<![CDATA[The dichotomy between general scientific knowledge and Islamic values remains an unresolved structural challenge in medical education in Indonesia. Curricula focused solely on clinical and technical competencies have proven insufficient to cultivate physicians who are not only medically proficient but also possess noble character, spiritual integrity, and Islamic ethical sensitivity in patient care. Moreover, the healthcare world today faces mounting global pressures inequitable access to services, erosion of professional integrity, and a steady decline of empathy in day-to-day medical practice making the strengthening of profession ethics grounded in Islamic values an increasingly urgent agenda. This study uses a review article method (literature review) by collecting, examining, analyzing, and synthesizing various relevant previous research findings. The data sources are scientific articles from national and international journals that are fully accessible, with the criteria of being published in the last 5–10 years, related to the integration of Islamic values and medical education, and available in either Indonesian or English. Three main domains were found for integrating Islamic values into medical professional education: (1) Islamic values in clinical practice such as trustworthiness, honesty, justice, patience, and reliance on God; (2) the foundation of Islamic medical ethics derived from the Qur'an, Sunnah, consensus (ijma'), and analogical reasoning (qiyas), with the Maqasid al-Shariah framework as the main guide; and (3) shaping the character and professionalism of Muslim doctors, which includes intellectual competence, moral integrity, and spiritual care for patients. Integrating Islamic values into the medical education curriculum isn't just about adding a moral aspect; it's an epistemological foundation that shapes a complete Muslim doctor — clinically competent, morally upright, and sensitive to the spiritual dimensions of patients. A holistic strategy is needed, including developing a comprehensive curriculum, ongoing faculty training, and evaluation mechanisms based on Islamic values.]]>
