Reforms in Medical Education for Muslim Countries Najib Ul Haq Professor and Dean Faculty of Medicine Peshawar Medical College NWFP – Pakistan [email_address] www.prime.edu.pk

Reforms in Medical Education for Muslim Countries Outline of presentation Why proposing reform Situation analysis of Current medical education “ Essentials” of proposed model Implementation strategy Conclusions

Outline of presentation

Why proposing reform

Situation analysis of Current medical education

“ Essentials” of proposed model

Implementation strategy

Conclusions

Why the Proposed Reforms? Basic obligations of all Muslim Personal– the basic minimum knowledge and action that every adult sane male and female Muslim has to understand and practice Community responsibility – Duties to be performed by some Muslim in a society that would fulfill the responsibility of all the community

Basic obligations of all Muslim

Personal– the basic minimum knowledge and action that every adult sane male and female Muslim has to understand and practice

Community responsibility – Duties to be performed by some Muslim in a society that would fulfill the responsibility of all the community

Responsibility of Muslim Doctors Every one seeks basic minimum relevant Islamic knowledge for practicing his/her own profession Some of them to struggle for the development of professional institutions (including medical schools and hospitals) that are in line with the basic principles of Islam Why the Proposed Reforms?

Responsibility of Muslim Doctors

Every one seeks basic minimum relevant Islamic knowledge for practicing his/her own profession

Some of them to struggle for the development of professional institutions (including medical schools and hospitals) that are in line with the basic principles of Islam

Principles of Responsibility in Islam Every one is responsible for his own circle of influence. No burden is placed on any soul that he can not bear. Why the Proposed Reforms?

Principles of Responsibility in Islam

Every one is responsible for his own circle of influence.

No burden is placed on any soul that he can not bear.

KNOWLEDGE ATTITUDES SKILLS ‘ THE TRIAD’ OF MEDICAL EDUCATION

Situation Analysis 1.5 billion Muslims in the world with 57 Muslim majority countries. Education system of many of these countries is a continuation of colonial rule. The quality of product is reflective of the system.

1.5 billion Muslims in the world with 57 Muslim majority countries.

Education system of many of these countries is a continuation of colonial rule. The quality of product is reflective of the system.

Current Medical Education System Does it fulfill social and community needs of Muslim countries? Is it intended to produce good Muslim professionals? Is it yielding the required cultural, financial and social effects that are vital for a Muslim society? NO NO NO

Does it fulfill social and community needs of Muslim countries?

Is it intended to produce good Muslim professionals?

Is it yielding the required cultural, financial and social effects that are vital for a Muslim society?

Quality Education System General objectives: Achieve professional excellence in the relevant field. (professional development) Impart intellectual and moral training to individuals, to develop their potentialities (personal development) Develop self-consciousness of individuals who would all make up into a “aligned community” having commonality of purpose.

General objectives:

Achieve professional excellence in the relevant field. (professional development)

Impart intellectual and moral training to individuals, to develop their potentialities (personal development)

Develop self-consciousness of individuals who would all make up into a “aligned community” having commonality of purpose.

Additional objectives for Muslims Develop a sound view of the purpose of life as determined by the Creator. Identify and deal with problems of professional life, in line with the basic principles of Islam. Produce competent professionals with conscious responsibility and motivation, to pass the message of Allah to people in their contact. Quality Education System

Additional objectives for Muslims

Develop a sound view of the purpose of life as determined by the Creator.

Identify and deal with problems of professional life, in line with the basic principles of Islam.

Produce competent professionals with conscious responsibility and motivation, to pass the message of Allah to people in their contact.

Current Models Based on only Scientific evidence Attitude – Law, Material gains, Traditions and Fears (Arbitrary) Motivating force Worldly rewards Faith has little or no role Extrinsic controls (gods) 5. Paradigm - Business Islamic Model Based on Science and divine evidence Attitude – Law, Religious obligations, material and spiritual gains (permanent) Motivating force Worldly and Akhirah rewards Faith has primary role Intrinsic controls (Allah) 5. Paradigm - Service Current Models vs Islamic Model

Current Models

Based on only Scientific evidence

Attitude – Law, Material gains, Traditions and Fears (Arbitrary)

Motivating force

Worldly rewards

Faith has little or no role

Extrinsic controls (gods)

5. Paradigm - Business

Islamic Model

Based on Science and divine evidence

Attitude – Law, Religious obligations, material and spiritual gains (permanent)

Motivating force

Worldly and Akhirah rewards

Faith has primary role

Intrinsic controls (Allah)

5. Paradigm - Service

Current Models vs Islamic Model Current Models 6. Concepts of treatment, disease and care – limited and materialistic 7. Management concepts duty personal and community requirements mechanistic high Tech 8. Knowledge driven Islamic Model Concept of treatment, disease and care – infinite and spiritualistic 7. Management concepts responsibility personal and community requirement and obligation humanistic high Touch 8. Knowledge and Faith driven

Current Models

6. Concepts of treatment, disease and care – limited and materialistic

7. Management concepts

duty

personal and community requirements

mechanistic

high Tech

8. Knowledge driven

Islamic Model

Concept of treatment, disease and care – infinite and spiritualistic

7. Management concepts

responsibility

personal and community requirement and obligation

humanistic

high Touch

8. Knowledge and Faith driven

Muslim Model of Medical Education Vision Produce “Muslim Doctors” equipped with current professional knowledge, having core attributes and values essentially based on Islamic principles Based on Human development Internal standards of excellence - against its own goals Original – in light of the fundamental teachings of Islam NOT based on “reactions” Human Development Based Model ( HuDeBa)

Vision

Produce “Muslim Doctors” equipped with current professional knowledge, having core attributes and values essentially based on Islamic principles

Based on

Human development

Internal standards of excellence - against its own goals

Original – in light of the fundamental teachings of Islam

NOT based on “reactions”

Human Development Based Model ( HuDeBa)

Basic Principles Competitive with global trends, making use of all the current information and technologies. Identify specific needs of Muslim teachers and students and address them in the curriculum. Setting internal standards of excellence. Muslim Model of Medical Education

Basic Principles

Competitive with global trends, making use of all the current information and technologies.

Identify specific needs of Muslim teachers and students and address them in the curriculum.

Setting internal standards of excellence.

Basic Requirements Human Resource - having excellence in professional competence and ethical values Curriculum – based on professional and human development in line with the basic concepts and principles of Islam Infrastructure – culturally acceptable to Muslim patients and workers. Muslim Model of Medical Education

Basic Requirements

Human Resource - having excellence in professional competence and ethical values

Curriculum – based on professional and human development in line with the basic concepts and principles of Islam

Infrastructure – culturally acceptable to Muslim patients and workers.

Human Resource Teachers , practitioners, paramedical, nursing and other ancillary staff Teachers The quality of teachers is always reflected in the quality of students No institution can have better standards than its teachers.

Teachers , practitioners, paramedical, nursing and other ancillary staff

Teachers

The quality of teachers is always reflected in the quality of students

No institution can have better standards than its teachers.

Teachers: Three major qualities Trained as teachers, educators and mentors Possess sound knowledge and skills to impart the relevant professional and Islamic knowledge Possess the leadership qualities and act as “role model” Muslim Professionals Human Resource A good example is the best sermon

Teachers:

Three major qualities

Trained as teachers, educators and mentors

Possess sound knowledge and skills to impart the relevant professional and Islamic knowledge

Possess the leadership qualities and act as “role model” Muslim Professionals

A good example is the best sermon

Human Resource Development Continuous and dynamic process with persistent medical and Islamic education for teachers Involvement of Professionals - trained in teaching methodologies communication skills Islamic scholars - to impart the required knowledge and its applications in medicine Scholars of social sciences and psychology Human Resource

Human Resource Development

Continuous and dynamic process with persistent medical and Islamic education for teachers

Involvement of

Professionals - trained in teaching methodologies communication skills

Islamic scholars - to impart the required knowledge and its applications in medicine

Scholars of social sciences and psychology

Muslim Professional are Expected to Excel in their Specialized Fields. I ndeed Allah likes the one of you, who would do his job with excellence Continuous Medical Education Curriculum Prophet Muhammad (PBUH) said “if any one treats a patient without having appropriate knowledge of his disease, he will stand responsible for all the suffering (as a result of his treatment) of the patient”

Muslim Professional are Expected to

Excel in their Specialized Fields.

I ndeed Allah likes the one of you, who would do his job with excellence

Continuous Medical Education

Curriculum - Research Significance of research in Islam Seven hundred and fifty six verses about universe and human creation ( for pondering on the signs of Allah - research) One hundred and fifty about the Islamic jurisprudence (Fiqh) The Prophet said “ Indeed Allah did not send any diseases but with its cure except senility” It is the duty and responsibility of all Muslim physicians is to plan and conduct research for the benefit of mankind

Significance of research in Islam

Seven hundred and fifty six verses about universe and human creation ( for pondering on the signs of Allah - research)

One hundred and fifty about the Islamic jurisprudence (Fiqh)

The Prophet said

“ Indeed Allah did not send any diseases but with its cure except senility”

Areas covered Current ongoing research in various field of medicine Community problems and social research, in Islamic perspective Medical Research in light of Islamic knowledge including Research on All edibles and drinks forbidden for human consumption All condemned & immoral actions (sins) in life Separate chair for such research. Curriculum - Research

Areas covered

Current ongoing research in various field of medicine

Community problems and social research, in Islamic perspective

Medical Research in light of Islamic knowledge including

Research on

All edibles and drinks forbidden for human consumption

All condemned & immoral actions (sins) in life

Separate chair for such research.

Curriculum - Summary Professional competence Ethical competence Role of Muslim doctor as a Professional Responsibility of Muslim doctors as Vicegerent of Allah Holistic concept of life Putting an “Islamic Graft” in the “Body” of “Secular Curriculum Host” - invariable rejection because the two are incompatible

Professional competence

Ethical competence

Role of Muslim doctor as a Professional

Responsibility of Muslim doctors as Vicegerent of Allah

Holistic concept of life

Putting an “Islamic Graft” in the “Body” of “Secular

Curriculum Host” - invariable rejection because the

two are incompatible

Text Books and Journals Required medical information with relevant Islamic knowledge to develop an inquisitive mind. Initiate Intellectual debates on current medical, ethical and social issues in Islamic perspective Publish consensus guidelines on these subjects Collected and publish data for evidence based changes in future policies implementation

Required medical information with relevant Islamic knowledge to develop an inquisitive mind.

Initiate Intellectual debates on current medical, ethical and social issues in Islamic perspective

Publish consensus guidelines on these subjects

Collected and publish data for evidence based changes in future policies implementation

Infrastructure Present infrastructure Western architecture does not care for the Islamic cultural requirements. For example - Little consideration for gender privacy, breast feeding mothers, separate waiting area for male and female - Facilities for ablution and prayers. - Special care for women, children and elderly Purpose built infrastructure will strengthen the concepts of proposed model of medical education, when seen in practice. Seeing is believing

Present infrastructure

Western architecture does not care for the Islamic cultural requirements. For example

- Little consideration for gender privacy, breast feeding mothers,

separate waiting area for male and female

- Facilities for ablution and prayers.

- Special care for women, children and elderly

Purpose built infrastructure will strengthen the concepts of proposed model of medical education, when seen in practice.

Seeing is believing

Integration of Resources Already late - but it is never too late Proposed model to be established at Madinah Knowledge Economic City. Act as centre of excellence for all communities in general and Muslims in particular. Pool the required human resource available any where in the world and start functioning

Already late - but it is never too late

Proposed model to be established at Madinah Knowledge Economic City.

Act as centre of excellence for all communities in general and Muslims in particular.

Pool the required human resource available any where in the world and start functioning

Results Evaluate cognitive, psychomotor and affective domains (knowledge, skills and attitudes) against the defined objectives Short term results will be analyzed during and after completion of the project. Long term results will be analyzed through life time follow up of the professionals in the society, after exit from the institution Evidenced based modifications and improvements in the proposed dynamic model of reforming medical education.

Evaluate cognitive, psychomotor and affective domains (knowledge, skills and attitudes) against the defined objectives

Short term results will be analyzed during and after completion of the project.

Long term results will be analyzed through life time follow up of the professionals in the society, after exit from the institution

Evidenced based modifications and improvements in the proposed dynamic model of reforming medical education.

Conclusion Responsibility of Muslim professionals Doable (PMC) Replicate in other countries in general and Muslim countries in particular. Muslim professionals will at least partially fulfill their duty, as vicegerents of Allah in this world

Responsibility of Muslim professionals

Doable (PMC)

Replicate in other countries in general and Muslim countries in particular.

Muslim professionals will at least partially fulfill

their duty, as vicegerents of Allah in this world

Acknowledgment Professor Hafeez ur Rehman Vice Dean Academics PMC Dr. Ayesha Sumera Abdullah Vice Dean Medical Education and Research PMC Dr. Saeed Anwar Director Research and Developments PMC Professor Syed Iftikhar Ali Shah Professor of Medicine PMC Professor Sajjad Ahmad Professor of Pathology PMC Dr. Syed Iftikhar Husain Executive Director PMC Dr. Abdur Rehman Assistant Professor Surgery PMC

Professor Hafeez ur Rehman

Vice Dean Academics PMC

Dr. Ayesha Sumera Abdullah

Vice Dean Medical Education and Research PMC

Dr. Saeed Anwar

Director Research and Developments PMC

Professor Syed Iftikhar Ali Shah

Professor of Medicine PMC

Professor Sajjad Ahmad

Professor of Pathology PMC

Dr. Syed Iftikhar Husain

Executive Director PMC

Dr. Abdur Rehman

Assistant Professor Surgery PMC