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Medical Education
Medieval Islamic cultures had different avenues for teaching medicine prior to having regulated standardized institutes. Like learning in other fields at the time, many aspiring physicians learnt from family and apprenticeship until majlises, hospital training, and eventually, madrasahs became used. There are a few instances of self-education like Ibn Sīnā, but students would have generally been taught by a physician knowledgable on theory and practice. Pupils would typically find a teacher that was related, or unrelated, which generally came at the cost of a fee. Those who were apprenticed by their relatives sometimes led to famous genealogies of physicians. The Bukhtīshū family is famous for working for the Baghdad caliphs for almost three centuries.

Before the turn of the millennium, hospitals became a popular center for medical education. Most physicians would be trained directly under a practicing physician. Outside of the hospital, physicians would interact with students in lectures, or "majlises," at mosques, palaces, or public gathering places. Al-Dakhwār became famous throughout Damascus for his majlises and was eventually oversaw all of the physicians in Egypt and Syria. He would go on to become the first to establish what would be described as a "medical school" in that its teaching focused solely on on medicine, unlike other schools who mainly taught fiqh. It was opened in Damascus on 12 January 1231 and is on record to have existed at least until 1417. This followed general trends of the institutionalization of all types of education. Even with the existence of the madrasah, pupils and teachers alike often engaged in some variety of all forms of education. Students would typically study on their own, listen to teachers in majlis, work under them in hospitals, and finally study in madrasah's upon their creation. This all eventually led to the standardization and vetting process of medical education.