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Lecture at the Motivation Camp for 2nd year Medical Students Held at Indera Mahkota on 27th February 2004 by Prof Omar Hasan Kasule Sr
1.0 THE TEACHER'S ETIQUETTE:
Teachers should take their task very seriously. The education process, involving giving and receiving knowledge is noble[1]. Teachers should have the humility to know that their knowledge is limited and that they can always learn more. Arrogance because of knowledge is condemned[2]. Teachers must make the learning process interesting and avoid boredom[3]. They should make the atmosphere and circumstances of learning easy for the students[4]. Teachers must be careful in their actions, attitudes, and words at all times because being models and leaders they are seen and are emulated. They must be aware that sometimes they can teach using body language without saying anything[5]; they have to be careful about their public dispositions They should be ready to carry out their function at all times and at any opportunity[6]. They should have an appropriate emotional expression. They can raise the voice to emphasize an important point[7]. They can show anger or displeasure when a mistake is committed[8]. Asking students questions to ascertain their level of knowledge is part of the teaching process and is not in any way a humiliation for them[9]. Teachers should make sure that the students understand by constant repetition[10]. Teachers should strive to pass on to the students as much knowledge as they can. Hiding knowledge is a cause of punishment, uqubat man katama ‘ilma[11].
2.0 THE STUDENT'S ETIQUETTE:
The Islamic etiquette of the relation between the student and the teacher should be followed. In general the student should respect the teacher. This is respect to knowledge and not the individual. The prophet taught admiration and emulation of the knowledgeable[12]. Students should be quiet and respectfully listen to the teacher all the time[13]. Students should cooperage such that one who attends a teaching session will inform the others of what was learned[14]. Students can learn a lot from one another. The student who hears a fact from a colleague who attended the lecture may even understand and benefit more[15]. Students should ask questions to clarify points that they did not understand or which seem to contradict previous knowledge and experience[16]. Taking notes helps understanding and retention of facts[17]. Study of medicine is a full-time occupation; students should endeavor to stay around the hospital and their teachers all the time so that they may learn more and all the time. They should avoid being involved in many other activities outside their studies[18].
3.0 MOTIVATION AND HARD WORK
Medicine is a very demanding course. A student needs strong motivation and commitment to be able to succeed. Commitment, ikhlaas, was described in the Qur’an in several verses[19]. Ikhlaas is expressed in the intention, Ikhlaas al niyyat[20]. Work is the consequence of the intention. Every work is rewarded according to the intention behind it, innama al a’amaal bi al niyaat[21]. Every person is rewarded according to his/her niyyat, li kulli imri ma nawa[22]. The amount of reward is commensurate with the intention, iqaau al ajr ;ala qadr al niyyat[23]. The niyyat must be constant and consistent throughout the whole period of performance until completion. Start must be early and serious, baadiru bi al ‘amal[24]. Work is best judged by its last stages, al ‘amal bi al khawatiim[25]. The best of work is that which is consistent and continuous, khayr al ‘amal adwamuha[26]. In all performance, the human performs that which he is capable of even if the niyyat envisaged more[27].
4.0 TIME: PLANNING & PRIORITIZING
Good time management assures success. Events can be classified into 4 categories depending on their importance and urgency. Urgent and important, Urgent and not important, Not urgent but important, and Not urgent and not important. Some activities like salat are time-sensitive and must be put on the schedule at the right time. Important things even if not the most urgent should be given most priority. Priority is given to essential needs rather than wants. Ibadat has the first priority. Next are biological needs such as sleep and food. Time must be allocated for the family, rest, recreation, and earning livelihood. Prioritization decisions should be maximizing gains and minimizing losses. Stakeholders must be given priority in time allocation decisions. All time priotitization decisions must be by conscious choice and not passive following of others. A diary or calendar should be used to schedule the day’s activities. Proper scheduling requires attention to transitional time, discretionary time, and functional linkages.
[1] (MB70 Bukhari 1:79)
[2] (MB102 Bukhari 1:124)
[3] (MB62 Bukhatri 1:68)
[4] (MB63 Bukhari 1:69)
[5] (MB75 Bukhari 1:85 and MB76 Bukhari 1:86)
[6] (MB74 Bukhari 1:83)
[7] (MB55 Bukhari 1:57)
[8] (MB79 Bukhari Bukhari 1:90, MB80 Bukhari 1:91, and MB81 Bukhari 1:92)
[9] (MB56 Bukhari 1:59)
[10] (MB82 Bukhari 1:95)
[11] (Abudaud K24 B9, Tirmidhi K39 B3, Ibn Majah Intr B24, Ibn Sa’ad J4 Q2 p56, Ahmad 2:263
[12] (MB66 Bukhari 1:73)
[13] (MB101 Bukhari 1:122)
[14] (MB78 Bukhari 1:89)
[15] (MB61 Bukhari 1:67)
[16] (MB88 Bukhari 1:103)
[17] (MB93 Bukhari 1:112)
[18] (MB98 Bukhari 1:118)
[19] (2:139, 4:146, 7:29, 10:22, 12:24, 15:40, 19:51, 29:65, 31:32, 37:40-49, 37:74, 37:128, 37:160, 37:169, 38:2-3
[20] (KS66 Ahmad 3:225)
[21] (Bukhari K1 B1, Bukhari K1 B41, Bukhari K49 B6, Bukhari K63 B45, Bukhari K67 B5, Bukhari K83 B23)
[22] (Bukhari K1 B1, Bukhari K1 B41, Bukhari K49 B6, Bukhari K63 B45, Bukhari K67 B5)
[23] (Bukhari K24 B15, Abudaud K20 B1, 10, Abudaud K40 B82, Tirmidhi K38 B14, Nisai K21 H14)
[24] (Muslim K1 H186) (KS93 Muslim K1 H186)
[25] (Bukhari K81 B33, Bukhari K82 B5, Muslim K46 H11, Abudaud K39 B16, Tirmidhi K30 B4,)
[26] (Bukhari K2 B32, Bukhari K19 B7, Bukjari K30 B52, 64, Muslim K77 B43, Muslim K81 B18)
[27] (Bukhari K19 B18, 20, Bukhari K30 B20, Bukhari K30 B48, Bukhari K30 B49, Bukhari K30 B50)