Afshan H.

Khattak,
MD, FAAP,
CHPE
Academic Portfolio

1201 Nimitz Lane

Plano TX 75074
Phone: +1 (469) 672-4279
Email: palwasha.bibi@gmail.com
Table of Contents
S. No Chapter Page No.
1. Curriculum Vitae 2
2. Personal Statement 7
3. Educational Philosophy 8
4. Research Activities 9
5. Teaching Activities 10

1
EDUCATION

• 1987-1992 MBBS The Aga Khan University Medical College

• 1984-1986 FSc PAF Degree College, Peshawar

• 1982-1984 Matric PAF Senior School, Peshawar

PROFESSIONAL WORK EXPERIENCE

May 2021 – March 2023 Associate Professor,

Afshan Hussain Khattak
Consultant Neonatologist, Lady Reading
Hospital, Peshawar, Pakistan. MBBS, MD, FAAP, CHPE
Chairperson and Academic Head,
Pediatrics from Sep 2021 – Dec 2022 Teacher, first and foremost

Pediatrician Neonatologist
Aug 2019 – Jul 2020 Consultant Pediatrics in Ministry of
Health & Prevention, UAE. Two months Researcher, Educationist
Posting in Fujairah Covid Field
Hospital Aiming for personal
fulfillment through filling
March 2018 – July 2019 Private Pediatric Clinic, Peshawar gaps in patient care and
related knowledge, skills
Feb 2010 – March 2018 Assoc. Professor, Ped/Neonatology and attitudes
Peshawar Medical College. (Service
Leave Sep ’11-Feb’16*)

Dec 2016 – Mar 2018 Director, Medical & Under

Graduate Medical Research &
Education, (Basic Sciences)
PRIME Foundation, Peshawar

Sep 2011 – Feb 2016* Consultant Pediatric Oncology

Hospitalist, Shaukat Khanum Memorial Cancer
Hospital & Research Center, Lahore

Dec 2005 – Jan 2011 Assistant Professor & HOD, Pediatrics, Kuwait
Teaching Hospital
Founder & Director, Dept. of Undergraduate Medical
Education & Research, Peshawar Medical College, Peshawar.
www.umr.prime.edu.pk

2
 August 2004 – Nov 2005 Assistant Professor, Pediatrics, Women & Children Hospital,
Women Medical College, Abbottabad.
Developed the NICU & wrote the NICU manual for Abbottabad
Women & Children Hospital

July 2003- July 2004 Senior Registrar, Pediatrics, at Ayub Medical Complex, Ayub
Medical College, Abbottabad. Developed the current NICU at
Ayub Teaching Hospital and wrote the NICU Protocol Manual

Jan 2002 – Dec 2002 Medical Director, Rehman Medical Institute. Wrote RMI Employee
Policy, Employment Contract and RMI Policy & Procedure Manual

PROFESSIONAL TRAINING

2002-2003 Observer Fellowship in Pediatric Intensive Care at North Carolina

Baptist Medical Center, Wake Forest University, Winston-Salem,
North Carolina , USA. Developed the Guidelines for Critical
Pediatric Transport for BMC

2000-2002 Fellowship in Neonatal-Perinatal Medicine at Magee Women’s

Hospital University of Pittsburgh, Pennsylvania, USA. Served on Fellow’s
Selection & Evaluation Committee in Magee Women’s Hospital

1997-2000 Residency training in General Pediatrics at Hurley Medical

Center, Michigan State University, Flint, Michigan, USA.
Resident representative on MOTT’S Children Hospital sub-
committee and Employee Diversity Program

CERTIFICATIONS

2021 Certificate in Health Professions Education from Khyber Medical

University, Peshawar

2009 Certificate in “Undergraduate Medical Education” from PRIME

Foundation, Peshawar

2001 Neonatal Advanced Life Support Instructor

3
 2000 Certified American Board of General Pediatrics. Diplomat
American Board of Pediatrics, (Recertified in 2018)

REGISTRATION

PMDC Reg. Number 6285-N (Current valid)

State of Pennsylvania Medical License, MD 068843, (Held till 2005)

PROFESSIONAL SOCIETIES

• Pakistan Medical & Dental Council

• American Academy of Pediatrics

• College of Physicians & Surgeons of Pakistan

• Federation of Islamic Medical Associations

PUBLICATIONS

ORCID ID: https://orcid.org/0000-0002-7533-8597

1. Iqbal A, Khattak A, Malik F. Bullying behavior in operating theatres. JAMC.

2020;32(3): https://jamc.ayubmed.edu.pk/index.php/jamc/article/view/6951

2. Khattak A. Medical Ethics: Current State of Medical Education. Pakistan Journal of

Health Sciences. 2018; 2(1): 1-2
http://www.pjhs.com.pk/index.php/V1I1/article/view/22/31

3. Khattak AH et al. Impact of simulation based “death scenarios” in teaching

undergraduate medical students about multidisciplinary team function in patient care.
Journal of Advanced Research in Social and Behavioral Sciences. 2017.
http://www.akademiabaru.com/journal.html

4. Khattak AH et al. Multidisciplinary medical team development among medical

students through role assignment during simulation based teaching scenarios; a
randomized, single blind study. Journal of Advanced Research in Social and Behavioral
Sciences. 2017.
http://www.akademiabaru.com/journal.html

4
5. Khattak AH et al. Demonstration of ability to teach and assess life saving skills by first
year medical and dental students using peyton’s four steps; a randomized, single
blind, controlled educational trial in skills’ lab. Journal of Advanced Research in Social
and Behavioral Sciences. 2017. http://www.akademiabaru.com/journal.html

6. Khattak AH. Solution-based learning: Educating for solutions. Khyber Med Univ J 2017;
9(4):179-180. http://www.kmuj.kmu.edu.pk/article/view/18082/pdf

7. Khattak A, et al. Patient Satisfaction; Comparison Between Public and Private Sector
Hospitals in Peshawar, Pakistan. International Journal of Collaborative Research on
Internal Medicine & Public Health, Vol. 4 No. 5 (2012)
http://www.iomcworld.com/ijcrimph/files/v04-n05-32.pdf (This is the most read and
cited paper from Riphah International University on ResearchGate.
https://www.researchgate.net/publication/268435751_Patient_Satisfaction_-
_A_Comparison_between_Public_Private_Hospitals_of_Peshawar/stats

8. Khan A, Bukhari S, Alvi M, Qazi A. Seroprevalence of Hepatitis B, Hepatitis C and HIV

in Blood Donors of Peshawar. Gomal Journal of Medical Sciences; 2011;9:(1)46-50
http://www.gjms.com.pk/ojs24/index.php/gjms/article/view/335/287

9. Qazi A, Khan A, Noor M, Yousaf N: Prevalence of Hypertension in Adults Ages 30-50

Years in 100 Households from Urban Peshawar. Khyber Journal of Medical Sciences,
January 2010;1(2)13 – 18. http://kjms.com.pk/node/594

10. Khan A, Qazi A, Yousaf A et a: Differences in Detection Rates of Serious Neonatal

Diseases Before and After Institution of Neonatal Rounds by Pediatricians in a Private
Sector Hospital. Journal of Ayub Medical College, 2010;22(1)
http://jamc.ayubmed.edu.pk/index.php/jamc/article/view/3109/1464

11. Hassan T, Khan A, Rahman A: Muslim Contributions to Research: Past, Present and
Future. FIMA Year Book, 2009.
http://fimaweb.net/documents/FIMA%20Year%20Book%202009.pdf

12. Khan A: Problem Based Learning in Medical Curricula; An Islamic Perspective. FIMA
Year Book, 2009. http://fimaweb.net/documents/FIMA%20Year%20Book%202009.pdf

5
SEMINARS CONDUCTED*

• Medical Education, Integration; How & Why?

• Undergraduate Medical Research.
• Evidence based Medicine.
• Medical Professionalism.
• Research Based Education.
• Solution Based Learning.
• Living my Vision.
• Roles & Goals for Medical Undergraduates.

*Detail available upon request

EDUCATIONAL WORKSHOPS CONDUCTED*

• Clinical Research; Perception to Publication.

• Teaching Life Saving Skills to Undergraduates; Not Easy?
• Simulation; Future of Pediatric Education.
• Emergency Care Provider for Neonates and Children, (six batches of twenty each
trained in LRH Pediatrics).
• Inter-professional Education, (two workshops conducted in LRH).
• Undergraduate Medical Research-101.
• Ethics in Medical Research.
• Institutional Review Protocols.
• Defining Visions.
• Solution Based Learning.
• Auditing for Improvement.
• Curriculum Building,
• Writing PBL Packages

* Details available upon request

6
 Personal Statement

“I gave my life to become the person I am right now. Was it worth it?”

The above quote is from the novel, “One”, by Richard Bach. I remember reading it in medical
school in early 1990s. It has stayed with me, ever since. As I look back at two decades of my life, I
ask myself the same question. I graduated medical school at a time when “Health for All” and
“Sustainability” were becoming part of table talk for health professionals. My medical career
choices, Pediatrics and Medical Education, are dictated by the same two concepts. I became a
pediatrician in Flint, Michigan, home to the lead poisoning story and a neonatologist in
Pittsburgh, the research hub for so many. I thought I had learned all there was to learn in this
great country, at least in medicine. Little did I anticipate the tremendous process of personal
growth and development that awaited me, as I headed back to Pakistan from USA.

I returned to Pakistan in 2002 and applied for academic positions in my hometown, hoping to
share what I had gained in the States. I was fortunate to be in a medical community just waking
up to integrated modular curricula and problem-based learning in medicine. Starting in 2005 up
until I left for UAE in 2018, I designed and implemented clinical and pre-clinical curricula for
undergrads, supervised clinical clerkships, organized student research fairs, supervised research
grants, developed faculty and peer mentorship programs and established two NICUs in my
home country. In 2020, COVID struck, and I got a chance to work in the largest Field Hospital in
UAE, a story for another day! I returned to Pakistan in 2021 to work in medical academia in my
country in one of the four largest post graduate medical institutes in Pakistan. I learned about
post graduate curriculum design, interactive and onsite assessment and evaluation techniques,
testing for learning, simulations in adult learning, taught research design and publication to post
graduate doctors and nurses and developed my third NICU; this time a 50-bedded space!

I believe in giving back and growing up in my work. When I left USA, back in 2002, I was
returning to a country where I became a doctor, equipped with a unique blend of local and
“overseas” knowledge and exposure. I am blessed to have availed multiple opportunities to
share the education and expertise that I gained in US. Seeing my students succeed in their
careers is a source of great happiness and pride. My decision to return to US has the same
underlying reasons; to give back and grow in the process. I am equipped with knowledge and
insights in medical education and personal development that are only possible with age and
experience. I can claim to be an educationist with a “global” exposure and experience.

I understand and value diversity in its essence. I can look forward to infusing and enriching the
academic experiences of faculties and students in this country, where it all began for me.

7
 Educational Philosophy

My educational philosophy is based in the concept of “Learning by Doing” and my teaching

method is called, “Solution Based Learning”, SBL. This method has its roots in project-based and
problem-based learning but it has the added benefit of having well defined, multifaceted
outcomes, right at the outset. I believe in keeping the teaching material safe, ethical, relevant,
current and, in most cases, inviting critical inquiry and positive action. I give open-book exams
that aid learning “from” exams rather than, “for” exams.

The two driving principles underlying my philosophy are universality and sustainability.
Universality is very hard to achieve in adult learning and so is sustainability of learning
outcomes. I try to achieve these, as best as I can, through an upside-down, end-driven approach
by designing the exam before I begin work on my learning outcomes and lesson plans.

I have tested and published preliminary results of my integrated teaching methodology in

pharmacology, pediatrics and ethics. I was invited to share my educational philosophy in

Undergraduate Medical Research in Pakistan; Editorial

Dr. Afshan Hussain Khattak (Consultant Peadiatrics, SKMCH) talked about “Keeping the U alive in UMR”
to the young and budding medical students, who have just entered the field of medical sciences and were
eager to learn about the new concept of research. Dr Afshan, in her lecture eluded on various points of
why research is important, how to develop a research question and various steps in conducting a research.

Many interesting subjects discussed by speakers including medical students from different institutions (pulsepakistan.com)

8
 Place of Research in my Academic Work

I pioneered the Research Based Curriculum in 2007 and established the Department of
Undergraduate Medical Research, UMR in Peshawar Medical College, PMC. Medical research is
taught throughout the five years of undergraduate curriculum in PMC and is part of summative
as well as formative assessment plans. I have written extensively on state of research in medical
academia and plan to continue doing so. I helped my students publish as undergraduates.
Seeing them succeed as clinicians and researchers is a source of tremendous joy and fulfillment
for me.

I published the first ever paper from my region on patient satisfaction with my undergraduate
students in 2012. It took an experimental design to search, adapt, translate, test and apply a
standard Patient Satisfaction Questionnaire over nine months. What began as a semester course
became a paper with the highest number of regional citations on Google Scholar, Semantic
Scholar and local search engines in Pakistan.

https://www.researchgate.net/profile/Muhammad-Alvi-3/publication/268435751_Patient_Satisfaction_-
_A_Comparison_between_Public_Private_Hospitals_of_Peshawar/links/54f8aa3b0cf28d6deca2bd07/Patient-
Satisfaction-A-Comparison-between-Public-Private-Hospitals-of-Peshawar.pdf

I always place great emphasis on research in academic courses that I design and implement for
both undergraduate or post graduate students. Sustainability of knowledge and learning
outcomes is not possible without knowing the existing as well as future avenues of research.

I got certified in “Affective Domain Teaching in Undergraduate Medical Education” from

Cyberjaya University in Malaysia in 2009. This began my long standing affiliation with medical
academia in Malaysia. In 2018, I collaborated with Universiti Teknologi Mara in Malaysia through
an academic grant. I was able to perform educational trials in different learning environments.
My undergrad student team presented the research and our results in an international
conference hosted by UiTM in Johor Bahru, (first and second certificates on next page)

I am a master trainer in simulation related medical education and research. I trained medical
faculty members in Peshawar in teaching with the aid of simulations. My expertise is in Laerdal
Models Sim-Baby and Sim-Premie. My academic research is mainly based on observing students
in simulated situations, (third certificate on next page)

I served on research committees and review boards in all the institutions that I served over past
two decades. I remain a part of the Institutional Research Committee in Lady Reading Hospital in
Peshawar despite leaving LRH and Pakistan. https://www.lrh.edu.pk/research.html

9
NO MANDATORY ATTENDANCE AND OPEN BOOK EXAMS

Medical Courses Taught at Undergraduate Level

S. No Course Title / Learning Objectives / Location Duration Students

Mode of Information Transfer and Year/s Mode of
Assessment
1. UMR – 101 Peshawar Started in 200 First
1. Submit a written title, aims & Medical 2005. Course and second
objectives and a referenced College, duration is year MBBS
introduction for a research project to Peshawar, two years. and BDS
the Institutional Ethical & Review Pakistan. Course was students
Committee. conducted in per year.
2. Develop an approved research tool. Starting in three month
3. Compare and apply relevant research 2006, the semesters Replicated
methodology and tests of significance course was totaling six for three
to own project. taught till terms. other
4. Be able to apply basic principles of 2018. medical
bioethics in at least FIVE case colleges in
scenarios at the end of term. 2013 and
2017.
Large group – 40 sessions
Small group work – 20 sessions Research
Interactive workshops - 04 project
Abstract
Assignments
MCQ Exam,
(Open
Book)
Wrote the eight month long curriculum for Undergraduate Medical Research course
implemented in Peshawar Medical College for the first time in 2007.
Curriculum is attached below as APPENDIX-1
2. Antibiotics in Children Peshawar Three month 150 Third
1. Submit weekly assignments on four Medical module with and 150
topics assigned during the term. College, extensive Fourth year
2. Select appropriate empiric antibiotics Peshawar, interactive MBBS and
for recognized patterns of infection Pakistan. course work. BDS
in children. students
3. Follow recommended protocols for Starting in per year.
prescribing selected antibiotics for 2006, the
children. course was OSCE
4. Recognize “Danger Signs” of infection taught till Assignments
in children. 2010. SEQ and
MCQ Exam,
Large group – 12 (Open
PBL Sessions – 03 Book)
Written assignments - 04 Final Exit
exam
Developed the competency handbook for undergraduates going through clinical clerkships in
Pediatrics. It is attached separately.
This competency Handbook is in use in Peshawar Medical College from 2006 till date.
A similar competency handbook was developed for different parts of patient’s clinical

10
examination. One example is attached separately.
All the handbooks cannot be displayed here and can be discussed at a personal meeting.
S. No Course Title / Learning Objectives / Location Duration Students
Mode of Information Transfer and Year/s Mode of
Assessment
3. Clinical Clerkship – 1: Neonatology Peshawar One month 100 Fourth
1. Present own patient H&P on daily Medical clinical year MBBS
unit rounds and suggest management College, rotation with students
steps. Peshawar, patient per year at
2. Perform BALLARD assessment at least Pakistan. exposure and Kuwait and
once under observation. weekly Mercy
3. Demonstrate performance of Starting in reflective Teaching
“Emergency Care of Newborn, ECP- 2007, the sessions. Hospitals in
neo” at least once under supervision. course is Peshawar.
taught till
Daily Morning Rounds – 20 sessions date at TOACS
Interactive small groups – 04 PMC Assignments
ECP training – 02 full days Pediatrics SEQ and
MCQ Exam,
(Open
Book)
Final Exit
exam
4. Clinical Clerkship – 2: Neonatology Peshawar Two- month 100 Final
1. Supervise Level-1 clerks in presenting Medical clinical year MBBS
patient H&P on daily unit rounds and College, rotation with students
guide in management steps under Peshawar, supervisory per year at
supervision. Pakistan. responsibilities Kuwait and
2. Teach neonatal exam and BALLARD and patient Mercy
assessment at least once to Level-1 Starting in care role with Teaching
clerks. 2008, the twice- weekly Hospitals in
3. Observe performance of “Emergency course is reflective Peshawar.
Care of Newborn, ECP-neo” by Level- taught till sessions.
1 clerks and teach at least FOUR date at TOACS
sessions/Stations under supervision. PMC Assignments
Pediatrics SEQ and
Daily Morning Rounds – 50 sessions MCQ Exam,
Interactive small groups – 10 (Open
ECP training – 04 full days Book)
Final Exit
exam
5. Clinical Clerkship – 1: General Pediatrics Peshawar One month 100 Fourth
1. Present own patient H&P on daily Medical clinical year MBBS
inpatient rounds and suggest College, rotation with students
management steps. Peshawar, patient per year at
2. Attend weekly outpatient clinics with Pakistan. exposure and Kuwait and
supervising consultant. weekly Mercy
3. Perform initial nutritional / Starting in reflective Teaching
developmental assessment at least 2007, the sessions. Hospitals in
once under observation. course is Peshawar.
4. Observe “Doctor-Parent meeting” taught till
and submit reflections’ report - 01 date at TOACS

11
 5. Demonstrate performance of PMC Assignments
“Emergency Care in Pediatrics, ECP” Pediatrics SEQ and
at least once under supervision. MCQ Exam,
(Open
Daily Morning Rounds – 20 sessions Book)
Interactive small groups – 04 Final Exit
ECP training – 02 full days exam
A full Handbook and Logbook of clinical competencies for Pediatric clerkship is attached as a
separate document titled PAEDIATRICS 4th Year.
Several items that are part and parcel of the PMC Pediatric Clerkship curriculum are quite
extensive and will add tremendously to the size of this portfolio.
Examination guides and assessment rubrics can be discussed at a meeting.
S. No Course Title / Learning Objectives / Location Duration Students
Mode of Information Transfer and Year/s Mode of
Assessment
6. Clinical Clerkship – 2: General Pediarics Peshawar Two- month 100 Final
1. Supervise Level-1 clerks in presenting Medical clinical year MBBS
patient H&P on daily unit rounds and College, rotation with students
guide in management steps under Peshawar, supervisory per year at
supervision. Pakistan. responsibilities Kuwait and
2. Teach pediatric exam, initial and patient Mercy
development and nutritional Starting in care role with Teaching
assessment at least once to Level-1 2008, the twice- weekly Hospitals in
clerks. course is reflective Peshawar.
3. Attend “Doctor-Parent” meetings and taught till sessions.
submit at least 02 reflections date at TOACS
reports. PMC Assignments
4. Observe performance of “Emergency Pediatrics SEQ and
Care in Pediatrics, ECP” by Level-1 MCQ Exam,
clerks and teach at least FOUR (Open
sessions/Stations under supervision. Book)
Final Exit
Daily Morning Rounds – 50 sessions exam
Interactive small groups – 10
ECP training – 04 full days
A full Handbook and Logbook of clinical competencies for Pediatric clerkship is attached as a
separate document titled Paediatrics 5th Year.
Several items that are part and parcel of the PMC Pediatric Clerkship curriculum are quite
extensive and will add tremendously to the size of this portfolio.
Examination guides and assessment rubrics can be discussed at a meeting.
Details of all academic courses, PBL packages, TOACS, OSCE, MCQ, SEQ and Education
Workshops designed and conducted between 2005 till 2023 are beyond the space and scope of
this document. They can be better highlighted and discussed at a personal meeting.

Medical Courses Taught at Post-Graduate Level

I developed a training manual for post graduate pediatric trainees at Lady Reading Hospital. It
is used there since 2021.

Manual is attached separately titled, “TMO MANUAL”.

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APPENDIX – 1

PMC Department of Student Research; Curriculum for Session 2007-2008, 1st Year MBBS
PMC Department of Student Research

Curriculum for Session 2007-2008, 1st Year MBBS

Submitted by Dr. Afshan Z. Khan, AP Pediatrics

Dated: 25th October 2007

Specifics of Session 2007-2008

• Number of Lecture Slots per week – 01

• Number of Lecture Slots per month – 04, (3 lectures and 1 workshop)
• Number of Lecture Slots per block – 08
• Number of Lecture Slots per session – 30
• Number of Test Slots per session – 04

Total Blocks – 04

Proposed Research Curriculum Design, Session 2007-2008, 1st Year

Aims & Objectives

• Initiation of entering medical students into medical research through exploring their individual
interests
• Achieve active faculty participation to produce patented PMC research for future purposes
through four workshops spread over eight months.
• Dedicate FOUR-hours per week to interactive teaching methodology to achieve maximum
quality and quantity of medical manuscripts from our undergraduates.
• Develop strategy for compilation of PMC Undergraduate Research Journal in coming two years.

Presented to Academic Council April 2007 Approved. Meeting Minutes signed and submitted
to IT and DME
Presented to Undergraduate Faculty Meeting April Approved. Meeting minutes signed and submitted
2007 to Dean UGME
Approved for implementation by Dean and Vice Approved. Meeting minutes signed and submitted
Dean to Deanery and DME.

Dean, PMC Principal, PMC Vice Dean Vice Dean, Director,

Undergraduate Academics Undergraduate
Medical Education Medical Research

Approved Approved Approved Approved Approved

13
 Month Curriculum Axis and Topics Specials
Month-1 Axis: Introduction to Undergraduate Research Students will
Topic-1: Introduction to Medical Research submit their
Topic-2: Facets of Clinical Research proposed
Topic-3: Indicators of Health “Topic” or
Topic-4: Selecting a Topic for Research “Area”
Month-2 Axis: Data Gathering Tools Students will
Topic-1: Data Gathering in Medical Research submit their
Topic-2: Literature Search proposed
Topic-3: Data Gathering – Do’s and Don’ts questionnaires
Topic-4: Sampling Methodology with background
justification
Month-3 Axis: Health & Disease Students will
Topic-1: Health & Disease – History submit their
Topic-2: Health for All; Concepts of Health proposed
Topic-3: Indicators of Healthcare Effectiveness methodology
Topic-4: Concepts of Disease Causation TEST - 1
Month-4 Axis: Epidemiology Data gathering
Topic-1: Introduction to Epidemiology by students
Topic-2: Tools of the Trade
Topic-3: Epidemiologic Variables MINITEST-1
Topic-4: Investigation of an Epidemic
Month-5 Axis: Demography Data gathering
Topic-1: Introduction to Demography by students
Topic-2: Demographic Indicators
Topic-3: Maternal & Child Health MINITEST-2
Topic-4: Preventive Strategies
Month-6 Axis: Data Analysis Students begin
Topic-1: Introduction to Data Analysis tabulating and
Topic-2: Basics of Biostatistics – I analyzing their
Topic-3: Basics of Biostatistics-II data
Topic-4: Selecting an Appropriate Tool
Month-7 Axis: Medical Authorship Student submit
Topic-1: Introduction to Medical Authorship preliminary
Topic-2: Components of a Medical Paper manuscripts to
Topic-3: Report Writing Department of
Topic-4: Medical Presentations Student
Research
Month-8 2nd Annual PMC Finalization and
Undergraduate Medical Research Fair classification of
manuscripts

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