• INTEGRATING PHARMACY PRACTICE INTO FIRST YEAR PHARMD CURRICULUM
    on July 29, 2017 at 12:00 am

    INTEGRATING PHARMACY PRACTICE INTO FIRST YEAR PHARMD CURRICULUM Salma, Bukhatwa; Iman, Elmahdi,; Elzahra, Buzariba,; Hwuida, Maghoud,; Nairouz, Alathram; Asma, Buanz,; Hana, A. Habib; Maryam, Saleh; Amna, Bugrain; Najwa, Mohamed,; Ruwida, Sinini; El Naili, Esra; Nazik, Ali; Abdalla, Elmugassabi; Tamer, Elfaidy,; Samah, Eltyb; Mohamed, Baraka; Moustafa, Mohamed; Ibrahim, Labouta,; Adel, Al-Tawaty; Mustafa ., M. Elfakhri; Mohamed, S. Ambarak, Since 2007, Pharmacy Practice has been included in the Libyan International Medical University (LIMU) curriculum for 4th Year Pharmacy students. In 2016, with LIMU transition to its first professional Pharmacy degree; Doctor of Pharmacy, curricular and program changes are underway [1-3]. Consequently, Pharmacy Practice curriculum was integrated into the first year PharmD Block II Problem-Based Learning (PBL) curriculum, noting that compounded formulations, e.g. syrups, elixirs, suspensions and emulsions have been integrated into another Block in the curriculum. […]

  • Higher education in Libya: Challenges and future plans
    on June 30, 2016 at 12:00 am

    Higher education in Libya: Challenges and future plans Mustafa M., El-Fakhri; Salma A., Bukhatwa Educational institutions are the principle pillars for establishment of sustainable human development which leads to community progress. Therefore, it is essentially important to develop their infrastructure, programs, and financial resources and assure the quality of their outcome to effectively respond and fulfill community needs. Internal challenges of the higher educational system in Libya that affecting its own performance are presented in this paper, even though this does not under estimate the effect of other external threats, but they just remain beyond the scope of this paper. These challenges include; lack of a national strategic plan, poor primary and secondary school output, excessive students’ admission, structural problems, poor infrastructure, administrative and legal problems, poor academic staff performance, outdated curricula and teaching methods, poor financial resources, poor research and postgraduate programs. Inevitably, the first step in treatment of such situation is to adopt a national strategy for higher education to know where we stand and to decide where to go and how to reach there. This of course in addition to linking educational programs to local, national and international market needs and promoting investment in education. […]