Dr Amaal Abrahams's research focuses on Health Professions Education, with particular emphasis on how students learn anatomy and physiology, how they navigate the transition into university, and how they can be effectively supported throughout their studies. She is especially interested in examining how students' foundational Life Science knowledge at university entry influences their academic performance and progression through the preclinical curriculum.

A central component of her work is the development, validation, and longitudinal evaluation of a baseline competency assessment designed to identify students at academic risk early in their studies. Her research investigates knowledge heterogeneity among incoming students, predictive indicators of academic performance, and patterns of knowledge retention across programmes such as MBChB, Physiotherapy, and Occupational Therapy.

Dr Abrahams is also involved in research exploring students' conceptual understanding and common misconceptions in the biomedical sciences, as well as educational interventions aimed at strengthening teaching and learning practices. In addition, her work examines the impact of structured mentorship and student support systems in promoting academic confidence, professional identity formation, and student well-being.

Collectively, her research aims to advance evidence-based educational practices that enhance student learning, retention, and success in health sciences education.