Annoucements
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Contact Us
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Issue: #2
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January 2009/Muharram 1430
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MMAC Mentorship Program Introduction
&
Mentorship in Islam
Saba Ulhaq-Khawaja, MD
Mentorship Program Director
Mentorship refers to a supportive affiliation between two
people where knowledge, skills, wisdom and experiences are passed on from one
individual to nurture the growth of another. The mutual nature of mentoring is
not only highly valuable to the mentee, but provides numerous benefits to the
mentor as well in the form of reinforcement of knowledge, insight on one's own
standing and an opportunity for self assessment.
The concept of mentorship has been deeply rooted in the
teachings and history of Islam. All of the scriptures revealed by Allah (SWT)
have placed great emphasis on helping others. Helping and guiding others
provides Muslims with an opportunity to show their devotion to Allah and is
seen as a profound act of worship. It is a way to soften the heart and
establish unity amongst the Ummah. Prophet Muhammad (PBUH) said: "Whoever
removes one of the hardships of a believing soul, Allah will remove from him
one of his distresses in the Hereafter. Whoever solves someone else's problem,
Allah will make things easy for him in this world and the Hereafter. Allah is
ever assisting His servant as long as that servant is helping his brother."
(Sahih Muslim, 4867).
For centuries, mentorship has also been exemplified by
Islamic scholars through the concept of 'ijazah' where hadiths, laws, and
history are transmitted from teacher to student. This mode of knowledge
transmission can be traced back to the scholarly lineage of the Prophet (PBUH), his Ahlul Bayt (PBUT)
and his companions. As Muslims, we should strive to teach and learn from others
at any given chance in order to foster a sense of unity amongst our diverse Muslim community.
May Allah (SWT) give us the capability to please Him and follow the footsteps of
the Prophet Muhammad (PBUH) in every aspect of our life - Ameen.
With the help of Allah (SWT) the Muslim Medical Association
of Canada is pleased to announce the initiation of our mentorship program which
is aimed at developing a networking platform for medical trainees and
professionals. Our goal is to provide Muslim medical trainees at all levels
with an avenue to get in contact with Muslim professionals practicing in
different fields of medicine so that they may have an opportunity to further
explore their interests and get guidance from successfully established
individuals. MMAC hopes to develop a stronger sense of community amongst
Canadian Muslim physicians through this program. Achieving this objective
depends heavily on participation from MMAC members! We are looking forward to
recruiting enthusiastic mentors from amongst you who will be willing to guide a
Muslim trainee with an interest in your field. This is a great way to give back
to the community, as all of us at some point in our lives must have been
grateful to a mentor who significantly impacted us with their advice and
support.
Kindly refer below for MMAC's current list of mentors and
their associated specialties. There is also a link present for all those
interested in volunteering as an MMAC mentor to sign up with the mentorship
program. Once we have your information, we will pair you up with a medical
trainee looking for a mentor in your field. May Allah give us all a chance to
be of benefit to another Muslim, and may He be pleased with and accept our good
deeds - Ameen.
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Become a Mentor or Mentee
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 Mentee Opportunities
To see a list of available mentors and associated specialties, click here. This is available ONLY to current medical students and residents. The MMAC will arrange to connect you with individuals who have volunteered themselves to be mentors. To enquire about the mentorship program further or establish contact with any one of our mentors, please see the attached document, and email us with the required information.
Seeking Mentors
Dear colleagues - this is your opportunity to become a mentor and impart your knowledge and wisdom to the next generation of Muslim physicians. In order to become a mentor, click here and fill out the corresponding information. If you are already on our email list - you will receive an email with an option to change your profile. Please change your profile, fill out the corresponding information. The information you provide us helps us match mentees to their mentors. All information provided will be kept confidential to the general public. When filling out your information, it is important that you tick off the "Interest in being a Mentor" box, and be sure to "Save Profile Changes". |
| Feature Article: Mentorship in Medicine
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 Adnan Hameed, MD
Formal relationships between students and
professional adults with a view to furthering the student's knowledge, skills
and career have existed for millennia.
Such relationships have allowed the transmission of specialized
expertise between generations.
Mentorship can be very effective and is used in a wide range of
settings, from corporate to community organizations and from government to
academic environments. The literature on
mentorship stems largely from the disciplines of education and management. More recently, medicine, nursing and other
health related disciplines have contributed to this literature. In medicine, mentorship has played an
important role in the professional development of medical students, residents
and young attendings. The mentor-mentee
relationship has been thought to enhance the implicit knowledge about the
"hidden curriculum" of professionalism, ethics, values and the art of medicine
not learned from texts.(1) Of particular interest is the use of
mentorship as a tool for fostering research and nurturing leadership
development.
Good mentors model skills, are good
listeners, and open doors for those they guide.
The optimal mentoring relationship requires experience and flexibility
in order to guide students of different learning styles, genders and races.(1)
Prized mentors have "clout", knowledge, and interest in the mentees, and
provide both professional and personal support.(2) They promote intentional learning
through instruction, modeling and advising.
Mentors not only share stories of success but also failures, as both
types of experiences provide valuable opportunities for learning. Successful mentees are highly motivated and
inquisitive. They are committed to
expanding their knowledge and are receptive to new ways of learning. Having a personal sense of responsibility and
recognizing when to ask for help are key qualities for any good mentee. Successful partnerships are dependent on the
right mix of the above qualities and a relationship that is based on mutual
respect and trust. Time and space needs
to be set aside for a mentor-mentee relationship to flourish.
In academic medicine, mentorship is
perceived as an important component for success. The guidance of a mentor has been shown to
increase academic outcome measures, such as peer-reviewed publications and
grant support for junior academic faculty.(3) In surgical residency programs,
mentored residents were more likely to enter the same specialty and practice
type as their mentor. Such observations
highlight the value and tremendous influence mentors have on guiding the next
generation of physicians.
In many secondary and post-secondary schools, mentorship programs are
offered to support students in program completion, confidence building and
transitioning to further education or the workforce. Increasing the number of mentors in
medicine will be an important goal for the future as the challenges of the
field continue to mount.
Mentor-mentee relationships are meant to
be mutually beneficial partnerships.
Both parties are responsible for its success. Such relationships are meant to increase the
knowledge, skills and experience of all involved. In order to create a mentorship culture in
medicine that is appealing to the next generation of physicians an environment
that encourages and supports continuous learning and improvement is critical.
References
1. Informal mentoring between faculty
and medical students. Acad Med.
2005 Apr;80(4):344-8.
2. Mentoring
for Clinician-Educators. Farrell et al., Acad
Emerg Med. Philadelphia: Dec 2004. Vol. 11, Iss. 12; p.13466.
3. "Having the right chemistry": a
qualitative study of mentoring in academic medicine. Acad Med. 2003 Mar:78(3):328-34.
4. Meleis AI et al. Scholarly caring in doctoral nursing
education: Promoting diversity and collaborative mentorship. The Journal of Nursing
Scholarship 1994;
26(3): 177-180.
5. Scheck McAlearney et al. Exploring mentoring and leadership
development in health care organizations: Experience and
opportunities. Career Development
International 2005; 10(6/7): 493-511.
6. Dario Sambunjak et al. Mentoring in academic medicine. JAMA 2006; 296:1103-1115.
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Profiling a Mentor #1
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 Dr. Aliyah Khan MD, FRCPC, FACP, FACE
Dr. Aliya Khan is a physician who wears
many hats, both in her professional as well as personal life.
As Professor of Clinical Medicine in the
Divisions of Endocrinology and Geriatrics at McMaster University, and as
Director of the Calcium Disorders Clinic at St. Joseph's Healthcare Centre at
McMaster University, Dr. Khan divides her time between a busy clinical practice,
teaching responsibilities at McMaster University and research in the area of
parathyroid and bone diseases. She is a
recognized expert in the field of calcium disorders and parathyroid disease,
having been the founding Chair of the Canadian Panel of the International
Society of Clinical Densitometry (ISCD), and with over 80 scientific papers
published on osteoporosis and parathyroid bone disease. Dr. Khan has led the development of Canadian
standards and practice guidelines for bone mass measurement in men, pre- and postmenopausal women and
children; management of primary hyperparathyroidism; and osteonecrosis of the
jaw. She co-chaired the third
international workshop on primary hyperparathyroidism in 2008 and the revision
of the NIH sponsored international guidelines.
She currently serves as an editorial consultant for the American College
of Physicians Hypercalcemia module, and is an editorial board member and
reviewer for many leading journals.
In addition to her many responsibilities
as clinician, teacher, researcher, and opinion leader, Dr. Khan is also a
married mother of three who is actively involved in her Halton community,
particularly the interfaith council. She
has written articles and engaged in community activities to raise awareness
about the positive contributions of Islam to medicine and society in general. She enjoys cycling and often bikes to work.
We spoke with Dr. Khan about her busy life
and the importance of mentorship in medicine.
Q: Where did you obtain your
undergraduate and postgraduate medical training?
A: Following graduation from the
University of Ottawa Medical School, I trained in Internal Medicine, Geriatric
Medicine and Endocrinology at University of Toronto and also completed a
clinical research fellowship in metabolic bone disease and calcium disorders at
St Michaels Hospital in Toronto.
Q: What are your teaching
responsibilities?
A: I am responsible for the calcium unit for
undergraduate medical program as well as osteoporosis and metabolic bone
disease rotation for medical students, residents and fellows in endocrinology
as well as geriatric medicine.
Q: What is your involvement in community
activities outside the realm of your professional responsibilities?
A: I am active in the Halton Interfaith Council
and strongly feel that interfaith dialogue is an essential vehicle for
achievement of peace globally. Ignorance
breeds fear and resentment and leads to violence and injustice. Currently this need is large and must be
addressed on a national and international scale.
I have served as a speaker on Islam for universities,
schools and churches. As well, I have
been involved in addressing health care needs of the larger community,
particularly the native community.
Q: What does being a mentor mean
to you?
A: A guide and a wise friend providing advice
and support to younger trainees. I
believe mentorship is essential for growth, both academically and personally.
Q: Who are your mentors, and how
did they impact your professional development?
A: Dr Tim Murray, Professor
Emeritus of Medicine, University of Toronto and Order of Canada member was a
key mentor. I gained tremendous insight
into bone biology, pathophysiologic states leading to osteoporosis and
metabolic bone diseases as well as calcium disorders. I also developed a
valuable approach to clinical research and recognized the value of knowing what
we know and what we do not know. He is
also a most kind and compassionate individual who always placed patients needs
first and went beyond what was expected in meeting the needs of all those who
were under his care.
Q: Have you acted as a mentor to others? Is
there a need for mentorship beyond the training stage (i.e. medical school,
residency, and fellowship?)
A: I help students select the
best specialty most suitable for their particular skills and talents. It is
helpful to have a guide who can place academics and personal life into
perspective and assist in making these key decisions
I believe mentorship can be particularly
helpful for those who have just completed training especially for women who may
also be balancing family life with academic and professional responsibilities
Q: How does being a Muslim
factor into your practice as a physician?
What is the significance of having Muslim MDs mentor younger Muslim
medical trainees?
A: As a practicing Muslim physician I find
great strength in the words of the Holy Quraan and the sayings of the Prophet
Muhammed (PBUH). Islam extends beyond our acts of worship to our
interaction with all humanity. Loving God's creation and serving God by serving
His creation is what Islam teaches us and makes me a better physician..
A
saying of the Prophet which has molded my character is:
"You are not a believer unless you love for others what you love for
yourself". This saying helps with decision-making in complex cases,
and I always advise my patients on what I would do if I were placed in their
specific situation. This beautiful saying also helps me to be a better
daughter, parent, spouse, neighbour, and friend. If we all strive to follow
this important saying the world would be a far better place. It helps us to
overcome the undesirable qualities of greed and selfishness. It is these
qualities which limit the time a physician spends with their patients and
inadequate attention to the patients needs results in poor management and poor
patient care.
A
verse from the Quraan which helps us to create friends from enemies - a most
valuable tool in today's complex world - is verse 34 from Surah Fusilaat:
"The good deed and the evil deed cannot be equal. Repel the evil deed with
one that is better. Then verily he between whom and you there was enmity will
become as though he was a close friend." I teach my students to try this -
return anger and hate with patience and love and they have also noted that this
is the best way to diffuse a difficult patient or calm a difficult situation
with a colleague or peer.
Experienced Muslim physicians can present a
role model for younger Muslim trainees in how the message of their faith can
help them become better doctors and contributing community members, both within
their own as well as the broader Canadian community. Having an upright
character - to be known for being honest and never lying or engaging in gossip
- these are essential characteristics of a Muslim and developing these
characteristics in ourselves will go a long way in helping us to be successful
in our professional lives and also in pleasing our Creator to whom we are
accountable.
I have also been active in the interfaith council of Halton and have learned
and benefited from knowing and understanding the religion and culture of
others. This is another experience that
I would like to pass on to my friends and peers. Respecting the faiths and
religious practices of others helps us to be better physicians and enables us
to serve God's Creation to the best of our ability.
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Profiling a Mentor #2
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 Dr. Naveed Mohammad, MD, CCFP (EM), FCFP
Medical students and residents
who envision careers in community medicine but are also interested in
administration and healthcare management can look to Dr. Naveed Mohammad for
guidance. A graduate of the University
of Ottawa's Medical School, Dr. Mohammad completed his residency in family
medicine at the University of Toronto, and followed it with certification in
Emergency Medicine. He currently serves
as Corporate Chief of the Emergency Program at William Osler Health Centre
(Brampton Civic and Etobicoke General).
He has worked with the Central West Local Health Integration Network
(LHIN), and manages a chain of Urgent Care Centres with other emergency
medicine physicians in the Greater Toronto Area.
We asked Dr. Mohammad about his
responsibilities and his perspective on the importance of mentorship in medical
training and beyond.
Q: What are your administrative and committee
responsibilities
A: Basically everything; as Corporate Chief of
the Emergency Program at William Osler, I am involved in quality of care
issues, physician manpower, emergency department flow and scheduling, resident
rotations and electives in the emergency department, the Medical Advisory
Committee, senior management, and representing the hospital to the media with
respect to emergency department issues.
Q: What are your teaching responsibilities?
A: As a satellite site for McMaster University,
we have family medicine residents, as well as any other students and residents
who do electives in the emergency department.
I also organize and present rounds at our site.
Q: What is your involvement in
community activities outside realm of your professional responsibilities?
A: I am involved with the Islamic Forum of
Canada and the Zafar Sultan Memorial Trust.
I also participate in the Pakistan Ball Hockey Federation.
Q: What does being a mentor mean to you?
A: A guide.
A person who has experience and imparts learning through that
experience. Learning involves academic learning, technical learning, as well as
learning to enhance various life situations.
Q: How important is mentorship in the context of
medical training?
A: Extremely important. I see a role for mentorship at all stages of
training, especially in residency and fellowship.
Q: Who are your mentors?
A: My mentors include the previous emergency
department chief; my best friend (who is not a physician; and my grandfather).
Q: What should a Muslim physician mentorship
program provide that may not be available through other professional mentorship
experiences?
A: Islamic decision-making in medicine; support
in times of stress and other personal issues with incorporation of Islamic
perspective; support in the event of workplace discrimination, should it occur;
learning to become positive and successful leaders in the medical community as
well as the Muslim community.
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University Representative Body
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 McMaster University
Zolfakar Al-Mousawy
The MMAC at Mac is working closely with the MSA
in mentoring students who wish to pursue a career in medicine. We participate
in a yearly workshop to help those applying to medical school, and we provide special
training for those preparing for interviews. This is in addition to the help
that we provide via email and telephone regarding general advice, written
submissions, and interview preparation.
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 Queen's University
Waseema Hoosainny
In September, the Queen's MMSA held a workshop
on writing the MCAT and applying to medical school. This upcoming year, we plan
on holding a workshop for interviewees on what to expect at their interviews as
well as organizing mock interview session in the weeks preceding interview
dates. The QuMMSA along with QuMSA will be holding a blood drive later in the
year inshAllah.
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 University of Ottawa
Saif Al-Mousawy
The MMAC-Ottawa
Chapter is planning an event with the following description: A need to educate
fellow medical students about Muslim issues is of paramount importance
considering the amount of Muslims who currently make Canada their home. We have
an intention to invite a female Muslim physician to talk about issues relevant
to the proper care of Muslim patients, especially those newly arrived to this
country. Topics that will be covered include the following: - Doctrines about Halal food and drink
- Geographical and cultural differences
among Muslim patients
- Structures of typical Muslim families and any
possible hierarchies that exist
- Muslim doctrines about abortion, birth control
pills, other contraceptive methods and issues related to pregnancy
- Communication hierarchies, ex/ Whom to direct
questions to in an interview?
- Basic pillars of the faith
Details of the event are still being worked out
and we will keep everyone posted when we have completed all planning. |
 University of Toronto
Nasir Khan
The University of Toronto
MMSA put together four events over the last semester. We started off with
a very successful Meet-n-Greet with Muslim Medical Students event in mid September.
This was followed up with a Fast-a-thon near the end of Ramadan. Then we
organized an Eid-ul-Fitr Dinner at a local restaurant. Then, we took part in
the U of T MSA Career Fair and coordinated the Medicine Booth. Next semester,
we hope to have a sandwich run for the homeless sometime in Jan, a speaker
event in Feb, help out with a fundraising dinner in association with the U of T
Orphan Sponsorship Program in March and provide assistance to students with
upcoming medical school interviews. For more information, or if interested in
helping out, please email our President, Tarek Abdelhalim.
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