The International Islamic University Malaysia (IIUM) MBBS programme was recently accredited for another five years, with a revised curriculum set to launch for the 2025/2026 cohort. This new curriculum restructures the programme into the university’s three-semester academic system, aligning it with the broader university framework. It also emphasises practical and clinical skills in assessments and introduces a more interactive approach to Islamic input, replacing traditional didactic lectures. While clinical competency has been the primary focus of undergraduate medical training in Malaysia, IIUM is strengthening the compassionate component of its programme, ensuring a balanced approach.
The curriculum closely aligns with the vision and mission of the Kulliyyah of Medicine. The vision is to become a leading centre of educational excellence that enhances the dynamic and progressive role of physicians for the ummah. The missions include acquiring and propagating medical knowledge and skills in the spirit of tauhid (faith), nurturing balanced staff and students by integrating iman (faith), ‘ilm (knowledge), and akhlaq (good character), and fostering a culture that instils commitment to sustainable development, lifelong learning, and a deep sense of social responsibility for all mankind.
Under the guidance of Professor Emeritus Datuk Dr. Osman Bakar, the university’s seventh Rector, IIUM has embraced tawhidic epistemology as a guiding philosophy. This framework directs the MBBS curriculum towards divine unity (tawhid), ensuring that every aspect of the programme brings students, lecturers, patients, and staff closer to Allah. This further strengthens the concept of sejahtera introduced by the previous Rector, Tan Sri Dzulkifli Razak. Using the ADDIE framework—Analysis, Design, Development, Implementation, and Evaluation—this article outlines how the curriculum can integrate tawhidic principles to achieve this transformation.
Analysis: Identifying Current Needs
The first step in revising the curriculum involves analysing the programme’s current strengths and identifying areas for enhancement. IIUM’s recent accreditation and restructuring provide a strong foundation for this transformation. Key areas of focus include:
1. Aligning with the Three-Semester System
The new structure requires careful planning to retain the rigour and depth of medical education while integrating seamlessly into the broader university framework.
2. Interactive Islamic Input
Existing Islamic components need to move beyond didactic lectures to foster greater student engagement. Interactive methods can help students internalise Islamic principles and connect them to their medical practice.
3. Strengthening Compassion
Compassion is integral to medical practice, but it must be reframed as an expression of divine accountability, guiding interactions with patients and colleagues.
4. Spiritual Direction
The curriculum should ensure that every aspect of medical education—clinical skills, ethical reasoning, and interpersonal interactions—strengthens the spiritual connection of all involved with Allah.
5. Community Engagement
Incorporating structured opportunities for students to interact with communities helps them understand societal health needs, develop empathy, and foster a deeper sense of social responsibility.
Design: Structuring the Curriculum
With the analysis in place, the curriculum is designed to incorporate tawhidic epistemology and address the identified needs:
1. Philosophical Foundation
• Embed tawhid as the central philosophy of the programme, framing medical education as both a technical and spiritual journey.
• Articulate the curriculum’s vision and mission to reflect this integration.
2. Curricular Components
• Islamic Input: Shift from lectures to active learning methods, such as discussions, role-playing, and case-based learning, to engage students in the ethical and spiritual dimensions of healthcare.
• Clinical Competency: Ensure assessments are designed to evaluate technical skills and their application within an Islamic ethical framework.
• Compassionate Practice: Include reflective practice sessions that emphasise compassion as a manifestation of divine accountability.
3. Balanced Approach
• Balance technical and spiritual learning outcomes by incorporating interdisciplinary modules that link Islamic principles with medical sciences, such as modules on maqasid al-shariah (objectives of Islamic law) and patient-centred care.
Development: Preparing for Implementation
Once the curriculum design is finalised, resources and training materials must be developed to support its implementation:
1. Learning Resources
• Develop case studies and interactive learning materials integrating Islamic values into medical education.
• Create guides for students and lecturers to facilitate reflective practices and discussions on the spiritual dimensions of medicine.
2. Faculty Training
• Conduct workshops to prepare lecturers to incorporate tawhidic principles into their teaching.
• Train faculty to model compassionate care and ethical integrity in their interactions with students and patients.
3. Assessment Tools
• Redesign assessments to include evaluations of compassionate care, ethical reasoning, and technical competencies.
Implementation: Putting the Curriculum into Practice
The new curriculum is introduced in stages, ensuring smooth integration into the academic system:
1. Pilot Testing
Pilot the revised curriculum with a selected cohort to gather feedback and refine the programme before full-scale implementation.
2. Integration with the University Framework
Align the courses with the three-semester structure, ensuring that each semester builds on the previous one regarding technical and spiritual competencies.
3. Support Systems
Provide mentorship and peer support programmes to guide students and faculty through the transition to the new curriculum.
Evaluation: Measuring Outcomes
Evaluation ensures that the curriculum achieves its intended outcomes and identifies areas for continuous improvement:
1. Key Metrics
• Assess students’ clinical competence, ethical reasoning, and compassionate care.
• Measure how much the curriculum fosters spiritual growth and alignment with tawhidic principles.
2. Feedback
• Collect feedback from students, lecturers, and patients on how the new curriculum impacts their experiences and perceptions.
3. Periodic Review
• Conduct regular curriculum reviews to ensure alignment with institutional goals and the principles of tawhidic epistemology.
Leading the Way
IIUM’s revised MBBS curriculum marks a significant step forward in integrating clinical competence with Islamic principles of compassion and divine accountability. The new structure ensures assessments emphasise practical skills while Islamic input becomes more interactive and engaging. By aligning with tawhidic epistemology, the curriculum transforms medicine into a sacred endeavour, where every action—whether by students, lecturers, patients, or staff—strengthens their connection to Allah.
Competence, already well understood by the Kulliyyah of Medicine, is extended to include technical mastery and the spiritual well-being of practitioners and patients. Compassion, reframed as an expression of faith, becomes the practical manifestation of the curriculum’s philosophy. This integration ensures that IIUM graduates are skilled professionals and ethical and spiritually grounded individuals, prepared to serve humanity and Allah.