Speech to the MBBS Graduates of the Kulliyyah of Medicine, IIUM 2025
My dear graduates,
Today is a moment of deep significance — not just for you and your families, but for all of us at the Kulliyyah of Medicine. We come together to celebrate your journey, your sacrifices, and your growth. But more than that, we celebrate the beginning of your noble path ahead as doctors who will serve not just with skill, but with soul.
At IIUM, we have always aspired to produce more than just competent doctors. We have aspired to nurture healers. Healers who see their work as an act of worship. Healers who recognise that every breath of a patient, every touch of healing, every word of comfort — is part of their ibadah. This is what we mean when we say: medicine with a soul.
In our Kulliyyah, we uphold a Tawhidic epistemology — a worldview where all knowledge comes from Allah and must lead back to Him. Tawhid is not only the foundation of our faith; it is the foundation of how we teach, how we learn, and how we serve. And so, when you step into the hospital or the clinic, you do so not only as a professional, but as someone who carries the weight of trust — a trust from Allah, a trust from the ummah.
You are graduating into a world that is in need of people who are not only skilled, but principled. Not only precise, but compassionate. Not only efficient, but ethical. That is why we remind you — competence, compassion, and conscience must always go together. They are not three separate paths. They are one.
Competence is the foundation. It is your clinical judgment, your scientific knowledge, your professional performance. It is the standard we all expect of you. It is what allows your patients to trust you. But competence alone is not enough.
Compassion is the heartbeat of medicine. Without it, even the best treatment feels cold. With it, even simple care can become transformative. And yet, compassion will be tested. There will be moments when you feel exhausted, discouraged, or detached. That is when you must renew it — by returning to Allah, by recalling your niyyah, by reminding yourself that you are here to serve.
Conscience is your internal compass. It is the integrity you uphold when no one is watching. It is your fear of Allah and your love for the truth. It will protect you when systems fail you. It will anchor you when everything else becomes uncertain.
You chose this path because you felt a calling. A desire to help. A desire to heal. That desire must always be kept alive, not for applause or accolades, but because you see this profession as part of your faith. That is what makes your work sacred. Every diagnosis you make, every decision you take, is an act of responsibility and submission.
The world will not always be kind. The job will not always be easy. There will be pressure, bureaucracy, burnout. And yet, I want you to remember — compassion is not finite. It can be replenished. Through prayer. Through rest. Through reflection. When you feel tired, do not only rest your body. Rest your heart in the remembrance of Allah.
Remember also that you are not alone. You are part of a family — this Kulliyyah, this university, this ummah. Reach out when you need help. Lean on your peers. Stay close to your mentors. Keep learning. Keep growing.
Your graduation is not an end. It is the beginning of a lifelong commitment to serve, to uplift, and to bring healing. You are now ambassadors of the Kulliyyah of Medicine and the spirit of IIUM. You carry with you a sacred trust — to practise medicine with a soul.
May Allah SWT bless you, protect your sincerity, and make your hands a means of healing, your tongue a source of comfort, and your heart a light for those in darkness. May He guide you with wisdom, strengthen you with patience, and reward your service with barakah in both worlds.
Congratulations, my dear doctors. May your journey be one of competence, compassion, and conscience.
In the Islamic worldview, knowledge is not categorised into ‘Islamic’ and ‘secular.’ There is only one knowledge — al-‘ilm — bestowed by Allah, whether discovered through divine revelation (wahy) or human reason (‘aql). All beneficial knowledge should ultimately draw us closer to Allah, the All-Knowing. This article explores the field of epidemiology and biostatistics through this lens of divine unity, affirming that scientific inquiry and statistical reasoning are not merely technical disciplines, but pathways to understanding the patterns and wisdom embedded in Allah’s creation.
John M. Last (1988) defined epidemiology as “the study of the distribution and determinants of health-related states or events in specified populations, and the application of this study to the control of health problems.” This definition highlights three core components: distribution, determinants, and application. Distribution refers to patterns — who is affected, where, and when. Determinants delve into the causes, risk factors, and protective factors. Application demands action — the use of findings to prevent and control diseases.
In Islam, observation of patterns in nature and society is encouraged. The Qur’an repeatedly invites reflection (tadabbur) on signs (ayat) in the universe and within ourselves. Understanding patterns of disease aligns with this call to contemplation and action. Epidemiology, therefore, becomes a means of fulfilling the Islamic obligation to protect life (hifz al-nafs), one of the five higher objectives of Shariah (maqasid al-shariah).
Sir Austin Bradford Hill (1965) introduced a set of principles to guide causal inference in epidemiology. His criteria — strength, consistency, temporality, biological gradient, plausibility, coherence, experiment, specificity, and analogy — serve as guides rather than strict rules.
Yet, we must recognise the epistemological humility within our methods. In regression models, confidence intervals, and Hill’s criteria, there is always an element of uncertainty. This aligns with the Islamic view that human knowledge is inherently limited. As Allah reminds us: “And you (O mankind) have not been given of knowledge except a little.” (Qur’an, Al-Isra’, 17:85)
Hence, we strive to understand cause and effect through careful observation and reasoning, but ultimately, we acknowledge that true causality is known only to Allah. Our frameworks are approximations — tools to aid, not final truths.
Historical accounts during the time of the Prophet Muhammad ﷺ and his companions demonstrate the application of outbreak control principles. One notable example is the plague (ṭā‘ūn) during the rule of Caliph Umar ibn al-Khattab. When the plague broke out in Syria, Umar decided not to enter the area, and advised others not to leave or enter — an early form of quarantine.
The Prophet ﷺ said: “If you hear of a plague in a land, do not enter it; and if it breaks out in a land where you are, do not leave it.” (Sahih al-Bukhari, Hadith 5728; Sahih Muslim, Hadith 2219)
This hadith reflects core outbreak control principles such as isolation, movement restriction, and collective responsibility — key strategies in modern epidemiology.
Islam strongly advocates prevention. The Prophet ﷺ advised moderation in eating: “The son of Adam does not fill any vessel worse than his stomach. It is sufficient for the son of Adam to eat a few mouthfuls to keep him going. If he must do that (fill his stomach), then let him fill one-third with food, one-third with drink, and one-third with air.” (Sunan Ibn Majah, Hadith 3349)
This guidance is preventive in nature and closely aligns with public health nutrition. Islam connects overindulgence and lack of restraint to the whispers of Shayṭān. Preventive health, therefore, is not just a matter of science, but a matter of spiritual discipline.
Islamic rituals incorporate hygiene into acts of worship. Ablution (wudu’), performed five times daily before prayer, involves washing the hands, mouth, nose, face, arms, head, and feet — the very areas associated with microbial transmission.
The Prophet ﷺ also instructed: “Cover your utensils and tie your water skins, for there is a night in the year when plague descends, and it does not pass an uncovered utensil or untied water skin without some of that plague descending into it.” (Sahih Muslim, Hadith 2014)
These teachings reflect divine wisdom in infection prevention, centuries before the discovery of microbes and germ theory.
Biostatistics provides us with essential tools to summarise data and draw meaningful inferences about populations from sample observations. Among its most powerful techniques is regression analysis, which allows us to explore and quantify the relationship between an outcome (dependent variable) and one or more explanatory (independent) variables.
The general form of a multiple linear regression model is:
y = β₀ + β₁x₁ + β₂x₂ + … + βₖxₖ + ε
In this equation:
y represents the outcome or response variable we aim to predict or explain,
x₁ to xₖ are the predictor variables that we believe influence the outcome,
β₀ is the intercept, the expected value of y when all predictors are zero,
β₁ to βₖ are the regression coefficients that quantify the effect of each predictor on the outcome, and
ε is the error term, capturing the variability in y that the model cannot explain.
This error term is more than just a technical component; it is a profound acknowledgment of the limits of human understanding. Even with the most refined models and abundant data, there will always be elements of unpredictability — due to omitted variables, imprecise measurements, biological variation, or other unknown factors. The presence of this uncertainty is a built-in reminder that our knowledge is partial and conditional.
From an Islamic perspective, this aligns beautifully with the concept of epistemic humility. As Allah states in the Qur’an: “And you (O mankind) have not been given of knowledge except a little.” (Qur’an, Al-Isra’, 17:85)
Thus, while biostatistics helps us make informed decisions and uncover meaningful relationships, it also teaches us to recognise the boundaries of what we can know. The error term symbolises the divine reality — that ultimate knowledge lies only with Allah. It invites us to pursue knowledge responsibly, with sincerity, but never with arrogance.
This concept is further reinforced in the Qur’an: “And above every possessor of knowledge is one [more] knowing.” (Qur’an, Yusuf, 12:76)
Every estimate, statistical model, and inference must be grounded in this awareness. We can model, measure, and approximate, but only Allah knows the unseen, the future, and the full complexity of creation. Biostatistics, therefore, is not only a scientific tool but also a spiritual exercise in recognising our role as seekers of knowledge, always dependent on the One who knows all.
Epidemiology and biostatistics, when viewed through the Islamic perspective of tawḥīd (oneness of Allah), are not detached from faith but are deeply connected to it. These sciences offer not just understanding but also tools to protect life, serve society, and fulfil the trust placed upon us as khalifah (stewards) on Earth. By unifying rational inquiry with spiritual awareness, we find that knowledge — whether derived from revelation or observation — is ultimately from the same source. Through this lens, our pursuit of health knowledge becomes a journey toward Allah.
References
1. Last, J. M. (1988). A Dictionary of Epidemiology (2nd ed.). Oxford University Press.
2. Hill, A. B. (1965). The Environment and Disease: Association or Causation? Proceedings of the Royal Society of Medicine, 58(5), 295–300.
3. The Noble Qur’an, Surah Al-Isra’ (17:85), Surah Yusuf (12:76).
4. Sahih al-Bukhari, Book 76, Hadith 5728.
5. Sahih Muslim, Book 39, Hadith 2219; Book 23, Hadith 2014.
6. Sunan Ibn Majah, Book 29, Hadith 3349.
7. Al-Ghazali, I. H. Ihya Ulum al-Din – On the virtues of knowledge and its relation to action and worship.
8. Nasr, S. H. (1992). Science and Civilization in Islam. Harvard University Press.
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 Principle
Objective Outcome
Expected Outcome
Example 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.
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.
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.
Artificial intelligence (AI) is reshaping healthcare by offering remarkable capabilities in diagnostics, decision-making, and patient care. Recent research published in JAMA Network Open demonstrated that large language models (LLMs), such as ChatGPT, can outperform human physicians in diagnostic tasks under controlled scenarios (Hswen & Rubin, 2024). This potential has sparked enthusiasm, yet concerns about ethical implications and limitations remain prominent. For Muslims, integrating AI with a tawhidic (unity-based) approach offers an opportunity to align healthcare practices with a divine purpose, emphasising the spiritual connection AI cannot replicate.
The capabilities of AI in healthcare
AI systems excel in tasks requiring large-scale data analysis, offering diagnostic insights, synthesising medical literature, and recommending treatments. LLMs have even displayed a surprising ability to simulate empathy in patient interactions. In fact, recent studies revealed that AI-generated responses were rated as more empathetic than those of human physicians in some cases (Hswen & Rubin, 2024). This demonstrates AI’s potential as a tool to support clinicians in delivering more effective and thoughtful care.
However, AI lacks the moral agency and contextual understanding of human doctors. Machines can sound competent and compassionate, but they do not possess the lived experience or ethical consciousness required for genuine patient engagement. For Muslim clinicians, this underscores the need to approach care with the understanding that true healing combines technical expertise with spiritual accountability.
Concerns and challenges of AI in healthcare
While AI shows great promise, it also introduces risks. One major issue is hallucination—where AI generates false but convincing information. For example, in the JAMA Network Open trial, doctors using AI often misinterpreted its outputs because they did not fully understand its limitations (Hswen & Rubin, 2024).
Ethical concerns around patient privacy, algorithmic bias, and the potential for over-reliance on AI are also significant. Without careful integration, AI could erode critical clinical skills, reducing the human aspect of medicine to mere transactional interactions. For Muslims, this disconnect from the soul underscores why technology must serve as a complement to human care, rather than a replacement.
Steps to prevent hallucination in AI responses
To minimise the risks of relying on hallucinated AI outputs, healthcare professionals should:
1. Cross-Reference Outputs: Validate AI-generated insights against trusted clinical resources such as PubMed or established guidelines.
2. Request Citations: Ensure AI provides sources for its claims and scrutinise their accuracy.
3. Use Clinical Judgment: Apply personal expertise to evaluate the plausibility of AI recommendations.
4. Collaborate: Seek input from peers or subject matter experts when faced with critical decisions.
These measures align with both scientific rigour and the Islamic principle of amanah (trustworthiness), ensuring that AI enhances, rather than jeopardises, patient care.
Tawhidic approaches in medicine
For Muslims, healthcare is not merely a technical practice but a sacred trust that aligns with the concept of tawhid, or the unity of creation under Allah. This approach integrates technical competence with spiritual accountability, bringing patients, doctors, and the healthcare system closer to the Creator.
AI, no matter how advanced, cannot replicate the soul. It lacks the ability to embody true compassion, understand divine accountability, or guide patients towards spiritual healing. Therefore, a tawhidic approach to healthcare demands the presence of human doctors who can balance technical expertise with compassion, faith, and a sense of purpose rooted in serving Allah.
A collaborative future
AI’s role in healthcare should focus on enabling, not replacing, human physicians. As Dr. Chen pointed out, the future belongs to those who learn how to use AI effectively rather than those who resist it (Hswen & Rubin, 2024). By integrating AI responsibly, doctors can reclaim time for deeper patient connections and spiritual engagement, fostering a holistic approach to care.
For Muslims, this responsibility is even greater, as healthcare becomes a means of ibadah (worship) when guided by tawhidic principles. AI may assist with efficiency, but the soul of medicine lies in human hands. Only a doctor can truly embody competence and compassion, ensuring that care not only heals the body but also brings solace to the spirit.
References
Chen, J., Goh, E., & Hswen, Y. (2024). An AI chatbot outperformed physicians and physicians plus AI in a trial—what does that mean? JAMA Network Open. https://doi.org/10.1001/jamanetworkopen.2024.40969
Hswen, Y., & Rubin, R. (2024). AI in medicine: Medical news and perspectives. JAMA.
The Kulliyyah of Medicine (KOM) at the International Islamic University Malaysia (IIUM) has developed a transformative strategic framework for 2025–2030. Guided by the Tawhidic worldview, the framework integrates faith (iman), knowledge (‘ilm), and good character (akhlaq) into every aspect of its academic, research, and community engagement efforts. It aims to produce healthcare professionals who embody competence and compassion, recognising their responsibility as khalifah to serve humanity and protect the planet.
In an era defined by post-normal times, characterised by complexity, uncertainty, and chaos, this framework addresses the pressing need for resilience and adaptability in medical education. KOM aims to equip healthcare professionals with the skills, values, and ethical grounding needed to navigate the challenges of a rapidly changing world while upholding their commitment to humanity and the environment.
This framework focuses on six interconnected areas, ensuring a holistic and forward-looking approach to medical education and healthcare development.
Academic Excellence
KOM aims to achieve global recognition as a centre of academic excellence rooted in ethical and spiritual values. Tawhidic principles are embedded into curricula, with a focus on spirituality, clinical competence, and compassion. Continuous quality improvement will ensure the dynamic relevance of these academic programmes.
To enhance clinical training, KOM will adopt cutting-edge technologies such as simulation, virtual reality (VR), and augmented reality (AR). These tools will complement traditional clinical teaching methods, providing learners with immersive environments to refine their skills and prepare for complex and unpredictable healthcare scenarios. Structured workshops for faculty development will further strengthen teaching and assessment skills aligned with faith-based education.
Competent and Compassionate Talent
The framework underscores the importance of nurturing healthcare professionals who excel both technically and ethically. Compassionate care is embedded into academic and clinical assessments, ensuring learners deliver high-quality care while understanding the emotional and spiritual needs of their patients.
A comprehensive human resources and talent management plan is critical to this initiative. This includes planning at the kulliyyah and departmental levels to ensure staffing aligns with workload, preventing burnout and maintaining morale. Training programmes will equip heads of departments and faculty members with essential human resource and leadership skills. Engagement with higher authorities will ensure adequate staffing and resource allocation, supporting both staff motivation and institutional efficiency.
Balanced Environment Development (Bi’ah Solehah)
Creating a bi’ah solehah, or a balanced environment, is central to KOM’s vision. This includes nurturing a harmonious and respectful atmosphere within the KOM community. The practice of spreading salam (greetings of peace) is strongly encouraged, inspired by the hadith of Prophet Muhammad (peace be upon him):
“By Him in Whose Hand is my life! You will not enter Jannah until you believe, and you will not believe until you love one another. Shall I inform you of something which, if you do, you will love one another? Promote greetings (Salam) amongst yourselves.” (Sahih Muslim)
Infrastructure development will align with this vision by creating green-certified buildings and adaptive digital tools that support physical, mental, and spiritual well-being. These efforts ensure KOM remains a leader in fostering an Islamic and ethical environment.
Sustainable Community and Planet
Recognising the interconnectedness of human and planetary well-being, KOM is committed to embedding sustainability into its operations and community engagement. Faculty-led transformation programmes will address pressing social challenges, fostering resilience and health equity in underserved communities.
KOM will enhance its Gender Dysphoria projects, Sejahtera Wellness in Tembeling (SWIT) initiative, and Food Security in Pahang projects, strengthening its engagement with the communities it serves. These initiatives highlight KOM’s commitment to addressing critical health and social issues while promoting sustainability and community well-being. The curriculum will further integrate planetary health topics, equipping learners with the knowledge to tackle global environmental challenges.
Responsible Research and Innovation
KOM places a strong emphasis on producing high-quality research and disseminating knowledge globally. Faculty members are encouraged to contribute their expertise to reputable medical journals, ensuring KOM’s academic excellence is recognised internationally. High-impact research initiatives will address critical healthcare challenges, fostering interdisciplinary collaborations to drive innovation.
Innovation will be further promoted through the registration of intellectual property (IP) and the commercialisation of research outputs. These efforts aim to create tangible societal benefits by translating research outcomes into practical solutions, particularly in sustainable healthcare and planetary health.
Financial Sustainability and Shared Prosperity
KOM is committed to ensuring shared prosperity and financial sustainability to support its learners and community. Currently, KOM awards two scholarships that cover the tuition fees of two deserving learners, demonstrating its commitment to accessible education. Additionally, KOM has established the Tabung Penyayang, a fund dedicated to supporting the financial needs of other learners in the faculty. This initiative reflects the spirit of compassion and mutual assistance central to KOM’s mission.
To enhance financial sustainability, KOM plans to expand its trust fund development activities, aiming to generate RM1 million annually. Financial management training will be provided to departments to optimise resource use and efficiency. Further, KOM will continue to deepen partnerships with underserved communities through health outreach programmes, fostering equity and inclusivity.
A Vision for the Future
The KOM 2025–2030 Strategic Framework is a comprehensive and forward-thinking plan that positions the Kulliyyah as a leader in medical education. By aligning with the Tawhidic worldview, the framework redefines healthcare education to emphasise competence and compassion, while addressing the complexities of post-normal times.
Through its focus on academic excellence, talent development, balanced environment creation, sustainability, research innovation, and financial stability, KOM is well-equipped to meet the demands of the modern world. This framework reflects KOM’s unwavering dedication to the ummah, global society, and the planet, ensuring that its graduates are not only skilled professionals but also ethical leaders committed to serving humanity and fulfilling their divine responsibilities.
The International Islamic University Malaysia (IIUM) MBBS programme was recently accredited for another five years, with a revised curriculum set to launch for the 2025/2026 cohort. This new curriculum restructures the programme into the university’s three-semester academic system, aligning it with the broader university framework. It also emphasises practical and clinical skills in assessments and introduces a more interactive approach to Islamic input, replacing traditional didactic lectures. While clinical competency has been the primary focus of undergraduate medical training in Malaysia, IIUM is strengthening the compassionate component of its programme, ensuring a balanced approach.
The curriculum closely aligns with the vision and mission of the Kulliyyah of Medicine. The vision is to become a leading centre of educational excellence that enhances the dynamic and progressive role of physicians for the ummah. The missions include acquiring and propagating medical knowledge and skills in the spirit of tauhid (faith), nurturing balanced staff and students by integrating iman (faith), ‘ilm (knowledge), and akhlaq (good character), and fostering a culture that instils commitment to sustainable development, lifelong learning, and a deep sense of social responsibility for all mankind.
Under the guidance of Professor Emeritus Datuk Dr. Osman Bakar, the university’s seventh Rector, IIUM has embraced tawhidic epistemology as a guiding philosophy. This framework directs the MBBS curriculum towards divine unity (tawhid), ensuring that every aspect of the programme brings students, lecturers, patients, and staff closer to Allah. This further strengthens the concept of sejahtera introduced by the previous Rector, Tan Sri Dzulkifli Razak. Using the ADDIE framework—Analysis, Design, Development, Implementation, and Evaluation—this article outlines how the curriculum can integrate tawhidic principles to achieve this transformation.
Analysis: Identifying Current Needs
The first step in revising the curriculum involves analysing the programme’s current strengths and identifying areas for enhancement. IIUM’s recent accreditation and restructuring provide a strong foundation for this transformation. Key areas of focus include:
1. Aligning with the Three-Semester System
The new structure requires careful planning to retain the rigour and depth of medical education while integrating seamlessly into the broader university framework.
2. Interactive Islamic Input
Existing Islamic components need to move beyond didactic lectures to foster greater student engagement. Interactive methods can help students internalise Islamic principles and connect them to their medical practice.
3. Strengthening Compassion
Compassion is integral to medical practice, but it must be reframed as an expression of divine accountability, guiding interactions with patients and colleagues.
4. Spiritual Direction
The curriculum should ensure that every aspect of medical education—clinical skills, ethical reasoning, and interpersonal interactions—strengthens the spiritual connection of all involved with Allah.
5. Community Engagement
Incorporating structured opportunities for students to interact with communities helps them understand societal health needs, develop empathy, and foster a deeper sense of social responsibility.
Design: Structuring the Curriculum
With the analysis in place, the curriculum is designed to incorporate tawhidic epistemology and address the identified needs:
1. Philosophical Foundation
• Embed tawhid as the central philosophy of the programme, framing medical education as both a technical and spiritual journey.
• Articulate the curriculum’s vision and mission to reflect this integration.
2. Curricular Components
• Islamic Input: Shift from lectures to active learning methods, such as discussions, role-playing, and case-based learning, to engage students in the ethical and spiritual dimensions of healthcare.
• Clinical Competency: Ensure assessments are designed to evaluate technical skills and their application within an Islamic ethical framework.
• Compassionate Practice: Include reflective practice sessions that emphasise compassion as a manifestation of divine accountability.
3. Balanced Approach
• Balance technical and spiritual learning outcomes by incorporating interdisciplinary modules that link Islamic principles with medical sciences, such as modules on maqasid al-shariah (objectives of Islamic law) and patient-centred care.
Development: Preparing for Implementation
Once the curriculum design is finalised, resources and training materials must be developed to support its implementation:
1. Learning Resources
• Develop case studies and interactive learning materials integrating Islamic values into medical education.
• Create guides for students and lecturers to facilitate reflective practices and discussions on the spiritual dimensions of medicine.
2. Faculty Training
• Conduct workshops to prepare lecturers to incorporate tawhidic principles into their teaching.
• Train faculty to model compassionate care and ethical integrity in their interactions with students and patients.
3. Assessment Tools
• Redesign assessments to include evaluations of compassionate care, ethical reasoning, and technical competencies.
Implementation: Putting the Curriculum into Practice
The new curriculum is introduced in stages, ensuring smooth integration into the academic system:
1. Pilot Testing
Pilot the revised curriculum with a selected cohort to gather feedback and refine the programme before full-scale implementation.
2. Integration with the University Framework
Align the courses with the three-semester structure, ensuring that each semester builds on the previous one regarding technical and spiritual competencies.
3. Support Systems
Provide mentorship and peer support programmes to guide students and faculty through the transition to the new curriculum.
Evaluation: Measuring Outcomes
Evaluation ensures that the curriculum achieves its intended outcomes and identifies areas for continuous improvement:
1. Key Metrics
• Assess students’ clinical competence, ethical reasoning, and compassionate care.
• Measure how much the curriculum fosters spiritual growth and alignment with tawhidic principles.
2. Feedback
• Collect feedback from students, lecturers, and patients on how the new curriculum impacts their experiences and perceptions.
3. Periodic Review
• Conduct regular curriculum reviews to ensure alignment with institutional goals and the principles of tawhidic epistemology.
Leading the Way
IIUM’s revised MBBS curriculum marks a significant step forward in integrating clinical competence with Islamic principles of compassion and divine accountability. The new structure ensures assessments emphasise practical skills while Islamic input becomes more interactive and engaging. By aligning with tawhidic epistemology, the curriculum transforms medicine into a sacred endeavour, where every action—whether by students, lecturers, patients, or staff—strengthens their connection to Allah.
Competence, already well understood by the Kulliyyah of Medicine, is extended to include technical mastery and the spiritual well-being of practitioners and patients. Compassion, reframed as an expression of faith, becomes the practical manifestation of the curriculum’s philosophy. This integration ensures that IIUM graduates are skilled professionals and ethical and spiritually grounded individuals, prepared to serve humanity and Allah.
The MBBS programme is designed to produce doctors who are competent, compassionate, and safe. This aim extends beyond technical proficiency to cultivate healthcare professionals who are ethically driven, empathetic, and dedicated to the wellbeing of both their patients and society at large. As the world faces increasingly complex health challenges due to environmental crises, these qualities of compassion and competency must also extend to planetary health. Recognising the profound connections between human and environmental health, doctors today must be prepared to understand and address health issues within a broader ecological context.
Moreover, the future of healthcare is uncertain, and doctors will confront unknown and unpredictable challenges. Emerging diseases, environmental degradation, and new public health threats will require healthcare professionals who are adaptable, forward-thinking, and equipped to approach health holistically. Integrating planetary health into the MBBS curriculum aligns with these objectives, preparing future doctors to respond to the interwoven challenges of environmental and human health. Through the framework of Education for Sustainable Development (ESD) and recent updates to the Malaysian Qualifications Framework (MQF), medical educators can seamlessly incorporate planetary health principles without increasing total learning time. This paper outlines how these concepts can be embedded within the existing curriculum, equipping the next generation of doctors to safeguard both human health and environmental sustainability in an unpredictable future.
Understanding Planetary Health, Sustainability, OneHealth, and Nature-Based Solutions
Planetary health, sustainability (specifically, the Sustainable Development Goals or SDGs), OneHealth, and nature-based solutions (NbS) are interconnected yet distinct approaches within environmental and health frameworks. Here’s a comparison:
Focuses on how environmental health affects human wellbeing (Whitmee et al., 2015; Myers & Frumkin, 2020)
Specifically targets interactions between human, animal, and environmental health, particularly zoonotic diseases (Rabinowitz et al., 2018)
Practical actions that protect, sustainably manage, or restore ecosystems to address societal and health challenges (IUCN, 2023)
Primary Goal
To balance current needs with preserving resources and stability for future generations (United Nations, 2015)
To protect human health by safeguarding natural ecosystems and addressing environmental risks (Whitmee et al., 2015)
To address health risks at the intersection of human, animal, and environmental health, especially focusing on zoonoses
To leverage natural systems to enhance resilience and provide ecosystem services that benefit both human and planetary health (IUCN, 2023)
Focus Areas
Resource management, waste reduction, social equity, economic stability, and environmental protection (Raworth, 2017)
Human health impacts from climate change, pollution, and ecosystem degradation (Prescott & Logan, 2019; Myers & Frumkin, 2020)
Zoonotic disease control, ecosystem health, and the interconnectedness of human and animal health (Rabinowitz et al., 2018)
Climate change adaptation, ecosystem restoration, green infrastructure, urban green spaces, and sustainable agriculture (World Economic Forum, 2024)
Applications
Multisectoral approach: energy, agriculture, economics, social policy, etc. (United Nations, 2015)
Primarily within healthcare and public health, with a focus on preventing environmental impacts on human health (Myers & Frumkin, 2020)
Predominantly used in infectious disease control, veterinary science, and environmental health
Used in urban planning, public health, climate resilience, water management, and more (IUCN, 2023; World Economic Forum, 2024)
Relationship to Health
Indirect: Sustainable practices support health by maintaining stable resources and healthy environments (Raworth, 2017)
Direct: Addresses how environmental degradation leads to immediate and long-term health impacts on populations
Direct: Examines the specific health implications of human-animal-environment interactions, focusing on shared diseases
Direct: NbS provide ecosystem services that enhance air and water quality, reduce disease vectors, and promote mental and physical wellbeing (IUCN, 2023)
Scope Comparison
Broader scope, incorporating planetary health as a subset (United Nations, 2015)
More focused within sustainability, specifically relating to environmental impacts on health (Whitmee et al., 2015)
Narrowest scope, focusing specifically on health issues arising from human-animal-environment interactions (Rabinowitz et al., 2018)
Targeted approach within planetary health, using ecosystems to deliver sustainable health and environmental outcomes (World Economic Forum, 2024)
This table clarifies that sustainability is the broadest framework, with planetary health focusing on environmental impacts on human wellbeing. OneHealth and NbS are more specific, with NbS providing actionable solutions that align with both planetary and human health.
The Role of Nature-Based Solutions in Planetary Health and Medical Education
Nature-based solutions, supported by frameworks like those from the International Union for Conservation of Nature (IUCN), are integral to planetary health, providing ecosystem services that benefit human wellbeing. Examples include the role of green urban spaces in reducing respiratory diseases, wetlands in water purification, and mangroves in coastal resilience. Pharmaceutical companies are also beginning to invest in NbS, recognising their importance in sourcing medicinal compounds sustainably and supporting biodiversity that mitigates disease spread (World Economic Forum, 2024).
By incorporating NbS concepts into medical education, future healthcare professionals can better understand how ecosystem health directly impacts human health. This approach allows doctors to recommend preventive strategies that support both individual and community health, aligning with planetary health goals.
Seamless Integration of Planetary Health and NbS in Medical Education
Nature-based solutions can be seamlessly integrated into MBBS modules. Here’s a structure for how these topics align with existing curriculum goals:
1. Physiology and Pathology
• Embed environmental factors, such as pollution and climate change, in discussions of respiratory and cardiovascular health.
• Include studies on nanoplastic exposure and its potential inflammatory effects in cardiovascular health modules (Jin et al., 2022).
• Integrate the effects of urban green spaces on lowering rates of respiratory diseases due to reduced pollution and increased physical activity.
2. Community Medicine and Public Health
• Teach how NbS can mitigate vector-borne diseases, such as dengue and malaria, by restoring wetlands and promoting urban green spaces.
• Discuss the importance of sustainable food systems within nutrition topics, linking agroforestry practices with improved nutrition and reduced pesticide use (World Economic Forum, 2024).
• Explore mental health benefits of nature exposure, using urban green space initiatives as a case study.
3. Pharmacology
• Examine sustainable medicinal sourcing and the role of biodiversity in providing plant-based medicines. Pharmaceutical companies’ investments in biodiversity protection reflect this approach (World Economic Forum, 2024).
• Discuss antibiotic stewardship to prevent environmental contamination and antimicrobial resistance (Singer et al., 2019).
4. Clinical Rotations
• Include case studies that address health impacts of environmental changes, such as heat-related illnesses and waterborne diseases from pollution and ecosystem degradation.
• Emphasize NbS as community-level solutions in clinical practice, such as recommending exposure to green spaces for stress management and discussing community advocacy for clean water and air.
Expected Outcomes of Integrating Planetary Health and NbS
Aligned with the updated MQF and ESD principles, the following are the expected outcomes for medical graduates 4-5 years after completing a curriculum that integrates planetary health and NbS:
1. Holistic Patient Care with Planetary Health Awareness
Graduates will deliver patient care that considers environmental factors affecting health, advising patients on lifestyle choices that support both personal and planetary wellbeing.
2. Advocacy for Sustainable Healthcare
Graduates will promote sustainable practices in healthcare settings, such as reducing waste, supporting biodiversity, and conserving energy, contributing to planetary health goals.
3. Community Engagement and Environmental Health Advocacy
Graduates will educate communities on the benefits of NbS, advocating for policies that promote health through clean air, water, and urban greenery.
4. Ethical Responsibility in Environmental Health
Graduates will understand their role in promoting ecosystem protection as a foundation for health, supporting efforts to reduce health disparities related to environmental degradation.
Recommendations
Integrating planetary health and NbS into the MBBS curriculum, without adding new topics, enriches medical education by promoting a global awareness of health interdependencies. This integration equips doctors to address health in ways that support human and environmental sustainability, making a positive impact on society and the planet.
Disclaimer
This article was created with assistance from ChatGPT, an AI language model, to provide an overview of integrating planetary health into medical education. While the content has been reviewed to ensure accuracy and relevance, readers are encouraged to consult additional sources and expert opinions when implementing educational frameworks.
References
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