Suzan A. Kamel-ElSayed, VMD, MVSc, PhD
Associate Professor, Department of Foundational Medical Studies
In May 2019, the physiology faculty at the Oakland University William Beaumont School of Medicine Department of Foundational Medical Studies received an email from Dr. Rajeshwari, a faculty member in JSS in a Medical College in India.
While Dr. Rajeshwari was visiting her daughter in Michigan, she requested a departmental visit to meet with the physiology faculty. Responding to her inquiry, I set up a meeting with her and my colleagues where Dr. Rajeshwari expressed her willingness to invite the three of us to present in the 6th Annual National Conference of the Association of Physiologists of India that was held from Sept. 11-14, 2019, in Mysuru, Karnataka, India.
The conference theme was: “Fathoming Physiology: An Insight.” My colleague then suggested a symposium titled “Physiology of Virtue,” where I could present the physiology of fasting since I fast every year during the month of Ramadan for my religion of Islam. To be honest, I was surprised and scared at my colleague’s suggestion. Although I fast every year due to the Quranic decree upon all believers, I was not very knowledgeable of what fasting does to one’s body. In addition, I faced the challenge of what I would present since I did not have any of my own research or data related to the field of fasting. Another concern was the cultural aspect in talking about Ramadan in India and how it would be received by the audience. However, willing to face these challenges, I agreed and admired my colleague’s suggestion and went forward in planning for the conference.
After Dr. Rajeshwari sent the formal invitation with the request for us to provide an abstract for the presentation, I started reading literature related to fasting in general. Reading several research articles and reviews, I was lost in where to begin and what to include. I began to ponder many questions: How will I present fasting as a virtue? Should I bring in religious connections? Will I be able to express spiritual aspects from a Muslim’s perspective? I decided that the aim of my presentation would be to describe how a healthy human body adapts to fasting, and the outcomes that practicing fasting has on an individual level and on the society as a whole. In addition, I found that focusing on the month of Ramadan and etiquettes of fasting required from Muslims had many physiological benefits and allowed me to have a real-world example in which fasting is present in the world.
Visiting India and engaging with physiologists from all over India was a really rich experience. The hospitality, generosity and accommodation that were provided was wonderful and much appreciated. The conference’s opening ceremony included a speech from the University Chancellor who is a religious Hindu Monk, along with Vice Chancellors, the organizing chair, and the secretary. In addition, a keynote speech on the physiological and clinical perspectives of stem cell research was presented by an Indian researcher in New Zealand. I was also able to attend the pre-conference workshops “Behavioral and Cognitive Assessment in Rodents” and “Exercise Physiology Testing in the Lab and Field” free of charge.
For my presentation, I included the definition, origin and types of fasting. In addition, I focused on the spiritual and physical changes that occur during Ramadan Intermittent Fasting (RIF). Under two different subtitles, I was able to summarize my findings. In the first subtitle, “Body Changes During RIF,” I listed all the changes that can happen when fasting during Ramadan. These changes include: activation of stress induced pathways, autophagy, metabolic and hormonal changes, energy consumption and body weight, changes in adipose tissue, changes in the fluid homeostasis and changes in cognitive function and circadian rhythm. In the second subtitle, “Spiritual Changes During RIF,” I presented some examples of spiritual changes and what a worshipper can do. These include development of character, compassion, adaptability, clarity of mind, healthy lifestyle and self-reflection. To conclude my presentation, I spoke of the impacts RIF has on the individual, society, and the global community.
In conclusion, not only was this the first time I visited India, but it was also the first time for me to present a talk about a topic that I did not do personal research on. Presenting in Mysuru not only gave me a chance to share my knowledge, but it allowed me to gain personal insight on historical aspects of the city. It was a unique and rich experience that allows me to not hesitate to accept similar opportunities. I encourage that we, as physiology educators, should approach presenting unfamiliar topics to broaden our horizons and enhance our critical thinking while updating ourselves on research topics in the field of physiology and its real-world application. Physiology education is really valued globally!
Suzan Kamel-ElSayed, VMD, MVSc, PhD, received her bachelor of Veterinary Medicine and Masters of Veterinary Medical Sciences from Assiut University, Egypt. She earned her PhD from Biomedical Sciences Department at School of Medicine in Creighton University, USA. She considers herself a classroom veteran who has taught physiology for more than two decades. She has taught physiology to dental, dental hygiene, medical, nursing, pharmacy and veterinary students in multiple countries including Egypt, Libya and USA. Suzan’s research interests are in bone biology and medical education. She has published several peer reviewed manuscripts and online physiology chapters. Currently, she is an Associate Professor in Department of Foundational Medical Studies in Oakland University William Beaumont School of Medicine (OUWB) where she teaches physiology to medical students in organ system courses. Suzan is a co-director of the Cardiovascular Organ System for first year medical students. Suzan also is a volunteer physiology teacher in the summer programs, Future Physicians Summer Enrichment Program (FPSP) and Detroit Area Pre-College Engineering Program (DAPCEP) Medical Explorers that are offered for middle and high school students. She has completed a Medical Education Certificate (MEC) and Essential Skills in Medical Education (ESME) program through the Association for Medical Education in Europe (AMEE) and Team-Based Learning Collaborative (TBLC) Trainer- Consultant Certification. She is also a member in the OUWB Team-Based Learning (TBL) oversight team. Suzan is an active member in several professional organizations including the American Physiological Society (APS); Michigan Physiological Society (MPS); International Association of Medical Science Educators (IAMSE); Association of American Medical Colleges (AAMC); Team Based Learning Collaborative (TBLC); Egyptian Society of Physiological Sciences and its Application; Egyptian Society of Physiology and American Association of Bone and Mineral Research (ASBMR).