Education Development and Research Centre (EDC – Gezira)

Historical background

The Faculty of Medicine University of Gezira (FMUG) was established in 1975. The main philosophy was to serve the rural community of El Gezira area, which compromises the largest irrigated scheme in the Sudan.

The school adopted a community oriented, community based, problem solving and integrated curriculum so as to achieve its main three objectives: student training, research and service. The student intake started in 1978. The graduation of the first batch was in 1983. Now the school is graduating the batch number 19 and has already taken batch number 24.

The EDC started together with the start of the school in 1978. At that time it has no physical space, but it was functioning mainly in the aspect of student self-learning and staff development through regular and formal training in medical education in addition to curriculum development, regular intensive faculty board meetings and educational materials development. In 1980 it was a section in the library with a medical photographic facilities added and it had a co-ordinator, Professor Mohamed Awadalla Salih. In 1987 it became the Medical Education and health manpower development centre and it had its first physical site. In 1993 it became the medical education development and research centre, and moved to a bigger building. In 1995 the EDC Gezira was considered a national center and designated as a WHO collaborating centre. In 1998 the EDC moved to a new building which include a heater, meeting room, library, self-learning areas, educational materials section, processing laboratory, studio, designing and binding, counter and information section and administrative offices (see map). The Faculty of Medicine University of Gezira has got strong links, through the EDC with many partners: Federal Ministry of Health , State Ministry of Health, International Health Office, WHO, other medical schools in the Sudan, other faculties in the University of Gezira, international health science institutes, the Network; community partnership for health through innovative medical education, research and service, EDC Khartoum, Centre for educational development for health professionals Jordan Suez Canal University, Regional chapter (EMR) of the Network and University of Dundee.

The number of faculties with interest in innovative medical education increased. A the time being there are 26 medical schools in the Sudan. Most of them adopted the strategies of FMUG. New ideas and opionions came up due to increased awareness in medical education. Thee is increasing number of students due to increase in these schools intake every year. Decentralization of health services is now well established in the Sudan, and hence there is extra need for strong partnerships between education, health services and the community to achieve the goal (towards unity for health) for all those reasons mentioned the Faculty of Medicine, University of Gezia is determined to continue as a successful model that could meet the redesignation as a WHO collaborating centre so to provide effective support for all innovative programmes in education for health.


(1)  Staff Development

  1. To enable the faculty to continue with its community-oriented, problem- based learning dimensions by :
  2. Offering continuous training for staff members in COME and PBL.
  3. Improving the teaching capability of staff members through workshops on methods of teaching and learning
  4. Improving the staff and students communication skills and counseling ability
  5. To strengthen on the job learning for postgraduate students and staff
  6. To enable staff to keep pace with new developments in medical education and be able to carry out research in medical education

(2)  Strengthening the educational media support

To improve the quality of learning experience without a concomitant increase in teaching hours. This is to be achieved by :

  1. Production of media-based learning materials. This objective is also meant to enable the faculty to cope with the increased student intake strategy adopted in 21992. The student will be helped to acquire and cultivate the ability to work independently.
  2. Establishment of skills laboratories to improve skill performance ability of students
  3. Training of staff and relevant personnel in the design, development and production of media-based educational materials.

(3)  Strengthening the assessment tools of evaluation :

By continuously monitoring staff and students feedback on methods of teaching and evaluation.

(4)  To develop and implement a strategy for arabization of the curriculum

(5)  To conduct periodic curriculum reviews and evaluation

(6)  Providing health care staff with :

  1. Evaluation of curriculua of all paramedical school with an objective of introducing COME/CBE/PBL in their objectives, implementation and evaluation
  2. Conducting teacher-raining programmes to upgrade teaching skills and knowledge in these institutions

(7)  Strengthening the health area team approach.

To medical services by providing necessary training in team approach, group dynamics counseling and communication skills

(8)  Helping other medical schools in COME/CBE/PBL curriculum development.

(9)  Conducting national workshops :

On COME/CBE/PBL to facilitate innovation in curricula of medical schools in Sudan and in the region.

(10)  Strengthening the national programmes :

By continuous inservice training of health personnel in the objectives and skills needed to increase coverage and success of these programmes (EPI, CDD, BPHI, RTI, MCH etc.)

(11)  Promoting inter regional collaboration :

To share experience with other EDCs in EMRO region anddisseminating COME/CBE knowledge and skills regional, inter regional and global.

EDC Location and premises

The EDC is located in the premises of the FMUG occupying the whole first and second floor of a 3 stories building. It includes a large hall (60 persons), a library, a   hall for self learning. It includes

  1. Lecture/meeting hall
  2. Library
  3. Lelf learning room
  4. Design room
  5. Medical photography room
  6. Binding room
  7. Computer room
  8. Administration office
  9. Director office
  10. Secretary office.


1. Lecture/meeting hall:

Accommodates 60 persons equipped with audiovisual

2. Library:

The library contains the main journal in medical education for the last 10 years, books in psychology and other related books of medicine. The main faculty library is 20 m. from the EDC containing more than 50,000 books in all aspects of medicine.

3. Self learning room:

This section is equipped with TV sets, videos, cinema, etc.It provides slides tapes and video tapes in all branches of medicine. There are sitting locations for students, staff and workshop participants to sit and use those slides and video tapes. This section also includes computers and CDs for computer aided learning.

4. Design room

This section includes equipments for designing educational materials (drawings,diagrams, figures, posters, graphics, etc..)

5. Medical photography unit:

In this unit there is a complete laboratory for preparation of slides and photos both coloured and black/white. The unit is equipped with 4 new cameras, video camera and TV sets. There are a processing area (dark room) for slide preparation and video and tape processing, duplication and montaging.

6. Computer Unit:

There are four computers with their printers. The computers are used for  printing, storing information and performing statically calculations.

7. Basic skills Laboratory:

This is composed of two large rooms each accommodating 40 students. The laboratory includes all the equipment and instruments for training students basic skills in medicine, e.g. thermometers, blood pressure machine, models, ECG machines etc..