Tembeling 2.0

Tag: medicine

  • To my young doctors

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

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

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

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

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

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

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

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

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

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

    Thank you.

  • Recalibrating Careers in Medical Education: A Call for Change in Appraisal and Promotion Systems

    The role of a medical educator or clinical lecturer goes beyond disseminating knowledge; it embodies the spirit of mentorship, guidance, and the holistic development of future healthcare professionals. However, the current landscape in medical education appraisal and promotion systems appears to shift this focus, often prioritising individual achievements over collective institutional goals. This article argues that such systems, heavily influenced by university ranking metrics, could undermine the very essence of education and teamwork within academic institutions.

    The Shift Toward Personal Achievements

    Medical educators once prided themselves on their role as mentors and nurturers of student growth. In the Islamic tradition, this role aligns with the concept of murabbi—a teacher who fosters not just academic knowledge but also spiritual and ethical development. Unfortunately, modern appraisal systems place less emphasis on these nurturing aspects of education. Instead, faculty members are often encouraged to pursue individual accolades, primarily through research publications and citations.

    The increasing focus on research outputs as the primary criterion for academic advancement has led to what many term a “publish or perish” culture, where quantity often supersedes quality in scholarly work. According to research, universities are driven by global ranking systems that primarily focus on research outputs, leading to a shift in faculty priorities from education and mentoring towards securing personal research achievements (Macfarlane, 2011). This change has contributed to the diminishing role of faculty as murabbi—those who mentor with a view to nurturing holistic, well-rounded graduates.

    The Dangers of Ranking Games

    University rankings have gained disproportionate influence in shaping the behaviours and strategies of academic institutions. Metrics such as the number of publications, citation counts, and journal impact factors have become the dominant benchmarks for academic success. A study by Hazelkorn (2015) highlighted the problematic reliance on such rankings, which often fail to account for the teaching mission of universities. The tendency to align institutional goals with these metrics, regardless of context or educational mission, is creating an environment where educators are pressured to focus on individual performance at the expense of broader educational goals.

    This pressure can lead to unintended consequences. For instance, Macfarlane (2011) noted that academic staff are incentivised to prioritise activities that boost their individual research profile, potentially leading to a neglect of their teaching responsibilities. This imbalance risks reducing the overall quality of education and mentorship that students receive.

    The Neglect of Teaching and Real Collaboration

    A career in medicine and medical education is about more than research output. Yet, the current systems undervalue teaching excellence, mentorship, and institutional service. Lecturers may feel demotivated to invest in these areas if they do not contribute directly to promotion prospects. This not only stifles the quality of education but also discourages real collaboration between faculty members. In medical education, where interdisciplinary cooperation and teamwork are essential, such an environment can be detrimental to both faculty cohesion and student outcomes.

    Collaboration is crucial in fostering innovation and holistic educational approaches, particularly in clinical settings where teamwork is a fundamental part of patient care. If academic reward systems are misaligned, these efforts may go unrecognised. In their study, Berthelsen and Hølge-Hazelton (2016) discuss how institutional cultures that prioritise research output over collaborative teaching can lead to a siloed approach within faculties, impeding teamwork and collegiality.

    The Need for Systemic Change

    To address these issues, there must be a recalibration of the appraisal and promotion systems in medical education. Institutions need to re-emphasise the importance of teaching and mentorship, not just as supplementary activities, but as critical components of academic careers. Moreover, universities should develop frameworks that recognise and reward collaborative efforts and interdisciplinary initiatives.

    By valuing the role of a murabbi—the educator who shapes not only the intellect but also the ethical and moral compass of future healthcare professionals—institutions can foster a more holistic and balanced academic environment. According to van Schalkwyk et al. (2015), including student feedback and peer evaluations in promotion criteria can help re-establish the importance of teaching and mentorship in the academic appraisal process.

    Conclusion

    If medical education is to stay true to its purpose, the current focus on individual achievement in appraisal systems must shift towards a more balanced approach that values education, collaboration, and mentorship. Faculty members should be empowered and motivated to contribute to the overall vision of their institutions, embracing their roles as educators and murabbi. Without such systemic changes, teamwork, collaboration, and the essence of medical education risk being eroded, ultimately compromising the quality of healthcare professionals we produce.

    References

    Berthelsen, H., & Hølge-Hazelton, B. (2016). Interdisciplinary collaboration: Barriers and facilitators across disciplines. Nursing Education Today, 40, 32-37. https://doi.org/10.1016/j.nedt.2016.02.007

    Hazelkorn, E. (2015). Rankings and the reshaping of higher education: The battle for world-class excellence. Palgrave Macmillan. https://doi.org/10.1057/9781137446671

    Macfarlane, B. (2011). The morphing of academic practice: Unbundling and the rise of the para-academic. Higher Education Quarterly, 65(1), 59-73. https://doi.org/10.1111/j.1468-2273.2010.00467.x

    van Schalkwyk, S., Hafler, J., Brewer, T., et al. (2015). Fostering communities of practice: A qualitative study of the role of academic institutions in advancing education scholarship. Academic Medicine, 90(6), 802-808. https://doi.org/10.1097/ACM.0000000000000698