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  • The Evolution of Causality in Understanding Disease

    Understanding causality has always been central to the quest for knowledge about health and disease. From the philosophical inquiries of Aristotle to the precision of modern causal inference frameworks, our ideas about what causes disease and how to intervene have evolved through centuries of intellectual effort. This article traces that journey, highlighting key contributions from Aristotle, Al-Farabi, Robert Koch, Austin Bradford Hill, Ken Rothman, and Judea Pearl, and connects their ideas to modern medical practice.

    Aristotle and the origins of causal thinking

    Aristotle (384–322 BCE) introduced what is arguably the first formal framework for understanding causation. He proposed that to fully explain why something exists or happens, one must consider four types of causes: material, formal, efficient, and final causes.

    The material cause is what something is made of. In medicine, this could refer to the tissues, cells, or substances involved in disease. The formal cause is the design or pattern that gives a thing its structure, comparable to the organisation of cells or the genetic blueprint of the body. The efficient cause is the agent or force that produces change. In health, this might be an infectious agent, injury, or environmental exposure. The final cause represents the purpose or goal. For Aristotle, everything in nature had an end or purpose, and in medical terms, this could be metaphorically linked to the goal of health or survival.

    Aristotle’s framework laid the foundation for causal reasoning not only in natural science but also in ethics, politics, and medicine. His approach encouraged generations of thinkers to seek deep, structured explanations for the phenomena they observed.

    Al-Farabi and the integration of causality into Islamic philosophy

    Al-Farabi (872–950 CE), often called the Second Teacher after Aristotle, engaged deeply with Aristotle’s ideas and reinterpreted them through the lens of Islamic philosophy. Al-Farabi did not discard the Four Causes, but he gave them new meaning within a framework that aligned with tawhid, the concept of divine unity.

    Al-Farabi argued that all efficient causes ultimately trace back to the First Cause, God. He extended Aristotle’s final cause beyond natural purposes to include divine wisdom and the moral purpose of human life. In Al-Farabi’s philosophy, causality was not simply a mechanical chain of events but a reflection of divine order and purpose.

    His famous idea that human beings are madani bi al-tab‘i (social by nature) linked causality to the collective pursuit of well-being. In his vision of the Virtuous City (al-Madinah al-Fadilah), knowledge of causes guided not just individual health, but the health of the community and the moral responsibility to promote the common good.

    Robert Koch and the birth of scientific causality in medicine

    The modern scientific study of disease causation began with the work of Robert Koch (1843–1910). Koch introduced formal criteria, known as Koch’s postulates, for identifying the causal relationship between a microorganism and a disease.

    Koch’s postulates required that the microorganism be found in every case of the disease, be isolatable in pure culture, cause the disease when introduced into a healthy host, and be re-isolated from the experimentally infected host. This approach transformed causality in medicine, especially in infectious diseases, from speculative reasoning to testable science.

    Koch’s work exemplified the search for necessary causes in disease. His criteria worked well for infections like tuberculosis but less so for complex diseases that result from multiple interacting factors.

    Austin Bradford Hill and the rise of multifactorial causality

    By the mid-20th century, it had become clear that many diseases did not have single necessary causes. Chronic diseases like cancer, heart disease, and diabetes involved numerous risk factors. Austin Bradford Hill (1897–1991) addressed this complexity by proposing a set of considerations, now known as the Bradford Hill criteria, to help scientists judge whether an observed association is likely to be causal.

    The criteria include strength of association, consistency, specificity, temporality, biological gradient, plausibility, coherence, experimental evidence, and analogy. These considerations reflect the complexity of disease causation and guide researchers in interpreting epidemiological data.

    Hill’s approach helped move the focus from single necessary causes to component causes that contribute to sufficient causal mechanisms. This shift set the stage for modern causal models.

    Ken Rothman and the component cause model

    Ken Rothman (born 1945) further refined the understanding of disease causation by introducing the component cause model, often visualised as the causal pie model. This model describes how a disease can result from different combinations of factors, where each combination forms a sufficient cause.

    In Rothman’s model, component causes represent individual factors (such as smoking, genetic susceptibility, or environmental exposure) that combine to complete a causal mechanism. No single component cause needs to be necessary or sufficient on its own. The model illustrates why many diseases cannot be attributed to a single factor and why prevention strategies must target multiple risk factors.

    Rothman’s work has influenced generations of epidemiologists and public health professionals, providing a practical and visual tool to understand and teach multifactorial causation.

    Judea Pearl and the ladder of causation

    The most recent revolution in causality comes from Judea Pearl (born 1936), whose work has transformed causal inference into a formal, mathematical science. Pearl introduced causal diagrams, known as directed acyclic graphs (DAGs), and structural causal models to make causal relationships explicit and testable in data.

    One of Pearl’s key contributions is the concept of the Ladder of Causation. The ladder describes three levels of causal reasoning. The first level is association, where one observes patterns in data. The second level is intervention, where one reasons about what happens if something is changed or manipulated. The third level is counterfactuals, where one asks what would have happened under different circumstances.

    Pearl’s framework allows researchers to distinguish between mere correlation and true causation and to address complex issues such as confounding, mediation, and effect modification. His work is now central to fields ranging from epidemiology to artificial intelligence.

    Causality in modern medicine

    Understanding causality has practical implications in modern medicine. Few diseases today are thought to have single necessary and sufficient causes. Instead, most conditions arise from combinations of component causes that form sufficient causal mechanisms.

    Take lung cancer as an example. Smoking is neither a necessary cause (because lung cancer can occur in non-smokers) nor a sufficient cause (because not all smokers develop lung cancer). However, smoking is a major component cause that contributes to sufficient causal mechanisms. Interventions that reduce smoking prevalence can prevent many cases of lung cancer, even if they do not eliminate the disease entirely.

    Similarly, understanding that hypertension, high cholesterol, and physical inactivity are component causes of cardiovascular disease guides interventions that target these factors. The insights from causal reasoning help shape prevention strategies, clinical decisions, and public health policies.

    From philosophy to practice

    Tracing the journey of causality thinking from Aristotle to Pearl shows the progression from philosophical reflection to scientific precision. Aristotle’s Four Causes encouraged us to look for deeper reasons behind events. Al-Farabi integrated these ideas with a moral and social vision, reminding us that understanding causes should serve the common good. Koch’s postulates gave us tools to prove necessary causes in infectious diseases. Bradford Hill’s criteria helped navigate the complexity of chronic disease causation. Rothman’s component cause model illustrated the multifactorial nature of disease. Pearl’s ladder of causation and causal models now give us the tools to analyse and act on causal relationships in complex systems.

    Together, these frameworks have helped medicine move beyond treating symptoms to addressing root causes. They also remind us that understanding causality is not only about explaining disease but also about guiding interventions that promote health and well-being.

    References

    Hill, A. B. (1965). The environment and disease: Association or causation? Proceedings of the Royal Society of Medicine, 58(5), 295–300.

    Koch, R. (1884). Die aetiologie der tuberkulose. Berliner Klinische Wochenschrift, 21, 221–230.

    Pearl, J. (2018). The book of why: The new science of cause and effect. Basic Books.

    Rothman, K. J., Greenland, S., & Lash, T. L. (2008). Modern epidemiology (3rd ed.). Lippincott Williams & Wilkins.

    VanderWeele, T. J. (2015). Explanation in causal inference: Methods for mediation and interaction. Oxford University Press.

  • Civilisation and Divine Guidance: Reflections on History and Morality

    Civilisation has long been a subject of study, both for its material achievements and its moral dimensions. From an Islamic perspective, civilisations are not accidental outcomes of human progress, but part of a divine plan in which nations, tribes, and communities arise to fulfil higher purposes. Their existence offers opportunities for humanity to cooperate, recognise divine signs, and establish justice. The rise and fall of civilisations, recorded both in historical chronicles and in the Qur’an, provide enduring lessons on the relationship between spiritual values and societal success.

    A civilisation can be defined as a society that has reached an advanced stage of development in its social, political, and cultural institutions. Such societies are characterised by surplus food production, allowing for the division of labour and economic complexity. They establish organised governments and religious systems, and they develop writing to preserve knowledge across generations. Major civilisations arose along rivers that supported agriculture and trade, such as Mesopotamia along the Tigris and Euphrates, Ancient Egypt along the Nile, the Indus Valley, and Ancient China along the Huang He. These civilisations left behind impressive legacies in architecture, law, science, and the arts. Yet, their true greatness, from an Islamic viewpoint, is measured by their adherence to divine principles rather than material achievements alone.

    The Qur’an teaches that mankind originated as a single community, united in worship and purpose, before differences arose. These differences gave rise to nations and tribes, not for division or conflict, but so that people might learn from one another and recognise the signs of their Creator. As stated in Al-Hujurat: 13, diversity in human societies is a deliberate act of divine wisdom, meant to inspire mutual benefit and cooperation. Allah’s plan for humanity included the rise of civilisations to provide structure for human life and a setting for the moral and spiritual testing of individuals and communities.

    To guide civilisations on the right path, Allah sent prophets to every nation. These messengers called their people to monotheism (Tawhid), justice, and righteousness. Their messages, though suited to the specific needs and circumstances of their communities, consistently emphasised the worship of Allah alone and the obligation to uphold moral values. The prophets’ role extended beyond personal piety; they provided guidance for social order, economic justice, and political integrity, ensuring that civilisations could thrive both materially and spiritually.

    The reflections of major Islamic scholars further deepen this understanding. Ibn Khaldun described civilisation as thriving on moral strength, justice, and solidarity (asabiyyah), warning that decline begins with injustice, luxury, and moral decay. Syed Muhammad Naquib al-Attas highlighted that true civilisation is rooted in knowledge from divine revelation, aiming for adab (proper conduct) and the realisation of truth and justice. Malik Bennabi viewed civilisation as the sum of moral, material, and spiritual components, emphasising that decline starts with intellectual stagnation and moral decay. Sayyid Qutb saw Islamic civilisation as built upon submission to Allah and the establishment of justice and moral leadership. These perspectives show that in Islam, the success of a civilisation depends on its adherence to divine guidance and its commitment to justice, truth, and moral integrity.

    History offers numerous examples of how civilisations rose and fell in connection with their acceptance or rejection of divine guidance. The people of Nuh rejected his call and were destroyed by a flood. The powerful civilisation of ‘Ad, known for its architectural feats, fell after turning away from the message of Hud. Thamud, a society skilled in carving homes from stone, faced ruin after defying the warnings of Salih and harming the she-camel sent as a divine sign. Ibrahim challenged the idolatry of Ur in Mesopotamia, confronting the tyranny of Namrud. Musa confronted the Pharaoh of Egypt, who epitomised oppression and arrogance. Muhammad, the final messenger, brought the universal message of Islam to unify all humanity under the worship of Allah and the principles of justice and compassion.

    ProphetApproximate periodWestern period
    Adam (AS)~10,000–5,000 BCEPrehistory (Stone Age, early Neolithic)
    Idris (AS)~5,000–4,000 BCELate prehistory (early settlements, proto-writing)
    Nuh (AS)~3,500–3,000 BCETransition to ancient history (early Mesopotamian civilisation)
    Hud (AS)~2,500 BCEAncient history (Bronze Age, Sumer, Akkad)
    Salih (AS)~2,400 BCEAncient history
    Ibrahim (AS)~2,000 BCEAncient history (Ur, Mesopotamia, Bronze Age)
    Lut (AS)~2,000 BCEAncient history
    Ismail (AS)~2,000 BCEAncient history
    Ishaq (AS)~1,900 BCEAncient history
    Yaqub (AS)~1,800 BCEAncient history
    Yusuf (AS)~1,750 BCEAncient history (Middle Kingdom Egypt)
    Musa (AS)~1,300 BCEAncient history (New Kingdom Egypt)
    Dawud (AS)~1,000 BCEAncient history (Iron Age, early kingdoms)
    Sulaiman (AS)~970 BCEAncient history
    Ilyas (AS)~850 BCEAncient history
    Yunus (AS)~800 BCEAncient history (Assyrian Empire)
    Zakariya (AS)~5 BCEAncient history (Roman Empire period)
    Isa (AS)~0 CEAncient history
    Muhammad (SAW)570–632 CEMedieval history (early Islamic period)

    The rise and fall of these civilisations reflect a broader cycle seen throughout history: growth, stability, and decline. Civilisations grow through adherence to truth, justice, and divine values. They achieve stability by building sound institutions and spreading beneficial knowledge. Over time, however, many fall into complacency, corruption, and materialism, leading to internal decay and eventual collapse. The Qur’anic accounts of past nations serve as reminders that moral and spiritual decay, more than external enemies, is what undermines the foundations of a civilisation.

    While Western historians often categorise history into prehistory, ancient history, medieval history, and modern history based on material culture and technological developments, the Islamic perspective focuses on the presence or absence of divine guidance. For example, what the West classifies as prehistory includes the time of Adam and Idris, while ancient history encompasses the periods of Nuh, Ibrahim, and Musa. The time of Muhammad marks the transition into what Western scholars consider the medieval period. In Islamic thought, the moral and spiritual dimensions of these eras are what give them significance.

    The lessons drawn from the study of civilisations are as relevant today as they were in ancient times. Societies thrive when they base their institutions on truth, justice, and compassion, and when they recognise their responsibility to the Creator and to one another. Conversely, when civilisations become consumed by oppression, injustice, and the pursuit of worldly gains at the expense of moral integrity, they set themselves on a path to decline. The study of history, therefore, is not merely an academic exercise but a source of guidance for building a just and enduring society.

    References

    Qur’an: Al-Baqarah 213, Al-Hujurat 13, Al-A’raf 73-79, Al-Anbiya 69, Al-Fajr 1-14
    Ibn Kathir. Stories of the Prophets (Qasas al-Anbiya).
    Islamicity. Interactive Timeline of Prophets. https://www.islamicity.org/13628/timeline-of-the-prophets/
    Kasule, O. (2004). Islamic Medical Resources. http://omarkasule.tripod.com
    Ibn Khaldun. (1967). The Muqaddimah: An Introduction to History (F. Rosenthal, Trans.). Princeton University Press.
    Al-Attas, S. M. N. (1978). Islam and Secularism. Muslim Youth Movement of Malaysia (ABIM).
    Al-Attas, S. M. N. (1995). Prolegomena to the Metaphysics of Islam. International Institute of Islamic Thought and Civilization (ISTAC).
    Bennabi, M. (1984). The Question of Culture. Islamic Research Institute.
    Bennabi, M. (2013). Islam in History and Society (H. Abdel-Malek, Trans.). Islamic Book Trust.
    Qutb, S. (2006). Milestones (A. B. al-Mehri, Trans.). Maktabah Booksellers and Publishers.

  • The Amanah of Leadership

    “I have been appointed over you, though I am not the best.”
    These words echo in my head.
    This is not my right.
    This is not my reward.
    This is amanah.
    A trust.

    Leadership is not glory.
    It is responsibility.
    It is duty.
    It is sacrifice.
    It is service.

    I am here, try to inspire.
    To build.
    To nurture.
    To lift others higher.
    To create leaders who will lead better.

    I have no strength of my own.
    No power in these hands.
    No wisdom except what Allah gives.
    No success except by His will.

    Do not rely on me.
    Rely on Allah.
    He is the source of all strength.
    He is the giver of victory.

    I will stumble.
    I will err.
    So correct me.
    Remind me.
    Stand with me.

    Let us walk this path together.
    Let us lead each other towards Him.
    Let us serve with sincerity.
    Let us lead with humility.

    May Allah guide us all.
    May He bless this journey.
    May He accept our deeds.

  • Planetary Health in Medical Curricula

    Abstract

    Planetary Health is an emerging interdisciplinary field that recognises the deep interconnection between human health and the health of the Earth’s natural systems. Coined by the Rockefeller Foundation–Lancet Commission in 2015, it expands the focus of health beyond traditional biomedical and social determinants to include ecological boundaries and environmental integrity. In this presentation, we explore why Planetary Health is increasingly relevant to medical education and how it can be integrated into the MBBS curriculum at the International Islamic University Malaysia (IIUM), guided by the university’s philosophy of “Medicine with a Soul”.

    The presentation begins by outlining the evidence that environmental change is reshaping the global disease landscape. Climate change has intensified the frequency and severity of heatwaves, floods, and droughts, while air pollution contributes to over 7 million premature deaths annually. Vector-borne diseases such as dengue are expanding into new areas, and zoonotic spillovers like COVID-19 and Nipah virus highlight the link between environmental degradation and emerging infectious diseases. These realities affirm that health is now ecologically determined, and that doctors must understand and address these upstream environmental risks to provide effective care.

    In response to these challenges, the World Health Organization (WHO) and the World Federation for Medical Education (WFME) now recommend integrating planetary health into medical curricula. Future doctors must be equipped with competencies in climate risk assessment, sustainable clinical practice, and systems-based thinking. The healthcare sector itself contributes 4 to 5 percent of global carbon emissions, making it essential for doctors to also lead in reducing environmental harm within their own institutions.

    This presentation argues that for IIUM, the integration of planetary health is both an educational imperative and a spiritual obligation. Islamic principles of amanah (trust), khalifah (stewardship), and islah (restoration) position doctors as protectors of creation. Therefore, planetary health is not only a scientific and ethical duty but a reflection of divine accountability.

    We propose a way forward by embedding planetary health themes into existing modules rather than adding standalone content. This includes training lecturers through workshops and toolkits, localising content using Malaysian case studies such as haze and floods, and updating assessment methods to include reflections, OSCEs, and community projects. The curriculum should also foster interdisciplinary collaboration and community engagement. Examples such as the University of Oslo’s climate-health elective and the UCSF-led Planetary Health Report Card showcase how medical schools globally are incorporating planetary health into education and advocacy.

    IIUM is uniquely positioned to become a model for Islamic and global planetary health leadership. By aligning curriculum reform with the university’s vision of realising competence, compassion, and conscience, IIUM can produce graduates who are not only clinically excellent but also ethically grounded and ecologically responsible.

    This presentation concludes with a call to action for IIUM to champion planetary health as a core medical competency. In a world facing climate disruption and ecological collapse, doctors must rise as trusted voices, informed healers, and stewards of both human and planetary wellbeing. May Allah guide us in this mission.

    Download the HERE.

  • To the One Who Walks After Me – A Reminder from a Lonely Shepherd

    Dear successor, take this post with honour in your stride,
    But know this seat holds not just title, it bears the weight inside.
    You will walk between the mountain peaks and valleys deep and wide,
    A shepherd of a scattered flock, with few to walk beside.

    They will speak of vision, grand and vast, of goals that must be met,
    But many will not see the path, nor share the burdens set.
    Above you, voices press for more, results without delay,
    Below, the voices ask for more, and rarely look your way.

    You will serve as bridge between the two, pulled firm from either end,
    Yet find, at times, you stand alone, with no resource, post, or friend.
    Some staff will shine and give their all, their spirits worn but true,
    While others find the shadows safe, and leave the work to you.

    Stay true to the course, hold firm your ground, let not your heart grow cold,
    This journey calls for selfless steps and courage to be bold.
    Power will tempt and praise may blind, but keep your honour high,
    For only with sincerity can you lead beneath Allah’s sky.

    So when the silence deafens you, and hopes begin to fray,
    Lift your heart beyond the noise and let Allah guide your way.
    He hears the cries you never voice, provides the help that none is able to see,
    And grants the strength no hand can give, to serve with dignity.

    You are not here for praise, nor comfort, ease, or gain,
    But to plant seeds you may not reap and lead through joy and pain.
    And when your time is at its end, as mine has come to be,
    May you find peace in your heart, knowing you served for Him, not anyone else.

  • Why Vaping Is More Dangerous Than Cigarette Smoking And Why We Must Act Now

    Introduction

    Vaping was once promoted as a safer alternative to smoking. However, emerging evidence indicates that electronic cigarettes (e-cigarettes) may pose equal or even greater health risks compared to traditional cigarettes, particularly among youth. Unlike conventional tobacco products, vape liquids often contain a complex mix of chemicals, heavy metals, and flavouring agents that can bypass detection and regulation. Their sleek designs, enticing flavours, and the misconception of being “less harmful” have made vapes a gateway to nicotine addiction for a new generation.

    In Malaysia, the removal of nicotine from the Poisons Act in 2021 created a legal loophole that allowed unregulated vape products to proliferate. Although the Control of Smoking Products for Public Health Act 2024 was gazetted to address this issue, enforcement remains challenging. The health costs of inaction are escalating and may soon surpass the damages caused by traditional cigarettes.

    What Makes Vaping More Dangerous Than Cigarettes

    1. Rapid Uptake Among Youth and Stronger Addiction

    Vapes appeal to adolescents with thousands of flavours, sleek devices, and a strong presence on social media platforms. Many vape products contain higher nicotine concentrations than traditional cigarettes, delivered via nicotine salts that are more readily absorbed and less irritating, enabling deeper and longer inhalation (Benowitz & Fraiman, 2022).

    In Malaysia, data from the National Health and Morbidity Survey (NHMS) 2022 indicated that 14.9% of adolescents aged 13–17 were current e-cigarette users, with a higher prevalence among males (23.3%) compared to females (6.2%) (Institute for Public Health, 2022). Alarmingly, nearly half of these users initiated vaping before the age of 14.

    2. Exposure to Unregulated Chemicals and Aerosolised Toxins

    While cigarettes have known contents, vapes deliver poorly characterised chemical cocktails. Scientific studies have identified harmful substances in vape aerosols, including formaldehyde, acrolein, lead, cadmium, and nickel. These compounds can cause DNA damage, inflammation, and systemic toxicity (Olmedo et al., 2018).

    Additionally, some compounds in vape aerosols, such as vitamin E acetate and benzyl alcohol, have no history of safe inhalation use and have been implicated in severe lung injuries.

    3. Acute Lung Injuries Not Observed in Cigarette Smokers

    Traditional cigarette smoking is associated with chronic lung diseases developing over the years. In contrast, vaping has been linked to acute, life-threatening lung injuries, such as E-cigarette or Vaping Product Use-Associated Lung Injury (EVALI), occurring after weeks or months of use. Patients suffer respiratory failure requiring ventilation, and some have died (Chand et al., 2023). Such rapid-onset pulmonary toxicity is virtually unheard of with cigarette smoking.

    4. Systemic Health Effects Beyond the Respiratory System

    Vaping has demonstrated harmful effects across multiple organ systems, including the gastrointestinal tract, brain, oral cavity, kidneys, and reproductive system. Studies indicate that vaping alters brain structure and impairs memory, attention, and mood, especially in adolescents (Lopez-Ojeda & Hurley, 2024). Animal models have shown that vaping disrupts intestinal barriers and triggers inflammation (Sharma et al., 2022).

    5. Increased Risk of Smoking Initiation and Dual Use

    Rather than replacing cigarettes, vapes are creating a new generation of dual users, individuals who smoke and vape. Adolescents who vape are more than three times as likely to start smoking cigarettes (Soneji et al., 2017). This trend undermines the potential harm reduction benefits of vaping and perpetuates nicotine addiction.

    6. Unproven Efficacy as a Smoking Cessation Tool

    While some trials suggest that nicotine-containing e-cigarettes may aid smoking cessation, real-world studies show mixed results. A Cochrane review noted low certainty of evidence for sustained cessation and highlighted a high risk of relapse and dual use (Hartmann-Boyce et al., 2022). Most adult vapers do not quit smoking; instead, they continue using both products.

    7. Environmental and Secondhand Exposure Risks

    E-cigarette waste, including cartridges, pods, and lithium batteries, contributes to environmental pollution. Aerosol residues accumulate on indoor surfaces, exposing non-users, especially children and pregnant women, to passive vaping. The World Health Organisation has declared secondhand exposure to e-cigarette aerosol unsafe (Jankowski et al., 2019).

    Conclusion

    Scientific evidence confirms that vaping poses serious health risks across the respiratory, cardiovascular, neurological, and gastrointestinal systems. Youth are disproportionately affected, and the claimed benefits of vaping, especially for smoking cessation, are not supported by strong data. Enforcement difficulties undermine regulatory measures, and the mounting health and environmental consequences are a concern. A comprehensive ban on vape products is a necessary and urgent public health action.

    References
    • Benowitz, N. L., & Fraiman, J. B. (2022). Clinical pharmacology of electronic nicotine delivery systems (ENDS): Implications for benefits and risks in the promotion of smoking cessation. Journal of Clinical Pharmacology, 62(1), 1–14. https://doi.org/10.1002/jcph.1982
    • Chand, H. S., Muthumalage, T., Maziak, W., & Rahman, I. (2023). Pulmonary toxicity and the pathophysiology of electronic cigarette, or vaping product, use associated lung injury. Annals of the American Thoracic Society, 20(2), 177–185. https://doi.org/10.1513/AnnalsATS.202209-796ST
    • Hartmann-Boyce, J., McRobbie, H., Lindson, N., Bullen, C., Begh, R., Theodoulou, A., Notley, C., Rigotti, N. A., Turner, T., Butler, A. R., & Hajek, P. (2022). Electronic cigarettes for smoking cessation. Cochrane Database of Systematic Reviews, (11). https://doi.org/10.1002/14651858.CD010216.pub7
    • Institute for Public Health. (2022). National Health and Morbidity Survey (NHMS) 2022: Adolescent Health Survey Highlights. https://iku.gov.my/images/nhms-2022/Report_Malaysia_nhms_ahs_2022.pdf
    • Jankowski, M., Brożek, G., Lawson, J., Skoczyński, S., & Zejda, J. E. (2019). E-cigarettes are more addictive than traditional cigarettes—A study in highly educated young people. International Journal of Environmental Research and Public Health, 16(13), 2279. https://doi.org/10.3390/ijerph16132279
    • Lopez-Ojeda, W., & Hurley, R. A. (2024). Vaping and the brain: Effects of electronic cigarettes and e-liquid substances. The Journal of Neuropsychiatry and Clinical Neurosciences, 36(1), A41–A45. https://doi.org/10.1176/appi.neuropsych.20230184
    • Olmedo, P., Goessler, W., Tanda, S., Grau-Perez, M., Jarmul, S., Aherrera, A., Chen, R., Hilpert, M., Cohen, J. E., Navas-Acien, A., & Rule, A. M. (2018). Metal concentrations in e-cigarette liquid and aerosol samples: The contribution of metallic coils. Environmental Health Perspectives, 126(2), 027010. https://doi.org/10.1289/EHP2175
    • Sharma, A., Lee, J. S., & Dela Cruz, C. S. (2022). E-cigarettes compromise the gut barrier and trigger inflammation. iScience, 25(2), 103818. https://doi.org/10.1016/j.isci.2021.103818
    • Soneji, S., Barrington-Trimis, J. L., Wills, T. A., Leventhal, A. M., Unger, J. B., Gibson, L. A., Yang, J., Primack, B. A., Andrews, J. A., Miech, R. A., Spindle, T. R., Dick, D. M., Eissenberg, T., Hornik, R. C., Dang, R., & Sargent, J. D. (2017). Association between initial use of e-cigarettes and subsequent cigarette smoking among adolescents and young adults: A systematic review and meta-analysis. JAMA Pediatrics, 171(8), 788–797. https://doi.org/10.1001/jamapediatrics.2017.1488

  • Separating Prescriptions and Medicines: Can It Reduce Healthcare Costs?

    Healthcare costs in Malaysia are rising, and one of the main reasons is the high price of medicines. A policy that is often discussed as a possible solution is dispensing separation (DS). This means doctors will only diagnose and prescribe medicines, while pharmacists will be the ones to supply the medicines.

    Right now in Malaysia, especially in private clinics, doctors can still give medicines directly to patients after a consultation. But many believe this system can lead to doctors prescribing more than necessary, as they also profit from selling medicines. In many developed countries, DS has already been in place for years to make healthcare more transparent and safe for patients.

    What Happened in Korea and Taiwan?

    South Korea introduced DS in the year 2000 to reduce overprescribing and the rising cost of medicines. After the policy was introduced, the cost of medicines per visit went down. However, other charges such as consultation fees and dispensing costs increased. In the end, the total cost of healthcare for patients did not go down.

    Taiwan started DS around 1997. Studies showed that the number of medicines prescribed and the cost per visit went down, especially in clinics that did not have their own pharmacy. But again, the total cost of healthcare remained mostly the same. These cases show that while DS can reduce the cost of medicines, it does not automatically reduce the total cost of care unless other changes are made.

    What About Malaysia?

    If Malaysia wants to introduce DS, there are some important points to consider. Right now, many patients only pay one fee at private clinics. This includes both the consultation and the medicine. With DS, patients may have to pay twice – once to see the doctor and again to get their medicine at a pharmacy. Without price control or proper insurance coverage, this can make treatment more expensive for patients.

    Small clinics, especially in rural areas, depend on income from selling medicines. If DS is introduced without financial support, some clinics may not survive. This will make it harder for people in remote areas to access healthcare.

    Another issue is that some pharmacies now offer health screening and even give medicines without proper prescriptions. If this continues without control, it can lead to wrong treatments and higher long-term costs due to complications. So, there must be stronger enforcement to ensure only qualified doctors make medical diagnoses and that more medicines can only be given with a proper prescription.

    A Policy Made in Desperation?

    There is growing concern that the push for DS may be driven less by long-term healthcare planning and more by political pressure. When the cost of living goes up, people expect the government to act. In such times, introducing a policy like DS may be seen as a quick way to show that something is being done to help reduce costs, even if the real effect on total healthcare spending is small. While the intention may be good, hasty implementation without a full understanding of the consequences can make things worse.

    What Can Be Done?

    DS is not the only way to control healthcare costs, but it can help if introduced correctly. It must come with other changes such as:
    • Clear and fair consultation fees,
    • Strong rules to ensure only doctors can diagnose,
    • A longer list of prescription-only medicines,
    • Better healthcare financing, like insurance or subsidies,
    • And more pharmacies in both cities and rural areas.

    Conclusion

    Separating prescriptions and medicine supply is not an easy step, but it is worth thinking about for a better, safer, and fairer healthcare system. We can learn from countries like Korea and Taiwan, but we must adjust the plan to fit our local needs. If done carefully and supported by proper policies, DS can bring long-term benefits for patients and help improve the whole healthcare system in Malaysia. But it must be done for the right reasons, not just as a quick response to public pressure.

  • The Evolution of Research on Vape

    The increasing prevalence of vaping, particularly among adolescents and young adults, has sparked significant research interest in its potential health implications, especially regarding mental health and addiction. This synthesis aims to chronologically highlight the progression of research on the dangers of vaping by organizing studies according to emerging questions and findings.

    In early studies, concerns were primarily centered on nicotine dependence and the health risks associated with e-cigarettes. (Foulds et al., 2014) conducted a foundational study emphasizing the need for systematic data collection to understand e-cigarette use patterns and their health impacts. This study initiated a series of research questions related to user characteristics and product safety, culminating in a growing recognition of the unique health risks posed by e-cigarettes, especially among young populations (Foulds et al., 2014).

    Midway through the 2010s, findings increasingly linked vaping with psychological disorders. (Becker & Rice, 2021) highlighted how vaping among adolescents correlates with mental health issues, suggesting that physical and behavioral health risks emerged alongside the rising tide of e-cigarette popularity (Becker & Rice, 2021). Furthermore, (Javed et al., 2022) underscored the connection between vaping culture and adverse mental health outcomes, specifically noting the appeal of flavored e-cigarettes to school-aged youths (Javed et al., 2022).

    This period raised critical questions regarding whether e-cigarette use functioned as both a gateway to traditional smoking and a contributor to existing mental health struggles.

    As research continued to evolve, the impact of vaping on both mental health and substance use behaviors became clearer. Studies like those by (Morean et al., 2015; and Becker et al., 2020) explored how e-cigarettes were used by high school students for both nicotine and cannabis, raising alarms over polysubstance use and its potential to exacerbate cognitive deficits and other mental health issues (Morean et al., 2015; Becker et al., 2020). The growth of such usage patterns provoked inquiries regarding the adequacy of current health policies and intervention strategies aimed at youth tobacco control.

    By 2020 and beyond, researchers began to focus on dual vaping behaviors, assessing the interplay between nicotine and cannabis use among adolescents. (Lanza et al., 2020) reported that the prevalence of dual-use further complicated health outcomes, attributing risks such as cognitive impairment and increased substance dependence to this behavior (Lanza et al., 2020). This segment of research established critical precursors to understanding the holistic ramifications of vaping on adolescent health, emphasizing the need for nuanced public health messaging.

    Current research emphasizes the role of psychological factors as significant predictors of vaping uptake and continuation. Studies by (Jongenelis et al., 2024; and Oliver et al., 2023) have demonstrated that perceptions of harm and existing mental health symptoms significantly influence both vaping intentions and behaviors among youths (Jongenelis et al., 2024; Oliver et al., 2023).

    These findings have led to increased urgency in addressing vaping from a preventive health perspective, raising questions regarding the effectiveness of educational interventions and health promotion strategies within school systems (Thomas et al., 2024).

    The evolution of research on vaping highlights a complex interplay between substance use, mental health, and public health implications. As vaping continues to rise among youth, ongoing studies will need to address the changing landscape of both products and user behaviors, ensuring that health initiatives effectively mitigate the risks associated with e-cigarette use. This synthesis underscores the dangers of vaping as evidenced by existing literature and encourages further exploration into tailored interventions that address the unique challenges posed by this rapidly evolving public health issue.

    References

    Becker, T. and Rice, T. (2021). Youth vaping: a review and update on global epidemiology, physical and behavioral health risks, and clinical considerations. European Journal of Pediatrics, 181(2), 453-462. https://doi.org/10.1007/s00431-021-04220-x

    Becker, T., Arnold, M., Ro, V., Martin, L., & Rice, T. (2020). Systematic review of electronic cigarette use (vaping) and mental health comorbidity among adolescents and young adults. Nicotine & Tobacco Research, 23(3), 415-425. https://doi.org/10.1093/ntr/ntaa171

    Foulds, J., Veldheer, S., Yingst, J., Hrabovsky, S., Wilson, S., Nichols, T., … & Eissenberg, T. (2014). Development of a questionnaire for assessing dependence on electronic cigarettes among a large sample of ex-smoking e-cigarette users. Nicotine & Tobacco Research, 17(2), 186-192. https://doi.org/10.1093/ntr/ntu204

    Javed, S., Usmani, S., Sarfraz, Z., Sarfraz, A., Hanif, A., Firoz, A., … & Ahmed, S. (2022). A scoping review of vaping, e-cigarettes and mental health impact: depression and suicidality. Journal of Community Hospital Internal Medicine Perspectives, 12(3), 33-39. https://doi.org/10.55729/2000-9666.1053

    Jongenelis, M., Gill, M., Lawrence, N., & Wakefield, C. (2024). Quitting intentions and behaviours among young australian e‐cigarette users. Addiction, 119(9), 1608-1615. https://doi.org/10.1111/add.16530

    Lanza, H., Barrington‐Trimis, J., McConnell, R., Cho, J., Braymiller, J., Krueger, E., … & Leventhal, A. (2020). Trajectories of nicotine and cannabis vaping and polyuse from adolescence to young adulthood. Jama Network Open, 3(10), e2019181. https://doi.org/10.1001/jamanetworkopen.2020.19181

    Morean, M., Kong, G., Camenga, D., Cavallo, D., & Krishnan‐Sarin, S. (2015). High school students’ use of electronic cigarettes to vaporize cannabis. Pediatrics, 136(4), 611-616. https://doi.org/10.1542/peds.2015-1727

    Oliver, A., Kossowsky, J., Minegishi, M., Levy, S., & Weitzman, E. (2023). The association of vaping with social/emotional health and attitudes toward covid-19 mitigation measures in adolescent and young adult cohorts during the covid-19 pandemic. Substance Abuse, 44(1-2), 73-85. https://doi.org/10.1177/08897077231165860

    Thomas, L., McCausland, K., Leaversuch, F., Freeman, B., Wolf, K., Leaver, T., … & Jancey, J. (2024). The school community’s role in addressing vaping: findings from qualitative research to inform pedagogy, practice and policy. Health Promotion Journal of Australia, 36(1). https://doi.org/10.1002/hpja.895

  • 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.

  • Training Critical Thinking and Logical Thinking in the Age of AI for Biostatistics and Epidemiology

    The arrival of generative AI tools like ChatGPT is changing the way we teach and practise biostatistics and epidemiology. Tasks that once took hours, like coding analyses or searching for information, can now be completed within minutes by simply asking the right questions. This development brings many opportunities, but it also brings new challenges. One of the biggest risks is that students may rely too much on AI without properly questioning what it produces.

    In this new environment, our responsibility as educators must shift. It is no longer enough to teach students how to use AI. We must now teach them how to think critically about AI outputs. We must train them to question, verify and improve what AI generates, not simply accept it as correct.

    Why critical thinking is important

    AI produces answers that often sound very convincing. However, sounding convincing is not the same as being right. AI tools are trained to predict the most likely words and patterns based on large amounts of data. They do not understand the meaning behind the information they provide. In biostatistics and epidemiology, where careful thinking about study design, assumptions and interpretation is vital, careless use of AI could easily lead to wrong conclusions.

    This is why students must develop a critical and questioning attitude. Every output must be seen as something to be checked, not something to be believed blindly.

    Recent academic work also supports this direction. Researchers have pointed out that users must develop what is now called “critical AI literacy”, meaning the ability to question and verify AI outputs rather than accept them passively (Ng, 2023; Mocanu, Grzyb, & Liotta, 2023). Although the terms differ, the message is the same: critical thinking remains essential when working with AI.

    How to train critical thinking when using AI

    Build a sceptical mindset

    Students should be taught from the beginning that AI is only a tool. It is not a source of truth. It should be seen like a junior intern: helpful and fast, but not always right. They should learn to ask questions such as:

    What assumptions are hidden in this output? Are the methods suggested suitable for the data and research question? Is anything important missing?

    Simple exercises, like showing students examples of AI outputs with clear mistakes, can help build this habit.

    Teach structured critical appraisal

    To help students evaluate AI outputs properly, it is useful to give them a structured way of thinking. A good framework involves five main points:

    First, methodological appropriateness

    Students must check whether the AI suggested the correct statistical method or study design. For example, if the outcome is time to death, suggesting logistic regression instead of survival analysis would be wrong.

    Second, assumptions and preconditions

    Every method has assumptions. Students must identify whether these assumptions are mentioned and whether they make sense. If assumptions are not stated, students must learn to recognise them and decide whether they are acceptable.

    Third, completeness and relevance

    Students should check whether the AI output missed important steps, variables or checks. For instance, has the AI forgotten to adjust for confounding factors? Is stratification by key variables missing?

    Fourth, logical and statistical coherence

    The reasoning must be checked for soundness. Are the conclusions supported by the results? Is there any step that does not follow logically?

    Fifth, source validation and evidence support

    Students should verify any references or evidence provided. AI sometimes produces references that do not exist or that are outdated. Cross-checking with real sources is necessary.

    By using these five points, students can build a habit of structured checking, instead of relying on their instincts alone.

    Encourage comparison and cross-verification

    Students should not depend on one AI output. They should learn to ask the same question in different ways and compare the answers. They should also check against textbooks, lectures, or real research papers.

    Practise reverse engineering

    One effective exercise is to give students an AI-generated answer with hidden mistakes and ask them to find and correct the errors. This strengthens their ability to read carefully and think independently.

    Make students teach back to AI

    Another good practice is to ask students to correct the AI. After finding an error, they should write a prompt that explains the mistake to the AI and asks for a better answer. Being able to explain an error clearly shows true understanding.

    Why logical thinking in coding and analysis planning remains essential

    Although AI can now generate codes and suggest analysis steps, it does not replace the need for human logical thinking. Writing good analysis plans and coding correctly require structured reasoning. Without this ability, students will not know how to guide AI properly, how to spot mistakes, or how to build reliable results from raw data.

    Logical thinking in analysis means asking and answering step-by-step questions such as:

    What is the research question? What are the variables and their roles? What is the right type of analysis for this question? What assumptions need to be checked? What is the correct order of steps?

    If students lose this skill and depend only on AI, they will not be able to detect when AI suggests inappropriate methods, forgets a critical step, or builds a wrong model. Therefore, teaching logical thinking in data analysis planning and coding must stay an important part of the curriculum.

    Logical planning and good coding are not simply technical skills. They reflect the student’s ability to reason clearly, to see the structure behind the problem, and to create a defensible path from data to answer. These are skills that no AI can replace.

    Ethical use of generative AI and the need for transparency

    Along with critical and logical thinking, students must also be trained to use generative AI tools ethically. They must understand that using AI does not remove their professional responsibility. If they rely on AI outputs for any part of their work, they must check it, improve it where needed, and take ownership of the final product.

    Students should also be taught about data privacy. Sensitive or identifiable information must never be shared with AI platforms, even during casual exploration or practice. Responsibility for patient confidentiality, research ethics, and academic honesty remains with the human user.

    Another important point is transparency. Whenever AI tools are used to assist in study design, data analysis, writing or summarising, this use should be openly declared. Whether in academic assignments, published articles or professional reports, readers have the right to know how AI was involved in shaping the content. Full and honest declaration supports academic integrity, maintains trust, and shows respect for the standards of research and publication.

    Students should be guided to include a simple statement such as:

    “An AI tool was used to assist with [describe briefly], and the final content has been reviewed and verified by the author.”

    By practising transparency from the beginning, students learn that AI is not something to hide, but something to use responsibly and openly.

    Building a modern curriculum

    To prepare students for this new reality, we must design courses that combine:

    Training in critical thinking when using AI outputs Training in logical thinking for building analysis plans and writing codes Training in ethical use and transparent declaration of AI assistance

    Students should be given real-world tasks where they must plan analyses from scratch, use AI as a helper but not as a leader, check every output carefully, and justify every step they take. They should also be trained to reflect on the choices they make, and on how to improve AI suggestions if they find them weak or incorrect.

    By doing this, we can prepare future biostatisticians and epidemiologists who are not only technically skilled but also intellectually strong and ethically responsible.

    A new way forward

    Teaching students to use AI critically is not just a good idea. It is essential for the future. In biostatistics and epidemiology, where errors can affect public health and policy, we must prepare a new generation who can use AI wisely without losing their own judgement.

    The best users of AI will not be those who follow it blindly, but those who can guide it with intelligence, knowledge and ethical care. Our role as teachers is to help students become leaders in the AI age, not followers.

    References

    Ng, W. (2023). Critical AI literacy: Toward empowering agency in an AI world. AI and Ethics, 3(1), 137–146. https://doi.org/10.1007/s43681-021-00065-5

    Mocanu, E., Grzyb, B., & Liotta, A. (2023). Critical thinking in AI-assisted decision-making: Challenges and opportunities. Frontiers in Artificial Intelligence, 6, Article 1052289. https://doi.org/10.3389/frai.2023.1052289

    Disclaimer

    This article discusses the responsible use of generative AI tools in education and research. It is based on current understanding and practices as of 2025. Readers are encouraged to apply critical judgement, stay updated with evolving guidelines, and ensure compliance with their institutional, professional, and ethical standards.