About me

Thank you for visiting my blog and reading my reflections. In an era where demanding attention has instant monetary reward, my reward would be a lasting connection and an enduring conversation.

Hi there. My name is Homam Albaghdadi. I know it is hard to pronounce. In fact, it is phonetically different from the way it is written. Don’t blame me, it’s a linguistic limitation. My high school English teacher managed to call me Holman for 2 years. My patients call me Dr Alba

I am (I would like to think) a passionate general and hospital dentist with a keen interest in health professions education research. It fascinates me. Perhaps because it engages me on a deeper conceptual level. May be it is inherent in my interest in psychology and sociology.

I come from a basic science, and immunology backgrounds.  I have spent 14+ years in academia between undergraduate and graduate education, research, and professional training. I would not have it any other way. Every stage was a building block toward my aspiration to become a clinician scientist. It requires a lot of introspection, retrospection, and even “outro”spection, so to speak. And I would be remiss if I did not recognize my “support system”; My family, friends and mentors who continually challenge me and test my strengths and vulnerabilities.

When I reflect on what my academic philosophy might look or sound like, I recognize that I cannot treat it as a static entity, but rather a dynamic, evolving process. I am attracted to Charmazian social constructivist philosophy, believe in the co-construction of knowledge and attempt to be cognizant of contextual elements that might impact my teaching and research. I like to think that I would adopt an eclectic method of teaching, drawing inspiration from different fields of study (Arts, Engineering, Business etc). I fundamentally believe teaching should be a conversation instead of a monologue, evidence-based instead of pseudoscience, while at the same time recognizing the relevance of those “traditional”, time-enduring modalities. To this end, I am drawn to the construct of reflexivity in which, as Bourdieu framed it, one is to take two steps back from the process (i.e. teaching), one to objectively evaluate it, and the other to reflect on that very observation. Therefore, my goal is to be aware of own impact on the process and for that to guide my own evolution and what I aspire to change in my context.

If you think this is romanticism, I think you’re giving me too much credit.