We have read the article "Evaluating the Usefulness and Acceptability of a Revision-Purposed 'Specialties' Webinar for Educating UK-Based Fifth and Final Year Medical Students During the COVID-19 Pandemic: Is This the Future of Medical Education?" by Cooper et al. 1 The authors provide an interesting insight into the importance of webinars as a valuable method of learning for medical students, revising for speciality examinations. Hence, we want to present our comments on particular aspects of this study.Cooper et al 1 assessed the usefulness of webinars using self-rated knowledge, finding "there was a significant increase in perceived knowledge of the course". However, Prince et al 2 shows self-report of skills and abilities poorly corresponds to objective performance. Therefore, one way to improve the study is to issue a knowledge written exam to assess performance. 3 For example, including a diagnostic assessment to establish their starting level and a summative assessment to evaluate the effectiveness of the webinar. This method allows the authors to identify precisely what knowledge was gained under investigation. In addition, by self-rating their knowledge, the students may have seemed inclined to increase their scores on the post-webinar questionnaire, probably out of appreciation to the organisers.The authors of the study used a pre-and post-webinar statement to assess how confident their delegates felt about their specialities examination. From this, Cooper et al 1 found that the students felt significantly more confident about their specialities examination following the webinar. Interestingly, Morgan and Cleave-Hogg 4 found no correlation between their medical students' confidence and examination performance. Hence, it seems ineffective to assess perceived confidence as this does not appear to correlate to exam performance. Similarly, Valdez et al 5 reported that perceived confidence did not correspond with exam performance but also showed that students' knowledge retention decreased by ~10% over four months. Therefore, we believe a better educational strategy would have been to assess the long-term impact of the webinar. This

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In this paper we present the conceptual design of Libyan remote sensing satellite (LibyaSat-1) and its subsystems requirements. LibyaSat-1 is a 300 kg mini satellite, which will be used to support high resolution multi-spectral earth imaging camera to fulfill the civilian needs. This satellite will operate at LEO of 775 km and will provide a resolution of 2.5 m for the panchromatic band and 10 m for the VIS/NIR bands with 30 km swath. We have presented the mission overview, mission operation concept and mission requirements. Moreover, the System Tool Kit (STK) simulation is used to show the ground trucks of LibyaSat-1 for three days and to find the contact numbers between LibyaSat-1 and both Murezeq and Tripoli stations. We have also presented the design of telemetry and command subsystem, code and data handling subsystem, electrical power subsystem, altitude orbit control subsystem, and structure subsystem. Abstract-In this paper we present the conceptual design of Libyan remote sensing satellite (LibyaSat-1) and its sub-systems requirements. LibyaSat-1 is a 300 kg mini satellite, which will be used to support high resolution multi-spectral earth imaging camera to fulfill the civilian needs. This satellite will operate at LEO of 775 km and will provide a resolution of 2.5 m for the panchromatic band and 10 m for the VIS/NIR bands with 30 km swath. We have presented the mission overview, mission operation concept and mission requirements. Moreover, the System Tool Kit (STK) simulation is used to show the ground trucks of LibyaSat-1 for three days and to find the contact numbers between LibyaSat-1 and both Murezeq and Tripoli stations. We have also presented the design of telemetry and command subsystem, code and data handling subsystem, electrical power subsystem, altitude orbit control subsystem, and structure subsystem.