Libya's medical education system faces significant challenges that require comprehensive analysis and reform. The system struggles with outdated curricula, resource scarcity, faculty brain drain, and a lack of international accreditation, which collectively hinder its ability to meet the nation's healthcare needs and align with global standards. This study utilized a case study approach to examine Libya's medical education system, exploring established international standards and best practices from leading organizations including the World Federation for Medical Education (WFME), the Liaison Committee on Medical Education (LCME), and European medical education guidelines, with a comparative analysis highlighting disparities between Libya's current state and these global benchmarks. Lessons were also drawn from a successful medical education reform in Kyrgyzstan to inform recommendations. The analysis revealed significant gaps in curriculum design, resource allocation, faculty development, and accreditation processes, demonstrating that Libya's system is largely disconnected from the global shift towards competency-based, patient-centered medical education. The study advocates for a multi-faceted, collaborative approach to reform, with concrete, evidence-based recommendations focused on curriculum modernization, strategic resource allocation, comprehensive faculty development, and the pursuit of international accreditation — aiming to foster a robust and globally recognized medical education system for Libya.
Keywords: Libya; Medical Education; Evidence-Based Medicine; International Frameworks; Healthcare System; Accreditation; Faculty Development; Quality Improvement.
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