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{{Use mdy dates|date=October 2011}}
{{Use mdy dates|date=October 2011}}
{{Infobox University
{{Infobox University
|name = Libyan International Medical University
| name = Libyan International Medical University
| native_name = '''الجامعة الليبية الدولية للعلوم الطبية'''
|image = [[Image:LIMU logo.png|center|The Symbol of the University]]
| image_name = LIMU logo.png
|established = 2007
| image_size = 250px
|type = [[Private University|Private]]
| caption = The Emblem of the University
|president = Dr. Mohammed Saad Ambarak
| established = 2007
|city = [[Benghazi]]
| type = [[Private University|Private]]
|state =
| president = Dr. Mohammed Saad Ambarak
|country = [[Libya]]
| city = [[Benghazi]]
|students= 540 (as of 2010)
| country = [[Libya]]
|undergrad = 540|
| students = 540 (as of 2010)
postgrad = |
| undergrad = 540
staff =
| postgrad =
|mascot =
| staff =
|campus = {{convert|7.5|acre|m2|abbr=on}}
|campus = {{convert|7.5|acre|m2|abbr=on}}
motto =
|free_label =
|free =
|website = http://www.limu.edu.ly/en/
|website = http://www.limu.edu.ly/en/
}}
}}

Revision as of 17:50, 28 May 2012

Libyan International Medical University
الجامعة الليبية الدولية للعلوم الطبية
The Emblem of the University
TypePrivate
Established2007
PresidentDr. Mohammed Saad Ambarak
Students540 (as of 2010)
Undergraduates540
Location,
Campus7.5 acres (30,000 m2)
Websitehttp://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.

The university's doors were opened to enrolled students on October 15, 2007. According to University references, over 200 students had enrolled in the University under its various 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 the year 2009, with the enrollment its third batch, this system was implemented from their first semester. It is worth mentioning that 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 certain system within a given amount of 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 are given 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 also taken weekly where students would solve cases in the form of brainstorming and debriefing sessions.

References

  1. ^ "Evaluation from the National Committee for Quality Control and Educational Accreditation (in Arabic)". August 5, 2010.
  2. ^ Koh GC, Khoo HE, Wong ML, Koh D (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. {{cite journal}}: Unknown parameter |month= ignored (help)CS1 maint: multiple names: authors list (link)