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Abstract of Presentation at the 3rd Decades of Medical Faculty of Universitas Muslim Indonesia (UM) and 68th Anniversary of UMI international seminar on 04 June 2022 by Prof. Omar Hasan Kasule Sr. MB ChB (MUK). MPH (Harvard), DrPH (Harvard) Professor of Epidemiology and Bioethics
Integration is infusing the moral teachings of Islam
deriving from the ‘aqiidat and the practical regulations of the shari’at
into medicine. Integration is not parochializing medicine or creating medicine
for Muslims only. It is the universalization of medicine because Islamic values are
universal. The movement for Islamic integration started in the late 1970s with the formation of Islamic Medical Associations. In 1995 Islamic medicine was defined
as Islamic Medicine is defined as medicine whose basic paradigms, concepts,
values, and procedures conform to or do not contradict the Qur'an and Sunnah It is not specific medical procedures or therapeutic agents used at a
particular place or a particular time. This definition gave impetus to the
establishment of Islamic shari’at-compliant hospitals and Islamic colleges of
medicine that implemented the integration program.
Integration of Islamic values in medical education has
5 main components. The first component is teaching the Islamic concepts of
life, death, disease/illness, and treatment. The second component is teaching
the basic medical sciences as evidence of the well-coordinated and
well-proportioned perfect creation by Allah and that life processes follow the
physical laws (sunan Allah) that the creator set and which are signs (ayaat
Allah) for humans testifying to the power and majesty of the creator. The
third aspect is teaching Islamic ethical and fiqh aspects of diagnosing,
preventing, and treating disease; this will also include the ethics of new
ethical challenges created by new advances in biotechnology. The fourth is
teaching what the normal healthy community (qariyah tayyibah) should be
according to the Qur’an this includes issues of gender, marriage, family life,
parents and relatives, community self-help (takaful), and economic relations.
This sets the background for analyzing and solving community problems of
lifestyles, addictions, perversions, poverty, and violence.
The success of the epistemological integration will start
with the integration of the teacher. The professors who teach the medical science.,
clinical, and community disciplines must take a diploma course on the basics of
Islam so that they can integrate them into their teaching. They also can benefit
from the extensive literature on Islamic aspects of medicine available on the
internet. They also need to move a step further by writing and publishing their
own teaching materials that will integrate the most advanced medical
research with the ethical and moral values of Islam.