Sarmad Ghazi is an assistant professor of biomedical sciences at California Health Sciences University College of Osteopathic Medicine and an adjunct professor of basic sciences at the All-American Institute of Medical Sciences in Jamaica. He is also the former dean for North America, an associate professor of basic sciences, the director of the internal medicine course, and the assessment and information technology lead at the Oceania University of Medicine.

Dr. Ghazi has collaborated with notable individuals from the United States, Australia, New Zealand, and Samoa throughout the years to enhance medical education in the South Pacific. He has participated in a number of projects involving curriculum design, the accreditation process, student evaluation, and blended learning methods. Dr. Ghazi is a first-generation American since 2008. He earned his medical degree from the University of Baghdad. Dr. Ghazi is affiliated with several organizations, including the American College of Physicians (ACP), the Alliance of Academic Internal Medicine (AAIM), the American Medical Association's Physician Innovation Network (AMA-PIN), and the American Association for Physician Leadership (AAPL). Dr. Ghazi serves as a peer reviewer for the Annals of Internal Medicine, the Medical Science Educator and the Cureus Journal of Medical Sciences.

Dr. Ghazi's areas of interest include curriculum design, faculty development, problem-based learning (PBL), team-based learning (TBL), case-based learning (CBL), medical simulations, educational technology, blended learning, the history of medicine, humanity in medicine, assessment design, competence-based education, learning psychology, mindset theory, educational scholarship, medical writing, artificial intelligence, learning informatics and data analytics, communication skills, clinical skills development, leadership, and management. He advocates for cost-effective healthcare and the well-being of medical students and physicians.

ORCID ID

http://orcid.org/0000-0003-4859-8219

Reviewer Keywords

active learning artificial intelligence ai assessment in health professions education basic sciences continuing professional development curriculum design distance learning educational leadership hidden curriculum hybrid education independent learning information technology innovation in medical education learning management system longitudinal integrated clerkship problem based learning remediation simulation based medial education team based learning undergraduate medical education