Turning History Into Action

Sam Jarada – Ihya Publications

The articles in this series have outlined a straightforward yet significant argument: bimaristans were more than mere hospitals; they were institutions influenced by care, access, ethics, and education. Collectively, the themes addressed in this series lead to a very practical inquiry: what would Muslim-inclusive care look like today?

For services and clinicians

For services, the initial step is often straightforward. Inquire about spiritual needs early on rather than postponing until a crisis arises. Ensure that prayer spaces, chaplaincy, and faith-sensitive support are visible rather than concealed. Whenever possible, create schedules and appointment systems that do not make Friday prayers, Ramadan, or family religious obligations feel like personal inconveniences. Clinical practice is equally important. Procedures that respect modesty, provide thorough explanations before examinations, and offer flexibility regarding same-gender care when possible can significantly improve the patient experience. These minor adjustments convey respect and communicate to patients that their dignity is not an afterthought.

For public health and community work

Public health organisations and community groups can achieve a lot by engaging with people in their own environments. Mosques, Islamic centres, and community networks serve as reliable venues for health promotion, screening, and education. They can also be places where messages are crafted collaboratively with communities rather than simply handed down to them. Co-produced interventions hold particular significance in this context. If a project aims to benefit Muslim communities, those communities should play a role in shaping the questions, methods, language, and delivery. This principle applies whether the focus is on vaccination, mental health, maternal health, long-term conditions, or access to services. Collaborative design typically results in greater outreach and enhanced trust.

For students and early-career professionals

For students and early-career professionals, the journey starts with identifying what is lacking. Evaluate your learning environment. Are prayer breaks honoured? Are uniforms and dress codes enforced equitably? Are Muslim patients and staff accurately represented in educational materials? Are faith-related experiences regarded as standard practice or treated as uncomfortable exceptions? It can also involve formulating better research questions. What obstacles do Muslim patients face in your environment? What factors contribute to Muslim staff feeling included? Which interventions genuinely enhance inclusion rather than just signalling it? These are all valid subjects for audits, service evaluations, and small-scale research projects. Advocacy is important as well. Change can sometimes occur through formal policy, but it often starts with a conversation, a feedback form, or a suggestion to a supervisor. Early-career professionals don’t have to resolve every issue. They should, however, be observant of patterns, communicate thoughtfully yet clearly, and advocate for changes that promote fairness in care. The history of bimaristans does not provide us with a straightforward template to replicate. Instead, it offers something more valuable: a collection of values and questions. It encourages us to reflect on access, dignity, holistic care, ethical development, and institutional accountability.

Closing reflections

The story of bimaristans doesn't provide us with a straightforward model to replicate. Instead, it offers something far more valuable: a collection of principles and inquiries. It encourages us to reflect on access, dignity, comprehensive care, ethical development, and the responsibilities of institutions. If this series has struck a chord with you, I would be thrilled if it sparked further discussion. Please share your experiences, thoughts, and questions. Let's collaborate on projects. Contribute to future writing or research. History is most beneficial when it informs the choices we make for what we will create next.