Medical Decision Questions and Referral Workbook

1. Name the decision and urgency

Qur’an 17:70 affirms human honour. Begin with the person’s name and preferences, not merely a diagnosis or proposed intervention.

Each gold Qur’an panel uses the locked Uthmani Arabic catalogue and separately named English translations. The page separates five categories: direct Qur’anic teaching, authentic hadith, an institutional fiqh resolution, current clinical guidance and educational explanation. A resolution is qualified scholarly work, but it is not itself Qur’an or hadith and it does not remove recognised disagreement or the need to assess an individual case.

Medical safety boundary: this resource teaches questions and principles; it does not diagnose illness, select treatment, alter medication, decide capacity, determine death or replace emergency services. Medical risks and options change with the person, condition, jurisdiction and available care. Urgent symptoms, danger, self-harm risk or a rapidly worsening condition require immediate contact with local emergency or clinical services.

Decision boundary: obtain the clinical facts from the responsible healthcare team, the current law from an authorised local source and the Islamic ruling from a qualified scholar who understands those facts. Do not ask a teacher, child, anonymous account or automated answer to decide a life-changing case. Where scholars genuinely differ, record the difference honestly rather than claiming one unexplained sentence is the only view.

Fields: Decision needed ______. Decision deadline ______. Emergency signs explained by team ______. Patient’s communication needs ______. People the patient wants involved ______. Privacy permission ______.

Use initials or a case number in shared teaching copies. Keep medical records only in secure authorised systems.

For adults teaching children: use fictional, non-graphic case cards and teach three actions: ask a trusted adult, call appropriate medical help and never change another person’s care. Do not ask children to judge organ donation, fertility treatment or life support for a real relative. A child may learn that every patient deserves dignity, privacy, truthful information and compassionate care without carrying adult decisions.

2. Build the clinical fact sheet

Qur’an 16:43 commands asking those who know. Ask the responsible team for person-specific facts rather than copying an internet prognosis.

Fields: Confirmed diagnosis ______. Degree of certainty ______. Reversible causes ______. Proposed intervention ______. Goal ______. Expected benefit and timeframe ______. Material risks ______. Alternatives ______. Expected course without intervention ______. Lead clinician ______.

Add the date because prognosis, tests and available treatments can change. Record whose statement each fact represents.

If the team uses a technical term such as capacity, brain death, medical futility, embryo grading or donor suitability, ask for a plain-language definition and the governing protocol.

Evidence practice: write the exact medical question before seeking a ruling. Record diagnosis, prognosis, proposed intervention, expected benefit, material risks, reasonable alternatives, urgency, capacity and the consequence of doing nothing. Then identify which fact is established by a clinician, which rule belongs to local law, which Islamic principle is explicit and which conclusion is a scholar’s applied judgement. This protects sacred evidence from being attached to a case that was never accurately described.

3. Record consent and legal route

Qur’an 4:29 protects life and property from unjust violation. Consent and freedom from exploitation are therefore visible in the workbook.

Fields: Adult capacity presumed or assessed ______. Information format ______. Interpreter or communication support ______. Patient decision ______. Pressure or conflict concern ______. Lawful representative if needed ______. Jurisdiction ______. Official legal source ______.

For organ donation, add donor-register status and specialist-nurse contact. For fertility, add consent for treatment, storage and future scenarios. For end-of-life care, add advance statements or authorised representatives where applicable.

Do not upload identifiable health details to a public AI, discussion board or ordinary messaging group.

Evidence practice: write the exact medical question before seeking a ruling. Record diagnosis, prognosis, proposed intervention, expected benefit, material risks, reasonable alternatives, urgency, capacity and the consequence of doing nothing. Then identify which fact is established by a clinician, which rule belongs to local law, which Islamic principle is explicit and which conclusion is a scholar’s applied judgement. This protects sacred evidence from being attached to a case that was never accurately described.

4. Map benefit, harm and alternatives

Qur’an 2:195 warns against self-destruction and commands excellence. The workbook uses a structured balance rather than a slogan.

Fields: Likely benefit ______. Probability or uncertainty ______. Immediate burden ______. Long-term burden ______. Risk to another person ______. Less invasive alternative ______. Option of no action ______. What would change the balance ______.

For living donation, separate donor and recipient columns. For IVF, separate the patient’s medical risk, embryo plan and chance of live birth. For end-of-life care, separate disease outcome, treatment effect and symptom care.

Numbers need denominators and a timeframe. “Ten per cent” means little until the learner knows ten per cent of whom, for what outcome and over what period.

Evidence practice: write the exact medical question before seeking a ruling. Record diagnosis, prognosis, proposed intervention, expected benefit, material risks, reasonable alternatives, urgency, capacity and the consequence of doing nothing. Then identify which fact is established by a clinician, which rule belongs to local law, which Islamic principle is explicit and which conclusion is a scholar’s applied judgement. This protects sacred evidence from being attached to a case that was never accurately described.

5. Build the Islamic evidence record

Qur’an 39:53 forbids despair of divine mercy. Record it as spiritual guidance, not as a statistical prediction or a procedure-specific ruling.

Sahih al-Bukhari 5678 supports seeking treatment and hope. Institutional resolutions such as International Islamic Fiqh Academy Resolution 67 (5/7): Medical Treatments, International Islamic Fiqh Academy Resolution 26 (1/4): Organ Transplantation, International Islamic Fiqh Academy Resolution 16 (4/3): In Vitro Fertilization and International Islamic Fiqh Academy Resolution 17 (5/3): Life-Support Equipment address defined categories with conditions. Copy only the resolution relevant to the actual case.

Fields: Qur’an locator and direct teaching ______. Hadith collection, number and setting ______. Fiqh body or scholar ______. Exact category addressed ______. Conditions ______. Recognised disagreement ______. What remains uncertain ______.

Ask the scholar to restate the medical facts on which the answer depends. If those facts are wrong, correct them before relying on the conclusion.

Evidence practice: write the exact medical question before seeking a ruling. Record diagnosis, prognosis, proposed intervention, expected benefit, material risks, reasonable alternatives, urgency, capacity and the consequence of doing nothing. Then identify which fact is established by a clinician, which rule belongs to local law, which Islamic principle is explicit and which conclusion is a scholar’s applied judgement. This protects sacred evidence from being attached to a case that was never accurately described.

6. Make a communication and safety plan

Fields: Questions for clinician ______. Questions for pharmacist or specialist nurse ______. Questions for scholar ______. Local legal or safeguarding contact ______. Emergency route ______. Decision owner ______. Follow-up date ______. Information to verify ______.

End with a teach-back: the patient or representative explains the plan in their own words, including benefits, harms, alternatives and what to do if circumstances change. Confusion is a reason to slow down where time allows.

Print only when necessary. This page may contain sacred text and private health information: handle the Qur’anic text respectfully, store the sheet securely and destroy confidential copies safely when no longer needed.

Complete the mastery check and return to the course. The final box should read either “decision made with qualified support” or “further referral required”—never “the website decided”.

For adults teaching children: use fictional, non-graphic case cards and teach three actions: ask a trusted adult, call appropriate medical help and never change another person’s care. Do not ask children to judge organ donation, fertility treatment or life support for a real relative. A child may learn that every patient deserves dignity, privacy, truthful information and compassionate care without carrying adult decisions.

Evidence practice: write the exact medical question before seeking a ruling. Record diagnosis, prognosis, proposed intervention, expected benefit, material risks, reasonable alternatives, urgency, capacity and the consequence of doing nothing. Then identify which fact is established by a clinician, which rule belongs to local law, which Islamic principle is explicit and which conclusion is a scholar’s applied judgement. This protects sacred evidence from being attached to a case that was never accurately described.