0708-Training Lecturers of the Islamic Input into the Medical Curriculum

Presented at a Workshop on Islamic Medical Education organized by the Faculty of Medicine Universitas Muhammadiyah Jogjakarta and the Forum of Islamic Medicine (FOKI – Forum ke dokteran Islam) at Jogjakarta on 24-25th August 2007 by Professor Omar Hasan Kasule MB ChB (MUK), MPH (Harvard), DrPH (Harvard) Professor of Epidemiology and Islamic Medicine University Brunei Darussalam and Visiting Professor of Epidemiology University Malaya.


The Islamic Input in the Medical Curriculum (IIMC) aims at integrating three things. The teacher is integrated in the sense that the teacher of a medical specialty is also the teacher of the Islamic values and teachings related to it. The teaching material is integrated in that Islamic concepts are taught alongside medical science and medical practice thus doing away with the dichotomy or duality in the education system in which Islam is taught separately from modern disciplines. The examination is also integrated in that questions on Islam are embedded in the same medical examination.



Most of the material to be covered in IIMC is generally what a normal adult Muslim knows and is termed ‘al ma’aluum fi al ddiin bi al dharurat’. There are a few additional topics that require study of specialized material but these are few. The training will therefore not focus on providing facts. It will rather focus on showing how Islamic facts relate to the medical curriculum and how students can be helped to integrate the two.



Participants in the training workshop will attend plenary lectures at which general principles are presented. These lectures will be short and will introduce the main paradigms. Then the participants will be divided into groups according to their areas of specialization. Each group will be given written material relating to that specialization. The material will be given in advance of the training workshop so that the participants can read it and digest it. During the workshop the participants will discuss the material with the aim of coming out with three consensus statements on (a) How will teaching of this material contribute to the defining characteristics of a Muslim doctor? (b) What are the basic ethical guidelines in the practice of medicine and surgery (c) The curricular learning objectives (LOBs) for each stage of medical education. Each of these statements will require holding a training program for a total of 2 working days. Each workshop can be hosted by a different faculty of medicine.



It is proposed that participants be grouped into 5 discussion groups as follows:

  • Group 1 (Experts in Fundamental Islamic knowledge) to cover ‘aqidat, ilm, & fiqh al ibadat
  • Group 2 (Basic Medical Scientists) to cover jism al insam, hayat & sihhat (life and health), & fiqh al aadaat
  • Group 3 (Clinical specialists) to cover fiqh al amraadh &fiqh al mustajiddaat
  • Group 4 (Community/Public Health specialists) to cover fiqh al jamaat & fiqh al muamalaat
  • Group 5 (Deans and Vice deans) to cover issues of personal development: qiyadat
  • (leadership), idarat (management), and takwin al tabiib(physician formation).


Rapporteurs from each group will summarize the discussions in the group relevant to the definition of a Muslim physician. These will be compiled and will be drafted into a final statement that will be approved at the end of the workshop.

ŠProfessor Omar Hasan Kasule, Sr. August 2007