Tembeling 2.0

Tag: murabbi

  • A Medical Lecturer in Kulliyyah of Medicine

    The biggest difference between being a medical lecturer and any other role is the student. Without students, there is no IIUM, no Kulliyyah of Medicine, and no SASMEC. Our purpose as medical lecturers is not just to teach medicine but to shape the next generation of doctors, not just in competence but in character, not just in skill but in soul.

    A clinician focuses on patient care, mastering diagnosis, treatment, and management. A lecturer teaches and researches, expanding knowledge but often detached from the clinical realities of patient care. A medical lecturer stands at the intersection of these roles, balancing the responsibility of treating patients with the duty of educating future doctors. But here at IIUM, we aspire for something even greater. We are not just medical lecturers; we are murabbi—mentors, guides, and role models. We do not just pass on knowledge; we nurture, inspire, and shape the minds and hearts of our students, bringing them closer to Allah through the practice of medicine.

    To truly fulfil this role, we must embody both competence and compassion. Competence means being recognised as an expert, not just in title but in substance. It means being a clinician who commands respect for their skills and knowledge, a specialist who leads in their field. But it also means being a true educator, not just one who lectures but one who teaches with purpose. Teaching is a discipline in itself—it requires structure, thought, and refinement. Education is not about dumping information; it is about guiding students towards understanding, application, and transformation.

    Using the ADDIE framework ensures we do this effectively. We analyse our students and their needs. We design and develop lessons that are impactful. We implement them in a way that engages, and most importantly, we evaluate to continuously improve. This cycle of teaching is not just a method; it is a mindset of constant growth, just as we expect our students to grow.

    But beyond competence, compassion is what makes a true murabbi. A great doctor is not just a skilled one, but one who recognises suffering—not only in patients but in students too. Some of our students struggle in ways we do not see. Some are overwhelmed, others demotivated, and many question their own worth. We must be educators who do not just teach but also listen. We must have empathy, not just once, but over and over again, renewing it as part of our daily practice.

    Medical lecturers are also researchers, but too often, we remain consumers of knowledge instead of creators. There is a poverty of ideas when we are content with merely reading and citing others without contributing our own. The medical field does not move forward by observation alone—it progresses when we question, explore, and challenge existing knowledge. Our duty is not just to train doctors but to build the future of medicine itself.

    Balancing between being a clinician and a medical educator is not easy, but it starts with knowing why you are here. Be conscious of your purpose. Be alert to the impact you can make. Recognise that beyond lectures and rounds, you are shaping lives. More than just fitting into the system, you can help create a positive environment. YOU have the power to influence the culture of KOM. YOU are empowered to change how teaching and learning happen here.

    And always remember—without students, there is no university, no faculty, no hospital. We need SASMEC for training, but SASMEC also needs us to sustain its role as a teaching hospital. Everything we do in education, research, and clinical work is interconnected.

    Being a medical lecturer is not just a profession—it is a calling. It is an opportunity to leave a lasting impact, to build not just doctors but compassionate, ethical, and competent leaders in healthcare. It is a chance to make a difference, not just in medicine, but in the lives of those we teach. This is your role now. This is your mission. Welcome to the journey of being a murabbi in medicine.

  • The teacher

    A teacher stands, a beacon bright,

    To guide the lost, to show the light.

    Not just for those who walk the straight,

    But for the ones who hesitate.

    The duty’s weight is not for ease,

    It calls to nurture, calls to please.

    To shape the mind, the heart, the soul,

    To make the broken spirit whole.

    For every student, good or flawed,

    Is but a trust, a gift from God.

    A murabbi’s role is not to flee,

    But to embrace this sacred decree.

    The weak, the wayward, those who stray,

    Need hands to mould, not cast away.

    Their faults, though glaring, can transform,

    When love confronts the brewing storm.

    So face the rebel, face the fight,

    Show patience, wisdom, teach what’s right.

    Correct with care, rebuke with grace,

    Bring Allah’s mercy to their space.

    A teacher’s path is not of fear,

    But courage, steady, year by year.

    For in the work of hearts and minds,

    The murabbi’s legacy shines.

    To run from this is to deny

    The trust bestowed from up on high.

    O teacher, rise, fulfill the call,

    Your role, the noblest of them all.

  • 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