FIMA Year Book 2009 - Federation of Islamic Medical Associations

Editoriala moral endeavor that requires a rigorous application of behavioral and ethicalstandards in addition to the scientific training. He defines professionalismto include dedication, respect, compassion, empathy, honesty, altruism,responsibility, integrity, self respect, magnanimity, and accountability.The author believes that most of these characters are embedded in theQur’anic teachings . These principles as well as the Islamic teachings couldbe incorporated in the student- centered approach of learning. Dr Shaharombelieves so strongly in this aspect of Islamic medical education that if thisprogram is instituted in the early college years, students who are unwilling tobe properly educated can be identified. They need to be counseled .If they showno signs of improvement, they should be guided to leave medicine as a career.Dr Osman expands on this concept . He describes its implimentation atthe Kulliyyah of Medicine at IIUM.A specifically designed module in medicalprofessionalism and proper physician etiquette has been organized for thirdyear medical students prior to their first encounter with patients. This moduleteaches four attributes: expertise, ethics, communication, and compassion.It incorporates Islamic values and practice of Islamic culture as the propergreeting(giving salam), and observing good Akhlaq (manners). In addition, todidactic teaching, a workshop is organized which incorporates case studiesthat represent the following themes: appearance and composure, examinationof a patient of the opposite sex, medical confidentiality, verbal consent, refusalof treatment at own risk discharge, breaking bad news, and making Du’a beforeprocedures .Drs Hassan, Khan, and Abdul Rahman discuss “Muslim Contribution toResearch, Past, Present, and Future”. They describe how Islamic teachingsand the environment in which they lived sparked the pursuit of learning andresearch by scientists of the early Islamic period, how the Muslim physiciansand scientists established centers of learning all over the Muslim World, andhow the Arabic language became the language of learning. The authors describethe establishment of libraries, medical schools, and a system of formal medicaleducation primarily through apprenticeships. This Islamic civilization spannedclose to 1000 years. Then they discuss the factors that led to the decline ofIslamic civilization/science. We are now lagging behind other nations in scientificoutput. The authors report that the number of cited publications from sixMuslim countries : Indonesia, Pakistan, Egypt, Iran, Saudi Arabia, and Malaysiato be miniscule compared to the developed countries. Although the output hastripled from 2005 to 2009, the authors state that is not good enough as theoutput has increased during the same period six fold from the Netherland, andnine-fold from Israel. Muslim countries do not provide the proper environmentfor science to flourish. Muslim scientists have to move to the West to pursuetheir academic careers. Many of them excel in their fields and become worldFIMA YearBook 2009XI