Evaluation of the "Licence, Master, Doctorate" reform at the Health Sciences faculty of the University of Lomé: strengths and weaknesses
Objective The aim of this study was to evaluate the strengths and weaknesses of the License, Master, and Doctorate (LMD) reform since its introduction to the Faculty of Health Sciences of the University of Lomé. Methods It was an opinion poll conducted from August 1 to November 1, 2018 among teachers of the Faculty of Health Sciences of the University of Lome. We have studied the general data, the strengths and weaknesses, the problems generated and not yet solved by the LMD. Results
... Results Seventy-six of the 113 teachers answered the questionnaires. The median age of teachers was 41 years and M / F sex ratio of = 11.7. More than half (64.5%) of the teachers had not received training on the implementation of the LMD reform at the Health Sciences Faculty (HSF). The course explanation (100%) associated with the delivery of lessons as a mimeograph (89.5%) was the first method of instruction. The main strengths of the LMD were a better system of student evaluation (homework organization, limitation of frauds) (27.6%) and the organization of lessons in teaching unit with teaching unit capitalization (26.3%). The weak points were the lack of human and material resources (27.6%), the plethoric number of students (22.4%) and the fact that the LMD reform is not adapted to the FSS (22.4%). The bloated number of students was the problem caused by the LMD according to 40.8% of the teachers and the problem not yet solved by the LMD was the absence of intermediate degrees actually delivered during the training according to 34.2% of the teachers.