Reforms in Medical Education for Muslim Countries Najib Ul Haq Professor and Dean Faculty of Medicine Peshawar Medical Col...
Reforms in Medical Education for Muslim Countries <ul><li>Outline of presentation </li></ul><ul><ul><li>Why proposing refo...
Why the Proposed Reforms? <ul><li>Basic obligations of all Muslim  </li></ul><ul><ul><li>Personal– the basic minimum knowl...
<ul><li>Responsibility of Muslim Doctors </li></ul><ul><li>Every one seeks basic minimum relevant Islamic knowledge for pr...
<ul><li>Principles of Responsibility in Islam   </li></ul><ul><li>Every one is responsible for his own circle of influence...
KNOWLEDGE ATTITUDES SKILLS ‘ THE  TRIAD’  OF MEDICAL EDUCATION
Situation Analysis <ul><li>1.5 billion Muslims in the world with 57 Muslim majority countries.  </li></ul><ul><li>Educatio...
Current Medical Education System  <ul><li>Does it fulfill social and community needs of Muslim countries? </li></ul><ul><l...
Quality Education System <ul><li>General objectives:   </li></ul><ul><ul><li>Achieve professional excellence in the releva...
<ul><li>Additional  objectives for Muslims </li></ul><ul><ul><li>Develop a sound view of the purpose of life as determined...
<ul><li>Current Models </li></ul><ul><li>Based on only Scientific evidence </li></ul><ul><li>Attitude –  Law, Material gai...
Current  Models   vs  Islamic Model  <ul><li>Current Models </li></ul><ul><li>6. Concepts of   treatment,  disease and car...
Muslim Model of Medical Education <ul><li>Vision   </li></ul><ul><li>Produce  “Muslim Doctors” equipped  with current prof...
<ul><ul><li>Basic Principles </li></ul></ul><ul><ul><li>Competitive with global trends, making use of all the current info...
<ul><ul><li>Basic Requirements </li></ul></ul><ul><ul><li>Human Resource  -  having excellence in professional competence ...
Human Resource <ul><li>Teachers , practitioners, paramedical, nursing and other ancillary staff </li></ul><ul><li>Teachers...
<ul><li>Teachers: </li></ul><ul><li>Three major qualities </li></ul><ul><ul><li>Trained as teachers, educators and mentors...
<ul><li>Human Resource Development </li></ul><ul><li>Continuous and dynamic process with persistent medical and Islamic ed...
<ul><li>Muslim Professional are Expected to  </li></ul><ul><ul><li>Excel in their Specialized Fields.   </li></ul></ul><ul...
Curriculum - Research  <ul><li>Significance of research in Islam </li></ul><ul><li>Seven hundred and fifty six verses abou...
<ul><li>Areas covered </li></ul><ul><li>Current ongoing research in various field of medicine  </li></ul><ul><li>Community...
Curriculum - Summary  <ul><li>Professional competence  </li></ul><ul><li>Ethical competence </li></ul><ul><li>Role of Musl...
Text Books and Journals  <ul><li>Required medical information with relevant Islamic knowledge to develop an inquisitive mi...
Infrastructure <ul><li>Present infrastructure  </li></ul><ul><ul><li>Western architecture does not care for the Islamic cu...
Integration of Resources <ul><li>Already late - but it is never too late </li></ul><ul><li>Proposed model to be establishe...
Results <ul><li>Evaluate cognitive, psychomotor and affective domains (knowledge, skills and attitudes) against the define...
Conclusion  <ul><li>Responsibility of Muslim professionals </li></ul><ul><li>Doable (PMC) </li></ul><ul><li>Replicate  in ...
Acknowledgment <ul><ul><li>Professor Hafeez ur Rehman   </li></ul></ul><ul><ul><li>Vice Dean Academics PMC </li></ul></ul>...
Upcoming SlideShare
Loading in …5
×

Reforms In Medical Education For Muslim Countries By Prof, Najib Ulhaq, Noor

1,969 views

Published on

Noor Conference | Global Knowledge Forum | http://www.noor.org.sa | Day 2 - Panel 2 - Reforms In Medical Education For Muslim Countries By Prof, Najib Ulhaq, Noor

Published in: Education, Business
1 Comment
5 Likes
Statistics
Notes
No Downloads
Views
Total views
1,969
On SlideShare
0
From Embeds
0
Number of Embeds
19
Actions
Shares
0
Downloads
0
Comments
1
Likes
5
Embeds 0
No embeds

No notes for slide

Reforms In Medical Education For Muslim Countries By Prof, Najib Ulhaq, Noor

  1. 1. 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
  2. 2. Reforms in Medical Education for Muslim Countries <ul><li>Outline of presentation </li></ul><ul><ul><li>Why proposing reform </li></ul></ul><ul><ul><li>Situation analysis of Current medical education </li></ul></ul><ul><ul><li>“ Essentials” of proposed model </li></ul></ul><ul><ul><li>Implementation strategy </li></ul></ul><ul><ul><li>Conclusions </li></ul></ul>
  3. 3. Why the Proposed Reforms? <ul><li>Basic obligations of all Muslim </li></ul><ul><ul><li>Personal– the basic minimum knowledge and action that every adult sane male and female Muslim has to understand and practice </li></ul></ul><ul><ul><li>Community responsibility – Duties to be performed by some Muslim in a society that would fulfill the responsibility of all the community </li></ul></ul>
  4. 4. <ul><li>Responsibility of Muslim Doctors </li></ul><ul><li>Every one seeks basic minimum relevant Islamic knowledge for practicing his/her own profession </li></ul><ul><li>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 </li></ul>Why the Proposed Reforms?
  5. 5. <ul><li>Principles of Responsibility in Islam </li></ul><ul><li>Every one is responsible for his own circle of influence. </li></ul><ul><li>No burden is placed on any soul that he can not bear. </li></ul>Why the Proposed Reforms?
  6. 6. KNOWLEDGE ATTITUDES SKILLS ‘ THE TRIAD’ OF MEDICAL EDUCATION
  7. 7. Situation Analysis <ul><li>1.5 billion Muslims in the world with 57 Muslim majority countries. </li></ul><ul><li>Education system of many of these countries is a continuation of colonial rule. The quality of product is reflective of the system. </li></ul>
  8. 8. Current Medical Education System <ul><li>Does it fulfill social and community needs of Muslim countries? </li></ul><ul><li>Is it intended to produce good Muslim professionals? </li></ul><ul><li>Is it yielding the required cultural, financial and social effects that are vital for a Muslim society? </li></ul>NO NO NO
  9. 9. Quality Education System <ul><li>General objectives: </li></ul><ul><ul><li>Achieve professional excellence in the relevant field. (professional development) </li></ul></ul><ul><ul><li>Impart intellectual and moral training to individuals, to develop their potentialities (personal development) </li></ul></ul><ul><ul><li>Develop self-consciousness of individuals who would all make up into a “aligned community” having commonality of purpose. </li></ul></ul>
  10. 10. <ul><li>Additional objectives for Muslims </li></ul><ul><ul><li>Develop a sound view of the purpose of life as determined by the Creator. </li></ul></ul><ul><ul><li>Identify and deal with problems of professional life, in line with the basic principles of Islam. </li></ul></ul><ul><ul><li>Produce competent professionals with conscious responsibility and motivation, to pass the message of Allah to people in their contact. </li></ul></ul>Quality Education System
  11. 11. <ul><li>Current Models </li></ul><ul><li>Based on only Scientific evidence </li></ul><ul><li>Attitude – Law, Material gains, Traditions and Fears (Arbitrary) </li></ul><ul><li>Motivating force </li></ul><ul><ul><li>Worldly rewards </li></ul></ul><ul><ul><li>Faith has little or no role </li></ul></ul><ul><li>Extrinsic controls (gods) </li></ul><ul><li>5. Paradigm - Business </li></ul><ul><li>Islamic Model </li></ul><ul><li>Based on Science and divine evidence </li></ul><ul><li>Attitude – Law, Religious obligations, material and spiritual gains (permanent) </li></ul><ul><li>Motivating force </li></ul><ul><ul><li>Worldly and Akhirah rewards </li></ul></ul><ul><ul><li>Faith has primary role </li></ul></ul><ul><li>Intrinsic controls (Allah) </li></ul><ul><li>5. Paradigm - Service </li></ul>Current Models vs Islamic Model
  12. 12. Current Models vs Islamic Model <ul><li>Current Models </li></ul><ul><li>6. Concepts of treatment, disease and care – limited and materialistic </li></ul><ul><li>7. Management concepts </li></ul><ul><ul><li>duty </li></ul></ul><ul><ul><li>personal and community requirements </li></ul></ul><ul><ul><li>mechanistic </li></ul></ul><ul><ul><li>high Tech </li></ul></ul><ul><li>8. Knowledge driven </li></ul><ul><li>Islamic Model </li></ul><ul><li>Concept of treatment, disease and care – infinite and spiritualistic </li></ul><ul><li>7. Management concepts </li></ul><ul><ul><li>responsibility </li></ul></ul><ul><ul><li>personal and community requirement and obligation </li></ul></ul><ul><ul><li>humanistic </li></ul></ul><ul><ul><li>high Touch </li></ul></ul><ul><li>8. Knowledge and Faith driven </li></ul>
  13. 13. Muslim Model of Medical Education <ul><li>Vision </li></ul><ul><li>Produce “Muslim Doctors” equipped with current professional knowledge, having core attributes and values essentially based on Islamic principles </li></ul><ul><li>Based on </li></ul><ul><ul><li>Human development </li></ul></ul><ul><ul><li>Internal standards of excellence - against its own goals </li></ul></ul><ul><ul><li>Original – in light of the fundamental teachings of Islam </li></ul></ul><ul><ul><li>NOT based on “reactions” </li></ul></ul><ul><ul><li>Human Development Based Model ( HuDeBa) </li></ul></ul>
  14. 14. <ul><ul><li>Basic Principles </li></ul></ul><ul><ul><li>Competitive with global trends, making use of all the current information and technologies. </li></ul></ul><ul><ul><li>Identify specific needs of Muslim teachers and students and address them in the curriculum. </li></ul></ul><ul><ul><li>Setting internal standards of excellence. </li></ul></ul>Muslim Model of Medical Education
  15. 15. <ul><ul><li>Basic Requirements </li></ul></ul><ul><ul><li>Human Resource - having excellence in professional competence and ethical values </li></ul></ul><ul><ul><li>Curriculum – based on professional and human development in line with the basic concepts and principles of Islam </li></ul></ul><ul><ul><li>Infrastructure – culturally acceptable to Muslim patients and workers. </li></ul></ul>Muslim Model of Medical Education
  16. 16. Human Resource <ul><li>Teachers , practitioners, paramedical, nursing and other ancillary staff </li></ul><ul><li>Teachers </li></ul><ul><ul><li>The quality of teachers is always reflected in the quality of students </li></ul></ul><ul><ul><li>No institution can have better standards than its teachers. </li></ul></ul>
  17. 17. <ul><li>Teachers: </li></ul><ul><li>Three major qualities </li></ul><ul><ul><li>Trained as teachers, educators and mentors </li></ul></ul><ul><ul><li>Possess sound knowledge and skills to impart the relevant professional and Islamic knowledge </li></ul></ul><ul><ul><li>Possess the leadership qualities and act as “role model” Muslim Professionals </li></ul></ul>Human Resource <ul><ul><li>A good example is the best sermon </li></ul></ul>
  18. 18. <ul><li>Human Resource Development </li></ul><ul><li>Continuous and dynamic process with persistent medical and Islamic education for teachers </li></ul><ul><li>Involvement of </li></ul><ul><ul><ul><li>Professionals - trained in teaching methodologies communication skills </li></ul></ul></ul><ul><ul><ul><li>Islamic scholars - to impart the required knowledge and its applications in medicine </li></ul></ul></ul><ul><ul><ul><li>Scholars of social sciences and psychology </li></ul></ul></ul>Human Resource
  19. 19. <ul><li>Muslim Professional are Expected to </li></ul><ul><ul><li>Excel in their Specialized Fields. </li></ul></ul><ul><li>I ndeed Allah likes the one of you, who would do his job with excellence </li></ul><ul><ul><li>Continuous Medical Education </li></ul></ul>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”
  20. 20. Curriculum - Research <ul><li>Significance of research in Islam </li></ul><ul><li>Seven hundred and fifty six verses about universe and human creation ( for pondering on the signs of Allah - research) </li></ul><ul><li>One hundred and fifty about the Islamic jurisprudence (Fiqh) </li></ul><ul><li>The Prophet said </li></ul><ul><li>“ Indeed Allah did not send any diseases but with its cure except senility” </li></ul>It is the duty and responsibility of all Muslim physicians is to plan and conduct research for the benefit of mankind
  21. 21. <ul><li>Areas covered </li></ul><ul><li>Current ongoing research in various field of medicine </li></ul><ul><li>Community problems and social research, in Islamic perspective </li></ul><ul><li>Medical Research in light of Islamic knowledge including </li></ul><ul><li>Research on </li></ul><ul><ul><li>All edibles and drinks forbidden for human consumption </li></ul></ul><ul><ul><li>All condemned & immoral actions (sins) in life </li></ul></ul><ul><li>Separate chair for such research. </li></ul>Curriculum - Research
  22. 22. Curriculum - Summary <ul><li>Professional competence </li></ul><ul><li>Ethical competence </li></ul><ul><li>Role of Muslim doctor as a Professional </li></ul><ul><li>Responsibility of Muslim doctors as Vicegerent of Allah </li></ul><ul><li>Holistic concept of life </li></ul><ul><li>Putting an “Islamic Graft” in the “Body” of “Secular </li></ul><ul><li>Curriculum Host” - invariable rejection because the </li></ul><ul><li>two are incompatible </li></ul>
  23. 23. Text Books and Journals <ul><li>Required medical information with relevant Islamic knowledge to develop an inquisitive mind. </li></ul><ul><li>Initiate Intellectual debates on current medical, ethical and social issues in Islamic perspective </li></ul><ul><li>Publish consensus guidelines on these subjects </li></ul><ul><li>Collected and publish data for evidence based changes in future policies implementation </li></ul>
  24. 24. Infrastructure <ul><li>Present infrastructure </li></ul><ul><ul><li>Western architecture does not care for the Islamic cultural requirements. For example </li></ul></ul><ul><ul><li>- Little consideration for gender privacy, breast feeding mothers, </li></ul></ul><ul><ul><li>separate waiting area for male and female </li></ul></ul><ul><ul><ul><li>- Facilities for ablution and prayers. </li></ul></ul></ul><ul><ul><ul><li>- Special care for women, children and elderly </li></ul></ul></ul><ul><li>Purpose built infrastructure will strengthen the concepts of proposed model of medical education, when seen in practice. </li></ul><ul><li>Seeing is believing </li></ul>
  25. 25. Integration of Resources <ul><li>Already late - but it is never too late </li></ul><ul><li>Proposed model to be established at Madinah Knowledge Economic City. </li></ul><ul><li>Act as centre of excellence for all communities in general and Muslims in particular. </li></ul><ul><li>Pool the required human resource available any where in the world and start functioning </li></ul>
  26. 26. Results <ul><li>Evaluate cognitive, psychomotor and affective domains (knowledge, skills and attitudes) against the defined objectives </li></ul><ul><li>Short term results will be analyzed during and after completion of the project. </li></ul><ul><li>Long term results will be analyzed through life time follow up of the professionals in the society, after exit from the institution </li></ul><ul><li>Evidenced based modifications and improvements in the proposed dynamic model of reforming medical education. </li></ul>
  27. 27. Conclusion <ul><li>Responsibility of Muslim professionals </li></ul><ul><li>Doable (PMC) </li></ul><ul><li>Replicate in other countries in general and Muslim countries in particular. </li></ul><ul><li>Muslim professionals will at least partially fulfill </li></ul><ul><li>their duty, as vicegerents of Allah in this world </li></ul>
  28. 28. Acknowledgment <ul><ul><li>Professor Hafeez ur Rehman </li></ul></ul><ul><ul><li>Vice Dean Academics PMC </li></ul></ul><ul><ul><li>Dr. Ayesha Sumera Abdullah </li></ul></ul><ul><ul><li>Vice Dean Medical Education and Research PMC </li></ul></ul><ul><ul><li>Dr. Saeed Anwar </li></ul></ul><ul><ul><li>Director Research and Developments PMC </li></ul></ul><ul><ul><li>Professor Syed Iftikhar Ali Shah </li></ul></ul><ul><ul><li>Professor of Medicine PMC </li></ul></ul><ul><ul><li>Professor Sajjad Ahmad </li></ul></ul><ul><ul><li>Professor of Pathology PMC </li></ul></ul><ul><ul><li>Dr. Syed Iftikhar Husain </li></ul></ul><ul><ul><ul><li>Executive Director PMC </li></ul></ul></ul><ul><ul><li>Dr. Abdur Rehman </li></ul></ul><ul><ul><li>Assistant Professor Surgery PMC </li></ul></ul>

×