FIMA Year Book 2009 - Federation of Islamic Medical Associations

Ethical Issuesguidance and continual care in and outof classes, before and after graduation.Medical education is neitherpassive nor authoritarian. It aims atsparking mental activity, fosteringobservation, analysis and reasoning,development of independent thoughtand the evolvement of fresh questions.Stagnation of medical knowledgeis strongly condemned in Islamicteachings, continuous and enhancingof medical knowledge and expertiseto provide best medical care topatients and society can only bepossible if the teacher is well versedwith these techniques and capable ofefficiently transmitting to his studentsat undergraduate and postgraduatelevels. Medical education has to bepurified from every activity towardsatheism or infidelity, yet it picks fromall trees without refractoriness orprejudice. (31) Only following out-datedideas and methodologies learnt froma teacher years ago and not adoptingthe newest better ideas , is stronglycondemned in Qur’an “As such we havefound our fathers and we will follow ontheir footsteps” (32) . This is the reasonthat the Muslim teacher is progressiveand forward looking rather thandeveloping an attitude which is onlyconducive to stagnation and arrest ofprogress. A Muslim medical teacheris a role model for his students andhis life reflects the Islamic behavior.“For surely I have been sent to be ateacher.” (33) . An attitude that “Faith” isremedial, a healer, a conqueror of stressand a procurer of cure is needed. Thetraining of the doctor should preparehim/her to bolster “Faith” and availthe patient of its unlimited blessings.This can only be done if the medicaltrainees acquire sound knowledge ofIslam related to medicine and healthsciences, as well as comprehensive anduptodate knowledge of Medicine andrelated arts. Thereafter he must developthe abilities to decide and implementmedical knowledge within the frame ofIslamic medical ethics. (31)Conducive Environment of MedicalSchool/ Institution:All efforts and techniques to prepareand train a Muslim medical professionalwill be ineffective if the educationalenvironment and academic atmosphereof the medical educational institutionsand teaching hospitals are not inharmony with Islamic teachings. Allmedical institutions, including teachinghospitals and allied specialties, mustfollow and adopt Islamic ideologicalvalues with correct understandingof their application without anyreservations. It is impossible to importeducation in a secular environmentand prepare a true Muslim doctor whocould acquire all qualities of a goodMuslim in general and good Muslimdoctor in particular. At least a medicalinstitution must follow the policy ofavoidance of improper and unnecessaryikhtilat (mixed sex gatherings), properIslamic dress code, lay out of theinstitution, separate civic facilities formale and female staff, etc. The campusmust reflect Islamic symbols and thereFIMA YearBook 200994