Tembeling 2.0

Category: Thoughts

  • Sang Tabib Yang Setia

    Wahai anak muda yang berjiwa mulia,
    Jadilah engkau tabib yang setia,
    Bukan kerana mahkota dunia,
    Bukan kerana kemewahan yang fana.

    Langkahkan kaki di jalan derita,
    Jangan mengharap hamparan permata,
    Berjalanlah dalam sabar dan duka,
    Kerana syurga itu mahal harganya.

    Tidur malam pendek dan resah,
    Bangkit siang penuh lelah,
    Demi satu senyuman yang pulih megah,
    Demi satu nyawa yang kembali cerah.

    Jangan kau dambakan sanjungan manusia,
    Kerana ia umpama buih di lautan dosa,
    Carilah redha Tuhan Yang Esa,
    Itulah nikmat yang tiada binasa.

    Bersihkanlah niat di lubuk dada,
    Berbaktilah semata-mata kerana Dia,
    Tanganmu menyeka derita dunia,
    Hatimu menadah rahmat yang mulia.

    Sembuhkanlah luka dengan penuh kasih,
    Bisikkanlah doa dalam setiap langkah,
    Moga setiap denyut yang kau pulihkan,
    Menjadi saksi di alam yang kekal dan indah.

    Wahai tabib, insan pilihan,
    Engkau bukan sekadar perawat badan,
    Engkau penyambung harapan insan,
    Engkau suluh dalam gelap perjalanan.

    Jadilah engkau sebaik-baik hamba,
    Digunakan Allah di bumi yang fana,
    Moga setiap langkah, setiap bicara,
    Menjadi pahala yang tiada tara.

  • Proposed Tawhidic Epistemology Principles in IIUM Medical Curriculum

    The proposed Tawhidic Epistemology (TE) framework provides a holistic and integrated approach to education, ensuring that knowledge acquisition, application, and dissemination align with Islamic values, ethics, and social responsibility. Rooted in the concept of Tawhid (Divine Unity), TE emphasises the harmonisation of revealed (naqli) and rational (aqli) knowledge, fostering an educational system that not only produces competent professionals but also ethical and spiritually conscious individuals.

    Key Principles of Tawhidic Epistemology

    1. Unity of knowledge (wahdatul ‘ilm)

    TE views knowledge as a single, unified entity, rejecting the artificial division between religious and secular sciences. The integration of Islamic ethics with modern scientific advancements ensures that education produces professionals who are both technically competent and morally guided.

    2. Knowledge as a trust (amanah)

    Education is an ethical responsibility (amanah) that must be pursued and applied with integrity. Both educators and students must uphold honesty, fairness, and accountability in the acquisition and dissemination of knowledge.

    3. Purpose-driven learning (maqasid al-shariah)

    Education should align with the higher objectives of Islamic law (maqasid al-shariah), ensuring that knowledge serves the protection of faith, life, intellect, lineage, and wealth. This principle ensures that education contributes to individual and societal well-being.

    4. Critical thinking with ethics (ijtihad & adab)

    Students must develop the ability to think critically, analyse data, and make informed decisions while maintaining ethical boundaries and intellectual humility. TE encourages inquiry and reasoning (ijtihad) but insists that it is guided by respect, discipline, and Islamic etiquette (adab).

    5. Compassionate education (rahmatan lil ‘alamin)

    TE emphasises the role of compassion (rahmah) in learning and practice, encouraging educators to act as mentors (murabbi) who guide students in developing both technical skills and strong moral character.

    6. Application of knowledge for social good (ilm nafi’)

    The purpose of knowledge is to benefit humanity, addressing real-world challenges while ensuring ethical responsibility. Research, innovation, and education should contribute to societal development and well-being.

    7. Continuous improvement (tazkiyah & ihsan)

    TE promotes lifelong learning, self-improvement (tazkiyah), and the pursuit of excellence (ihsan) in education and professional practice. This principle ensures that students and educators engage in continual self-reflection and strive for ongoing growth.

    Implementation in IIUM MBBS

    TE PrincipleObjective OutcomeExpected OutcomeExample in MBBS
    Unity of Knowledge (Wahdatul ‘Ilm)Integrate Islamic and scientific knowledge into all academic disciplines.A holistic, interdisciplinary curriculum where students apply both revealed and rational knowledge in problem-solving.Teaching medical ethics by integrating Islamic bioethics with contemporary medical practices (e.g., end-of-life care, organ donation).
    Knowledge as a Trust (Amanah)Instill responsibility and ethical awareness in students and faculty.Graduates and faculty uphold academic integrity, honesty, and social responsibility in education and research.Emphasising the duty of care in medical practice, ensuring honesty in patient management and research integrity.
    Purpose-Driven Learning (Maqasid al-Shariah)Align teaching, research, and policies with the higher objectives of Islamic law (maqasid al-shariah).Education fosters moral character, social justice, and professional ethics, contributing to the well-being of society.Ensuring that clinical decisions consider the protection of life (hifz al-nafs) and intellect (hifz al-aql), e.g., balancing patient autonomy with Islamic ethical considerations.
    Critical Thinking with Ethics (Ijtihad & Adab)Encourage analytical reasoning while upholding ethical conduct.Students and faculty engage in critical thinking and innovation while maintaining humility, respect, and ethical considerations.Teaching evidence-based medicine while ensuring students approach medical uncertainties with humility and respect for diverse perspectives.
    Compassionate Education (Rahmatan lil ‘Alamin)Foster a culture of compassion and ethical leadership in education.Graduates develop strong interpersonal and professional ethics, ensuring human-centred, compassionate decision-making.Embedding compassionate patient care in clinical training, focusing on bedside manner, empathy, and ethical communication.
    Application of Knowledge for Social Good (Ilm Nafi’)Promote research, teaching, and innovation that serve the needs of society.Education produces graduates who actively contribute to solving real-world challenges with ethical and sustainable solutions.Encouraging community-based research on health disparities and disease prevention in underserved populations.
    Continuous Improvement (Tazkiyah & Ihsan)Encourage lifelong learning, self-improvement, and striving for excellence.Students and faculty cultivate a mindset of ongoing growth, self-reflection, and commitment to continuous excellence in learning and service.Incorporating reflective practice in medical training, encouraging students to assess their own performance and continuously seek improvement.

    Conclusion

    The Tawhidic Epistemology framework provides a structured approach to education that balances academic excellence with ethical and spiritual growth. By integrating Islamic principles with modern scientific disciplines, TE produces graduates who are not only skilled professionals but also compassionate, ethical, and socially responsible leaders.

    At the International Islamic University Malaysia (IIUM), these principles act as guiding frameworks for curriculum design, faculty development, research priorities, and student mentorship. By integrating these core values into teaching, research, and governance, TE ensures that education remains meaningful, impactful, and aligned with the greater purpose of serving humanity.

  • The Silent Weight

    They turn to me with hopeful eyes,
    Believing I hold the answers wise.
    From halls of knowledge to matters of gold,
    From guiding the young to fulfilling the old.

    A leader, they say, must always stand,
    With strength unshaken, a steady hand.
    No room for weakness, no time to break,
    Yet how much more can this heart take?

    The burdens rise, the days grow long,
    The weight of right, the fear of wrong.
    To solve, to lead, to forge the way,
    Yet who will hear if I go astray?

    But even the strongest seek a light,
    A whisper of hope in the darkest night.
    And though a leader must not fall,
    I know my strength is not my all.

    Ya Allah, my refuge, my guide,
    In You alone my fears subside.
    Let me lead with faith, not pride,
    And trust in You, side by side.

    For I am not meant to walk alone,
    Nor bear this weight as if my own.
    The path is Yours, the plan is true,
    I lead the best when I trust in You.

  • A Medical Lecturer in Kulliyyah of Medicine

    The biggest difference between being a medical lecturer and any other role is the student. Without students, there is no IIUM, no Kulliyyah of Medicine, and no SASMEC. Our purpose as medical lecturers is not just to teach medicine but to shape the next generation of doctors, not just in competence but in character, not just in skill but in soul.

    A clinician focuses on patient care, mastering diagnosis, treatment, and management. A lecturer teaches and researches, expanding knowledge but often detached from the clinical realities of patient care. A medical lecturer stands at the intersection of these roles, balancing the responsibility of treating patients with the duty of educating future doctors. But here at IIUM, we aspire for something even greater. We are not just medical lecturers; we are murabbi—mentors, guides, and role models. We do not just pass on knowledge; we nurture, inspire, and shape the minds and hearts of our students, bringing them closer to Allah through the practice of medicine.

    To truly fulfil this role, we must embody both competence and compassion. Competence means being recognised as an expert, not just in title but in substance. It means being a clinician who commands respect for their skills and knowledge, a specialist who leads in their field. But it also means being a true educator, not just one who lectures but one who teaches with purpose. Teaching is a discipline in itself—it requires structure, thought, and refinement. Education is not about dumping information; it is about guiding students towards understanding, application, and transformation.

    Using the ADDIE framework ensures we do this effectively. We analyse our students and their needs. We design and develop lessons that are impactful. We implement them in a way that engages, and most importantly, we evaluate to continuously improve. This cycle of teaching is not just a method; it is a mindset of constant growth, just as we expect our students to grow.

    But beyond competence, compassion is what makes a true murabbi. A great doctor is not just a skilled one, but one who recognises suffering—not only in patients but in students too. Some of our students struggle in ways we do not see. Some are overwhelmed, others demotivated, and many question their own worth. We must be educators who do not just teach but also listen. We must have empathy, not just once, but over and over again, renewing it as part of our daily practice.

    Medical lecturers are also researchers, but too often, we remain consumers of knowledge instead of creators. There is a poverty of ideas when we are content with merely reading and citing others without contributing our own. The medical field does not move forward by observation alone—it progresses when we question, explore, and challenge existing knowledge. Our duty is not just to train doctors but to build the future of medicine itself.

    Balancing between being a clinician and a medical educator is not easy, but it starts with knowing why you are here. Be conscious of your purpose. Be alert to the impact you can make. Recognise that beyond lectures and rounds, you are shaping lives. More than just fitting into the system, you can help create a positive environment. YOU have the power to influence the culture of KOM. YOU are empowered to change how teaching and learning happen here.

    And always remember—without students, there is no university, no faculty, no hospital. We need SASMEC for training, but SASMEC also needs us to sustain its role as a teaching hospital. Everything we do in education, research, and clinical work is interconnected.

    Being a medical lecturer is not just a profession—it is a calling. It is an opportunity to leave a lasting impact, to build not just doctors but compassionate, ethical, and competent leaders in healthcare. It is a chance to make a difference, not just in medicine, but in the lives of those we teach. This is your role now. This is your mission. Welcome to the journey of being a murabbi in medicine.

  • The Men Who Rule The World

    The earth was vast, a trust so grand,
    A gift placed gently in man’s hand.
    Yet voices rose in solemn tone,
    Will he not spill, will he not fight?
    Will greed not drown the world in blight?

    But wisdom reigns beyond the sight,
    A plan concealed in perfect light.
    For man was shaped with mind and will,
    To walk in truth or seek the thrill.

    The trust was placed, the heavens shook,
    The mountains wept, the earth forsook.
    The skies withdrew, the peaks stood still,
    Yet man alone embraced the trial.

    But when he rules with lust and greed,
    The world is torn, his soul concedes.
    No justice left, no truth remains,
    Only desire that wrecks and stains.

    He builds his thrones on blood and lies,
    His heart consumed, his mercy dies.
    With gold in hand and fire in sight,
    He claims the earth, he kills the light.

    The weak are crushed beneath his feet,
    The cries of orphans flood the streets.
    No kindness left, no peace, no trust,
    Just shattered lands consumed by dust.

    For when man bends to selfish might,
    He drowns the world in endless night.
    His power grows, but he is lost,
    A king who rules at deadly cost.

    But one true path remains to tread,
    To follow where the truth is led.
    For those who turn from what is right,
    Are blind to mercy, lost in spite.

    So man must turn before too late,
    Before he seals his wretched fate.
    For power fades and wealth decays,
    But truth alone will light his way.

    No other path, no truer way,
    But in His rule, let mankind stay.
    For when man leads by law divine,
    The world is saved, and so is he.

  • To my young doctors

    (Drafted officiating speech for my session during MMA Pahang meet & greet to all medical students in Pahang)

    Assalamualaikum warahmatullahi wabarakatuh, and a very good day to all of you.

    It is truly an honour to be here with all of you, the future doctors of our nation. You are standing on the brink of an incredible journey, one that demands not only your knowledge and skills but also your unwavering dedication to serve humanity. Being a doctor in Malaysia is more than just a profession; it is a calling. It is a role that carries immense responsibility and purpose, as you hold the trust and hopes of countless individuals in your hands.

    The challenges we face in our healthcare system today are significant. The number of medical graduates has been declining, and what is even more worrying is that many of those who do graduate choose not to register with the Malaysian Medical Council. This reality places an even greater burden on those who step forward to serve. The country needs you. Your commitment, your passion, and your compassion are vital for the future of our healthcare system. You have the opportunity to make a real difference, not just in the lives of your patients but in the well-being of our nation.

    As you prepare to take your place in this noble profession, remember that competence is your foundation. You must continually strive for excellence, mastering the knowledge and skills required to care for your patients. But competence alone is not enough. Without compassion, medicine loses its soul. It is compassion that allows you to truly connect with your patients, to see them not just as cases to solve but as individuals with fears, hopes, and dignity. It is compassion that turns a good doctor into a great one.

    You are about to step into a world that will demand much of you. There will be moments when the weight of responsibility feels overwhelming. In those times, remember this: fulfil your obligations before you demand your rights. Focus on serving your patients, your community, and your nation with sincerity and humility. When you do this, the rights and recognition you deserve will follow naturally. Let your actions speak louder than your words, and let your dedication define you.

    As doctors, you must also be aware of the world beyond the hospital walls. The challenges we face are not limited to individual patients but extend to our communities and the planet as a whole. Be informed. Understand the issues that affect healthcare globally and locally. From the sustainability of our environment to the evolving landscape of public health, your role extends far beyond the clinic. You are not just healers but also advocates for a better world.

    Above all, never lose sight of the higher purpose of your work. Medicine is not merely a career; it is a form of ibadah. Every patient you care for, every life you touch, is an opportunity to bring people closer to the Creator. Align your actions with the values of faith, integrity, and accountability. Let your work be a reflection of your submission to Allah, and let it remind others of His mercy and compassion.

    As you prepare to graduate, I want you to know that the path ahead will not always be easy, but it will always be meaningful. You are not just becoming doctors; you are becoming leaders, role models, and a source of hope for those in need. Embrace this responsibility with courage and determination. Carry with you the values of competence, compassion, and a commitment to serve humanity and Allah.

    You are the future of our healthcare system, and I have every confidence that you will rise to meet the challenges ahead. May Allah bless you in your journey, guide your hearts and hands, and grant you the strength to fulfil your noble mission.

    Thank you.

  • Children and Adolescents of the Future

    The unpredictable future, shaped by a myriad of global challenges, has profound implications for child and adolescent health. The COVID-19 pandemic has not only exposed vulnerabilities in health systems but has also disrupted education and altered social norms, creating a cascade of effects that disproportionately impact younger populations. This disruption is compounded by ongoing issues such as climate change, technological advancements, and evolving societal structures, which together create a complex landscape of health risks for children and adolescents.

    The COVID-19 pandemic has highlighted significant inequities in access to education and healthcare, particularly for marginalized populations. School closures have exacerbated educational disparities, particularly among children from low socioeconomic backgrounds who lack access to digital tools necessary for remote learning (Lancker & Parolin, 2020). Research indicates that the digital divide—characterized by unequal access to technology—has widened during the pandemic, leading to significant gaps in educational engagement and achievement (Mathrani et al., 2021; Azubuike et al., 2021; Early & Hernandez, 2021). This divide not only affects academic performance but also has long-term implications for mental health, as children who are unable to engage in learning may experience increased anxiety and depression (Lancker & Parolin, 2020; Early & Hernandez, 2021). Furthermore, the pandemic has underscored the inadequacies of mental health services for children, as the prevalence of mental health issues among adolescents has risen sharply during this period (Ahmadipour et al., 2018). Climate change presents another critical challenge to child and adolescent health.

    The increasing frequency of extreme weather events and environmental degradation poses direct threats to physical health, including respiratory issues exacerbated by air pollution and the risks associated with natural disasters (Zaitsu et al., 2022; Maity et al., 2020). The Lancet Countdown on Health and Climate Change emphasizes the urgent need for policies that address these environmental risks, particularly for vulnerable populations like children (Zaitsu et al., 2022). Moreover, the intersection of climate change and health is further complicated by socioeconomic factors, as children from disadvantaged backgrounds are often the most affected by environmental hazards and have less access to healthcare resources (Early & Hernandez, 2021; Kuo-Hsun, 2021).

    Technological advancements, while offering new opportunities for learning and development, also introduce risks that can negatively impact child health. The rise of digital platforms has facilitated educational access but has also led to increased exposure to cyberbullying and harmful content, which can adversely affect mental health (Azubuike et al., 2021; Zhang, 2023). Additionally, the shift towards digital learning environments has highlighted the need for digital literacy and online safety education, as many children are ill-equipped to navigate these new challenges (Mathrani et al., 2021; Zhang, 2023). The potential for technology to exacerbate existing inequalities is a pressing concern, as children from lower socioeconomic backgrounds may not have the same access to digital resources, further entrenching disparities in health and education outcomes (Early & Hernandez, 2021; Kuo-Hsun, 2021).

    Addressing these multifaceted challenges requires a comprehensive approach that prioritizes the social determinants of health. This includes enhancing access to quality healthcare, particularly mental health services, for all children, especially those from marginalized communities (Ahmadipour et al., 2018). Furthermore, educational policies must aim to bridge the digital divide by ensuring equitable access to technology and integrating digital literacy into curricula (Mathrani et al., 2021; Zhang, 2023). Community programs that focus on preventing violence, abuse, and neglect are essential, as these social factors significantly influence mental and emotional health outcomes for children (Ahmadipour et al., 2018).

    Finally, climate action must be prioritized to mitigate the health impacts of environmental degradation, with a focus on improving air quality and reducing exposure to pollutants that disproportionately affect children (Zaitsu et al., 2022; Maity et al., 2020). In conclusion, the future of child and adolescent health is fraught with challenges, but these are not insurmountable. By addressing the root causes of health disparities through the lens of the social determinants of health, stakeholders can work towards building a safer, healthier, and more equitable future for younger generations.

    Collaborative efforts involving governments, communities, and global organizations are essential to implement sustainable solutions that prioritize the well-being of children and adolescents in an ever-changing world.

    References

    Ahmadipour, S., Mohammadzadeh, M., Mohsenzadeh, A., Birjandi, M., & Almasian, M. (2018). Screening for developmental disorders in 4 to 60 months old children in iran (2015–2016). Journal of Pediatric Neurology, 17(01), 008-012. https://doi.org/10.1055/s-0037-1612620

    Azubuike, O., Adegboye, O., & Quadri, H. (2021). Who gets to learn in a pandemic? exploring the digital divide in remote learning during the covid-19 pandemic in nigeria. International Journal of Educational Research Open, 2, 100022. https://doi.org/10.1016/j.ijedro.2020.100022

    Early, J. and Hernandez, A. (2021). Digital disenfranchisement and covid-19: broadband internet access as a social determinant of health. Health Promotion Practice, 22(5), 605-610. https://doi.org/10.1177/15248399211014490

    Kuo-Hsun, J. (2021). The digital divide at school and at home: a comparison between schools by socioeconomic level across 47 countries. International Journal of Comparative Sociology, 62(2), 115-140. https://doi.org/10.1177/00207152211023540

    Lancker, W. and Parolin, Z. (2020). Covid-19, school closures, and child poverty: a social crisis in the making. The Lancet Public Health, 5(5), e243-e244. https://doi.org/10.1016/s2468-2667(20)30084-0

    Maity, S., Sahu, T., & Sen, N. (2020). Panoramic view of digital education in covid‐19: a new explored avenue. Review of Education, 9(2), 405-423. https://doi.org/10.1002/rev3.3250

    Mathrani, A., Sarvesh, T., & Umer, R. (2021). Digital divide framework: online learning in developing countries during the covid-19 lockdown. Globalisation Societies and Education, 20(5), 625-640. https://doi.org/10.1080/14767724.2021.1981253

    Zaitsu, M., Mizoguchi, T., Morita, S., Kawasaki, S., Iwanaga, A., & Matsuo, M. (2022). Developmental disorders in school children are related to allergic diseases. Pediatrics International, 64(1). https://doi.org/10.1111/ped.15358

    Zhang, X. (2023). The digital divide: class and equality education. SHS Web of Conferences, 157, 04027. https://doi.org/10.1051/shsconf/202315704027

  • Medical profession in Malaysia – Do something before it is too late.

    The medical profession has long been regarded as a noble calling, one that embodies sacrifice, dedication, and a steadfast commitment to saving lives. Doctors have traditionally been seen as compassionate individuals who are willing to dedicate themselves fully to the well-being of their patients. The journey to becoming a doctor is rigorous and demanding, requiring years of academic excellence, clinical training, and personal sacrifice. In return, the profession historically offered societal recognition, financial stability, and deep respect. However, the landscape has shifted in recent years, and the challenges faced by the profession have grown significantly, impacting its reputation and the morale of those within it.

    Medical doctors in Malaysia once enjoyed widespread admiration. The profession was seen as an exclusive and prestigious path, accessible only to the most dedicated and capable individuals. However, the rapid expansion of medical schools and an increasing number of graduates entering the workforce created an oversupply of medical professionals. This oversupply strained the system, forcing the government to introduce a contract system for junior doctors. Unlike their predecessors, these contract doctors were denied job security and career advancement opportunities. Many were left in limbo, uncertain about their futures. By the end of 2022, only 17% of contract medical officers had been absorbed into permanent positions, with the rest facing a precarious career path. While the government announced in 2023 its intention to convert 12,800 contract positions into permanent roles over the next three years, the slow pace of implementation has done little to alleviate the frustration and insecurity among these young professionals.

    The COVID-19 pandemic briefly shifted public perception of the profession. During the crisis, doctors were celebrated as heroes, working tirelessly under immense pressure to combat the virus and save lives. Their sacrifices were recognised, with special allowances introduced, and public gratitude peaked. Health Director-General Dr Noor Hisham Abdullah gained international recognition for his leadership, bringing pride to the medical community. Yet this recognition was fleeting. As the pandemic waned, so too did the appreciation for the doctors’ contributions, leaving them to return to the same systemic challenges they faced before the crisis.

    Beyond systemic issues, internal conflicts within the medical fraternity further eroded the profession’s standing. Debates over the recognition of specialist training pathways, particularly between the parallel pathway and the local Master’s programme, became a source of division. These disputes played out publicly, often on social media, and created the impression of a fragmented profession. Politicians intervened, leading to amendments to the Medical Act 1971 to address these disparities. While these changes were necessary to create parity, they highlighted the need for greater unity within the profession.

    The rising cost of healthcare in Malaysia has also placed doctors under scrutiny. Public dissatisfaction with high medical fees has often been unfairly directed at private practitioners. In reality, the escalating costs are driven by factors such as medical inflation, profit-driven hospital policies, and increasing operational expenses. For instance, in 2023, medical inflation in Malaysia reached 12.6%, more than double the global average. Despite these systemic issues, private doctors have become the face of rising healthcare costs, further straining public trust.

    Adding to the challenges faced by doctors is the recent introduction of the Waktu Bekerja Berlainan (WBB) shift system. This policy, aimed at improving work-life balance by limiting doctors’ consecutive working hours to 18, was met with widespread criticism. Many doctors argued that the policy was impractical, given the persistent shortage of medical personnel in the public healthcare system. The removal of on-call claims under this system further demoralised the workforce, which perceived the policy as yet another example of the government’s failure to support its medical professionals.

    The erosion of trust between doctors and the government has been compounded by long-standing tensions between medical professionals and administrative officers, particularly the Pegawai Tadbir Diplomatik (PTD). Doctors often feel that administrative decisions are made without a proper understanding of the realities of medical practice. This disconnect has led to policies that are perceived as impractical and unfair, further deepening the divide between the two groups.

    The issue of brain drain has also emerged as a significant challenge. Many young doctors, frustrated by the lack of job security, poor working conditions, and limited career progression opportunities in Malaysia, have opted to work abroad. Singapore, in particular, has been a popular destination for Malaysian doctors, offering better pay, career stability, and a supportive work environment. This exodus of talent has further strained Malaysia’s healthcare system, particularly in underserved areas.

    Addressing these challenges requires a comprehensive and strategic approach. Proper human resource planning is essential to ensure that the supply of medical graduates aligns with the nation’s healthcare needs. This includes conducting regular workforce assessments, improving the quality of local medical training, and creating opportunities for specialist training both locally and abroad. Incentives should be provided to doctors who pursue advanced qualifications overseas to encourage them to return and serve in Malaysia.

    Efforts must also be made to retain talent within the country. Competitive salaries, secure career paths, and supportive working environments are critical to preventing brain drain. The government must prioritise policies that address the welfare of medical professionals, including fair compensation, reasonable working hours, and opportunities for professional development.

    Encouraging interest in science and medicine from an early age is another crucial component of workforce planning. By fostering a culture that values and supports the pursuit of medical careers, Malaysia can build a strong pipeline of future healthcare professionals.

    Beyond workforce issues, the government must demonstrate a serious commitment to public health by addressing pressing challenges such as tobacco and vaping regulation, the rising prevalence of non-communicable diseases, and health inequities. Comprehensive and effective policies, developed in collaboration with medical professionals, are essential to achieving these goals.

    The trust deficit between doctors and policymakers must also be addressed. Open and transparent communication is necessary to align objectives and create policies that are both practical and effective. Policymakers must adopt a compassionate approach, recognising the sacrifices and contributions of doctors, while medical professionals must remain committed to their mission of serving the nation’s health.

    Restoring respect for the medical profession in Malaysia requires collective effort and a shared vision for the future. By addressing systemic challenges, fostering collaboration, and prioritising the welfare of doctors, Malaysia can rebuild a healthcare system that is both robust and sustainable. Medical doctors are not only essential to the health of the nation but also to its progress and development. Through strategic planning, investment in training, and a renewed commitment to public health, Malaysia can ensure that its doctors remain a source of pride and strength for the country.

  • TEACH: A Framework for Holistic Education to Empower the Ummah for the Future

    This article reflects the outcome of a recent discussion by my group on the need to refine the academic framework at IIUM. While the central ideas and framework stem from collective discourse, this article expands on the ideas discussed and provides a more detailed vision for implementation. IIUM has always been committed to enhancing the dynamic and progressive role of the ummah. However, the challenges of a rapidly changing world demand a recalibration of our academic framework to prepare the ummah for an unpredictable and volatile future.

    From these discussions, the Knowledge for Change and Advancement (KCA) office proposed a new framework called TEACH—Tawhidic Epistemology Acquisition for Comprehensive Holistic Education. TEACH is not just a philosophy but a call to action, ensuring that IIUM’s educational vision aligns with the outcomes of KHAIR—Khalifah, Amanah, Iqra, and Rahmatan lil ’Alamin.

    This framework is deeply rooted in Tawhid, the testament of the oneness of Allah, which serves as the foundation for all aspects of knowledge and education. It emphasises the divine purpose of knowledge and the moral responsibility of the ummah to utilise knowledge for the benefit of humanity and the preservation of the universe.

    The Challenges of the Future

    The world is facing unprecedented challenges: technological disruption, climate change, socio-political instability, and widening inequalities. These uncertainties demand a transformative approach to education—one that equips graduates with not only technical knowledge but also the resilience, critical thinking, and values-driven grounding needed to navigate a volatile world.

    IIUM, through TEACH, seeks to prepare the ummah for this future by creating a framework that addresses the shortcomings of fragmented education systems while empowering students and faculty to act with purpose, compassion, and responsibility. TEACH is not about keeping pace with the modern world; it is about fulfilling IIUM’s vision to enhance the dynamic and progressive role of the ummah and prepare its community to lead with integrity and faith in an unpredictable future.

    TEACH: Five Core Characteristics

    The TEACH framework is designed around five essential characteristics, each deeply aligned with the principles of Tawhid and the outcomes of KHAIR.

    1. Purposeful

    At the heart of TEACH is the conviction that knowledge must serve a higher purpose. Education is not pursued for its own sake but as a means to fulfil the divine objectives of benefiting humanity, preserving the environment, and ensuring accountability to Allah.

    • Key Actions: Embed purpose-driven learning objectives in all courses. Redesign curricula to reflect maqasid al-shariah (higher objectives of Islamic law) and encourage students to connect their learning to real-world challenges.

    • Alignment with KHAIR: Purposeful education supports Khalifah by guiding students to lead responsibly, Iqra by emphasising meaningful learning, and Rahmatan lil ’Alamin by ensuring that outcomes benefit all creation.

    2. Universal

    TEACH transcends disciplinary and cultural boundaries, promoting inclusivity, collaboration, and a global perspective. This universality reflects the interconnectedness of creation and the unity of the Creator.

    • Key Actions: Introduce interdisciplinary and transdisciplinary modules addressing global issues like sustainability, climate change, and health equity. Strengthen international partnerships for research and student exchange programmes.

    • Alignment with KHAIR: Universality enhances Rahmatan lil ’Alamin by promoting harmony and equity, while supporting Khalifah through broad leadership and problem-solving perspectives.

    3. Integrated

    A core feature of TEACH is its commitment to harmonising revealed knowledge (naqli) with rational knowledge (aqli). This integration avoids the fragmentation common in modern education systems, ensuring that faith and reason complement each other.

    • Key Actions: Develop modules that integrate Islamic principles with modern disciplines, such as Islamic Ethics in Artificial Intelligence or Maqasid al-Shariah in Public Health. Train faculty to deliver integrated content effectively.

    • Alignment with KHAIR: Integration strengthens Iqra by encouraging holistic understanding, enhances Amanah by fostering ethical application of knowledge, and supports Khalifah by equipping graduates to lead with balance and wisdom.

    4. Values-Driven

    TEACH emphasises the importance of values, ensuring that education aligns with principles of justice, accountability, and the maqasid al-shariah. By placing values at the core of education, the framework cultivates moral integrity in all aspects of learning and practice.

    • Key Actions: Establish values-based assessments in all programmes. Create university-wide values committees to guide research and innovation. Host annual competitions where students address real-world dilemmas through a values-driven lens.

    • Alignment with KHAIR: A values-driven education embodies Amanah by ensuring responsible actions and supports Rahmatan lil ’Alamin by promoting justice and fairness.

    5. Empowering

    TEACH aims to empower individuals with the skills, confidence, and resilience needed to fulfil their roles as khalifah. Empowerment is balanced with accountability, ensuring that graduates act with integrity and transparency.

    • Key Actions: Launch leadership training programmes focusing on accountability and self-reliance. Introduce real-world apprenticeships and community engagement projects. Establish mentorship programmes pairing students with faculty or alumni.

    • Alignment with KHAIR: Empowerment enhances Khalifah by developing confident leaders, strengthens Amanah by fostering responsibility, and supports Iqra by encouraging lifelong learning.

    Process Monitoring

    Process monitoring focuses on ensuring that TEACH is being implemented as planned. It tracks the key activities and milestones of the framework.

    • Key Indicators:

    • Percentage of courses redesigned to align with TEACH principles.

    • Number of faculty members trained in Tawhidic epistemology and values-driven pedagogy.

    • Participation rate in interdisciplinary and transdisciplinary initiatives.

    • Engagement levels in leadership and community-focused activities.

    • Monitoring Methods:

    • Collect faculty reports on curriculum updates.

    • Analyse student feedback on TEACH-aligned learning experiences.

    • Maintain administrative records of training, workshops, and resources allocated to TEACH implementation.

    • Tools for Visualisation:

    • Create a TEACH Dashboard to track progress in real-time, displaying metrics such as revised courses, trained faculty, and community projects completed.

    Impact Assessment

    Impact assessment evaluates the effectiveness of TEACH in achieving its intended goals. It focuses on measuring the tangible outcomes of the framework.

    • Key Outcome Indicators:

    • Graduate Outcomes: Leadership roles, ethical behaviour, and interdisciplinary problem-solving skills demonstrated by graduates.

    • Community Impact: Positive contributions of student-led initiatives to sustainability, justice, and equity.

    • Student Development: Improvements in students’ ability to integrate naqli and aqli knowledge, and demonstrate critical thinking.

    • Assessment Tools:

    • Surveys: Gather feedback from students, alumni, and employers on the relevance and impact of TEACH principles.

    • Rubrics: Evaluate leadership, values-driven actions, and interdisciplinary competencies in student projects.

    • Case Studies: Document successful initiatives showcasing TEACH principles in practice.

    • Longitudinal Tracking:

    • Conduct long-term studies to track how TEACH principles influence alumni careers and societal contributions.

    Conclusion

    TEACH represents IIUM’s commitment to reimagining education as a transformative force that prepares the ummah for an uncertain future. Rooted in Tawhid, it aligns every aspect of learning with divine objectives, ensuring that knowledge serves humanity and the Creator.

    This framework is not just a vision—it is a call to action. By embedding the principles of Purposeful, Universal, Integrated, Values-Driven, and Empowering education into IIUM’s system, TEACH equips graduates to navigate the challenges of tomorrow with faith, resilience, and compassion.

    As we implement TEACH, let us move beyond words to actions, ensuring that IIUM continues to fulfil its mission of nurturing the dynamic and progressive role of the ummah, preparing it for both the seen and the unseen challenges of the future.

  • Tawhidic Epistemology and the Islamisation of Human Knowledge in Medical Education – A Pathway to Holistic Healing

    In the ever-evolving field of medical education, the interplay between knowledge, ethics, and spirituality is pivotal. Within Islamic intellectual discourse, two significant frameworks—Tawhidic Epistemology and the Islamisation of Human Knowledge (IoHK)—offer a comprehensive approach to integrating these elements into medical training. Though interrelated, these frameworks are distinct in their focus and application. Together, they provide a roadmap for transforming medical education into a holistic discipline that serves both humanity and the Creator.

    Tawhidic Epistemology is The Foundation

    Tawhidic Epistemology, as championed by scholars like Prof. Osman Bakar, emphasises the unity of all knowledge under the principle of tawhid (divine unity). It asserts that all knowledge, whether derived from divine revelation (naqli) or human intellect (aqli), originates from Allah and must lead back to Him.

    In medical education, Tawhidic Epistemology advocates for a holistic integration of knowledge. It connects the scientific understanding of the human body with spiritual and ethical dimensions. For instance:

    • Human Anatomy and Physiology: Viewed not only as biological systems but as manifestations of Allah’s design and wisdom.

    • Clinical Practice: Framed as an act of worship, where healing aligns with the maqasid al-shariah (objectives of Islamic law) to preserve life and well-being.

    • Ethics and Spirituality: Taught as intrinsic to every aspect of medical care, ensuring that decision-making reflects divine accountability.

    Graduates trained under this framework develop a unified worldview, perceiving their role as healers as both a professional responsibility and a spiritual duty.

    Islamisation of Human Knowledge is The Process

    Prof. Kamal Hassan’s concept of the Islamisation of Human Knowledge focuses on reforming and aligning secular knowledge systems with Islamic principles. This framework critiques existing disciplines—often rooted in secular or materialist paradigms—and reconstructs them to reflect Islamic ethics and values.

    In the context of medical education, IoHK addresses:

    • Bioethics: Reforming utilitarian or deontological approaches with Shariah-compliant frameworks. For example, decisions about organ donation or euthanasia are guided by Islamic jurisprudence.

    • Public Health: Incorporating maqasid al-shariah into health policies and interventions, such as promoting fasting for health while addressing medical exemptions.

    • Medical History: Highlighting the contributions of early Muslim physicians, like Ibn Sina, to inspire students and connect them with their intellectual heritage.

    The IoHK process ensures that graduates not only acquire technical competence but also possess the moral clarity to navigate contemporary challenges in healthcare.

    Key Differences and Synergy

    While Tawhidic Epistemology provides the philosophical foundation, IoHK offers the methodology for reform. The former is concerned with the ontology of knowledge—how it exists and aligns with divine unity—while the latter focuses on critiquing and reconstructing specific disciplines.

    In medical education, these frameworks work synergistically:

    1. Tawhidic Epistemology ensures that the curriculum fosters a holistic understanding of medicine as a means of serving Allah.

    2. IoHK ensures that specific fields, such as bioethics and medical research, are realigned to reflect Islamic values.

    Together, they create a transformative educational experience that bridges the gap between spirituality, science, and ethics.

    Practical Implementation in Medical Education

    At IIUM and similar institutions, these frameworks can be integrated into the curriculum through:

    1. Foundation Courses:

    • Introducing Tawhidic principles and Islamic epistemology in the first year.

    • Teaching the maqasid al-shariah as a foundational concept in public health and clinical decision-making.

    2. Integrated Modules:

    • Offering interdisciplinary courses that connect medical sciences with Islamic jurisprudence, such as ethical decision-making in organ transplantation.

    3. Clinical Training:

    • Emphasising compassion and spiritual care as essential components of patient interaction.

    • Training students to view their role as healers through the lens of divine accountability.

    4. Research and Innovation:

    • Encouraging research that aligns with Shariah principles and addresses the needs of the ummah.

    • Promoting the study of traditional Islamic medicine alongside modern medical advancements.

    The Outcome is Graduates with a Holistic Vision

    By embedding Tawhidic Epistemology and IoHK into medical education, institutions can produce graduates who are:

    • Competent: Excelling in their fields with a strong foundation in medical science.

    • Compassionate: Practicing medicine with empathy and a sense of spiritual purpose.

    • Committed: Dedicated to serving humanity and upholding Islamic values.

    These graduates embody the ideal of “medicine with a soul”, where technical expertise is inseparable from ethical and spiritual integrity.

    A Path Forward

    As the world grapples with complex health challenges, the need for holistic medical practitioners has never been greater. Tawhidic Epistemology and IoHK offer a way to transcend the limitations of secular approaches, ensuring that medical education not only addresses the physical needs of patients but also nurtures their spiritual well-being.

    By adopting these frameworks, we can transform medical education into a sacred endeavour, where every action—whether diagnosing an illness or comforting a patient—becomes a means of fulfilling our ultimate purpose: serving Allah.

    This integration is not merely an academic exercise; it is a call to reimagine medicine as a bridge between the material and the spiritual, grounded in the timeless principles of tawhid and Islam.