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.
The arrival of generative AI tools like ChatGPT is changing the way we teach and practise biostatistics and epidemiology. Tasks that once took hours, like coding analyses or searching for information, can now be completed within minutes by simply asking the right questions. This development brings many opportunities, but it also brings new challenges. One of the biggest risks is that students may rely too much on AI without properly questioning what it produces.
In this new environment, our responsibility as educators must shift. It is no longer enough to teach students how to use AI. We must now teach them how to think critically about AI outputs. We must train them to question, verify and improve what AI generates, not simply accept it as correct.
Why critical thinking is important
AI produces answers that often sound very convincing. However, sounding convincing is not the same as being right. AI tools are trained to predict the most likely words and patterns based on large amounts of data. They do not understand the meaning behind the information they provide. In biostatistics and epidemiology, where careful thinking about study design, assumptions and interpretation is vital, careless use of AI could easily lead to wrong conclusions.
This is why students must develop a critical and questioning attitude. Every output must be seen as something to be checked, not something to be believed blindly.
Recent academic work also supports this direction. Researchers have pointed out that users must develop what is now called “critical AI literacy”, meaning the ability to question and verify AI outputs rather than accept them passively (Ng, 2023; Mocanu, Grzyb, & Liotta, 2023). Although the terms differ, the message is the same: critical thinking remains essential when working with AI.
How to train critical thinking when using AI
Build a sceptical mindset
Students should be taught from the beginning that AI is only a tool. It is not a source of truth. It should be seen like a junior intern: helpful and fast, but not always right. They should learn to ask questions such as:
What assumptions are hidden in this output? Are the methods suggested suitable for the data and research question? Is anything important missing?
Simple exercises, like showing students examples of AI outputs with clear mistakes, can help build this habit.
Teach structured critical appraisal
To help students evaluate AI outputs properly, it is useful to give them a structured way of thinking. A good framework involves five main points:
First, methodological appropriateness
Students must check whether the AI suggested the correct statistical method or study design. For example, if the outcome is time to death, suggesting logistic regression instead of survival analysis would be wrong.
Second, assumptions and preconditions
Every method has assumptions. Students must identify whether these assumptions are mentioned and whether they make sense. If assumptions are not stated, students must learn to recognise them and decide whether they are acceptable.
Third, completeness and relevance
Students should check whether the AI output missed important steps, variables or checks. For instance, has the AI forgotten to adjust for confounding factors? Is stratification by key variables missing?
Fourth, logical and statistical coherence
The reasoning must be checked for soundness. Are the conclusions supported by the results? Is there any step that does not follow logically?
Fifth, source validation and evidence support
Students should verify any references or evidence provided. AI sometimes produces references that do not exist or that are outdated. Cross-checking with real sources is necessary.
By using these five points, students can build a habit of structured checking, instead of relying on their instincts alone.
Encourage comparison and cross-verification
Students should not depend on one AI output. They should learn to ask the same question in different ways and compare the answers. They should also check against textbooks, lectures, or real research papers.
Practise reverse engineering
One effective exercise is to give students an AI-generated answer with hidden mistakes and ask them to find and correct the errors. This strengthens their ability to read carefully and think independently.
Make students teach back to AI
Another good practice is to ask students to correct the AI. After finding an error, they should write a prompt that explains the mistake to the AI and asks for a better answer. Being able to explain an error clearly shows true understanding.
Why logical thinking in coding and analysis planning remains essential
Although AI can now generate codes and suggest analysis steps, it does not replace the need for human logical thinking. Writing good analysis plans and coding correctly require structured reasoning. Without this ability, students will not know how to guide AI properly, how to spot mistakes, or how to build reliable results from raw data.
Logical thinking in analysis means asking and answering step-by-step questions such as:
What is the research question? What are the variables and their roles? What is the right type of analysis for this question? What assumptions need to be checked? What is the correct order of steps?
If students lose this skill and depend only on AI, they will not be able to detect when AI suggests inappropriate methods, forgets a critical step, or builds a wrong model. Therefore, teaching logical thinking in data analysis planning and coding must stay an important part of the curriculum.
Logical planning and good coding are not simply technical skills. They reflect the student’s ability to reason clearly, to see the structure behind the problem, and to create a defensible path from data to answer. These are skills that no AI can replace.
Ethical use of generative AI and the need for transparency
Along with critical and logical thinking, students must also be trained to use generative AI tools ethically. They must understand that using AI does not remove their professional responsibility. If they rely on AI outputs for any part of their work, they must check it, improve it where needed, and take ownership of the final product.
Students should also be taught about data privacy. Sensitive or identifiable information must never be shared with AI platforms, even during casual exploration or practice. Responsibility for patient confidentiality, research ethics, and academic honesty remains with the human user.
Another important point is transparency. Whenever AI tools are used to assist in study design, data analysis, writing or summarising, this use should be openly declared. Whether in academic assignments, published articles or professional reports, readers have the right to know how AI was involved in shaping the content. Full and honest declaration supports academic integrity, maintains trust, and shows respect for the standards of research and publication.
Students should be guided to include a simple statement such as:
“An AI tool was used to assist with [describe briefly], and the final content has been reviewed and verified by the author.”
By practising transparency from the beginning, students learn that AI is not something to hide, but something to use responsibly and openly.
Building a modern curriculum
To prepare students for this new reality, we must design courses that combine:
Training in critical thinking when using AI outputs Training in logical thinking for building analysis plans and writing codes Training in ethical use and transparent declaration of AI assistance
Students should be given real-world tasks where they must plan analyses from scratch, use AI as a helper but not as a leader, check every output carefully, and justify every step they take. They should also be trained to reflect on the choices they make, and on how to improve AI suggestions if they find them weak or incorrect.
By doing this, we can prepare future biostatisticians and epidemiologists who are not only technically skilled but also intellectually strong and ethically responsible.
A new way forward
Teaching students to use AI critically is not just a good idea. It is essential for the future. In biostatistics and epidemiology, where errors can affect public health and policy, we must prepare a new generation who can use AI wisely without losing their own judgement.
The best users of AI will not be those who follow it blindly, but those who can guide it with intelligence, knowledge and ethical care. Our role as teachers is to help students become leaders in the AI age, not followers.
References
Ng, W. (2023). Critical AI literacy: Toward empowering agency in an AI world. AI and Ethics, 3(1), 137–146. https://doi.org/10.1007/s43681-021-00065-5
Mocanu, E., Grzyb, B., & Liotta, A. (2023). Critical thinking in AI-assisted decision-making: Challenges and opportunities. Frontiers in Artificial Intelligence, 6, Article 1052289. https://doi.org/10.3389/frai.2023.1052289
Disclaimer
This article discusses the responsible use of generative AI tools in education and research. It is based on current understanding and practices as of 2025. Readers are encouraged to apply critical judgement, stay updated with evolving guidelines, and ensure compliance with their institutional, professional, and ethical standards.
Malaysia is facing a silent but accelerating epidemic. Cardiovascular disease (CVD) is not only the leading cause of death in the country, but it is also affecting Malaysians a decade earlier than in advanced nations (APAC CVD Alliance, 2024). Nearly one in four CVD patients was under the age of 50 in 2019, and the largest increase in stroke incidence occurred among those aged 35 to 39. Ischaemic heart disease is 1.6 times more prevalent in men, while stroke affects more women—showing no demographic is spared. Malaysia now records one of the highest rates of heart failure in Southeast Asia, with hospitalisation rates of 10 percent and 30-day readmission rates reaching 25 percent. Worse, heart failure in Malaysia is diagnosed six to ten years earlier than in other countries.
Behind these clinical realities lies a lifestyle in crisis. Nearly 50 percent of adults are overweight or obese, with women slightly more affected (54.7 percent). Three in ten Malaysians suffer from hypertension, and one in five has diabetes—often without knowing it. Salt intake remains well above the WHO recommended limit, while the intake of fats and sugars has increased by 80 percent and 33 percent respectively over the last 45 years. The consequences are severe: Malaysia incurs USD 1.68 billion annually in direct and indirect costs from premature CVD mortality and disability (APAC CVD Alliance, 2024).
These are not just numbers—they are warnings. And the root cause is not simply medical, but spiritual and behavioural. The overconsumption of food, physical inactivity, and dependence on chemical cures without lifestyle transformation are symptoms of deeper imbalance. It is in this light that Islamic teachings and ethical models of care must reclaim their place—not only in public health planning, but in the consultation room, the community, and the curriculum.
Islam offers profound guidance on eating and health. The Prophet Muhammad (peace be upon him) said, “The son of Adam does not fill any vessel worse than his stomach. It is sufficient for him to eat a few bites to keep his back straight. But if he must, then one-third for his food, one-third for his drink, and one-third for his breath” (al-Tirmidhi, Hadith 2380). Likewise, the Qur’an instructs, “Eat and drink, but do not be excessive. Indeed, He does not like those who commit excess” (Qur’an 7:31). These teachings embed moderation, gratitude, and accountability within the act of eating—turning what we consume into a reflection of our spiritual consciousness.
Public health models, such as the Health Belief Model (HBM), help explain why people change or fail to change behaviour. The model shows that individuals are more likely to adopt preventive actions when they perceive a personal risk, understand the severity of the disease, believe in the benefits of change, and encounter minimal barriers (Becker, 1974; Champion & Skinner, 2008). In Malaysia, however, these elements must be delivered within local, spiritual, and cultural frameworks. That means moving beyond posters and pamphlets to engaging communities through trusted voices—especially doctors, religious leaders, and educators.
Doctors have a unique and sacred role. They are not only healers but also leaders, educators, and examples. Every consultation is an opportunity not just to prescribe medication, but to prescribe a lifestyle. Patients with hypertension, diabetes, or obesity must be advised on dietary change, physical activity, spiritual discipline, and fasting—not merely given chemical interventions. Lifestyle prescriptions must become part of routine clinical practice, not optional or secondary. Hospitals and clinics must transform from treatment centres into wellness institutions.
This responsibility begins with doctors themselves. Their credibility is strengthened when they live the lifestyle they promote. A doctor who fasts regularly, avoids gluttony, walks or cycles, and maintains balance in diet and conduct offers a silent but powerful form of da’wah. Islamic hospitals and medical faculties should reinforce this vision, ensuring that doctors are seen as moral exemplars and not merely technical experts. Their example can shift norms and inspire communities to follow a path of moderation.
To make this sustainable, preventive health education must be strengthened at the foundation. Medical schools should embed modules that combine behavioural science, nutrition, spiritual wellness, and Islamic ethics. Students should be trained to give khutbahs, lead community dialogues, and understand the social determinants of health from a tawhidic worldview.
Tawhidic epistemology gives this approach its moral clarity. It asserts that all knowledge—whether biomedical or behavioural—must lead to Allah. The body is a trust (amanah), and health is a blessing that demands stewardship. Healing, therefore, is not limited to the removal of symptoms but must also serve to realign the human being with divine balance (mizan). As articulated by Bakar (2021, 2025), tawhid integrates rational and revealed knowledge to ensure that science and healthcare are spiritually accountable. By embracing tawhid, we move from seeing the patient as a consumer of treatment to a servant of the Creator, responsible for preserving his or her own body and influencing society.
Malaysia’s battle against early-onset CVD will not be won in hospitals and pharmacies alone. It will be won in the hearts, homes, and habits of the people. By combining the insight of the Health Belief Model with the moral depth of tawhidic epistemology—and empowering doctors to lead through both words and example—we can return to the prophetic path: to eat moderately, to live purposefully, and to heal with meaning.
References
APAC CVD Alliance. (2024). Malaysia: A call for cohesive action—Redefining cardiovascular care in the Asia-Pacific. https://apac-cvd.org/publications/
al-Tirmidhi, M. I. (n.d.). Jamiʿ at-Tirmidhi (Hadith 2380)
Bakar, O. (2021). Tawhid and science: Essays on the history and philosophy of Islamic science (2nd ed.). UBD Press.
Bakar, O. (2025). Defining the core identity of a 21st-century Islamic university. In The Muslim 500: The World’s 500 Most Influential Muslims (2025 Edition) (pp. 70–73). The Royal Islamic Strategic Studies Centre.
Becker, M. H. (1974). The Health Belief Model and personal health behavior. Health Education Monographs, 2, 324–473.
Champion, V. L., & Skinner, C. S. (2008). The Health Belief Model. In K. Glanz, B. K. Rimer, & K. Viswanath (Eds.), Health behavior and health education: Theory, research, and practice (4th ed., pp. 45–65). Jossey-Bass.
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.
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.
Sustainable healthcare is a transformative approach that not only ensures the effective delivery of healthcare services but also aligns with the principles of planetary health. Planetary health recognises the interconnectedness of human health and the environment, emphasising that the well-being of humanity depends on the health of the Earth’s ecosystems. By reducing healthcare’s environmental impact, sustainable healthcare contributes to mitigating climate change, conserving natural resources, and safeguarding global health outcomes.
This approach addresses the urgent need for healthcare systems to operate in harmony with environmental, economic, and social priorities, paving the way for a future where healthcare not only heals individuals but also preserves the planet for generations to come.
What is Sustainable Healthcare?
Sustainable healthcare is a model designed to meet the current and future health needs of populations while minimising its environmental footprint, ensuring financial efficiency, and promoting health equity. This includes reducing carbon emissions, managing resources responsibly, and integrating environmental stewardship into all aspects of healthcare delivery. It also directly supports planetary health by addressing environmental factors that impact human health.
Examples of Sustainable Healthcare Around the World
1. Greener NHS (United Kingdom):
The NHS is leading by example with its commitment to becoming the world’s first net-zero health system by 2040. Initiatives like electric ambulances, energy-efficient hospitals, and reducing single-use plastics have already saved over £90 million annually. These efforts align with planetary health principles by mitigating climate change and improving air quality.
2. Kaiser Permanente (United States):
Achieving carbon neutrality in 2020, Kaiser Permanente invests in renewable energy, green buildings, and sustainable procurement. Their approach not only reduces their environmental impact but also saves millions of dollars annually, demonstrating that sustainability can drive financial and planetary health benefits.
3. Narayana Health (India):
By implementing lean and efficient healthcare practices, Narayana Health has reduced waste and energy use, ensuring affordable care while minimising environmental harm. Their initiatives contribute to planetary health by conserving limited natural resources.
4. South Africa’s Green Hospitals Programme:
Through solar energy systems, rainwater harvesting, and energy-efficient medical equipment, South African hospitals are addressing local health needs while reducing their carbon footprint. These practices demonstrate how sustainability can advance planetary health in resource-limited settings.
Enablers for Sustainable Healthcare
1. Strong Leadership and Policies:
Governments and healthcare leaders must adopt sustainability as a core organisational value, supported by clear policies and incentives.
2. Innovation and Technology:
Advancements such as renewable energy, energy-efficient hospital systems, and digital health tools are critical for reducing healthcare’s ecological footprint.
3. Education and Awareness:
Training healthcare professionals in sustainable practices ensures they are equipped to lead this transformation.
4. Collaboration:
Public-private partnerships and international collaborations help share best practices and pool resources for larger-scale impact.
5. Financial Investment:
Initial funding and incentives for sustainable projects can catalyse significant long-term savings and environmental benefits.
Benefits of Sustainable Healthcare
Adopting sustainable healthcare practices yields multiple benefits that align with the goals of planetary health:
1. Environmental and Planetary Impact:
• Reduced pollution and carbon emissions contribute to climate change mitigation.
• Responsible resource use helps preserve ecosystems and biodiversity.
2. Improved Health Outcomes:
Cleaner air and water, reduced exposure to harmful chemicals, and access to green spaces enhance public health, aligning with the planetary health approach to improving the determinants of health.
3. Financial Savings:
• Greener NHS: Annual savings of £90 million from energy efficiency projects.
• Newcastle Hospitals’ Electric Couriers: Savings of £25,000 annually, with a break-even period of less than a year.
4. Increased Resilience:
Sustainable practices make healthcare systems more resilient to climate-induced disruptions like extreme weather events or resource shortages.
5. Global Leadership:
Adopting sustainable healthcare demonstrates leadership in addressing both global health and environmental challenges.
Convincing the Healthcare Industry
Healthcare providers have a moral and strategic obligation to adopt sustainable practices. The industry must recognise its significant contribution to carbon emissions and the opportunity to lead in addressing climate and health challenges.
Key Arguments for Action:
• Protect Public Health: Reducing pollution directly benefits patient and community health.
• Cost-Effectiveness: Many sustainable practices pay for themselves within a few years, delivering long-term savings.
• Future-Readiness: Early adoption positions organisations as leaders in innovation and resilience.
• Alignment with Planetary Health Goals: Sustainable healthcare directly supports the global commitment to preserving the planet’s ecosystems for future generations.
Is There a Role for Medical Education?
Medical education plays a pivotal role in advancing sustainable healthcare and planetary health:
1. Incorporating Sustainability into Curricula:
Educate medical students about the environmental impact of healthcare and equip them with the knowledge to implement sustainable practices.
2. Promoting Leadership:
Prepare future healthcare professionals to advocate for and lead sustainability initiatives within their organisations.
3. Encouraging Research and Innovation:
Support research into green healthcare innovations and evidence-based strategies to improve sustainability in clinical practice.
4. Fostering Interdisciplinary Thinking:
Bridge medical education with environmental sciences to develop holistic approaches that integrate healthcare delivery with planetary health objectives.
A Call to Action
Sustainable healthcare is no longer an option—it is an imperative for the health of both people and the planet. By adopting sustainable practices, healthcare organisations can address climate change, reduce costs, and improve health outcomes while contributing to planetary health.
The time to act is now. Leaders, policymakers, and educators must champion sustainable healthcare to ensure a resilient, equitable, and environmentally responsible future. Will your organisation rise to this challenge and lead the way towards a healthier world?
The integration of artificial intelligence (AI) in medicine is transforming healthcare, enabling advanced diagnostics, improved decision-making, and operational efficiencies. However, its application requires careful consideration to ensure that the essence of patient care—ethical responsibility and compassion—is maintained. Clear guidelines are essential to navigate this evolving landscape while simultaneously preparing medical professionals to harness AI effectively through education. As highlighted in a recent article by Hswen and Abbasi (2024), AI lacks emotional intelligence and fiduciary responsibility, which are critical in clinical decision-making. For example, while AI tools can enhance diagnostic accuracy, they cannot “worry” about a patient’s wellbeing or intuitively weigh the moral implications of medical choices.
AI in medicine should always be viewed as a tool to supplement human expertise, not replace it. Tasks requiring moral agency, such as delivering bad news or making ethically complex decisions, must remain the responsibility of clinicians. Transparency is paramount in AI deployment, particularly in patient-facing applications. When patients interact with AI systems, it is ethically imperative that they are informed. Hswen and Abbasi caution against deceptive practices, noting that even unintentional opacity can erode trust. Additionally, the protection of sensitive data must remain a priority. Robust safeguards are needed to prevent unauthorised access or misuse of patient information.
The increasing reliance on AI also sparks the need for a structured framework within medical education. Future clinicians must be equipped to understand, evaluate, and ethically apply AI tools in practice. This involves integrating core competencies such as algorithmic literacy, ethical awareness, and interdisciplinary collaboration into medical curricula. Scenario-based training, where students learn to interpret AI outputs alongside patient care, can provide practical insights. Furthermore, education must emphasise that while AI offers precision and efficiency, compassionate care and human connection remain irreplaceable aspects of medicine.
The future of AI in healthcare extends beyond its current applications. Emerging technologies such as autonomous surgical systems, digital biomarkers, and brain-computer interfaces promise transformative potential. Future research should focus on areas such as personalising care through multi-omics data, integrating AI into lifestyle medicine, and using AI for preventive healthcare. Ethical considerations must guide these advancements. For instance, ensuring that AI systems address, rather than exacerbate, healthcare inequities is crucial. Transparency in algorithm design, patient consent, and cultural sensitivity are essential elements in this process.
AI also holds promise for alleviating administrative burdens, enabling clinicians to dedicate more time to patient interaction. However, as Hswen and Abbasi observe, the unintended consequences of technology—such as increased clinician burnout due to overreliance on electronic systems—must not be overlooked. Efficiency should not come at the cost of quality care or meaningful clinician-patient relationships.
In addition to enhancing clinical practice, AI can revolutionise medical education by enabling adaptive learning and immersive simulations. Generative AI and virtual reality platforms can provide personalised training environments, allowing students to practice high-stakes scenarios. However, these tools must be rigorously tested to ensure alignment with medical evidence and ethical standards. Collaborative research between educators and technologists will be vital to optimise the educational use of AI.
The ethical integration of AI into healthcare requires a multidisciplinary approach, involving clinicians, data scientists, ethicists, and policymakers. As medicine evolves, guidelines and educational frameworks must ensure that technology serves humanity without undermining the moral fabric of care. By balancing innovation with compassion, we can prepare a future where AI enhances healthcare without compromising its core values.
Disclaimer
This article integrates insights from generative AI to enhance its development.
In the modern landscape of education and community engagement, success has long been measured by outputs—metrics like the number of publications, course completions, or participants reached. While these indicators of process are essential, they often offer only a superficial view of the real-world change that such efforts can achieve. True impact extends beyond these processes, reaching deeper levels of personal and societal transformation. Impact affects various spheres: individuals who experience personal growth, families whose values and dynamics are enriched, communities that gain cohesion, institutions that drive meaningful progress, nations that grow in stability and well-being, and even the planet, which benefits from sustainable practices and global cooperation. By shifting our focus from process to impact, we can foster change that is both meaningful and lasting.
Understanding Impact
Impact in education and community work can be conceptualised as the tangible, enduring benefits that result from these initiatives, spanning multiple levels. At the personal level, education or community engagement fosters individual growth, strengthening personal values and building resilience (Bryson et al., 2020). This transformation often extends to family dynamics, where these newly acquired values shape interactions, fostering environments that support learning, empathy, and well-being (World Health Organization [WHO], 2017). At the community level, the process of engagement is critical; however, true impact occurs when communities transform in ways that reflect growth and shared values, addressing issues from literacy to healthcare access (Fraser et al., 2019). Institutional impact further amplifies this by driving policies, shaping curricula, and creating initiatives that reinforce societal values and equity. Nationally, impactful education produces skilled professionals and engaged citizens, contributing to financial stability, political resilience, and sustainable progress (UNESCO, 2015). Ultimately, the ripple effect of these transformations has the potential to address global challenges, fostering planetary health and sustainability (Crawford et al., 2021).
Why Impact Matters
Aligning Actions with Purpose
While output-based metrics track the processes of learning, such as course completion rates or publication counts, focusing on impact reorients efforts toward purpose. This approach ensures that educational and research activities are truly meaningful, working to create compassionate professionals, sustainable communities, or informed citizens. In medical education, for example, impact could be measured by improved patient outcomes rather than just the number of doctors trained (Bryson et al., 2020).
Creating Sustainable Change
A focus on impact cultivates changes that endure beyond the lifespan of a project. In community health, for example, a programme aimed at reducing disease prevalence may have sustainable impact if it results in long-term behavioural change, such as improved hygiene practices or healthier lifestyle choices among community members (Green et al., 2018). Sustainable transformation, as opposed to temporary gains, requires that the underlying values and practices endure over time, leading to lasting benefits for individuals and societies.
Encouraging Accountability
Evaluating impact holds educators, researchers, and community leaders accountable not only for the processes they initiate but also for the long-term effects of their work. Questions of impact shift the focus from quantitative outputs to qualitative change, asking whether a project has improved social values, supported financial sustainability, or contributed to political stability (UNESCO, 2015). This accountability framework enhances the integrity of educational and research programmes by ensuring they deliver genuine societal benefits.
Enhancing Financial and Social Value
Focusing on impact also supports the wise allocation of resources, with funding directed towards projects that yield significant, long-term benefits. Financial impact can be seen in economic resilience, as educational programmes improve employability and health initiatives reduce public healthcare costs (Crawford et al., 2021). Social value is equally crucial; by promoting equity, inclusion, and community welfare, impactful initiatives strengthen the social fabric and build resilience.
Addressing Global Challenges and Planetary Health
Educational and research institutions, by aligning with the United Nations Sustainable Development Goals (SDGs), can actively contribute to planetary health and sustainability (UNESCO, 2015). For instance, research that advances environmental literacy or fosters sustainable practices directly supports global sustainability goals, emphasising that every local initiative has the potential to contribute to a healthier planet.
Measuring Impact Beyond Traditional Metrics
Impact measurement requires a nuanced approach, utilising tools and methods that capture both immediate and long-term effects across multiple domains. Personal growth can be assessed through reflective evaluations and surveys that track changes in values and behaviours (WHO, 2017). Community impact might involve participatory research methods that gather qualitative insights from community members, while financial sustainability can be gauged through Social Return on Investment (SROI) analyses, which quantify economic benefits against costs (Green et al., 2018). Policy analysis can measure political impact, tracing how research influences governance or legislative change (Bodilly et al., 2017). At the planetary level, environmental impact assessments aligned with SDG metrics allow institutions to measure contributions toward global sustainability (Crawford et al., 2021).
The Role of University Rankings in Measuring Impact
Increasingly, university ranking systems are recognising the importance of impact-focused metrics, moving beyond traditional outputs to capture the broader contributions of institutions to society and the environment. The Times Higher Education (THE) Impact Rankings evaluates universities based on their alignment with the United Nations Sustainable Development Goals (SDGs), offering insights into how institutions address global challenges such as poverty and health (Times Higher Education, n.d.). The QS Stars University Rating System includes an “Impact” category that assesses community engagement and social responsibility (QS Quacquarelli Symonds, n.d.), while the UI GreenMetric World University Rankings specifically measures environmental sustainability practices on campuses (Universitas Indonesia, 2023). U-Multirank, funded by the European Commission, takes a multidimensional approach that includes regional engagement and knowledge transfer, allowing for a more nuanced assessment of local impact (U-Multirank, n.d.). These rankings encourage universities to prioritise sustainable practices, community engagement, and social responsibility, fostering a global movement towards impact-driven education.
A Future Built on Impact
As we navigate the future of education, research, and community engagement, a focus on impact is essential for creating meaningful, lasting change. This approach reframes educational initiatives as investments in personal development, family and social values, financial resilience, political stability, and planetary health. By integrating these dimensions into the core of educational and research efforts, institutions can drive progress on multiple fronts, fostering a more resilient, equitable, and sustainable society. In essence, a shift from process to impact enables us to fulfil not only the immediate goals of education and research but also the broader, transformative changes that these fields can inspire.
Disclaimer: This article was created using OpenAI’s ChatGPT for research and educational purposes.
References
Bodilly, S. J., Chun, J., Ikemoto, G. S., & Stockly, S. (2017). Improving school leadership: The promise of cohesive leadership systems. Rand Corporation.
Bryson, J. M., Patton, M. Q., & Bowman, R. A. (2020). Working across boundaries: Making collaboration work in government and nonprofit organizations. John Wiley & Sons.
Crawford, M., Hoque, Z., & Moll, J. (2021). Public sector reform and performance management: Managing on the edge. Routledge.
Fraser, N., Bunting, M., & O’Brien, M. (2019). Community engagement: Key to better health and education outcomes. World Health Organization.
Green, C., Hinton, P., & Ridley, M. (2018). Sustainable health and community development: Building resilience and equity. Oxford University Press.
Times Higher Education. (n.d.). Impact Rankings 2023. Times Higher Education. https://www.timeshighereducation.com/impactrankings
U-Multirank. (n.d.). What is U-Multirank? https://www.umultirank.org
UNESCO. (2015). Education 2030: Incheon declaration and framework for action towards inclusive and equitable quality education and lifelong learning for all. UNESCO.
Universitas Indonesia. (2023). UI GreenMetric World University Rankings 2023. Universitas Indonesia. https://greenmetric.ui.ac.id/
World Health Organization. (2017). Community engagement framework for quality, people-centered, and resilient health services. WHO.
The evolving demands on healthcare systems worldwide have highlighted the need for direct-care physicians to adopt educational roles. A recent JAMA article by Sweigart, Watson, and Burger (2024) emphasises this trend, explaining that more physicians are being called upon to act as educators as training expands to new healthcare settings. This development is particularly relevant in Malaysia, where the demand for medical specialists continues to rise and where expanding training locations can address both capacity challenges and geographic disparities in specialist availability.
Malaysia’s medical specialist training is currently provided primarily by local universities, including both public and private institutions. These university-based programmes, while well-established, face limitations in the number of trainees they can accommodate. With the need for specialists projected to grow significantly, Malaysia must look beyond universities to scale up training opportunities. Increasing the number of Ministry of Health (MOH) hospitals involved in training offers a promising solution. By incorporating more MOH hospitals, especially in Sabah and Sarawak, Malaysia can provide specialist training opportunities close to home for doctors in these regions, reducing the need for them to relocate to Peninsular Malaysia. This decentralised approach aligns with the Ministry of Health’s objectives to improve healthcare accessibility across the country and to support equitable healthcare distribution.
Expanding training locations, however, brings forth the critical need to maintain quality and consistency across all settings. To ensure that trainees receive a high-quality, uniform education, a standardised curriculum is essential. The National Postgraduate Medical Curriculum (NPMC), developed by the Malaysian Public University Medical Deans Council under the Ministry of Higher Education, plays a pivotal role in addressing this need. The NPMC provides structured learning objectives, competency benchmarks, and assessment methods, ensuring that all trainees, regardless of training location, are prepared to meet the same rigorous standards. This curriculum, authored by experts nationwide, is designed to ensure that the training of specialists in Malaysia aligns with the country’s healthcare needs and meets the standards expected in modern medical practice (Amjad, 2024).
For this initiative to succeed, collaboration between universities and the Ministry of Health is essential. Universities bring established expertise in medical education, while MOH hospitals provide diverse clinical settings and cases essential for comprehensive training. A coordinated effort between these institutions can bridge the gap between academia and practical, patient-focused training. This collaboration can involve sharing resources, co-developing faculty development programmes to prepare MOH clinicians for teaching roles, and creating mentorship opportunities to support trainee learning in non-university settings. This integrated approach, as outlined in the JAMA article, requires that both universities and hospitals embrace the dual responsibilities of patient care and education to develop a future-ready healthcare workforce (Sweigart et al., 2024).
Through the combined efforts of universities, the MOH, and other stakeholders, Malaysia has an opportunity to create a sustainable and resilient specialist training framework. By expanding training locations to MOH hospitals, particularly in underrepresented regions, and implementing the NPMC, Malaysia can ensure that future specialists receive consistent, high-quality education across diverse settings. This strategy not only addresses the immediate need for increased specialist training capacity but also supports the broader goal of equitable healthcare distribution throughout the country.
Disclaimer: This article was generated with assistance from ChatGPT, an AI language model.
References
Amjad, N. M. (2024). Postgraduate clinical specialist training in Malaysia: At a crossroads. International Medical Journal Malaysia, 23(2), 1–3. Retrieved from https://journals.iium.edu.my/kom/index.php/imjm/article/download/2583/1483/16082
Sweigart, J. R., Watson, R., & Burger, A. (2024). The accidental teacher—Direct-care physicians increasingly placed in teaching roles. JAMA. https://doi.org/10.1001/jama.2024.17626
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
International Union for Conservation of Nature. (2023). Nature-based solutions. Retrieved from https://iucn.org/our-work/nature-based-solutions
Jin, H., Ma, T., Sha, X., Liu, Z., & Zhou, Y. (2022). Nanoplastics and cardiovascular diseases: A link from the environment to human health. Environmental Research, 204, 112281. https://doi.org/10.1016/j.envres.2021.112281
Landrigan, P. J., Fuller, R., Acosta, N. J. R., Adeyi, O., Arnold, R., Basu, N., & Zhong, M. (2018). The Lancet Commission on pollution and health. The Lancet Planetary Health, 2(1), e26-e36. https://doi.org/10.1016/S2542-5196(17)30173-8
Lim, S. S., Vos, T., Flaxman, A. D., Danaei, G., Shibuya, K., Adair-Rohani, H., & Ezzati, M. (2021). A comparative risk assessment of burden of disease and injury attributable to 67 risk factors and risk factor clusters in 21 regions, 1990–2010: A systematic analysis for the Global Burden of Disease Study 2010. The Lancet, 380(9859), 2224-2260. https://doi.org/10.1016/S0140-6736(12)61766-8
Myers, S. S., & Frumkin, H. (2020). Planetary health: Protecting nature to protect ourselves. Island Press.
Prescott, S. L., & Logan, A. C. (2019). Planetary health: From the wellspring of holistic medicine to personal and public health imperative. Explore, 15(2), 98-106. https://doi.org/10.1016/j.explore.2018.11.008
Prüst, M., Meijer, J., Westerink, R. H., & Brouwer, A. (2020). The plastic brain: Neurotoxicity of micro- and nanoplastics. Environmental Science & Technology, 54(18), 11431-11441. https://doi.org/10.1021/acs.est.0c02350
Rabinowitz, P. M., Natterson-Horowitz, B., Kahn, L. H., & Kock, R. (2018). One Health and Planetary Health: Perspectives from the U.S. National Institutes of Health. National Institutes of Health.
Raworth, K. (2017). Doughnut economics: Seven ways to think like a 21st-century economist. Chelsea Green Publishing.
Singer, A. C., Shaw, H., Rhodes, V., & Hart, A. (2019). Review of antimicrobial resistance in the environment and its relevance to environmental management in the context of planetary health. The Lancet Planetary Health, 3(7), e253-e261. https://doi.org/10.1016/S2542-5196(19)30078-1
United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. Sustainable Development Goals (SDGs). Retrieved from https://sdgs.un.org/2030agenda
Whitmee, S., Haines, A., Beyrer, C., Boltz, F., Capon, A. G., Dias, B. F., & Yach, D. (2015). Safeguarding human health in the Anthropocene epoch: Report of The Rockefeller Foundation–Lancet Commission on planetary health. The Lancet, 386(10007), 1973-2028. https://doi.org/10.1016/S0140-6736(15)60901-1
World Economic Forum. (2024). How pharma companies are investing in nature to improve human and planetary health. Retrieved from https://www.weforum.org/stories/2024/09/how-pharma-companies-are-investing-in-nature-to-improve-human-and-planetary-health/