Background: The concept of pharmacovigilance is not well known in Libya and its practice is still in the early stages. Aims: This study aimed to determine the knowledge, attitudes and practices of pharmacists in Tripoli, Libya about pharmacovigilance and the reporting of adverse drug reactions. Methods: A cross-sectional study was conducted from October 2019 to February 2020 of working pharmacists randomly selected from pharmacies in Tripoli. Participants were eligible for inclusion if they had a degree or diploma in pharmacy from a recognized university or institute. Data were collected using a validated self-administered questionnaire. Results: Of 500 pharmacists selected, 408 completed the questionnaire. The pharmacists' knowledge of pharmacovigilance and reporting of adverse drug reactions was poor overall: only 28.9% correctly defined pharmacovigilance and 14.7% knew about the existence of a centre for pharmacovigilance in Libya. The attitudes of the pharmacists to pharmacovigilance was positive: 77.2% believed that pharmacovigilance needed to be included in the pharmacy curriculum and 73.0% said that they would practice pharmacovigilance if trained. Pharmacists depended mostly on drug information leaflets to update their knowledge on adverse drug reactions. Conclusion: Given the pharmacists' low level of knowledge about pharmacovigilance but their readiness to become involved if trained, training programmes should be introduced for practising pharmacists to improve their knowledge and encourage their active participation in pharmacovigilance. Regulators need to reinforce the importance of reporting adverse drug reactions and implement pharmacovigilance policies in the Libyan health care system.
Ahmed Elbadri M Atia(7-2021)

More Abstract This work shares Libyan experiences with medical education accreditation, as well as the challenges that the system faced in meeting the criteria of the World Federation of Medical Education (WFME). WFME, which was founded in 1972, is an international organization concerned with the education and training of medical doctors. WFME was initiated on the initiative of the WHO and the World Medical Association (WMA) with the goal of reviewing bodies that accredit basic medical education. The worldwide task force on accreditation in medical education was founded in 2004 by WHO and the WFME. In the same year, 26 members from 23 countries representing all six WHO–WFME regions assembled to discuss how WHO and WFME could assist in the establishment of long-term accrediting systems to ensure high-quality medical education. By 2024, all candidates must obtain a graduation certificate from a program certified by an entity that meets WFME or other international requirements for an accrediting system, according to the Educational Commission for Foreign Medical Graduates. Thereafter, accreditation for all health training programs by 2020 was indorsed as part of the WHO’s Worldwide Strategy on human resources for health: workforce 2030 and was recommended by the WMA. In response to these regulations, the NCQAA has started to prepare “the National Standards Manual for Basic Medical Education” and further connect with all Libyan medical faculties to comply with these criteria, while linking with the WFME. This is based on the WHO endorsement that all countries to apply accreditation mechanisms for health training institutions by 2020. Now it is a time to call for a rigorous auditing system in addition to assessment mechanisms in order to warrant ongoing quality control, and the quality control agency should be self-governing of external encouragement and have only an academic agenda. Finally, all medical schools that have decided to be recognized by the WFME, must have strengthened their ability to face challenges and start adapting these regulations and standards. The construction of networks, alliances, and associations between Libyan medical faculties are encouraged as an efficient approach for implementing and obtaining this accreditation.
Ahmed Elbadri M Atia(11-2021)

طالما أن الفرد والمجتمع متلازمان ولا ينفصلان، فإنه يجب تنظيم العلاقة بين سلطة الدولة وحريات الأفراد وبما أن ،في المجتمع الدستور يمثل وسيلة الحكم الديمقراطي في المجتمعات المتقدمة، فعليه تقع مهمة تنظيم هذه العلاقة تحيل كونه يس تصور مجتمع بشري بدون تشريع، فالرابطة الاجتماعية هي رابطة قانونية قبل كل شيء وحيث يكون المجتمع يكون القانون. وفي الواقع، لا تكون حماية ممارسة الحريات العامة دائما وفي كل مكان بنفس الطريقة، حتى داخل الدولة كما أن ال ،الواحدة حلول تختلف تبعا للحريات المعنية، أي تبعا للنشاط الإنساني المعني، وأنماط تنظيمها لا يقع دائما على ذات المستوى ، وإنما يتغير تبعا للحالات العادية التي يكون فيها المجتمع والظروف الاستثنائية التي تمر .بها البلاد لذلك فإن أساليب تنظيم الحرية ليست واحدة فقد تكون عن طريق الدستور أو القانون كما قد تكون عن طريق القرارات الإدارية التنظيمية .
حسام علي الحاج (6-2019)