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 The Libyan International Medical University (LIMU) represents a unique development aiming towards creating the first private medical university of its kind in Libya. It encompasses the necessary elements to be ranked among the international universities for its success in recruiting high profile, experienced professors, staff members, and for its excellent motivating environment. This university decided to adopt an innovative teaching/learning strategy (Problem-Based Learning) which is going to be implemented by October 2009.
Traditional teaching methods encourage what is known as 'surface learning'. This term is used to describe the committing of large amounts of unrelated knowledge to short-term memory when studying for an assessment task. Because much of this information has not been assimilated with students' prior knowledge, and thus committed to long-term memory.
The main drawbacks of the conventional curricula include the passive role of students, irrelevant subject matter in the curriculum, lack of integration between disciplines, insufficient preparation of the students for continuing their own education after graduation, and, of particular importance, the difficulties experienced by many graduates in applying what they have learned in real life practice.
Today's world brings with it a rapid explosion of easily accessible knowledge. Today graduates need to be self-directed and possess lifelong learning skills. They need to be critical thinkers, problem solvers and analytical in their approach. The inter-disciplinary nature of work means that they need to be able to integrate knowledge and skills from a number of disciplines as well as have the interpersonal skills to be effective team members.
Problem-based learning activities are designed to develop these skills and attributes along with the appropriate discipline specific knowledge. These skills/attributes are now widely accepted and acknowledged as important outcomes from university education.
Numerous studies have examined the process and outcomes of Problem-Based Learning (PBL) in several cognitive and non-cognitive areas (Norman and Schmidt 1992). Findings have shown that PBL enhances intrinsic interest in content and, compared with conventional instruction, is more nurturing and enjoyable for students. It is highly rated in regard to faculty attitudes, student mood, class attendance, academic-process variables, and measures of humanism.
The proposed curricula at LIMU are pure PBL system aiming at overcoming the major drawbacks of the traditional system, which, were developed after careful reviewing of many local, regional, and international curricula. |
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To be one of the best medical schools in the region according to international standards.
Foreword ...
TOWARDS THE FUTURE
No doubt that education is the gate for the future. The contemporary world is experiencing an unprecedented scientific advancement in all aspects of life as it has never been expected nor imagined, neither in speed nor in content. It is becoming a formidable task to stay competent.
No other way to achieve a sustainable development except to concentrate on human resources development and to fulfill the future requirements of education namely of life‐long learning, mastering new technologies, entering the digital era,
choosing quality over quantity and improving investigative and creative skills, byadopting modern and reliable teaching methods that moves away from the traditional teacher‐centered education while relies on transferring factual knowledge and to move to a self‐regulatory learning, student‐centered education that help to acquire knowledge and to develop skills and attitudes which are relevant to the practice of the profession and life.
In LIMU, PBL strategy is not a trend to follow but a necessary
requirement to join the modern world.
Hereby I pay my deep gratitude to LIMU team and staff as well as to the staff of the Medical Education Department of Suez Canal University.
We all together deserve to be a part of the future.
Dr. Mohamed Saad Ambarek
President, Libyan International Medical University (LIMU)
Benghazi, Libya
Fall 2009
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To graduate competent health care professionals who are capable of addressing community health needs, adopting lifelong learning strategies and dealing with priority health problems at the national, regional, and international levels. The mission is extended to address the essential national health research needs, and professional development programs. The bio-ethical and legal aspects of patient and community health care and research are central to the mission. |
1.Integrity in all endeavors.
2.Commitment to innovation and excellence.
3.Self-directed lifelong learning and critical inquiry.
4.Promotion of social justice, equity, diversity and professionalism.
5.Effective partnerships with all stakeholders.
6.Multi-professional and inter-disciplinary collaboration.
7.Supportive and respectful relationships and team work spirit.
8.Accountability and transparency within academic communities and with the public.
9. Compassionate responsiveness to local, national and international health care needs. |
1. Graduating highly qualified health care professionals able to apply and integrate the clinical, basic, behavioral, and social sciences on which medical practice is based, and are sensitive to the health needs of the communities and citizens at national, regional and international levels.
2. Preparing students to gain, access, apply, and integrate new knowledge, skills and have the ability to adapt to changing circumstances throughout their professional life.
3. Preparing graduates able to take part in continuing professional development to make sure that they maintain high levels of multifaceted clinical competence.
4. Offering learning experiences that will lead to successful careers in clinical practice, community health, and basic and clinical research.
5. Producing graduates having lifelong learning, leadership, communication and clinical skills as well as managerial and administrative skills.
6. Fostering the development of an effective clinical reasoning process, critical appraisal, and decision making skills.
7. Providing service and consultation to other health providers in the country.
8. Emphasis on upgrading proficiency by continuous training and development of human resources (faculty, staff and community health
professionals).
9. Acting as a centre of excellence in innovative problem-based health professions education.
10. Fostering personal attributes and integrity of the student as an autonomous individual.
11. Acting as a centre of excellence for research, postgraduate studies and community development.
12. Reestablishing links with the Libyan health care professionals abroad.
13. Entering into scientific agreements with international recognized universities and institutions, and benefiting from the relevant international organizations.
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The graduate of LIMU will be:
• Care giver; equipped with the needed values, attitudes, behavior, and ethical principles in addition to culture sensitivity. As well, armed with integrated preventive, curative, and rehabilitative services.
• Critical thinker; able to evaluate existing knowledge, technology, and information necessary for solving problems.
• Information manager; who understands the capabilities and limitations of information technology and is able to use this facility for medical problem solving and decision making.
• Problem solver; who can efficiently and effectively use his/her clinical reasoning skills and try to resolve patient and community problems.
• Team leader; who can work efficiently in multi-professional and multidisciplinary terms both within and across health sectors and other socio-economic sectors influencing health.
• Communicator; with individual and groups to promote healthy life style.
• Counselor; who empathizes with patients and help them taking decisions in a patient-centered care model.
• Technology user; who can make optimal use of high technology, bearing in mind the ethical and financial considerations and the ultimate benefit of the consumer.
• Self and lifelong learner who can enhance his/her scientific and tacit knowledge and clinical procedural skills relevant to professional practice of medicine.
• Researcher who can efficiently and creatively deal with the essential national health research.
• Trainer who can train other younger colleagues and member of the medical team, and health educator on the individual and community levels. |
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