Tembeling 2.0

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  • Incorporating Sejahtera and Planetary Health into Higher Education Curricula: A Path to Sustainable Global Well-being

    The rise of planetary health as an essential framework for addressing the intersecting challenges of human and environmental health has created a need for clarity. However, it is often confused with other important global frameworks, including global health, sustainable development goals (SDGs), Education for Sustainable Development (ESD), environmental health, and One Health. Each of these frameworks carries distinct objectives and approaches. The concept of Sejahtera, deeply embedded in Malaysia’s National Education Philosophy, offers a holistic lens that integrates not only physical and environmental health but also mental, social, and spiritual well-being. By streamlining these overlapping frameworks through Sejahtera, higher education can adopt a more balanced and culturally relevant approach to global well-being. This article explores the need for curriculum reform in higher education to incorporate both planetary health and Sejahtera.

    Origins and Frameworks of Health and Sustainability

    Each framework—whether it is planetary health, global health, or the SDGs—arose at different times in response to specific global challenges. Their individual inception dates and objectives highlight the need to integrate them into a coherent framework for education. This can be achieved by leveraging Sejahtera’s holistic approach.

    Table 1 provides a comparative overview of these frameworks, outlining their origins, year of inception, time frames, and objectives.

    Table 1: Comparison of Planetary Health, Global Health, ESD, One Health, Environmental Health, and SDGs

    FrameworkOrigin of IdeaYear AnnouncedTime FrameObjective
    Environmental HealthRooted in public health practices of the 19th century, focusing on the relationship between environment and health.19th century, formalised mid-20th centuryOngoingTo manage and mitigate environmental risks to reduce the burden of disease and promote healthy living environments (WHO, 2021).
    Global HealthEmerged from public health and international health efforts, particularly during the 20th century, and became well-established post-2000.Mid-20th century but evolved into the modern concept in the 2000s.OngoingTo address health disparities and improve health equity by focusing on global health challenges, with an emphasis on disease prevention and access to healthcare.
    One HealthDeveloped from the veterinary and medical sciences with a focus on human-animal-environment interactions, particularly zoonotic diseases.Early 2000sOngoingTo achieve optimal health for humans, animals, and the environment through a multidisciplinary approach, particularly in the control of zoonotic diseases.
    ESD (Education for Sustainable Development)Introduced by UNESCO to incorporate sustainable development into education systems worldwide.2002Target 2030To foster knowledge, skills, values, and behaviours that promote sustainability across various aspects of society.
    SDGs (Sustainable Development Goals)Evolved from the Millennium Development Goals (MDGs), adopted by the United Nations to address a wide range of global challenges.2015 (UN General Assembly)Target 2030To create a comprehensive framework for sustainable development, addressing poverty, inequality, climate change, and health through 17 interconnected goals.
    Planetary HealthInitiated by the Rockefeller Foundation-Lancet Commission, focusing on the connection between human health and the state of natural ecosystems.2015OngoingTo safeguard human health by preserving the integrity of the Earth’s natural systems, recognising the importance of maintaining ecological balance to support human well-being.

    Sejahtera: Clarifying Overlapping Frameworks

    Sejahtera offers a valuable framework that can help clarify the confusion between these overlapping global health and sustainability frameworks. Malaysia’s National Education Philosophy highlights the importance of fostering holistic well-being, which encompasses not only intellectual development but also emotional, spiritual, and physical balance. The National Education Philosophy emphasizes the creation of balanced individuals who contribute to societal harmony and well-being based on faith, knowledge, and a sense of responsibility (Kementerian Pendidikan Malaysia, 2021).

    This philosophy resonates with planetary health’s emphasis on sustainability and human health, but Sejahtera extends it by adding a spiritual and ethical dimension that is often absent in other global frameworks. By integrating Sejahtera into higher education curricula, universities can foster a more holistic approach that addresses not only the scientific and medical aspects of planetary health but also its cultural and spiritual dimensions.

    Curriculum Reform: Integrating Sejahtera and Planetary Health

    To achieve this integration, universities must shift toward interdisciplinary learning that incorporates the social, spiritual, and cultural dimensions of well-being alongside environmental and health sciences.

    Incorporating Sejahtera and planetary health requires fostering a curriculum that moves beyond a purely scientific understanding of environmental health. For example, medical students could be taught about the impacts of environmental degradation on mental health, while also exploring the spiritual practices that help individuals and communities cope with these challenges. Case-based learning can be employed to engage students in real-world scenarios where they must balance scientific knowledge with ethical and spiritual considerations.

    Sustainability projects on university campuses can also provide hands-on learning opportunities, allowing students to apply planetary health and Sejahtera principles to create green spaces, conserve energy, and promote community resilience. These projects help students understand the practical applications of sustainability while also fostering a sense of responsibility toward the environment and society.

    Streamlining Frameworks for a Coherent Educational Approach

    Given the frequent confusion between planetary health and other frameworks like global health, the SDGs, and One Health, integrating Sejahtera provides a unifying philosophy that clarifies these overlapping areas. Sejahtera’s focus on holistic balance offers a cohesive framework that brings together the strengths of each of these approaches, providing students with a clear and integrated understanding of how they can promote sustainable well-being. By incorporating Sejahtera into higher education curricula, universities can ensure that students are equipped with the knowledge, skills, and values necessary to tackle the world’s most pressing environmental and health challenges.

    Conclusion

    Incorporating Sejahtera and planetary health into higher education curricula offers a transformative opportunity to promote a holistic and integrated approach to global health and sustainability. While planetary health provides the scientific foundation for understanding the relationship between human health and the environment, Sejahtera adds a culturally grounded framework that promotes harmony between humans, nature, and society. This alignment with Malaysia’s National Education Philosophy ensures that future generations are equipped not only to address the environmental and health challenges of our time but also to foster spiritual and ethical well-being in their personal and professional lives.

    Disclaimer: The ideas expressed in this article were generated with assistance from ChatGPT, an AI language model.

    References

    Capon, A. G., & Horton, R. (2019). Planetary health: Safeguarding health in the Anthropocene epoch. The Lancet, 390(10114), 865-870.

    Kementerian Pendidikan Malaysia. (2021). Falsafah Pendidikan Kebangsaan. Available at https://www.moe.gov.my.

    Rockström, J., Steffen, W., Noone, K., Persson, Å., Chapin III, F. S., Lambin, E., … & Foley, J. A. (2009). A safe operating space for humanity. Nature, 461(7263), 472-475.

    Rockefeller Foundation-Lancet Commission. (2015). Safeguarding human health in the Anthropocene epoch: Report of the Rockefeller Foundation–Lancet Commission on planetary health. The Lancet, 386(10007), 1973-2028.

    Whitmee, S., Haines, A., Beyrer, C., Boltz, F., Capon, A. G., Ferreira de Souza Dias, B., … & Rockström, J. (2015). Safeguarding human health in the Anthropocene epoch: Report of The Rockefeller Foundation–Lancet Commission on planetary health. The Lancet, 386(10007), 1973-2028.

    UNESCO. (2014). Education for Sustainable Development: A Roadmap for Implementing the Global Action Programme on ESD. Available at https://unesdoc.unesco.org/ark:/48223/pf0000230514.

  • Are University Rankings Fair? A Reflection on the “Ranking Game”

    University rankings have become a dominant force in shaping perceptions of academic quality, and influencing decisions from students, governments, and funding bodies. Global rankings, such as Times Higher Education (THE), QS World University Rankings, and Academic Ranking of World Universities (ARWU), offer a comparative tool for evaluating universities across a range of criteria. However, growing concerns about the fairness and legitimacy of these ranking systems, particularly in the context of Malaysian higher education, raise important questions. Can we truly apply the same metrics to all institutions? More importantly, do these rankings measure real values and impact relevant to local needs, or are they increasingly manipulated to serve business interests, distorting the true purpose of education?

    The Case of Malaysia: Public vs. Private Universities

    Malaysia’s higher education system includes a mix of public and private universities, each serving different populations and missions. Public institutions like Universiti Malaya (UM), Universiti Kebangsaan Malaysia (UKM), and Universiti Putra Malaysia (UPM) consistently rank among the highest Malaysian universities. In the 2025 QS World University Rankings, Universiti Malaya holds a global position of 65th, the top spot for a Malaysian university (QS, 2025). These institutions cater to diverse socio-economic groups, often focusing on nation-building, research, and community engagement, with missions closely tied to Malaysia’s development needs.

    On the other hand, private universities like Taylor’s University and Monash University Malaysia rank lower on the global scale but perform well in areas like graduate employability and international student satisfaction. Private institutions generally serve a more affluent, often international, student population. Their focus is more on global competitiveness and market-driven education, aiming to meet the demands of the international job market.

    This clear distinction in the missions and populations of Malaysia’s public and private universities illustrates the challenges in applying standardised global ranking criteria across all types of institutions. The public sector’s emphasis on local and national development is difficult to measure through metrics like internationalisation and citation counts, while private universities may excel in areas that align more closely with the global market economy.

    The Problem with Standardised Ranking Metrics

    Global rankings apply the same set of criteria across institutions, which often doesn’t account for the diverse roles universities play. Metrics like research output, international faculty and students, and citations per paper disproportionately favour larger, research-intensive institutions in developed countries. In the Malaysian context, this is problematic for public universities, which are often tasked with local development projects and nation-building goals. Many of these universities excel in health sciences, engineering, and agriculture, focusing on local issues such as public health, infrastructure development, and sustainable agriculture. However, their contributions may not be fully reflected in rankings that prioritise global research visibility.

    Private universities, in contrast, tend to perform well in categories like internationalisation and employability, as these metrics align more closely with their business models. Private institutions in Malaysia frequently form partnerships with industries, focusing on niche programmes that appeal to both local and international students. For these universities, rankings become a tool for marketing and recruitment, serving as a measure of their commercial success rather than their broader educational impact.

    Manipulation of Rankings and Ethical Concerns

    Globally, several cases have demonstrated how universities can manipulate data to improve their rankings. For example, in 2019, Temple University’s Fox School of Business was found guilty of inflating data to improve its position in the U.S. News & World Report rankings. This manipulation included exaggerating student admission statistics and faculty-student ratios (Douglas-Gabriel, 2018). More recently, in 2021, Columbia University was accused of submitting inaccurate data related to class sizes and faculty qualifications, leading to a significant drop in its ranking (Korn, 2022).

    Additionally, dissatisfaction with rankings is not limited to data manipulation scandals. Some institutions, such as Utrecht University, have opted out of global rankings altogether. In 2023, Utrecht withdrew from the Times Higher Education World University Rankings, citing concerns about the ranking system’s emphasis on quantitative metrics and competition, which they felt did not align with their educational values (Science Business, 2023) . Similarly, a UC Berkeley study found that the business practices of some ranking agencies, such as QS, may create conflicts of interest. This study suggested that universities that frequently used QS’s paid services, such as consultancy, experienced a noticeable improvement in their rankings, raising concerns about the integrity of such rankings (CSHE, 2021) .

    Commercialisation of Rankings

    The commercialisation of university rankings has become a growing concern. Ranking organisations, such as QS and Times Higher Education, offer paid consultancy services to help universities improve their scores. Some institutions spend large sums of money on these services to boost their performance in areas like international collaboration, faculty diversity, or research visibility. This practice raises concerns about the objectivity of rankings and whether they reflect true educational quality or merely the financial resources of the institutions (Matthews, 2017).

    In Malaysia, this is particularly relevant for private universities that use rankings as a marketing tool to attract international students. By improving their ranking performance, these institutions can justify higher tuition fees and appeal to a more global audience. However, this focus on ranking performance may come at the expense of local educational needs, raising questions about whether rankings are being used to inflate perceptions of quality rather than to reflect the true impact of the institution.

    The Impact on Local Needs

    One of the most significant issues with global university rankings is whether they measure the real impact of universities on their local communities. Public universities in Malaysia play a critical role in nation-building, producing graduates who contribute to vital sectors such as healthcare, engineering, and education. Their research often focuses on local issues, such as improving healthcare access in rural areas or developing sustainable agricultural practices. However, these contributions may be overlooked by global rankings that prioritise international visibility over local impact.

    Private universities, while playing an important role in providing specialised, market-driven education, tend to focus more on the commercial aspects of higher education, which can lead to misalignment with local needs. As Malaysia continues to balance public service with market demands, the pressure to perform well in global rankings may distort institutional priorities, particularly when these rankings favour global recognition over regional contributions.

    Conclusion

    University rankings are a useful tool for evaluating institutions, but they must be used cautiously. The standardised approach to ranking public and private universities in Malaysia often fails to capture the full scope of their missions and societal roles. While public universities focus on local development and nation-building, private universities tend to pursue market-driven goals. Rankings that prioritise global visibility over local impact risk distorting the educational landscape, rewarding institutions that are skilled at navigating the ranking system rather than those that provide real value to their communities.

    As educators and policymakers, it is essential to ensure that rankings do not become the sole measure of success. Instead, we must develop more inclusive metrics that reflect the true contributions universities make, both globally and locally, to ensure a fairer and more comprehensive understanding of educational quality.

    References

    Douglas-Gabriel, D. (2018, July 9). Temple University’s business school dean forced out amid scandal over fake U.S. News rankings data. The Washington Post. https://www.washingtonpost.com/education/2018/07/09/temple-universitys-business-school-dean-forced-out-amid-scandal-over-fake-us-news-rankings-data/

    Korn, M. (2022, September 12). Columbia University drops to No. 18 in U.S. News rankings after cheating scandal. The Wall Street Journal. https://www.wsj.com/articles/columbia-university-drops-to-no-18-in-u-s-news-rankings-after-cheating-scandal-11662934553

    Matthews, D. (2017, March 2). World university rankings are ‘open to manipulation’. Times Higher Education. https://www.timeshighereducation.com/news/world-university-rankings-are-open-manipulation

    QS World University Rankings (2025). Available at https://www.topuniversities.com/university-rankings

    Science Business. (2023, October 12). Utrecht University withdraws from global ranking as debate on quantitative metrics grows. Science Business. https://sciencebusiness.net

    Center for Studies in Higher Education (CSHE). (2021). Berkeley study: major university rankings may be biased. UC Berkeley. https://cshe.berkeley.edu/news/berkeley-study-major-university-rankings-may-be-biased

    Disclaimer: This document was created with the assistance of AI technology

  • HONOR Magic V3 and Magic Pen

    HONOR Magic V3 and Magic Pen

    I recently purchased the HONOR Magic V3 alongside the Magic Pen, with hopes of enhancing my productivity, especially for document signing and note-taking. The Magic V3 is a strong performer with a great display, but there are a few areas where it hasn’t quite met my expectations.

    Document Signing and Stamping Experience
    A key reason for opting for the Magic V3 was the ability to sign documents directly on the phone, something I’ve found challenging. My workflow requires me to sign multiple documents, and ideally, I would like each document to have a unique, handwritten signature. This process has proven to be tricky, as I haven’t been able to find a suitable app on Android (or even iOS) that allows for this level of flexibility. Signing directly on the Magic V3 with the Magic Pen lacks the fluidity I was hoping for.

    Additionally, I often need to stamp documents using a digital name stamp. This adds another layer of complexity to the process, as finding software that allows me to sign and stamp documents easily, all in one go, has been difficult. Whether I’m using Android or iOS, no app so far has met both of these requirements. A solution that combines these features—unique signatures for each document and the ability to apply a digital stamp—would be a game changer.

    Note-taking Experience
    The handwriting experience on the Magic V3, particularly with Evernote, was also a bit of a letdown. It feels less responsive compared to Apple Notes on the iPad. I’ve since switched to Microsoft OneNote, which offers better syncing capabilities across devices, allowing me to streamline my workflow. Migrating my notes from Evernote and Apple Notes to OneNote has helped to create a more cohesive system for managing my notes.

    Android Auto vs. Apple CarPlay
    In terms of integration with my car, I noticed that Android Auto feels less polished compared to Apple CarPlay. I’ve experienced issues like erratic volume control while using Android Auto, which interrupts the experience, making me miss the smoother interface of CarPlay.

    Final Thoughts
    The HONOR Magic V3 is an impressive device in many ways, but for users like myself who need a seamless process for signing and stamping documents, it falls short. The Magic Pen is functional but doesn’t offer the precision or flexibility needed for these tasks. Finding a robust app that allows me to sign each document with a unique signature and apply a digital stamp remains a challenge on both Android and iOS. Despite these limitations, the device itself performs well, and I’ll continue searching for better software solutions to suit my needs.

  • Integrating Islamic Epistemology into Medicine

    Epistemology, derived from the Greek words episteme (knowledge) and logos (study or discourse), refers to the branch of philosophy that examines knowledge’s nature, origins, and scope. It explores fundamental questions about acquiring, validating, and applying knowledge. In the Islamic tradition, epistemology extends beyond the material and empirical realms, incorporating naqli (revealed) knowledge from divine sources and aqli (rational) knowledge from human reasoning. This integration forms the foundation of Islamic applied epistemology, a framework that seeks to harmonise these dimensions to guide education and societal development.

    Professor Emeritus Datuk Dr. Osman Bakar, a renowned scholar of Islamic philosophy and the seventh Rector of the International Islamic University Malaysia (IIUM), has extensively contributed to this field. With a doctorate in Islamic philosophy from Temple University, Philadelphia, USA, and decades of academic leadership, Prof. Osman has shaped contemporary discourse on Islamic thought and education. He previously held the Al-Ghazali Chair of Epistemology and Civilizational Studies at the International Institute of Islamic Thought and Civilization (ISTAC), IIUM. Recognised as one of the world’s 500 most influential Muslims in 2009, Prof. Osman is widely respected for his work in integrating Islamic principles with modern challenges.

    In his essay “Defining the Core Identity of a 21st-Century Islamic University,” featured in The Muslim 500 (2025 edition), Prof. Osman articulates a transformative vision for Islamic universities centred on institutional values, epistemological teachings, and ethics. This article explores how these principles can be applied to medical education—specifically MBBS and clinical specialist training—and to foster a nurturing environment for lecturers in the Kulliyyah of Medicine. By embedding these principles, Islamic applied epistemology can bridge the gaps left by modern secular medicine, ensuring a holistic approach that addresses spiritual, ethical, and professional dimensions.

    Institutional Values in Medical Training

    Institutional values are the foundation of any educational system, guiding its governance, leadership, and broader mission. In medical training, Islamic principles offer a clear framework for cultivating unity, purpose, and holistic development.

    Medical schools can adopt a tawhidic approach to governance rooted in the Islamic principle of divine unity. Inspired by Ibn Khaldun’s “moderate size” theory, institutions must manage growth carefully to maintain governance quality and personalised education. Leadership models should emphasise collaboration, inclusivity, and mutual respect, creating an environment where students, faculty, and staff thrive collectively.

    Graduates from these programmes must embody technical skills, ethical values, and compassion. Islamic principles frame leadership in healthcare as a sacred trust, requiring sincerity (ikhlas) and accountability to Allah. This perspective fosters a sense of responsibility in graduates to serve humanity while maintaining their spiritual integrity.

    Epistemological Teachings in Medical Education

    Islamic applied epistemology integrates naqli and aqli knowledge, offering a holistic and balanced framework for education. Prof. Osman Bakar identifies seven key functions of Islamic epistemology, all of which have direct applications to medical education:

    Philosophy and Curriculum Design:

    Medical education can integrate Islamic perspectives on health, illness, and healing alongside biomedical sciences. MBBS programmes could include modules on spirituality in medicine, the contributions of Islamic scholars to healthcare, and ethical practices rooted in Islamic law. Specialist training can incorporate discussions on maqasid al-shariah (objectives of Islamic law) in clinical decision-making.

    Epistemologies of Disciplines:

    Faculties can define the foundations of medical disciplines while incorporating Islamic teachings. For instance, courses in clinical ethics can address Islamic jurisprudence (fiqh), while public health modules can explore community well-being through an Islamic lens.

    Tawhidic Vision for Academic Programmes:

    Academic programmes aligned with tawhidic principles integrate physical, emotional, and spiritual dimensions in patient care. This vision ensures rational and efficient academic governance while addressing patients’ holistic needs.

    Balanced Curriculum Between Fard ‘Ayn and Fard Kifayah Knowledge:

    Programmes should balance fard ‘ayn knowledge, such as spirituality and moral decision-making, with fard kifayah knowledge, including clinical skills, diagnostics, and research.

    Balanced Curriculum Between Perennial and Ephemeral Knowledge:

    Curricula should blend timeless Islamic principles of justice, compassion, and humility with cutting-edge advancements in modern medicine, such as AI-driven diagnostics and genomics.

    Serving as a Source of Intellectual Values:

    Islamic epistemology instils intellectual virtues like truthfulness, rationality, and objectivity in students and faculty. This culture encourages ethical inquiry and prioritises societal benefits in medical research.

    Serving as a Source of Research Values:

    Islamic principles guide the development of ethical research practices, ensuring outcomes align with the needs of society. For example, emerging technologies like precision medicine or AI can be evaluated within an Islamic ethical framework.

    Ethical Responsibilities in Medical Education

    Ethics is central to Islamic applied epistemology, shaping how knowledge is created, disseminated, and applied. These ethical principles address three key areas in medical education:

     Ethics in Knowledge Creation and Dissemination:

    Educational and research activities must adhere to Islamic ethical principles, including beneficence, non-maleficence, and justice. Community service projects integrated into training reinforce these principles, helping students internalise their ethical responsibilities.

    Source of Professional Ethics:

    Professional ethics should be a cornerstone of training. Students and lecturers must embody compassion, integrity, and accountability, ensuring ethical principles guide clinical practice and research.

    Value of Ethical Knowledge:

    Modern curricula often sideline ethics in favour of technical training. Reflective practice sessions and case-based discussions can equip students to navigate ethical dilemmas with moral clarity, ensuring that their decisions align with both Islamic values and clinical standards.

    Nurturing Lecturers in the Kulliyyah of Medicine

    A successful transformation of medical education requires an environment that nurtures lecturers intellectually and spiritually. Opportunities for advanced studies in Islamic epistemology, bioethics, and integrative health approaches can deepen their expertise. Collaborative research projects between lecturers and Islamic scholars can explore topics like public health, mental health, and environmental health from an Islamic perspective.

    Leadership training rooted in tawhidic principles equips lecturers to mentor students effectively, fostering a culture of collaboration and mutual support (ta’awun). This reduces competitiveness and aligns the institutional environment with Islamic teachings, creating a faculty dedicated to holistic education.

    Why Modern Medicine Falls Short

    While secular medicine has achieved remarkable technological progress, it often fails to address the holistic framework offered by Islamic applied epistemology. Secular frameworks emphasise materialism over holism, focusing on physical health while neglecting emotional, spiritual, and social dimensions. This fragmented approach can lead to inadequate patient care.

    Moreover, secular medical systems lack divine accountability, prioritising professional obligations to institutions or legal systems over the Creator. Ethical considerations are frequently treated as secondary to technical expertise, while market-driven approaches reduce healthcare to a transactional relationship. Islamic applied epistemology provides an alternative, emphasising equity, compassion, and accessibility as essential elements of healthcare.

    A Path Forward

    Integrating Islamic applied epistemology into medical education offers a holistic framework that aligns technical advancement with ethical and spiritual integrity. By embedding these principles into MBBS and specialist training, healthcare professionals can be nurtured who excel in both competency and compassion. Additionally, fostering a supportive environment for lecturers ensures the sustainability of this transformative model.

    This framework aligns naturally with the Kulliyyah of Medicine’s focus on competence and compassion. However, it calls for a deeper spiritual integration. Competence and compassion, as practised today, align with modern healthcare’s technical and ethical demands. Yet, to fully embody Islamic applied epistemology, these principles must be redefined: competence should prioritise physical wellness, spiritual well-being, and closeness to the Creator, while compassion should reflect a practitioner’s connection to the Creator, expressed through care for patients and those around them.

    Medicine, guided by Islamic applied epistemology, becomes more than a profession—it becomes a sacred endeavour that alleviates suffering, promotes justice, and brings humanity closer to Allah. This approach offers a path forward for healthcare that truly serves humanity.

    Disclaimer: This article was created with the assistance of ChatGPT. While it reflects the author’s thoughts, readers are encouraged to engage critically and consult referenced works for deeper insights.

    Reference: Osman Bakar (2025). “Defining the Core Identity of a 21st-Century Islamic University,” The Muslim 500.

  • About tembeling 2.0

    Welcome to Tembeling 2.0, a platform where thought-sharing reaches new heights with the advent of AI.

    I am Jamalludin Ab Rahman.

    Currently, I am the Dean of the Kulliyyah of Medicine at the International Islamic University Malaysia (IIUM), Chair of the Council of Deans of Public University Medical Faculties, and President of the Persatuan Pakar Perubatan Kesihatan Awam Malaysia (PPPKAM). My work spans public health, medical education, and leadership in shaping Malaysia’s healthcare future.

    “Tembeling” holds personal significance, named after the remote area in central Pahang where I served as a medical officer in Jerantut from 1996 to 1998. It was there that I developed a deep love for public health and nature. This blog, originally a space for showcasing my photography and outdoor adventures, has since evolved into a platform for sharing insights on public health, medical education, and technology.

    With expertise in research methodology and statistical analysis, I have made this a significant part of my practice throughout my academic career. Beyond work, I am passionate about ultra-distance cycling, mountain hiking, and capturing nature through photography—interests that shaped the original tembeling.com.

    Through Tembeling 2.0, I explore the ethical and productive use of AI, while reflecting on my work in healthcare leadership, medical education, and research. Join me as I navigate the intersections of health, nature, AI, and education, pushing thought-sharing into new dimensions.