Meaning of Life-A Medical Education Case Study- Dr.Mohamed T.Taeyb

A Brief Introduction about the Author

Dr. Mohammad T. Taeyb, an accomplished medical professional based in Jeddah, Saudi Arabia, holds a Bachelor’s Degree in Medicine and Surgery from Umm Al-Qura University, Makkah, earned between 2009 and 2015. He is currently serving as a Registrar in Psychiatry and Concepts Designing Manager at the Wellness Center, and he obtained his Saudi Board in Psychiatry in 2021. Dr. Taeyb is associated with the International Medical Centre in Jeddah since 2021, contributing to the field of psychiatry. His commitment to the profession is underscored by his licensure from the Saudi Commission for Health Specialties. Furthermore, Dr. Taeyb has made notable contributions to academia, having co-investigated the translation, validity, and reliability of psychometric tests into Arabic in 2016 and co-authored a publication in 2018 on residents’ attitudes towards spirituality in psychiatry in Saudi Arabia.

 FIRST- ADLX Journeys Vs Other Journeys

Embarking on the Entry To ADLX Journey [Online], I found commonality with other journeys as FIRST-ADLX aspects were consistently applied. However, the distinctive feature was its online nature, conferring a unique value in “proving the concept.” Yet, this came at the cost of a somewhat limited experience. On the Entry To ADLX Face-to-Face Journey, the alignment with FIRST-ADLX principles persisted, yet the divergence lay in its heightened enjoyability and a deeper sense of social event compared to other journeys. The LXF Journey shared common ground in FIRST-ADLX application but stood out as the sole journey centered around facilitation, introducing an additional dimension for consideration as a designer. The smooth sequencing of FIRST domains, coupled with its practicality, rendered this journey more hands-on and stress-free, providing a heightened sense of accomplishment. Finally, the LXD Journey, while adhering to FIRST-ADLX principles, differentiated itself through the practical use of designer mindsets that sparked creativity. Overall, the journey was characterized by a pleasant and enriching experience, setting it apart from others in its unique approach.

The Impact of FIRST-ADLX Journeys

FIRST-ADLX Journeys left a deep impact on me personally and professionally. After engaging with the SeGa team in the 1st meeting, I grew curious about the practicality of incorporating different educational schools. Embarking on the learning journey of FIRST-ADLX, I discovered not only a pleasant experience but a truly educative and “transformative” one. This approach equips designers with tools that harmonize the learning and design worlds, prioritizing the learner’s holistic status—considering energy, motivation, cognitive, and emotional aspects. Managing these concepts in design is challenging, but the integration of “design mindsets” becomes pivotal. For instance, empathy fosters understanding of the learner’s status, iterative thinking prevents fixation on perfection, and conversion/diversion mindset prevents straying into artistic realms. Notably, I’ve embraced a “parallel design mindset,” embodying a humble approach to continually learn about learning and the learner.

On a professional level, participating in FIRST-ADLX journeys provided me with an excellent opportunity to enhance team dynamics and foster a deeper understanding among team members. Given the inherent design mindsets within the FIRST domains and sub-domains, it allowed the team to collaboratively work towards a common goal. Moreover, it facilitated the utilization of diverse team experiences, opinions, and perspectives. Whether approaching the design as a novice learner, a subject matter expert, or a seasoned designer, this diversity contributed to a co-learning environment that was both supportive and creative.

While this may seem evident, it’s crucial to highlight the strategic role of a manager in this context. The manager must navigate adeptly between pragmatic goals and the creative design process, establishing clear and realistic expectations based on available resources.

My Current Situation

I believe today that creating Active Deep Learner eXperiences greatly enhances the understanding the philosophy of learning. Learning isn’t merely acquiring knowledge; it’s about employing these concepts to think critically, comprehend situations, and develop attitudes toward life experiences and others. Rather than simply conveying these concepts to learners, experiencing such concepts allows the learners to actively engage with and apply these ideas, fostering a deeper and more meaningful understanding. Isn’t that truly remarkable?

Inspired by my experience in FIRST-ADLX journeys, I have crafted a learning journey with the primary focus on attitude development, aiming for the following learning outcomes:

Main Learning Outcomes:

By the end of the journey, the learners will be able to:

Attitude Learning Outcomes:

  1. Sense the significance of Mind-Body Oneness (MOE) in promoting health and wellness;
  2. Appreciate Mind-Overload (MOL) not merely as a collection of positive feelings, emotions, and thoughts, but rather as an ongoing journey.
  3. Feel motivated by the will to meaning

Skill Learning Outcomes:

  1. Generate and choose from reflective choices.
  2. Find meaning even in the most difficult situations

Parallel Learning Outcomes:

  1. Minimize conditioned responses

Performance Outcomes:

  1. Live with responsibility.
  2. Reconnect to your spirit

To gauge the attainment of these outcomes, I relied primarily on observation and participant testimonials. The high motivation exhibited by attendees to engage in the journey’s activities, their eagerness to schedule appointments at my clinic post-journey, and the noteworthy comments from IMC employees such as, “For the past few days, the department has been discussing various ideas regarding life’s purpose,” collectively indicate the successful paradigm shift intended through the design of this journey.

Implementation Story

I will elaborate on the application of the domains and principles of FIRST-ADLX in the learning journeys I have designed and facilitated. These journeys were crafted based on my experiences during FIRST-ADLX Journeys.

  1. Focusing on the Learnerrrrr Behavior
  2. Principle 1: Individualization
  • Designing activities which focused on developing a personal understanding of the learners
  • Employing the language used by the learners and addressing their individual concerns
  • Maintaining direct eye contact during interactions
  1. Principle 2: Probing and Assessing
  • Observing, probing, and assessing the acquisition of the learners during group activities
  • Utilizing various engagement techniques, such as asking for examples and assessing learners’ reflections in mini-activities before progressing to more extensive tasks
  • Seeking clarification and constructively challenging ideas during discussions in a healthy manner
  1. Principle 3: Trust the Learner
  • Constructing discussions based on examples provided by participants
  • Employing a random distribution method for participants to articulate their ideas
  • Assigning missions aimed at enhancing understanding of the models and providing the learners with opportunities to lead the missions
  1. 2. Interacting within Positive Group Dynamics
  2. Principle 1: Social Event
  • Certain activities necessitated collaboration among participants (cooperative collaborative activities)
  • The overarching flight theme facilitated the connection of individual experiences, aiding both intellectual and emotional engagement during various activities
  1. Principle 2: Positive Spirit
  • Verbal reminders of rules emphasizing respect and confidentiality
  • Acknowledging and appreciating participation through verbal communication
  • Making on-the-spot modifications in the design to increase the learner’s energy level and enhance motivation
  1. Principle 3: Motivation and Attention
  • Designing concise activities to prevent attention from declining
  • Focusing on attitude transformation before designing journeys to address the skills and knowledge outcomes helped participants recognize its significance
  1. Reviewing Activities Within RAR Model
  2. Principle 1: Readiness Increase
  • Each activity was carefully designed with appropriate readiness levels.
  • Various methods, including instructions, demonstrations, and exercises with learners, were employed to prepare the learners for the activity facilitation stage.
  • Tools were prepared and provided ahead (Sticky notes and pens were provided)
  1. Principle 2: Activity Facilitation
  • Providing support to the learner during the activity, such as emphasizing key points and redirecting discussions toward the target learning outcome
  1. Principle 3: Reviewing Actively
  • The majority of activities included three levels of reviewing actively (What, So What, Now What?), incorporating active reflection.
  1. Sequencing Within Session Flow
  2. Principle 1: Structuring and Sequencing
  • Larger concepts were broken down into smaller components
  • Various learning and experience activities were  designed and sequenced to ensure a smooth flow
  • An asynchronous mission activity was also included in the design
  1. Principle 2: Repetition without Boredom
  • The four intersections between meaning fulfillment and life experiences were reiterated throughout the journey, emphasized through special intonation, tone, and the use of symbols as a shared language.
  1. Principle 3: Linking and Summarizing
  • Various linking and summarizing activities were employed throughout the learning journey to enhance learners’ achievement of the learning outcomes.
  1. Transforming Learning Into performance
  2. Principle 1: Reflection on Reality
  • “So what” questions varied, prompting reflections on situations and events from individuals’ lives.
  • Life reviews spanned different time intervals, including weeks, months, and years.
  1. Principle 2: Practicing & Experiencing
  • Some essential skills for handling MoL were practiced.
  • Certain concepts were explored through imaginative experiences or simulation activities, such as storytelling and meditation.
  1. Principle 3: Continuity & Follow up
  • The learners were invited to participate in an asynchronous mission activity.


Areas of Improvements

The feedback highlights several areas for improvement in the facilitation and structure of the learning journey. Firstly, there’s a need to balance individual and group activities while ensuring discussions are more inclusive and adapted to participants’ personas. Emphasizing the importance of asynchronous activities, incorporating individualized materials, and varying assessment methods can enhance the overall learner eXperience as well.

Addressing concerns about pushing learners too hard, improving responsiveness to comments, diversifying grouping variations, and promoting cooperative activities can contribute to a more engaging and supportive environment. Integrating socialization opportunities, providing positive constructive feedback, and handling negative emotions with care are essential for fostering a positive atmosphere. Enhancing connections between course concepts and wellness, improving clarity and detail in instructions, ensuring smooth transitions between activities, and providing supporting materials for facilitation can contribute to a more effective and enjoyable learning journey. Additionally, addressing issues related to activity intensity, timing, logical sequence, and the introduction of key concepts can improve the overall structure and flow of the learning journey, promoting a sense of continuity.

Finally, incorporating a variety of reflective methods, specifying performance environments, and providing learners with different opportunities to apply what they are learning in real contexts can add depth and richness to the learner experience. The inclusion of pre-openers and mission activities, diverse asynchronous learning and experience activities, and comprehensive assessments would further enhance the overall effectiveness of the learning journey.

Next Steps

The next steps involve a holistic approach to enhance the learner experience. Implementing more variation in grouping strategies aims to strike a balance between initiation and building trust among learners. Asynchronous activities will be carefully designed to support the initiation process and create a less intimidating learning environment. The plan includes continuous assessment opportunities and encourages learners to share their perspectives, fostering a collaborative and adaptable learning atmosphere. The redesign will incorporate more opportunities for social interaction, integrating breaks and provisions for food and drink.

Additionally, a gamification element, such as a points system or rewards for participation, is proposed to increase engagement. Recognizing the relevance of the meaning of life in wellness, breaking down complex activities, and redesigning closure activities will contribute to motivation and smooth transitions between sessions. There will be a focus on adaptability, with considerations for larger groups and spaces, development of facilitation materials, and utilization of various activity types.

Gradual introduction of essential concepts, repetition using diverse methods, and thorough review ensure a cohesive Active Deep Learner eXperience. Reflection is emphasized through diverse methods, including understanding past experiences and envisioning future events. Practical application of values is prioritized early in the journey, with ongoing assessment of performance outcomes. Asynchronous activities or missions are to be strategically embedded in the overall journey, facilitated between sessions, and diversified to maintain engagement.

Lastly, the plan involves designing pre-journey and post-journey activities, assessments, and follow-ups for a holistic, effective, and impactful  Active Deep Learner eXperience.

The Impact on the Learners

The trip was impressive, the interaction was wonderful, and the learning outcomes ASK were achieved. I will share with you some of the learners’ comments at the end of the journey:

  • “All gratitude and thanks to the wonderful Al-Aafiya team and Dr. Mohammed for the tremendous effort and deep journey. Looking forward to the upcoming journeys and future milestones in the topic addressed. Your efforts are appreciated. ????????✨ Congratulations! ????”
  • “Thank you for the enjoyable journey, looking forward to the upcoming milestones! ????”
  • “Good morning everyone! ???? Many thanks to everyone who contributed to arranging, preparing, coordinating, and presenting yesterday’s journey. Appreciation for the valuable content and creativity in design. ????????????”
  • “Peace be upon you, and may the mercy of Allah and His blessings be upon you. Grateful for the invitation and participation in this beautiful journey. It has been beneficial, and praise be to Allah in every aspect. Thanks for the lovely organization, engaging content, and rich inspiration.”
  • “Thank you, Dr. Alaa, Dr. Mohamed Al-Tayeb, and Engineer Alaa, and Professor Adham. I apologize if I forgot anyone. Truly, thank you all for the effort and the delightful journey. ????????”

On the personal level, I have observed, utilized, and strengthened several aspects of myself:

  • I excel in creative tasks.
  • I possess the ability to offer intellectual and emotional support to the team.
  • Learning the pragmatic side of design presented a challenge that I actively worked on.

Link to a video:


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