FIMA Year Book 2009 - Federation of Islamic Medical Associations

Ethical Issues Related ToMedical EducationIn The Light Of Islamic PrinciplesMuhammad Iqbal khan* , Rehan Ahmed Khan, Masood AnwarAbstract:Ethical dimension of Medical education necessitates a dedicated perception of explicit moralcodes, delivering medical knowledge and training of medical professionals, not only atundergraduate and postgraduate levels, but till the end of one’s professional life. Going back inhistory, we find that Islamic culture is most fascinating, complex, and dynamic in the world.Medical knowledge remained the vital part of learning objectives even as early as the time ofProphet Muhammad (PBUH). Muslim medical scholars contributed a great deal in impartingmedical knowledge to every student irrespective of race, religion or ethnic group. Medical ethicsis one of the important subjects stressed in modern age medical education. However, it is by nomeans the Islamic ethics. Islamic ethics is far superior than the “medical ethics” as it protects bothmedical practitioner and the patient, not only from the sins of worldly standards but those ofdivine standards too. Unfortunately medical ethics is not an essential part of medical curricula ofmost of the universities and medical schools. The learning behaviors and modalities of deliveringmedical education need certain ethical precincts. These ethical boundaries are well drawn byIslamic education system. During the selection process of a medical student and of a residentfor higher training, the main criterion should be that leaders of the future are being selected.Physicians may be leaders of people, whose moral principles and attitudes should be a role modelfor the society. The most significant constituent of an effective curriculum for a Muslim doctor isthe integration of behavioral changes based on truthful understanding of Islamic medical ethicalvalues. A curriculum is never inclusive and up to the mark if it is lacking fundamental ethicalissues pertaining to medical practice with special reference to faith, knowledge and practice offaith. Medical curriculum must also meet the requirements of the society. In Muslim countries,very little has been done in the postgraduate curricula and training programs. Though it hasbeen greatly emphasized in Islam to acquire knowledge at an incessant pace, little has been donefor continuous medical education and personal development of doctors. A medical teacher isfully aware of the fact that he is the responsible role model for his students and graduates. Allefforts and techniques to prepare and train a Muslim medical professional will be fruitless, if theeducational environment and intellectual disposition of a medical educational institution andteaching hospital are not in accordance with Islamic teachings. The doctor must seek and advancehis knowledge until the end of his life. To attain an exceptional level of knowledge, continuingeducation is essential, so that the scholar’s knowledge will be functional for all communities.Keywords: Ethics, Islamic ethics, medical education, curriculum, continuing medical education.Muhammad Iqbal KhanMD; FRCS ( Eng); FRCS (Glasg); Dip Vas Surg (UK)Professor and head of SurgeryIIMC/ Riphah University, Islamabad- PakistanE-mail: mikhandr@gmail.comFIMA YearBook 200983