About Dr Mohammed Alabry
I am a qualified medical doctor (MBBS) (non-practising) and a qualified science teacher (PGCE Secondary with Biology) with Qualified Teaching Status (QTS).
After completing my MBBS at King Saud University in 2010, I worked as a lecturer in physiology for three years before joining an anaesthesiology programme, where I completed two years of training before relocating to the UK. After moving to the UK, I completed my PGCE at the University of Sunderland and obtained my QTS in teaching science across KS3 and KS4 and A level Biology.
Teaching and supervision
- Physiology across phase one (year 1 and 2).
- PBL and personal tutor.
- Unit 12 (Circulation) lead, which covers various topics related to cardiovascular and respiratory systems.
- Scaffolding lead. I deliver tutorials and workshops on topics requested by students. I have also created extended A Level Biology resources to help students with transitioning to medicine.
Research
Research Focus: Scaffolding and Transition in Education:
My research primarily focuses on the concepts of scaffolding and transition within educational contexts. This work aims to enhance the understanding and implementation of effective teaching strategies that support student learning and development through structured guidance and smooth transitions.
Scaffolding:
Scaffolding involves providing successive levels of temporary support to assist students in achieving higher levels of comprehension and skill acquisition. My research delves into various scaffolding strategies and their impacts on student learning outcomes, including:
- Identifying effective scaffolding methods tailored to different learning styles and needs.
- Investigating the role of feedback and formative assessment in scaffolding.
- Examining the balance between providing support and promoting independent learning.
Transition:
Transition in education is the process students undergo when moving from one phase of their educational journey to another. My research in this area addresses:
- The challenges students encounter during significant educational transitions, such as from secondary education to higher education.
- Developing intervention programs to ease these transitions.
- Strategies for educators and institutions to support students emotionally, socially, and academically during transitional periods.
Further information
I am bilingual, my native language is Arabic.