The Potential Role of the Libyan Medical Diaspora in Improving Undergraduate Medical Education at Home: An Online Survey

Abstract

Background

Libya faces a severe shortage of medical educators due to prolonged political instability, emigration of health care professionals, and expansion of medical schools. The Libyan medical diaspora represents an untapped resource that could support the advancement of undergraduate medical education in Libya through remote teaching, mentorship, and curriculum development.

Aim

This study examines the perceptions, willingness, and practical challenges of involving Libyan medical diaspora in undergraduate medical education within their home country. It also explores technological and policy-based solutions to enhance diaspora engagement.

Methods

A cross-sectional online survey was distributed to a convenience sample of Libyan doctors at home and abroad. We captured demographic details, prior educational engagement, attitudes toward diaspora involvement, and perceived barriers and enablers from 145 responses.

Results

Almost half (47.6%) were diaspora doctors. A strong majority (74.5%) believed the diaspora could contribute meaningfully to undergraduate education, particularly through clinical training (79.3%) and e-learning (73.1%). Over 84% expressed a willingness to teach virtually, although significant barriers included a lack of institutional coordination (74.5%) and inadequate technological infrastructure (53.1%). Key enablers identified included structured engagement programs, financial incentives, and international academic partnerships.

Conclusion

Libyan doctors in diaspora are largely willing and well-positioned to support undergraduate medical education in Libya. Strategic policy action, digital infrastructure development, and institutional coordination are crucial to effectively mobilize this potential. These findings support the case for implementing structured diaspora engagement policies in fragile states.

Keywords

Libyan medical diaspora - undergraduate medical education - brain drain - faculty development - e-learning - curriculum reform - telemedicine

Publikationsverlauf

Eingereicht: 05. Oktober 2025

Angenommen: 02. November 2025

Artikel online veröffentlicht:
31. Dezember 2025

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