaiwi SM. Evaluation of the educational value of YouTube videos about physical examination of the cardiovascular and respiratory systems. J Med Internet Res. 2013 Nov 13;15(11):e241. doi: 10.2196/jmir.2728.
 Azer SA, McLean M, Onishi H, Tagawa M, Scherpbier A. Cracks in problem-based learning: what is your action plan? Med Teach. 2013 Oct;35(10):806-14. doi: 10.3109/0142159X.2013.826792. Epub 2013 Aug 23.
 Azer SA, Hasanato R, Al-Nassar S, Somily A, AlSaadi MM. Introducing integrated laboratory classes in a PBL curriculum: impact on student's learning and satisfaction. BMC Med Educ. 2013 May 24;13:71. doi: 10.1186/1472-6920-13-71.
 Azer SA. The place of surface anatomy in the medical literature and undergraduate anatomy textbooks. Anat Sci Educ. 2013 Nov-Dec;6(6):415-32. doi: 10.1002/ase.1368. Epub 2013 May 6.
Azer SA, Guerrero AP, Walsh A. Enhancing learning approaches: Practical tips for students and teachers. Med Teach. 2013 Mar 15. [Epub ahead of print].
Azer SA. Overview of molecular pathways in inflammatory bowel disease associated with colorectal cancer development. Eur J Gastroenterol Hepatol. 2013 Mar;25(3):271-81.
Azer SA, Aleshaiwi SM, Algrain HA, Alkhelaif RA. Nervous system examination on YouTube. BMC Med Educ. 2012 Dec 22;12:126. doi: 10.1186/1472-6920-12-126.
Azer SA, Ramani S, Peterson R. Becoming a peer reviewer to medical education journals. Med Teach. 2012;34(9):698-704.
Alnassar SA, Almuhaya RA, Al-Shaikh GK, Alsaadi MM, Azer SA, Isnani AC. Experience and attitude of interns to pelvic and sensitive area examinations during their undergraduate medical course. Saudi Med J. 2012 May;33(5):551-556.
Azer SA, Peterson R, Guerrero AP, Edgren G. Twelve tips for constructing problem-based learning cases. Med Teach. 2012;34(5):361-367.
Azer SA. Can "YouTube" help students in learning surface anatomy? Surg Radiol Anat. 2012 Jul;34(5):465-468.
Azer SA.  Introducing a problem-based learning program: 12 tips for success. Med Teach. 2011;33(10):808-813.
Azer SA. Training students to learn in a problem-based learning programme. Med Educ. 2011 May;45(5):510.
Azer SA. Problem-based learning: Where are we now? Guide supplement 36.1 - viewpoint. Med Teach. 2011;33(3):e121-2. doi: 10.3109/0142159X.2010.540595.
Azer SA. Academic performance of local and international medical students in years 1 and 2. Med Educ. 2011 Feb;45(2):208.
Azer SA. Learning surface anatomy: which learning approach is effective in an integrated PBL curriculum? Med Teach. 2011;33(1):78-80.
Azer SA. Would a Flexner Report today focus only on graduate medical education? Acad Med. 2010 Nov;85(11):1656; author reply 1656-7.
Azer SA. Training surgeons to teach anatomy: an innovative approach. Med Educ. 2010 Nov;44(11):1128-1129.
Azer SA. Cost consciousness and medical education. N Engl J Med. 2010 Aug 26;363(9):890.
Azer SA. Research in medical education is not just on telling a story. Saudi Med J. 2010 Apr;31(4):456-458.
Azer SA. Teaching about disasters in medical education: the need for international collaboration. Int J Emerg Med. 2010 Oct 28;3(4):529-30.
Azer SA. Interactions between students and tutor in problem-based learning: the significance of deep learning. Kaohsiung J Med Sci. 2009 May;25(5):240-249.
Azer SA. What makes a great lecture? Use of lectures in a hybrid PBL curriculum. Kaohsiung J Med Sci. 2009 Mar;25(3):109-115.
Azer SA. Use of portfolios by medical students: significance of critical thinking. Kaohsiung J Med Sci. 2008 Jul;24(7):361-366.
Azer SA, Frauman AG. Seeing the Wood for the Trees: Approaches to Teaching and Assessing Clinical Pharmacology and Therapeutics in a Problem-based Learning Course. Annals Academy of Medicine Singapore. 2008;  37(3): 204-206.
Azer SA.  Twelve tips for creating trigger images for problem-based learning cases. Medical Teacher 2007; 29 (2-3): 93-97.
 Azer SA. Medical education at the crossroads: which way forward? Annals of Saudi Medicine 2007; 27(3):153-157.
 Azer SA, Eizenberg N. Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students. Surgical and Radiological Anatomy 2007; 29(2):173-80. Epub 2007 Feb 21.
 Azer SA. A multimedia CD-ROM tool to improve students understanding of bile salts and bilirubin metabolism: Evaluation of its use in a hybrid PBL course. Advances in Physiology Education 2005; 29:40-50.
 Azer SA. Challenges facing PBL tutors: 12 tips for successful group facilitation. Medical Teacher  2005, 27 (8):676-681.
 Azer SA. Facilitation of students’ discussion in problem-based learning tutorials to create mechanisms: The use of five key questions. Annals Academy of Medicine Singapore  2005, 34 (8):492-498.
 Azer SA. Becoming a Student in a PBL Course: Twelve Tips for Successful Group Discussion. Medical Teacher  2004; 26:12-15. 
 Azer SA. Do recommended textbooks contain adequate information about bile salt transporters for medical students? Advances in Physiology Education 2004; 28: 36-43.
 Azer SA. Assessment in a problem-based learning course: Twelve tips for constructing multiple choice questions that test students’ cognitive skills. Biochemistry and Molecular Biology Education 2003; 31: 428-434.
 Azer SA, Simmons D, Elliott S. Rural training and the state of rural health services: Effect of rural background on perception and attitude of the first year medical students at the University of Melbourne. Australian Journal of Rural Health 2001; 9: 178-185.
 Azer SA, Stacey NH. Current concepts of hepatic uptake, intracellular transport and biliary secretion of bile acids: Physiological basis and pathological changes in cholestatic liver dysfunction. Journal of Gastroenterology & Hepatology 1996; 11:396-407.
 Azer SA, Coverdale SA, Byth K, Farrell GC, Stacey NH. Sequential changes in serum levels of individual bile acids in patients with chronic cholestatic liver disease. Journal of Gastroenterology & Hepatology 1996; 11:208-215.
 Azer SA, Canfield PJ, Stacey NH. Hepatoprotection in ethynylestradiol-treated rats is provided by tauroursodeoxycholic acid, but not by ursodeoxycholic acid. Journal of Gastroenterology & Hepatology 1995; 10:261-269.
 Azer SA, Kukongviriapan V, Stacey NH. Mechanism of ketoconazole-induced elevation of individual serum bile acids in the rat: Relationship to the effect of ketoconazole on bile acid uptake by isolated hepatocytes. The Journal of Pharmacology and Experimental Therapeutics 1995; 272:1231-1237.
 Azer SA, Stacey NH. Differential effects of cyclosporin A on transport of bile acids by rat hepatocytes: Relationship to individual serum bile acid levels. Toxicology and Applied Pharmacology 1994; 124:302-309.
 Azer SA, McCaughan GW, Stacey NH. Daily determination of individual serum bile acids allows early detection of hepatic allograft dysfunction. Hepatology 1994; 20:1458-1464.
 Azer SA, Murray M, Farrell GC, Stacey NH. Selectivity and sensitivity of changes in serum bile acids during induction of liver cirrhosis in rat. Hepatology 1993; 18:12224-1231.
 Azer SA, Stacey NH. Differential effects of cyclosporin A on transport of bile acids by human hepatocytes. Biochemical Pharmacology 1993; 46:813-819.
 Azer SA, Stacey NH. Cyclosporine-induced interference with uptake of bile acids by human hepatocytes. Transplantation Proceedings 1993; 25:2892-2893.
 Azer SA, Stacey NH. Effect of cyclosporin A in vivo on taurocholate uptake by rat hepatocytes. Biochemical Pharmacology  1991; 42:2053-2057.
 Azer SA. The qualities of a good teacher: how can they be acquired and sustained? Journal of the Royal Society of Medicine 2005; 98:67-69. 
 Azer SA. Problem based learning: A critical review of its educational objectives and rationale for its use. Saudi Medical Journal 2001; 22:299-305. 
 Azer SA. Problem based learning: Challenges, barriers and outcome issues. Saudi Medical Journal 2001; 22:389-397.
 Azer SA, Klaassen CD, Stacey NH. Biochemical assay of serum bile acids: a review of methodologies and applications in the biochemical sciences. British Journal of Biomedical Science 1997; 54:118-132 (extensive review with 151 References).
 
 CD- ROM multimedia:
Azer, SA.  - The Liver: Understanding bile salts and bilirubin metabolism: An interactive CD ROM integrating basic and clinical sciences. ISBN 0 7340 2695 1, University of Melbourne, 2005.
 Azer, S.A. (editor) – Clinical Cases in Pathology, An interactive CD ROM, University of Melbourne, 2005 (9 cases created for semester 9). 
 
Textbooks:
Azer, S.A. - Core Clinical Cases in Basic Biomedical Science. UK: Hodder Arnold (ISBN 0-340-81671-6), vi +420 pp., 2006, reprinted in April, 2006. Translated to the Japanese Language and published by Elsevier Japan, November 2007.
 Azer, SA . – Navigating Problem-Based Learning. Australia: Churchill Livingstone, Elsevier Australia  (ISBN 978-0-7295-3827-5), xxviii + 256 pp., January 2008.
 Azer, S.A. (Editor) – Making Sense of Clinical Teaching: Hands-on Guide to Success. Francis & Taylor, CRC Press, USA, 2013. (Print ISBN  978-1-4441-4412-3; eBook ISBN: 978-1-4441-4413-0   I have also authored 13 chapters in the book (http://www.crcpress.com/product/isbn/9781444144123)
 
Chapters in textbook and references:
Azer SA. Pathophysiology of reflux esophagitis.  eMedicine Gastroesophageal Reflux Disease Newsletter, 2007 (http://www.emedicine.com/email/gerd/issue1-7.htm)
 Azer SA. A model for construction of problem-based learning cases for grades five to eight. In Larkley JE and Maynhard VB, Eds,  Innovation in Education, (Chapter 4), New York: Nova Science Publisher, 2008.
 Azer SA. Internal Medicine Category. In Harris P, Nagy S, Vardaxis N, Eds, Mosby’s Medical, Nursing & Allied Health Dictionary, First Australian & New Zealand Edition, Sydney, Mosby, 2006.
 Azer SA. Gastroenterology Category. In Harris P, Nagy S, Vadaxis N, Eds, Mosby’s Medical, Nursing & Allied Health Dictionary, First Australian & New Zealand Edition, Sydney, Mosby, 2006.  
 Azer SA. Acute and chronic diarrhoea. In: Kumar P, Clark M eds. Clinical Medicine, 6th edition and online resources, Saunders, 2005. (This is the most widely used textbook recommended to undergraduate medical students worldwide)
 Azer SA. Amoebiasis. In: Kumar P, Clark M eds. Clinical Medicine, 6th edition and online resources, Saunders, 2005. (This is the most widely used textbook recommended to undergraduate medical students worldwide)
 Azer SA. Intestinal perforation. In Joe Hines O, Talavera F, Grosso MA, Zamboni P, Geibel J, Eds. Medicine, Ob/Gyn, Psychiatry & Surgery, Gastroenterology. eMedicine, USA, 2002 http://www.emedicine.com/med/topic2822.htm   (This chapter is published in eMedicine, the most widely used eBook in medical education in the world, updated April 2006).
 Azer SA. Constipation. In Gabaeff SC, Talavera F, Cheng D, Adler J, Bernstein S, Eds. AAEM Emergency Medical & Family Health Guide, Digestive Tract. eMedicine, USA, 2001 http://emedicine.com/aaem/topic125.htm  
 Azer SA. Colitis. In Gabaeff SC, Talavera F, Cheng D, Adler J, Bernstein S, Eds. AAEM Emergency Medical & Family Health Guide, Digestive Tract. eMedicine, USA, 2001 http://emedicine.com/aaem/topic120.htm   
 Azer SA. Esophageal varices. In Qureshi WA, Talavera F, Bank S, Mechaber AJ, Katz J, Eds. Medicine, Ob/Gyn, Psychiatry & Surgery, Gastroenterology. eMedicine, USA, 2001. http://www.emedicine.com/med/topic745.htm   (This chapter is published in eMedicine, the most widely used eBook in medical education, updated April 2006).
 Azer SA, McCaughan GW, Stacey NH. Standard Liver function test and their limitations: selectivity and sensitivity of individual serum bile acid levels in hepatic dysfunction. In Rana SVS, Taketa K eds. Liver and environmental xenobiotics, Narosa-Elsevier Verlag, 1997. 
 
Other publications in reviewed journals:
Azer SA. Self-directed learning and construction of knowledge. Medical & Health Reviews 2008; 1 (1):77-91.
 Azer SA. Understanding Bile Salts and Bilirubin Metabolism: An Interactive Program. Teaching & Learning Experiences (TaLEs), University of Melbourne, 2002.
 Azer SA. Retrosternal pain. Part 1. Australian Family Physician  1998; 27:108. This is the official journal of the Australian College of General Practitioners.
 Azer SA. Retrosternal pain. Part 2. Australian Family Physician  1998; 27:208-209.
 Azer SA. Scleral icterus and fatigue. Part 1. Australian Family Physician  1998; 27:427-428.
 Azer SA. Scleral icterus and fatigue. Part 2. Australian Family Physician  1998; 27:535.
 Clearihan L, Azer SA. Clinical challenge. Australian Family Physician  1996; 25:1325-1326.
 Clearihan L, Azer SA. Clinical challenge. Australian Family Physician  1996; 25:1778-1781.
 
Letters to the editor in peer-reviewed journals
Azer SA. Subacute Liver Failure in Obese Women. American Journal of Gastroenterology 2003; 98; 1656-1657. 
 Azer SA. Arterial disease in antiquity. Medical Journal of Australia 2000, 199; 171:280.
 Azer S. Respiratory symptoms and lung function in garage workers and taxi drivers. Journal of the Royal Society of Health 1999; 119:130-131.
 
Papers in Under Review and in Press
Azer SA, Holen A, Wilson I, Skokauskas N. Impact factor of medical education journals and recently developed indices: Can any of these indices support academic promotion criteria? BMC Medical Education (2014). 
Azer SA, Dupras DM, Azer S. Writing for publication in medical education journals. (under review, 2014).
Azer SA. Mechanisms in Cardiovascular Diseases: How Useful Are Medical Textbooks, eMedicine and YouTube? (under review, 2013).
 

1. Papers in Published Conference Proceedings

 2013
Azer SA. Randomised crossover study of task-based vs didactics for teaching medical students anatomy in laboratory classes. AMEE Annual Conference, Prague Congress Centre, Prague (24-28 August, 2013).
 Azer SA and Edgren G. Creating PBL Cases: Challenges and Innovations. Conference Workshop, AMEE Annual Conference, Prague Congress Centre, Prague (24-28 August, 2013).
 Azer SA , AlKhelaif RA, AlEshaiwi SM, AlGrain HA. Analysis of YouTube videos on physical examination of the gastrointestinal system. AMEE Annual Conference, Prague Congress Centre, Prague (24-28 August, 2013).
 Azer SA, AlGrain HA, AlEshaiwi SM, AlKhelaif RA. Analysis of Twitter use among patients’ with epilepsy. AMEE Annual Conference, Prague Congress Centre, Prague (24-28 August, 2013).
 
2012
 Azer SA and Edgren G. Creating PBL Cases: Challenges and Innovations. Conference Workshop, AMEE Annual Conference, Lyon, France (25-29 August 2012).
 Azer SA, AlEshaiwi SM, AlGrain HA, AlKhelaif RA,. Analysis of YouTube videos on physical examination of the nervous system. AMEE Annual Conference, Lyon, France (25-29 August 2012).
 
2011
Azer SA. Can YouTube help students in learning surface anatomy? AMEE Annual Conference, Vienna, Austria (27 to 31 August 2011).
 Azer SA. Constructing Problem-Based Learning Cases: Hands-on Training Workshop.  AMEE Annual Conference, Vienna, Austria (27 to 31 August 2011).

2010
Azer SA. Constructing Problem-Based Learning Cases: Hands-on Training Workshop.  AMEE Annual Conference, Glasgow, the UK (4 September to 8 September 2010).
Azer SA, Adnan A, Yusoff K. Integration of years 1 and 2 in the Medical Curriculum: Experience in Malaysia. AMEE Annual Conference, Glasgow, the UK (4 September to 8 September 2010).
Azer SA. Innovations in Teaching Anatomy.  PBL Asia-Pacific Conference, Taipei, Taiwan, 2010.
2009
Azer SA. Constructing Problem-Based Learning Cases: Hands-on Training Workshop.  AMEE Annual Conference, Malaga, Spain (29 august to 2 September 2009).
Azer SA. Innovations in Teaching Anatomy: A Malaysian Experience. ANZAME Conference (30 June to 3 July, 2009).
Azer SA. Constructing Problem-Based Learning Cases: Hands-on Training Workshop.  AMEE Annual Conference, Malaga, Spain (29 august to 2 September 2009)
 Azer SA. Innovations in Teaching Anatomy: A Malaysian Experience. ANZAME Conference (30 June to 3 July, 2009).
 
2008
Azer SA. Use of Reflective Journals to Enhance Learning in a PBL Curriculum: Significance of Critical Self-Evaluation. AMEE Annual Conference 2008, Prague, Czech Republic (30 August to 3 September 2008).
 Azer SA. First-Year Medical Students’ Perceptions About self-Directed Learning: Are They Really Doing What PBL Aims AT? 7th Asia-Pacific Conference, China Medical University, China (13-17 July 2008).
 Azer SA. The Use of 5 Key Questions To Facilitate Construction of Mechanisms in PBL Tutorials.  7th Asia-Pacific Conference, China Medical University, China (13-17 July 2008).
 
2007
Azer SA. Use of Portfolios by Medical Students: Significance of Critical Thinking.  Reflective and Critical Thinking in Medical and humanities Education. An International Conference Organised by Kaohsiung Medical University, Taiwan (5-9 December, 2007).
 Azer SA. What Does Effective Scribing Bring to PBL Tutorials? AMEE Annual Conference 2007, Trondheim, Norway (25-29 August, 2007).
 
2006
Azer SA. Challenges facing globalisation of medical education. Faculty of Medicine Conference on Medical education, University of Toyama, January 2006.
 Azer SA. Transfer of medical knowledge: The new roles of universities. Faculty of Medicine Conference on Medical education, University of Toyama, January 2006.
 Azer SA. The Use of 5 Key Questions To Facilitate Construction of Mechanisms in PBL Tutorials.  OTTAWA Annual Conference, New York, May 2006.
Azer SA. What makes a good teacher? Annual AMEE Conference, Amsterdam, Netherlands, 30 August to 3 September
2005. 
Azer SA. What Qualities Do Good Teachers Possess? Promoting Excellence in Teaching in Problem-based Learning Courses. A conference workshop. ANZAME Annual Conference, Auckland, New Zealand, 29 June – 2 July, 2005.
 
2004
Azer SA and Elliott SL. Problem-based Learning Workshop. Faculty of Medicine, Universiti Teknology Mara, Malaysia, Shah Alam, 7-10 December, 2004.
 Azer SA, Eizenberg N, Teoh Han Qi T, Tan Hong J. Learning anatomy in an integrated curriculum: Do we need dissection? (Presented Orally and Poster) at the OTTAWA Annual Conference, Barcelona, 2-8 July, 2004.
 Azer SA. Challenges facing PBL tutors: 12 tips for successful group facilitation. Workshop. Presented at The OTTAWA Annual Conference, Barcelona, 2-8 July, 2004.
 Azer SA. Challenges facing PBL tutors: 12 tips for successful group facilitation. A pre-conference Workshop. Presented at ANZAME Annual Conference, Adelaide, 24-27 June 2004.
 
 
2003
Azer SA. Use of On-line Summative Assessment in Medical Education: Experience from a Pilot Trial at the University of Melbourne. Annual AMEE Conference, University of Bern, Switzerland, August/September, 2003.
 Azer SA. Using a Computer Aided Learning Program for Integrated Problem-based Learning Course: Role in Formative Assessment. Annual AMEE Conference, University of Bern, Switzerland, August/September, 2003.  Also presented at ANZAME Annual Conference, St Kilda, Melbourne, 4-7 July, 2003.
 Azer SA. Bringing Problem-based learning to the middle years: Is it possible?  Innovation and Excellence in the Middle Years Conference, 2003.
 
 
2002
Azer SA. Use of On-line Summative Assessment in Medical Education: Experience from a Pilot Trial at the University of Melbourne. Presented at the Vice-Chancellor's Colloquium, December 2002.
 Azer SA. Enhancing student-centred Learning in the Medical Curriculum: Reflections on Our Experience at the University of Melbourne. Presented at METTLE, University of Melbourne, November 2002.
 Azer SA. Use of new styles of multiple-choice questions. Faculty of Medicine, Dentistry and Health Sciences Conference 2002. University of Melbourne, February 2002.
 
 
2001
Azer SA. Limitations of multiple-choice questions: use of new styles of questions that allow testing cognitive skills of the students in a PBL curriculum. METTLE, University of Melbourne, 21 November 2001.
 Azer SA. Use of Multiple Choice Questions and Extended Matching Questions: New Models of Questions that allow testing cognitive skills of the students. ANZAME Annual Conference 6-9 July 2001.
 
 
2000
Azer SA and Elliott S. Use of case-based scenario and short answer questions in assessment of problem based learning: Experience at the University of Melbourne, ANZAME Annual Conference 2-5 July 2000.
 
 
1999
Azer SA, Simmons D, and Elliott S.  Rural training and the state of rural health services: Effect of rural background on perception and attitude of the first year medical students at the University of Melbourne. Curriculum Conference, the University of Sydney, Sydney, December 1999.
 Langendyk V, Delikatny EJ, Azer SA, Clarke R, Jeremy R, Walls R, and Sefton Integrated Assessment: Trying to satisfy everyone. ANZAME Annual Conference, 2-5 July 1999.
 
 
1989
Azer SA. Use of Single best answer questions and Modified Essay Questions in the Formative and Summative Assessment in the Graduate Medical Program. The Showcase of the Chancellor, the University of Sydney, 1998.
 
 
1995
Azer SA. Allergic contact dermatitis. Risk assessment of new chemicals and product ingredients. Worksafe Australia, Sydney, June 1995.
 Azer SA. Structure-activity relationship for skin sensitization potential by chemicals. Worksafe Australia, June 1995.
 Azer SA. Allergic contact dermatitis. Risk assessment of new chemicals and product ingredients. Worksafe Australia, Sydney, June 1995.
 Azer SA. Structure-activity relationship for skin sensitization potential by chemicals. Worksafe Australia, June 1995.
 
 
1994
Azer SA. Standard liver function test and their limitations: selectivity and sensitivity of individual serum bile acid levels in hepatic dysfunction. Worksafe Australia, Sydney, October 1994.
 Azer SA, McCaughan GW, Stacey NH. Daily determination of individual serum bile acids allows early detection of hepatic allograft dysfunction. The Transplantation Society of Australia and New Zealand, Canberra, 1994.
 
 
1993
Azer SA, Stacey NH. Cyclosporin A induced- interference with uptake of bile acids by human hepatocytes. The Transplantation Society of Australia and New Zealand, Canberra, 1993.
 
 
1992
Azer SA, Stacey NH. Cyclosporin A inhibition of uptake of bile acids by rat hepatocytes: Relationship to serum bile acid levels. Australasian Society of Clinical and Experimental Pharmacologists and Toxicologists, Sydney 1992.
 Azer SA, Murray M, Farrell GC, Stacey NH. Selectivity and sensitivity of changes in serum bile acids during induction of liver cirrhosis in rat. Gastroenterological Society of Australia, Scientific meeting, Canberra, 1992.
 
1991
Azer SA, Stacey NH. Effect of cyclosporin A in vivo on taurocholate uptake by rat hepatocytes. Australasian Society of Clinical and Experimental Pharmacologists  Meeting, Perth, 1991.
 
Conferences in the 80s are not included

1. Keynote Lecturers and Invitations

2014 (May): Assessment in a PBL curriculum, Lund Universiy, Sweden.
2013 (Jul): Interaction in problem-based learning tutorials: Getting it right, Webinar, the Transplantation Society.
2012 (May):New insigts in research on interaction in PBL tutorials: VII National Medical Education Congress organised by the Association for the Advancement of Medical Education (TEGED) and hosted by the Baskent University Faculty of Medicine In Ankara.
2011 (Mar):Introducing integrated curriculum: Keys for success. King Fahad Medical City, Faculty of Medicine, Saudi Arabia.
2010 (Oct): Interactions of students in a PBL tutorial. Saudi Medical Education Society Club, Riyadh, Saudi Arabia.
2009 (Sep): Facilitation in PBL tutorials: Universiti Malaysia Sabah, School of Medicine, School of Business and Economics, Malaysia
2008 (Dec): Use of portfolios in the early years in a PBL curriculum. Faculty of Medicine, Kaohsiung Medical University, Taiwan.
 2008 (Aug):Problem-based learning: From theory to practice. Cyberjaya University College of Medical Sciences, College of Medicine, College of Nursing and College of Health Sciences, Malaysia.
2008 (Mar):The role of PBL tutor as facilitator. Universiti Kebangsaan Malaysia (UKM), Faculty of Dentistry Conference, Malaysia.
2007 (Jul):Construction of scenario-based MCQs. Universiti Putra Malaysia (UPM), Faculty of Veterinary, Malaysia.
2007 (Jun): Current trends in PBL. Universiti Kebangsaan Malaysia (UKM), Faculty of Medicine, Malaysia.
2006 (Dec): New Roles of Universities-Knowledge Transfer. College of Medicine, University of Toyama, Toyama, Japan.
2006 (Jun): Medical Education at the crossroads. Medical Congress Universiti Teknologi MARA, Malaysia.
2006 (Jan):Moving to a Problem-Based Curriculum. College of Medicine, University of Toyama, Toyama, Japan.        
2005 (Dec):Assessment in a PBL curriculum- Use of MCQs. Faculty of Medicine, Kaohsiung Medical University, Taiwan.
 

1. Faculty Development and Staff Training Programs

2000-2006:Training academics and clinical staff from the University of Melbourne in a two-day workshops entitled “Introduction to PBL: Hands-on Training”, “Advanced training in facilitation skills”, “Construction of Scenario-based MCQs” and “Writing PBL cases”. The participants were from the school of medicine, dentistry and physiotherapy. Each year, these workshops were conducted 2-3 times.
2003 (Jan):Training staff, Dietician from Alfred hospital, Monash University, Australia in a two-day workshop entitled, “facilitation in PBL tutorials” 
2004 (Feb):Training staff from the school of nursing, Deakin University, Australia in a two-day workshop entitled, “facilitation in PBL tutorials” 
2004 (Mar):     Training staff from the school of Health Sciences, La Trobe University, Australia in a two-day workshop entitled, “facilitation in PBL tutorials”
2004 (Aug): Training staff from the school of Health Sciences, La Trobe University, Australia in a two-day workshop entitled, “facilitation in PBL tutorials” 
2005 (Feb): Training staff from the school of Occupational Therapy, La Trobe University, Australia in a two-day workshop entitled, “facilitation in PBL tutorials” 
2005 (Mar):Training staff from the school of Occupational Therapy, La Trobe University, Australia in a two-day workshop entitled, “facilitation in PBL tutorials”
2006 (Jan):Training staff from the University of Toyama, Japan. The workshop entitled, “facilitation in PBL tutorials”
2007 (June):Training staff from the Faculty of Veterinary, Universiti Putra Malaysia in a two-day workshop entitled, “Writing Scenario-based MCQS and Modified Essay Questions”
2007 (Sep):Training staff from the Faculty of Medicine, Universiti Teknologi MARA (UiTM) in a two-day workshop entitled, “Becoming a PBL facilitator”. The workshop was conducted again in 2008 (twice) and in 2009 (twice).
2008 (Feb):Training staff from the Faculty of Medicine, Universiti Teknologi MARA (UiTM) in a two-day workshop entitled, “Writing PBL Cases”
2008 (Jun): Training staff from the Faculty of Medicine, Universiti Kebangsaan Malaysia in a two-day workshop entitled, “Advanced facilitation skills in PBL:Hands-on Training”
2009 (Apr):Training staff from the Faculty of Medicine, Universiti Teknologi MARA (UiTM) in a one-day workshop entitled, “Innovations in teaching Anatomy”
2008 (Aug):Training staff from the Faculty of Medicine, Universiti Teknologi MARA (UiTM) in a two-day workshop entitled, “What will make a great lecture: Hands-on Training” . This work was conducted again in June 2009.
2009 (Feb):Training staff from the Faculty of Medicine, Universiti Teknologi MARA (UiTM) in a two-day workshop entitled, “Use of multiple-choice questions and short answer questions in assessment”
2009 (Mar):Training staff from the Faculty of Dentistry, Universiti Kebangsaan Malaysia in a one-day workshop entitled “Giving and receiving feedback to PBL students”.
2009 (Apr): Training staff from the Faculty of Medicine, Universiti Teknologi MARA (UiTM) in a one-day workshop entitled, “Innovations in teaching Anatomy”
2009 (Jun):Training students from the Faculty of Medicine, Universiti Teknologi MARA in a four-day workshop entitled “Becoming an effective learner: training workshops for medical students”.  Each session was 3 hours long with 2-3 weeks in between for students to work on tasks related to sessions they completed.
2009 (Aug):        Training students from the Faculty of Medicine, Universiti Teknologi MARA (UiTM) in a one-day workshop entitled, “Maximising your success in the Viva examination”.
2010-2014:Training staff from the College of Medicine, King Saud University, Saudi Arabia in a two-day workshop entitled, “Becoming a small group facilitator: Hands-on Training”. This workshop is conducted 3 times yearly.
2013 (Nov):Training staff from the College of Medicine, King Saud University, Saudi Arabia in a two-day workshop entitled, “Advanced facilitation skills in PBL: Hands-on Training”
2011-2014:Training staff from the College of Medicine, King Saud University in a two-day workshop entitled, “Best evidence in clinical teaching: Hands-on Training”. This workshop is conducted twice yearly.
2011-2014:Training staff from the College of Medicine, King Saud University in a one-day workshop entitled, “Giving a great lecture: Hands-on Training”. This workshop is conducted twice yearly.
2010-2013: Training staff from the College of Medicine, King Saud University in a two-day workshop entitled, “Construction of PBL cases: Hands-on Training”. This workshop is conducted twice yearly.
2013 (Apr):Training staff from the College of Medicine, Princess Noura University, Saudi Arabia in a two-day workshop entitled, “Becoming a small group facilitator: Hands-on Training”. This workshop was conducted twice.
2013 (May):Training staff from the College of Medicine, Princess Noura University, Saudi Arabia in a two-day workshop entitled, “Construction of PBL cases: Hands-on Training”. This workshop was conducted twice.
 

1. International Links & Collaborative Projects

2010-current: Lund University, Center for Teaching & Learning (Sweden): Outcomes of the project: Azer SA, Edgren G. Creation and conduction of a joint workshop on “Construction of PBL Cases” at the AMEE annual conferences (2012 and 2012), and working on joint research on PBL
2010-2011: University of Adelaide (Australia) and Lund University (Sweden): Outcome of the project: Azer SA, Peterson R, Guerrero AP, Edgren G. Twelve tips for constructing problem-based learning cases. Med Teach. 2012;34(5):361-367.
2011-2012:     McMaster University (Canada), University of Hawaii (USA): Outcomes of the project:  Azer SA, Guerrero AP, Walsh A. Enhancing learning approaches: Practical tips for students and teachers. Med Teach. 2013 Mar 15. [Epub ahead of print].
2011-2012:Boston University and University of Adelaide (Australia). Outcomes of the project: Azer SA, Ramani S, Peterson R. Becoming a peer reviewer to medical education journals. Med Teach. 2012;34(9):698-704.
 2012-2013:Bond University (Australia), University of Tokyo (Japan), and Maastricht University (The Netherlands). Outcomes of the project: Azer SA, McLean M, Onishi H, Tagawa M, Scherpbier A. Med Teach. 2013 Oct;35(10):806-14. Epub 2013 Aug 23.
 2013-2014:Norwegian University of Science and Technology (Norway), University of Wollongong (Australia), Trinity College Dublin (UK): Outcomes of the project: Azer SA, Holen A, Wilson I, Skokauskas N. Impact factor of medical education journals and recently developed indices: Can any of these indices support academic promotion criteria?
2013-current:Lund University, Speech pathology (Sweden): Outcomes of the project: Azer SA, Hanson K: Working on a joint research project on self-regulated learning in PBL. 
 2013-2014:Mayo clinic Rochester (USA), and Austen Hospital, University of Melbourne (Australia): Azer SA, Dupras DM, Azer S. Writing for publication in medical education journals.