Name: Rufaida Hussain.
Role: Faculty Member in Biomedical Engineering faculty, Head of Biomechanics Department, Lecturer in Prosthetics and Orthotics department in faculty of Health Science.
Institution: Al-Andalus University for Medical Sciences and Damascus University.
Country: Syria
Years in O&P: More than 10 years in prosthetics, orthotics, biomechanics, and rehabilitation research and education
Clinical / Teaching Focus: Biomechanics, computerized prosthetics, programming smart prostheses, prosthetics and orthotic design, rehabilitation technologies, 3D printing, and cosmetic prostheses.
Main Area of Interest: Gait analysis, smart and computerized prosthetics, rehabilitation technologies, evidence-based practice, and digital rehabilitation systems.
What first drew you into prosthetics, orthotics, or rehabilitation?
What first drew me to prosthetics, orthotics, and rehabilitation was the strong connection between engineering, human movement, and improving quality of life. My background in biomedical engineering allowed me to explore how technology can directly support human function and independence. During my early academic and research experiences in gait analysis and neuro-prosthetics, I became deeply interested in how rehabilitation technologies can restore mobility and participation for people with disabilities, particularly amputees.
What does your current role involve day to day?
My current role combines academic teaching, research leadership, and programme development in biomechanics and prosthetics education. As Head of the Biomechanics Department at Al-Andalus University, I oversee curriculum development, supervise research activities, and teach courses related to biomechanics, prosthetics and orthotics. I also lecture in the Prosthetics and Orthotics programme at Damascus University. It is currently the only university programme of its kind in Syria and was established recently and has so far graduated only one cohort of prosthetics and orthotics specialists. I teach computerized prosthetics, smart prosthetic programming, evidence-based practice, and professional ethics. In parallel, I supervise student projects, contribute to OSCE examinations, and lead research focused on gait analysis, wearable rehabilitation systems, and digital prosthetic technologies.
How would you describe the mission of your department or programme?
The mission of our department is to prepare highly qualified rehabilitation and biomedical professionals who combine strong scientific knowledge with practical clinical and technological competencies. We aim to bridge engineering innovation with patient-centered rehabilitation practice through education, research, and interdisciplinary collaboration. A major focus of our programme is preparing students to adapt to modern rehabilitation technologies while maintaining a strong understanding of clinical needs and ethical practice.
What has been the most important lesson you have learned as a department head or educator?
One of the most important lessons I have learned is that building people is just as important as building systems. The success of any academic or clinical programme depends on empowering individuals, creating a supportive learning environment, and fostering a culture of collaboration, accountability, and continuous professional development.
What mistakes or false assumptions taught you the most early in your leadership journey?
Early in my leadership journey, I believed that technical expertise alone was enough to lead effectively. Over time, I learned that communication, emotional intelligence, adaptability, and team engagement are equally important. I also realized that sustainable change requires patience, collaboration, and listening carefully to the needs of both staff and students.
What advice would you give to younger clinicians who want to move into teaching or departmental leadership?
I would encourage younger clinicians to invest continuously in both their clinical and leadership skills. Strong clinical experience provides a solid foundation, but teaching and leadership also require communication skills, mentorship abilities, critical thinking, and a commitment to lifelong learning. It is important to stay curious, remain open to feedback, and always prioritize patient-centered care.
What are the biggest gaps you see in current O&P education or clinical training?
One of the biggest gaps I see is the limited integration between engineering education, clinical rehabilitation practice, and emerging digital technologies. Many students still graduate with strong theoretical knowledge but insufficient exposure to advanced clinical reasoning, gait analysis, digital design workflows, and evidence-based rehabilitation practice. There is also a growing need to strengthen research skills and interdisciplinary collaboration within O&P education.
How do you help students or junior staff move from theory to confident clinical decision-making?
I focus heavily on case-based learning, reflective discussions, supervised clinical exposure, and constructive feedback. I encourage students and junior staff to approach each case systematically, linking assessment findings to functional goals and patient outcomes. Confidence develops gradually through guided practice, critical reflection, and learning within a safe and supportive environment.
What skills do you believe are still under-taught in today’s training environment?
I believe that communication skills, interdisciplinary teamwork, clinical reasoning, and applied research skills are still under-emphasized in many training environments. In addition, digital competencies, data interpretation, and knowledge of advanced manufacturing technologies are becoming increasingly important and should be integrated more strongly into O&P education in our country.
What do you see as the biggest challenge facing O&P departments over the next five years?
One of the biggest challenges will be balancing rapid technological advancement with equitable access to high-quality rehabilitation services. O&P departments will need to adapt to evolving technologies while addressing workforce shortages, resource limitations, and the need for updated educational models that remain clinically relevant.
How should educators prepare students for a future shaped by digital workflows, AI, and advanced manufacturing?
Educators should expose students early to CAD/CAM systems, wearable sensors, AI-assisted gait analysis, 3D printing, and smart prosthetic technologies. However, technology alone is not enough. Students must also understand biomechanics, clinical reasoning, patient communication, and ethical decision-making. Future clinicians should be prepared not only to use advanced technologies, but also to critically evaluate them and integrate them appropriately into patient-centered rehabilitation care.
What changes are needed to build stronger rehabilitation services in your country or region?
Stronger rehabilitation services require greater investment in education, workforce development, infrastructure, and interdisciplinary collaboration. There is also a need for stronger national policies supporting rehabilitation services, improved access in underserved areas, and increased support for local research and professional capacity building.
What part of your work gives you the greatest satisfaction?
The greatest satisfaction for me comes from seeing the connection between research, education, and real patient outcomes. Whether through helping students develop into confident professionals, establishing new educational initiatives such as computerized prosthetics laboratory, or contributing to rehabilitation research that can improve mobility and gait training, I find great meaning in work that has both academic and human impact.
What keeps you optimistic about the future of the profession?
I remain optimistic because of the continuous advancements in rehabilitation technology, the increasing recognition of rehabilitation services globally, and the passion shown by the next generation of professionals. The profession continues to evolve, and there is growing awareness of the importance of accessible and patient-centered rehabilitation care.
What is one change you would most like to see in the IMEA O&P sector?
I would like to see stronger regional collaboration in education, research, and professional development across the IMEA O&P sector. Establishing more unified standards for training, accreditation, and clinical practice could significantly strengthen rehabilitation services and professional growth throughout the region.
Best advice ever received
“Never stop learning, because the profession will continue to evolve.”
One book or resource for young clinicians
ISPO educational resources and Handbooks.
One skill every future CPO should master
Clinical reasoning and patient-centered decision-making.
Biggest current frustration in the sector
Unequal access to rehabilitation services, education, and specialized training across different regions.
One reason to stay hopeful
The dedication and innovation of the new generation of rehabilitation professionals.
Thank you for the opportunity to contribute to the IMEA CPO Mentor series. I appreciate this initiative to highlight leadership, education, and professional development within the O&P community across the region.