Integration of Islamic perspectives into medical imaging curriculum: An outcome based education approach
This paper presents a conceptual approach in appreciating the integration of Islamic perspectives into a Medical imaging Curriculum to the concept of Outcome Based Education (OBE). This work is seen within the context of harmonising Islamic principles to a currently accepted concept in education....
Saved in:
| Main Author: | |
|---|---|
| Format: | Conference or Workshop Item |
| Language: | English |
| Published: |
2016
|
| Subjects: | |
| Online Access: | http://irep.iium.edu.my/53354/4/53354-new.pdf http://irep.iium.edu.my/53354/ http://www.iium.edu.my/wcii/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | This paper presents a conceptual approach in appreciating the integration of Islamic
perspectives into a Medical imaging Curriculum to the concept of Outcome Based
Education (OBE). This work is seen within the context of harmonising Islamic principles
to a currently accepted concept in education. Although there have been discussions that
question the concept of OBE, this paper contends that the integration can benefit the
practicality aspect of OBE. This can reduce the complexities and fatique in addressing
the integration using an educational approach that is different to that being applied to
the human sciences. This paper features the main elements in OBE in the form of Islamic
programme educational objectives, Islamic programme outcomes and Islamic learning
outcomes. The teaching and learning strategies as well as the assessment are examined
through a lens that serves to provide a desirable, practical and holistic model of Islamic
integration. It is felt that the currently accepted teaching methodologies can be adapted
for the integration exercise. This work also highlights two often-overlooked elements of
OBE; teacher and student characteristics. The various terminologies that describe the
Islamic teacher characteristics and the differences in student learning styles and
preferences are presented. Taking the discussions further the paper recognises the roles
of individuals’ emotional and spiritual intelligences that have been reported to influence
organisational and management environments, individuals’ predicaments and
professionalism. This work complements those works by exploring how these two types
of intelligences can be tailored to facilitate for the receptiveness and adoption of the
integration of Islamic perspectives. Furthermore, suggestions are made to align the
assessment of the integration to various taxonomies of learning, with the aim in
evaluating the internalisation of the Islamic essences. This works contents that a holistic
approach towards integration of Islamic perspectives into any given curriculum can be
realised |
|---|