Department of Dermatology, University Teaching Hospital of Lomé Togo, Lome, Togo.
Department of neurosurgery, University Teaching Hospital of Lomé Togo, Lome, Togo.
BMC Med Educ. 2020 Mar 31;20(1):95. doi: 10.1186/s12909-020-02010-x.
The License, Master and Doctorate (LMD) reform that structured high studies in three cycles, has been instituted since the Bologna declaration in 1999. To be conformed to international standards, the LMD system has been instituted in University of Lomé in 2009 to foster pathways between medical and paramedical training. The purpose of this study was to evaluate the strengths and weaknesses of the LMD reform since its introduction in medical school of Lomé.
It was an opinion survey conducted during four months in University of Lomé among the medical school's teachers about strengths and weaknesses of LMD reform since its application. The strengths were defined as all facilities brought by LMD reform in organization of courses and practices, evaluations, new Information and Communication Technologies (ICTs) (internet, video projector, courses on line). The LMD weaknesses were defined as any problem that it could generate.
Of 113 resident teachers of the medical school of Lomé, seventy-six have completed the questionnaire (67.2%). The majority of teachers (74) thought that the introduction of LMD reform will make Lomé medical school fit into international standards. The availability of the video projectors was mentioned by 90.8% of the teachers and 82.9% of them used it for teaching. Online course was not available. The main strengths of LMD were: a better evaluation system (33.3%), the organization of training in units with credit (28.6%), the usage of new ICTs (23.8%). Respondents also reported many weaknesses of LMD reform: the plethoric number of students (36.2%), the absence of an intermediate diploma and pathways between studies (29.3%). The Insufficiency of human resources and material was also mentioned.
This study highlights that LMD reform needs adaptation to local realities and improvement to ensure that students will get better training in conformity with international standards.
自 1999 年《博洛尼亚宣言》以来，结构上分为三个周期的学士、硕士和博士（LMD）改革已经在高等教育中实施。为了符合国际标准，LMD 系统于 2009 年在洛美大学实施，以促进医学和辅助医学培训之间的途径。本研究旨在评估自洛美医学院引入 LMD 改革以来的优势和劣势。
这是在洛美大学医学院的教师中进行的一项意见调查，为期四个月，评估 LMD 改革自应用以来的优势和劣势。优势被定义为 LMD 改革在课程和实践组织、评估、新的信息和通信技术（ICT）（互联网、视频投影仪、在线课程）方面带来的所有便利。LMD 的弱点被定义为它可能产生的任何问题。
洛美医学院的 113 名常驻教师中，有 76 人完成了问卷（67.2%）。大多数教师（74 人）认为，引入 LMD 改革将使洛美医学院符合国际标准。90.8%的教师提到了视频投影仪的可用性，其中 82.9%的教师将其用于教学。在线课程不可用。LMD 的主要优势是：更好的评估系统（33.3%）、学分制单位培训的组织（28.6%）、新的 ICT 应用（23.8%）。受访者还报告了 LMD 改革的许多弱点：学生人数过多（36.2%）、缺乏中级文凭和学习途径（29.3%）。人力资源和物质的不足也被提及。
本研究强调，LMD 改革需要适应当地实际情况并加以改进，以确保学生能够按照国际标准接受更好的培训。
