Libyan Medical Education: Time to Move Forward

Ma, Daw; Elkhammas, Elmahdi A

doi:10.4176/071208

Cited by 18 publications

(15 citation statements)

References 22 publications

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“…Priorities for increasing number and training of teaching staff were also reported by studies from Libya [1], Iran [17] and Saudi Arabia [18]. Improving the infrastructure and facilities to be suitable for proper teaching was reported by a study from Saudi Arabia [16].…”

Section: Discussionmentioning

confidence: 89%

Teaching methods in Hawler College of Medicine in Iraq: A qualitative assessment from teachers' perspectives

2012

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BackgroundMedical education in Iraq is poorly assessed and there is a general lack of documented knowledge about the challenges facing this field and the needs for its development. This study aimed to assess the existing teaching methods in the Hawler College of Medicine, Iraq from teaching staff perspectives and assess the knowledge of the teaching staff about student-centred learning.MethodsA qualitative study based on a self-administered questionnaire survey of a purposive sample of 83 teaching staff in Hawler Medical University was conducted. The questionnaire addressed the participants’ view on the positive aspects and problems of the current teaching methods and priorities to change it. The qualitative data analysis comprised thematic analysis.ResultsThe study revealed significant problems facing the existing teaching methods including having large number of students in the lecture hall (45.0 %), having focus on teacher-centred teaching (45.0 %) and lack of infrastructures and facilities suitable for proper teaching (26.7 %). The priorities for improving the quality of teaching methods included adoption of small group teaching strategy in all study years (34.6 %), improving the infrastructure and facilities for teaching in the college (34.6 %) and provision of continuous academic development programs for the teaching staff (24.3 %).ConclusionsThe existing medical education system face significant problems and it needs important and comprehensive improvements in different areas. There is a need for further research in this field to explore the identified problems in a more in-depth manner in order to better understand of the problems and needs of this important area of education.

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Section: Discussionmentioning

confidence: 89%

Teaching methods in Hawler College of Medicine in Iraq: A qualitative assessment from teachers' perspectives

2012

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“…Libyan doctors and medical students are calling for changes to teaching and assessment methods at both undergraduate and postgraduate levels [ 6 , 7 , 8 ]. In December 2006 staff from University College London's Academic Centre for Medical Education (ACME) were invited by the Libyan Board of Medical Specialties (LBMS) in Tripoli to facilitate the first of a series of one-day workshops on assessment and to initiate the discussions about developing a contemporary assessment strategy.…”

Section: Introductionmentioning

confidence: 99%

Addressing Assessment in Libyan Medical Education

Richardson¹,

Gill²,

Woolf³

2009

Libyan J Med

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Assessment is a powerful driver of student learning: it gives a message to learners about what they should be learning, what the learning organisation believes to be important, and how they should go about learning. Assessment tools allow measurement of student achievement and thereby give teachers insight into their students' learning, and enable teachers to make systematic judgements about progress and achievement. It is vital then that assessment tools drive students to learn the right things as well as measure student learning appropriately. Any attempts to reform curricula and teaching methods must consider the role of assessment in the learning process.Libyan doctors and medical students have been calling for changes to teaching and assessment methods at undergraduate and postgraduate levels. A team from the Academic Centre for Medical Education at University College, London have been running workshops in conjunction with the Libyan Board of Medical Specialties since 2006 to discuss strategic aims of assessment in medical education in Libya for the 21st century and to deliver an assessment skills course to Libyan educators. This article outlines the course and the outcomes of preliminary discussions between academics from the UK, participants in the assessment courses and representatives from the Libyan Board of Medical Specialties. As a result of these discussions it was agreed by all that Libyan Medical School assessment methods need updating and, despite significant challenges, changes in assessment must be made as soon as possible. There is a real need for support in both addressing these changes and for practical training for assessors in contemporary assessment methods.

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“…Quality management in education is a comprehensive tenet for quality control, quality assurance and quality enhancement, with human resources at the centre. Political interventions in Libyan universities in the early 1980s tried to introduce new concepts of freedom of learning and student-centred education without preparing them in addition to increasing demands on higher education strikingly on medical education ( 1 ).…”

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confidence: 99%

“…However, that unfortunately led to the problems that the Libyan universities are currently facing such as student overcrowding, continually changing of bylaws, leadership and organisations (merging and re-merging of the universities), reduced autonomy, dissociation from societal needs, stagnation and compromised student performances. The need to reform the Libyan universities is of a paramount and vital importance ( 1 ). The change for the better necessitates establishing quality management as well as adopting investigative-based learning and self-controlled active learning strategy.…”

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confidence: 99%

The need for Quality Management Systems in Libyan universities

Ambarek

2010

Libyan Journal of Medicine

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Libyan Medical Education: Time to Move Forward

Cited by 18 publications

References 22 publications

Teaching methods in Hawler College of Medicine in Iraq: A qualitative assessment from teachers' perspectives

Teaching methods in Hawler College of Medicine in Iraq: A qualitative assessment from teachers' perspectives

Addressing Assessment in Libyan Medical Education

The need for Quality Management Systems in Libyan universities

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