From Experience to a Professional System
Specialist Oula Al-Jniedi in Conversation About Her Experience with Midmak International Academy and Her International Accreditation
On the occasion of Specialist Oula Al-Jniedi receiving international trainer accreditation from the American Board for Medical and Health Specialties – California, and as an expert trainer within the team of trainers at Midmak International Academy, we conducted this interview with her to discuss her professional journey, what the Academy has added to her training and professional career, how it supported her in reaching this accreditation, and what this achievement means to her professionally.
Q: To begin, how would you describe your professional and training journey before joining Midmak International Academy?
Oula Al-Jniedi:
I have developed a professional and training experience over many years of work and specialization. I am also a certified trainer in Australia, which provided me with valuable experience in training and working within a different professional environment.
However, I believe that a professional journey should never stop at a particular stage, and that having experience or obtaining a training accreditation does not mean reaching the end of the road.
On the contrary, every professional stage opens the door to a new stage of development. This is what encouraged me to remain open to experiences that could add to my professional tools and broaden my perspective.
Q: If you already had professional experience and training accreditation in Australia, why was your experience with Midmak International Academy important to you?
Oula Al-Jniedi:
Because I was not simply looking for another accreditation or a formal addition to my professional résumé. I was looking for a professional environment that could add value to the experience I already had and provide a broader framework for further development.
Experience and accreditation are important foundations in a trainer’s career. However, the environment in which a trainer works can have a significant impact on how that experience is utilized and developed.
This is where my experience with Midmak was different.
I found an institution that does not view training as a collection of separate programs. Instead, it approaches training as an integrated system for competency building and professional development.
This made my experience with Midmak go beyond simply participating in training and encouraged me to reconsider the concept of training itself.
Q: Where did you notice the greatest difference when you began your experience with Midmak International Academy?
Oula Al-Jniedi:
For me, the difference was in the nature of the system itself.
When I began my experience with Midmak International Academy, I discovered that it was not simply about delivering training programs or participating as a trainer in different courses. Rather, it was built around a clear philosophy of developing both the trainer and the trainee.
The Academy has an integrated vision of training that begins with competency building and skill development and does not stop at knowledge transfer.
This made me look at training from a more comprehensive perspective and recognize that a training institution can serve as an integrated environment for professional development, rather than simply being an organization that delivers training programs.
Q: You are already a certified trainer in Australia. What was new about your experience with Midmak?
Oula Al-Jniedi:
Perhaps what attracted my attention most was that I experienced something different despite already having professional experience and previous training accreditation.
What I found at Midmak was a training system based on a distinctive philosophy and an integrated methodology, which in some aspects approaches the way academic institutions and universities are structured, particularly in terms of levels, pathways, methodology, and progressive competency development.
That was new for me.
Within this system, the trainer is not viewed simply as someone who possesses knowledge and experience and delivers them to others. Rather, the trainer becomes part of a system with defined objectives, levels, standards, and a professional development pathway.
This gave me an opportunity to reconsider my training experience from a different perspective.
Q: What did the Academy’s distinctive philosophy add to your approach to training?
Oula Al-Jniedi:
First and foremost, it added methodology.
Experience is important, but it becomes more impactful when placed within a clear methodology.
At Midmak, I came to understand that training is not simply about having good content and an experienced trainer. It is an integrated process that begins with identifying needs, followed by building knowledge, developing skills, transforming them into practice, and ultimately empowering the trainee professionally.
This way of thinking made me more attentive to the trainee’s overall experience, rather than focusing solely on the content I deliver.
Q: Did you feel that the Academy added to your identity as a trainer, rather than simply adding to your experience?
Oula Al-Jniedi:
Yes, very clearly.
I believe that one of the most important things the Academy added to me was helping me move from the concept of “the trainer who delivers knowledge” to “the trainer who contributes to building competencies.”
That is a significant difference.
A true trainer is not measured only by the amount of information they can deliver, but by their ability to help trainees understand, apply, develop, and achieve a higher level of performance.
This perspective has become an important part of how I understand my role as a trainer.
Q: How would you describe the training system at Midmak International Academy?
Oula Al-Jniedi:
I see it as a distinctive system in terms of both philosophy and organization.
There is a clear focus on professional progression and competency building through pathways and levels, rather than treating training as an isolated experience for each individual program.
This is what made me feel that the Academy operates through a system whose structure in some respects approaches the academic university model, while maintaining a professional and practical training orientation.
I consider this particularly important because professional training requires flexibility and practical application, but it also requires a clear system that preserves quality and continuity.
Q: What did working within Midmak’s team of trainers add to your experience?
Oula Al-Jniedi:
Working within a diverse team of trainers and experts added a great deal to my experience.
There is significant value in exchanging expertise and being part of a professional environment that allows you to learn from others, review your own tools, and discover new dimensions of your experience.
Having an institutional framework that brings trainers together under a shared vision also makes the experience more integrated.
For me, I was not simply contributing my experience to the Academy; I was also learning and developing through being part of it.
This is one of the aspects I value most about the experience.
Q: How did Midmak International Academy contribute to the development of your professional journey?
Oula Al-Jniedi:
I believe the Academy contributed to my development on several levels.
First, it helped me develop my understanding of training.
Second, it provided me with a professional environment in which I could utilize my experience while continuing to develop my tools.
Third, it made me more aware of the importance of building a trainer’s professional pathway, rather than focusing solely on delivering programs.
Fourth, it provided practical support as I moved toward a new level of professional presence and accreditation. This included helping me understand accreditation requirements, prepare my professional file, review my experience and qualifications, and subsequently nominate me and follow up on the application process for accreditation by the American Board for Medical and Health Specialties – California.
This support was not merely an administrative procedure. It was part of a preparatory pathway that helped me present my experience in a more organized and structured manner and prepare for the professional standards required for international accreditation.
Therefore, I believe that what Midmak added was not simply a certificate or accreditation, but an integrated pathway for professional development.
Q: How did the Academy specifically support you in obtaining accreditation from the American Board?
Oula Al-Jniedi:
The Academy’s support was important on several levels.
First, it helped me assess my previous experience and training accreditation in Australia within a broader professional framework and then clarify the appropriate pathway toward international accreditation.
I also benefited from guidance in preparing the required documentation and professional file, organizing my experience and qualifications in a way that clearly reflected my training journey, and preparing for the relevant assessment and accreditation requirements.
The institutional nomination and follow-up provided by the Academy also played an important role in strengthening my confidence in taking this step and in moving from simply possessing experience to presenting it within a structured professional file that could be evaluated according to international standards.
Therefore, I can say that the Academy did not automatically grant me the accreditation. Rather, it prepared me, supported me, and accompanied me throughout the pathway that led to it, while the accreditation itself remained based on my experience, qualifications, and fulfillment of its requirements.
Q: Would you consider your American Board accreditation a direct result of your experience with the Academy?
Oula Al-Jniedi:
I view it as an extension of a professional journey, rather than as an isolated result.
I already had my previous experience and training accreditation in Australia. However, my experience with Midmak added a new institutional and methodological framework to that experience.
The support, preparation, and nomination I received from the Academy represented an important stage in reaching this new international accreditation. At the same time, the accreditation was based on my own experience and qualifications and on fulfilling the requirements of the awarding body.
Therefore, I see this accreditation as an addition to a professional journey that began before Midmak, but developed in a different way through my experience with the Academy.
Q: What does receiving accreditation from the American Board for Medical and Health Specialties – California mean to you?
Oula Al-Jniedi:
For me, it represents an additional form of international recognition of the professional journey I have built over years of work and training.
I do not view it merely as a title or certificate added to my résumé. Rather, I see it as a professional responsibility that reinforces the importance of maintaining standards, continuing professional development, and delivering training in a more professional and structured manner.
This accreditation also expands my professional presence and creates broader opportunities for collaboration and training within environments and institutions that view international accreditation as an indicator of professional readiness and competence.
For me, its true value lies in reflecting accumulated experience, institutional support, and a continuous commitment to development—not in being viewed as a final destination.
Q: What is the difference, in your view, between being an accredited trainer and being part of an integrated training system?
Oula Al-Jniedi:
Accreditation gives a trainer important professional value, but belonging to an integrated training system provides an environment for growth and continuity.
A trainer may possess certificates and experience, but still need an environment that helps develop that experience and transform it into meaningful impact.
This is where I see the value of Midmak.
The Academy does not view the trainer as an isolated element, but as part of a competency-building system.
This makes the relationship between the trainer and the institution one of mutual development, rather than simply a relationship based on delivering a training program.
Q: What do you feel Midmak has added most to your professional personality?
Oula Al-Jniedi:
It has added a broader perspective.
I now look at training not only from the perspective of the specialization I deliver, but from a broader perspective focused on developing the professional individual, strengthening their skills, and helping them move from knowledge to application.
I have also become more focused on the idea of impact.
The question for me is no longer:
“What did I provide to the trainee?”
It has become:
“What changed for the trainee after completing the training experience?”
I consider this shift in perspective one of the most important outcomes of my experience with the Academy.
Q: If you had to summarize what Midmak International Academy has added to your professional journey, what would you say?
Oula Al-Jniedi:
I would say that Midmak did not simply add new experience to my professional journey; it added a new framework to the experience I already possessed.
I already had professional experience and training accreditation in Australia, but at Midmak I found a system that helped me utilize this experience within a more organized and comprehensive professional pathway.
The Academy also supported me in preparing for American Board accreditation and helped me understand how accumulated professional experience can be transformed into a structured professional file that meets the requirements of an international accreditation process.
Therefore, I can say:
Australia added professional accreditation to my career, while Midmak added a system, a vision, and a new space for growth—and supported me in reaching a new international accreditation.
That, for me, is the real difference.
Q: What does it mean to you today to be an Expert Trainer at Midmak International Academy alongside your new international accreditation?
Oula Al-Jniedi:
For me, it means greater responsibility.
Accreditation is not the end of the journey; it is the beginning of a new stage of work and development.
I am proud to be part of the team of Expert Trainers at Midmak International Academy because the experience was not simply an addition to my résumé. It was a genuine professional experience that contributed to developing my perspective on training and on my role as a trainer.
Receiving the American Board accreditation also makes me more committed to continuous learning, updating my tools, and transferring knowledge and experience in ways that keep pace with international professional standards.
I look forward to continuing my own development, sharing my experience more effectively, and contributing to programs and initiatives that help build professional competencies capable of creating meaningful impact.
Q: Finally, what would you say about your experience with Midmak International Academy?
Oula Al-Jniedi:
I would say that some institutions give you an opportunity to work, while others give you an opportunity to grow.
For me, Midmak was the second type.
I joined the Academy with professional experience and training accreditation in Australia, and I emerged with a broader vision of training, a different institutional experience, and a professional pathway that developed into a new stage of international accreditation, supported by the guidance, preparation, nomination, and follow-up provided by the Academy.
I believe that the true value of any institution lies not only in what it offers you, but in what it helps you become.
That is precisely what I value most about my experience with Midmak International Academy.
From Experience to Impact
The experience of Specialist Oula Al-Jniedi presents a distinctive model of the relationship between a trainer and a professional training institution.
She did not join Midmak International Academy from the starting point. She came with professional experience and training accreditation in Australia, which makes the value of this experience even more significant.
Midmak was not the beginning of her journey; it was a stage of development, rebuilding, and broadening her professional horizons.
This is where the significance of the experience lies: an institution should be capable of adding value even to a trainer who already possesses professional experience and previous accreditation, through a training system with its own philosophy, pathways, levels, and vision for competency building.
The Academy’s guidance, preparation, professional-file development, nomination, and follow-up also contributed to helping Specialist Oula Al-Jniedi move from possessing accumulated experience to presenting that experience within a professional pathway capable of supporting an international accreditation process.
In this experience, the objective was not simply to add another certificate to Specialist Oula Al-Jniedi’s professional journey. It was to add methodology, vision, a professional environment, space for growth, and an opportunity to move toward a new level of professional presence and international accreditation.
The value of a professional institution is not measured only by the number of programs it delivers, but by its ability to build continuous pathways for development and by its ability to help even experienced professionals rediscover their potential and expand their professional impact.
Midmak did not replace the experience Oula Al-Jniedi already possessed; it developed what she had and added to it what was not there before.
And this is one of the most important messages of her experience:
An outstanding trainer never stops developing, and an outstanding institution is one that can develop even those who already have experience.
Specialist Oula Al-Jniedi
Expert Trainer – Midmak International Academy
Certified Trainer in Australia
Internationally Accredited Trainer – American Board for Medical and Health Specialties – California