Medicine

Medicine

Islamization of the Curriculum: The Islamic Input in the Medical Curriculum (IIMC) at the Kulliyyah of Medicine

Paper presented at the Ibn Sina Medical College Dhakka Bangladesh on 31st March 2007 by Professor Omar Hasan Kasule

INTRODUCTION TO THE ISLAMIC INPUT CURRICULUM

The main motive of IIMC is to resolve the crisis of duality or dichotomy manifesting as teaching Islamic sciences separately from medical disciplines by different teachers and in different institutions. IIMC resolves the crisis of duality by insisting that Islamic concepts should be taught by the same people who teach medical disciplines. All lecturers in the Kulliyah of Medicine go through a Diploma in Islamic Studies (DIS) whose modules are exactly the same as the modules of IIMC. This prepares them to be effective teachers of IIMC.

Islamic Medical Manuscript

Islamic cultures are among the most interesting, complex, and dynamic in the world. At the same time, they are among the least known in the West. From its dramatic rise in the seventh century A. D. to the present, Islamic civilization has covered a large part of the globe, incorporating many subcultures and languages into its orbit, and vigorously engaging the peoples around it.

The Theoretical Foundations of Incorporating Islamic Beliefs in a Stress Inoculation Program for Muslims

Little data are available about the nature of stress which Muslims in North America frequently endure. Muslim scholars have not attempted to define the major stressors these Muslims experience, nor have they furnished Muslims with an inoculation program that integrates Islamic beliefs with cognitive techniques in order to change stress quality and quantity. The development of such a program, however, is not possible without theoretical foundations that employ the findings of stress research. On the other hand such a theory, if fully developed, is not functional without empirical data to sustain its basic propositions.

Islamic Medical Ethics with Special Reference to Maqasid al Shari'at

The paper uses the theory of Purposes of the Law, maqasid al shari’at, to discuss contemporary ethico-legal issues in medicine relating to reproductive technology (assisted reproduction, contraception, abortion, sex selection, and genetic testing), end of life issues (artificial life support, euthanasia), transplantation (stem cells and solid organs), cosmetic and reconstructive surgery, post-mortem issues (embalming, cryopreservation, and autopsy), and research (human and animals). Ethical procedures conform to and do not violate the 5 maqasid al shari’at which are: preservation of diin, hifdh al ddiin; preservation of life, hifdh an nafs; preservation of progeny, hifdh al nasl; preservation of the intellect, hifdh al ‘aql; and preservation of resources, hifdh al maal. Also used in the discussion are legal axioms, qawa’id al shari’at, that assist in ethico-legal reasoning.

Islamic Medical Education: Purpose, Integration and Balance

Modern secular-oriented medicine is fragmented by organ as well as disease process and is not holistic. It lacks a sense of balance, mizaan. It is atomistic and not synthetic because it does not have an underlying integrative paradigm. It is disease and not health-oriented. It has a uniformly negative view of illness and does not acknowledge the positive aspects. It ascribes cure of disease to human effort and does not recognize divine intervention. It focuses on quantity of life and not on quality. Islamic medical education can overcome the limitations mentioned above. Islam can provide an integrative tauhidiparadigm to replace the non-tauhid world-view in medicine. The Qur’anic concepts of wasatiyyat, mizaan, i’itidaal, and tadafu’u provide a conceptual framework for balanced medical teaching and medical practice. The aim of Islamic medical education is producing physicians whose practice fulfills the 5 purposes of the Law within a holistic tauhidi context. Further reform of medical education will involve using a wide range of admission criteria and not relying on academic grades, reforming the curriculum to have more apprenticeship, and research-based education and training.

Islamic Medical Education: Purpose, Integration and Balance

Modern secular-oriented medicine is fragmented by organ as well as disease process and is not holistic. It lacks a sense of balance, mizaan. It is atomistic and not synthetic because it does not have an underlying integrative paradigm. It is disease and not health-oriented. It has a uniformly negative view of illness and does not acknowledge the positive aspects. It ascribes cure of disease to human effort and does not recognize divine intervention. It focuses on quantity of life and not on quality. Islamic medical education can overcome the limitations mentioned above. Islam can provide an integrative tauhidiparadigm to replace the non-tauhid world-view in medicine. The Qur’anic concepts of wasatiyyat, mizaan, i’itidaal, and tadafu’u provide a conceptual framework for balanced medical teaching and medical practice. The aim of Islamic medical education is producing physicians whose practice fulfills the 5 purposes of the Law within a holistic tauhidi context. Further reform of medical education will involve using a wide range of admission criteria and not relying on academic grades, reforming the curriculum to have more apprenticeship, and research-based education and training.

Bioethics & Organ Transplantation in a Muslim Society: A Study in Culture, Ethnography, and Religion

Farhat Moazam was born in Pakistan and attended medical school there. For many years, she pursued her surgical and pediatric training in the United States, witnessing not only scientific progress in organ transplantation but also the rise of modern secular bioethics, the advocacy of individual rights and patient autonomy, and feminism(p. 175). Equipped with such privileged knowledge, she obtained high-ranking positions back in Pakistan, reflecting her competence as both a medical doctor and a medical ethics specialist.

Medieval Islamic Medicine

One of the acknowledged contributions to late medieval western education was the tradition of Islamic medicine, both for its role in preserving earlier Greek medical knowledge and, as the authors of this book demonstrate, for innovative and creative advances in medical diagnosis, treatment, and patient care. Pormann and Savage-Smith provide an informative overview of the history of medicine in the Islamic world, from the Prophet’s sayings to the period of extensive contact with European colonialism. Their work supplements and updates the slim volume of Manfred Ullmann, to whom this book is dedicated, entitled Islamic Medicine (Edinburgh University Press: 1976). 

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