Teaching

Undergraduate and Postgraduate Courses




Department of Biochemistry 

Course: 
Medical Biochemistry

Stage: 2nd Year medicine
Classroom: I and II
No. of Students: 180

Course: Human Genetics
Stage: 1st Year Pharmacy
Classroom: I
No. of Students: 85

Also Supervising the Biochemistry Lab. (E Group)

At the Faculty of Medical Science, School of Medicine, Biochemistry Department, I am teaching the following courses namely:

1. Human Nutrition and Medical Biochemistry (theory with some laboratory supervision)
2. Cell Molecular Biology
3. Cellular Signaling and Human Genetics
4. Molecular Diagnostics
5. Research Methodologies
6. Scientific Writings
7. Basics of Bioinformatics and System Biology
8. Cancer Cell Biology and Signaling


My Philosophy in Teaching:

        Historically, universities and academic institutions are focal points for exploring-, experimenting- and exchanging- ideas, resulting in creation of new theories, discoveries and inventions. Often, open discussions, arguments and counter arguments were applied as processes in guiding these findings to public reception. As a consequence, the art of teaching emerged not only to convince the audience, but also to educate younger generations for that particular discipline. Gradually, the teaching duties become fundamental and more important for every academic center for spreading the knowledge. Currently, academic staff (teachers) in any academic centers are major players to carry out multiple profession at the same time, (i) Researcher to seek and to innovate ideas; (ii) Educator to teach and instruct students; (iii) Learner to gain knowledge and skills; and occasionally medical doctors as (iv) Clinician. Obviously, these tasks are interactive and dynamic in creating a unique working environment for teachers. I think multiple role paradigms are the most cost effective way to run academic centers. However, in order to keep high-level education and high-quality research, the organization bodies should have enough resources. Therefore, evaluations should be performed as a guide for maintaining and improving the outcome quality. A priority should be given to the teaching process in keeping high-level education quality despite declining economical resources. This can be carefully checked by evaluating the tasks and to follow-up plans to maintain the quality. At many University of Sulaimani departments, both external (international) and/or internal (domestic) board could be organized in order to monitor the education and research activities on regular basis. These working groups usually come up with warnings, if the quality of education and/or research has been declined, and also with recommendations to resolve or tackle the problems.