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Aspetar Medical Education Department Pillars

Aspetar Medical Education Department will develop, plan and deliver its services based on four key pillars:

1. Continuing Medical Education / Continuing Professional Development

The mission of the Aspetar CME / CPD programme is to pursue Aspetar accreditation as a CME / CPD provider in Qatar and to provide quality education for clinicians based on their individual and departmental needs. This focus is ultimately critical to improve the delivery of quality clinical care and optimal patient outcomes. CME / CPD is also key to facilitate on-going professional development of our own team of Healthcare Practitioners for re-licensing according to the CME / CPD standards of the . Our CME / CPD provide information that is grounded in cutting-edge Sport and Exercise Science and Medicine – evidence-based, relevant to our clinical practice and free from commercial bias. We reach beyond the borders of Aspetar, Doha and Qatar to the GCC region and internationally, organizing a wide range of lectures, interactive workshops, symposia and conferences.

2. Student Education

The different student education programmes at Aspetar are summarized in the table below and focus on education opportunities for undergraduate students, graduate students and specialists in training. We will expand these services to include more Postgraduate Certificate Programmes (PCP), Diploma Programmes and masters’ degree training programme training.

3. Patient and Community Education

Every patient encounter is an opportunity to deliver key health messages. This is not only done during a consultation, but also by encouraging patients to read further, watch a video or attend a lecture. We are currently using hand-outs and publications, lectures, the Aspetar Journal, our website and social media to deliver these messages. We support education opportunities for the broader Qatari community focusing on the health benefits of physical activity and exercise. Patient and community education is coordinated and planned in an integrated way, ensuring an evidence-based based approach of high quality, clear and relevant messages.

4. Centre for Evidence-Based Sports Medicine and Science (CEBSMS) 

Integrating Evidence–Based Medicine (EBM) with patients’ own values and preferences is the basis of good clinical decision-making. EBM is the “conscientious, explicit and judicious use of current best evidence in making decisions about individual patients”. This means “integrating individual clinical expertise with the best available external clinical evidence from systematic research” (Sacket et al. 2000).

Systematic reviews, meta-analysis and evidence-based clinical guidelines are key to the application of best evidence in clinical practice, and we provide clinicians with skilled and targeted support (including supporting the development of Clinical Guidelines) to underpin our evidence-based and compassionate approach to clinical care.

Even scientifically ‘robust’ research evidence has a history and a context. It may be inherently uncertain, incomplete and open to multiple interpretations. It sits better in some contexts than others. And it competes for our attention with many other issues, some of which are extremely important. (Greenhalgh, 2018: Chapter 2 Evidence. How to Implement Evidence-Based Healthcare)

The Aspetar CEBSMS project is gradually implemented to provide clinicians with the tools to access, appraise and apply the best available sports medicine and science evidence when they provide health care to athletes. Phase I included workshops on "The Practice of Evidence-Based Sports Medicine" in partnership with the American College of Sports Medicine (ACSM) in 2016. Phase II focuses on clinical guidelines, further workshops on evidence-based health care and medical education research. The Director of Medical Education now represents Aspetar on the Qatar National Clinical Guidelines and Pathway Committee and chairs the Aspetar Clinical Guidelines and Pathway Committee. We have recently started a Medical Education research project collaboration with Prof Evert Verhagen, Vrije Universiteit Amsterdam (VUA); two Medical Education Aspetar employees are currently pursuing PhD studies on the impact of CME/CPD and implementing evidence-based practice (focusing on Shared Decision Making) in Sports Medicine.


Table 1: Student Education

Student Programmes



Undergraduate Education Programme: 

  • Practicum Students

Practicum students are undergraduate students who are completing a formalized placement at Aspetar, which will be part of their degree. This placement is in partnership with Aspetar and the student’s home university and is open to all clinical departments.

Jan 2011

Graduate Education Programme: 

  • Internship

Interns are those who have completed their Bachelor degree and want to gain experience in the broader field of SEM.  The internship is not a formal part of the individual’s training.

Jan 2012

Graduate Education Programme: 

  • Residency

A Residency at Aspetar is open to Hamad Medical Corporation (HMC) Family Medicine Residents that seek to complete their SEM Rotation.

(>50 residents annually completing a 2-week rotation).

Oct 2013

Graduate Education Programme: 

  • Fellowship

Fellows are participants who have completed their Bachelor Degree and are completing a formalized specialization in association with a university or college in their home country. The specialization programme, or fellowship, is typically recognized by the government in the participant’s home country as a legitimate medical specialization in one of the following fields only: SEM, Surgery, Radiology and Physiotherapy.

Jan 2011

Post Graduate Education Programme:

  • Honours Research
  • Masters Research
  • MastersCoursework
  • PhD Researcher
  • Post-Doctorate

Postgraduate Researchers are individuals who have completed their Bachelor Degree and are appointed/ contracted at Aspetar full time, or for a negotiated time period to complete a single or series of research at Aspetar that contributes to the successful completion of one of the degrees or experience listed.

March 2012

Vocational Experience Programme

From time to time, students and professionals will ask to spend a designated period of time at Aspetar to broaden their understanding of SEM.  This experience is not connected to a formal institution such as a university or college, and is not part of a recognized programme at Aspetar. This is an observation experience only.

Jan 2014