Addressing Assessment in Libyan Medical Education

Abstract

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

Keywords

• Education