Libyan International Medical University
 |
This article needs additional citations for verification. (December 2012) |
| Libyan International Medical University | |
|---|---|
| الجامعة الليبية الدولية للعلوم الطبية | |
 The university emblem |
|
| Established | 2007 |
| Type | Private |
| President | Dr. Mohammed Saad Ambarak |
| Students | 540 (as of 2010) |
| Undergraduates | 540 |
| Location | Benghazi, Libya |
| Campus | 7.5 acres (30,000 m2) |
| Website | http://www.limu.edu.ly/en/ |
The Libyan International Medical University (Arabic: الجامعة الليبية الدولية للعلوم الطبية) is a private university established in Benghazi, Libya, with the purpose of teaching medicine. It is the first private medical university in Libya. It is also Libya's only accredited private medical university.
Its doors were opened to enrolled students on October 15, 2007. According to university references, over 200 students had enrolled under its faculties:
- Faculty of Basic Medical Sciences
- Faculty of Medicine
- Faculty of Dentistry
- Faculty of Pharmacy
- Faculty of Medical Information Technology
- Faculty of Nursing
One of the university's major points is its focus on international partnerships and meeting the level of other international medical teaching institutes. The teaching policy emulates those of many established universities and is mainly problem-based learning.
The National Quality Assurance committee of Libya visited all the universities to evaluate them on two bases: facilities and program. The Libyan International Medical University attained a very advanced position in this evaluation in both aspects.[1]
The Libyan Ministry of Health granted LIMU students the privilege of training at the national health care centers and hospitals.
Problem-based learning
Since the establishment of LIMU, a clear objective was to use the problem-based learning (PBL) system. In 2009, with the enrollment its third batch, this system was implemented from their first semester. LIMU is the only medical university in Libya that uses this modern system and one of the handful of universities in the Arab world.
A number of researches had shown that the PBL was more effective than traditional methods of teaching medicine. Overall, it was found to promote integration of concepts in addition to increasing the skill of students with patients.[2]
Module system
The first two batches, which had started with the traditional system of education, were brought into a system inspired by a similar program at a respected university. In the third year of medicine, the students are introduced to the module system. In essence, a module is a course that covers a system in a given time. During this time, the student is given all the knowledge relating to the topic from the points of all the basic medical sciences in addition to introductory clinical medicine.
The advantage of the module system is that the students have the best of both systems: the structured lectures of the traditional system and the integration of knowledge in the PBL system.
In addition to the modules, PBL sessions were taken weekly where students would solve cases in the form of brainstorming and debriefing sessions.
References
- ^ "Evaluation from the National Committee for Quality Control and Educational Accreditation (in Arabic)". August 5, 2010.
- ^ Koh GC, Khoo HE, Wong ML, Koh D (January 2008). "The effects of problem-based learning during medical school on physician competency: a systematic review". CMAJ 178 (1): 34–41. doi:10.1503/cmaj.070565. PMC 2151117. PMID 18166729.
External links
- LIMU University Website The Libyan International Medical University (LIMU) homepage (English)
  |
This article on a Libyan institution of higher education is a stub. You can help Wikipedia by expanding it. |
