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Research article
Julienne TECLESSOU
Universite de Lome Faculte des Sciences de la Sante
Corresponding Author
ORCiD: https://orcid.org/0000-0003-2619-8396
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Introduction: The License, Master, and Doctorate (LMD) reform which 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. Method: It was an opinion survey conducted in 4 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 generated by the LMD system. Results: 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 noted by 90.8% of the teachers and 82.9% of them used it for teaching. There was no online course. 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%). Many weaknesses of LMD reform were noted by teachers: 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. Conclusion: This study highlights that LMD reform needs adaptation to local realities and improvement to ensure that students will get good training in conformity with international standards.
Keywords
LMD - Strengths – Weaknesses - Medical school - Lomé (Togo)
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CURRENT STATUS: Published
View the published article at BMC Medical Education.
No community comments so far
Submission checks complete
On 19 Mar, 2020
Editorial decision: Accept
On 19 Mar, 2020
Version 3
Posted 30 Jan, 2020
No comments provided
Editorial decision: Minor revision
On 12 Mar, 2020
Review #2 received
Received 22 Feb, 2020
Reviewer #2 agreed
On 07 Feb, 2020
Reviewer #1 agreed
On 04 Feb, 2020
Review #1 received
Received 04 Feb, 2020
Reviewers invited
Invitations sent on 03 Feb, 2020
Editor assigned
On 29 Jan, 2020
Submission checks complete
On 28 Jan, 2020
Editor invited
On 28 Jan, 2020
No comments provided
Editorial decision: Major revision
On 23 Dec, 2019
Review #1 received
Received 18 Dec, 2019
Review #2 received
Received 18 Dec, 2019
Reviewers invited
Invitations sent on 06 Dec, 2019
Reviewer #1 agreed
On 06 Dec, 2019
Reviewer #2 agreed
On 06 Dec, 2019
Editor assigned
On 04 Dec, 2019
Submission checks complete
On 03 Dec, 2019
Editor invited
On 03 Dec, 2019
No comments provided
Editorial decision: Major revision
On 05 Nov, 2019
Review #3 received
Received 03 Nov, 2019
Review #2 received
Received 30 Oct, 2019
Reviewer #3 agreed
On 20 Oct, 2019
Review #1 received
Received 29 Sep, 2019
Reviewers invited
Invitations sent on 19 Sep, 2019
Reviewer #1 agreed
On 19 Sep, 2019
Reviewer #2 agreed
On 19 Sep, 2019
Submission checks complete
On 18 Sep, 2019
Editor assigned
On 17 Sep, 2019
Editor invited
On 16 Sep, 2019
First submitted
On 13 Sep, 2019
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
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A new preprint design is coming!
We have improved readability, clarity, accessibility, and opportunities for engagement.
See the published version of this preprint at BMC Medical Education.
This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research article
Julienne TECLESSOU
Universite de Lome Faculte des Sciences de la Sante
Corresponding Author
ORCiD: https://orcid.org/0000-0003-2619-8396
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Published
View the published article at BMC Medical Education.
No community comments so far
Submission checks complete
On 19 Mar, 2020
Editorial decision: Accept
On 19 Mar, 2020
Version 3
Posted 30 Jan, 2020
No comments provided
Editorial decision: Minor revision
On 12 Mar, 2020
Review #2 received
Received 22 Feb, 2020
Reviewer #2 agreed
On 07 Feb, 2020
Reviewer #1 agreed
On 04 Feb, 2020
Review #1 received
Received 04 Feb, 2020
Reviewers invited
Invitations sent on 03 Feb, 2020
Editor assigned
On 29 Jan, 2020
Submission checks complete
On 28 Jan, 2020
Editor invited
On 28 Jan, 2020
No comments provided
Editorial decision: Major revision
On 23 Dec, 2019
Review #1 received
Received 18 Dec, 2019
Review #2 received
Received 18 Dec, 2019
Reviewers invited
Invitations sent on 06 Dec, 2019
Reviewer #1 agreed
On 06 Dec, 2019
Reviewer #2 agreed
On 06 Dec, 2019
Editor assigned
On 04 Dec, 2019
Submission checks complete
On 03 Dec, 2019
Editor invited
On 03 Dec, 2019
No comments provided
Editorial decision: Major revision
On 05 Nov, 2019
Review #3 received
Received 03 Nov, 2019
Review #2 received
Received 30 Oct, 2019
Reviewer #3 agreed
On 20 Oct, 2019
Review #1 received
Received 29 Sep, 2019
Reviewers invited
Invitations sent on 19 Sep, 2019
Reviewer #1 agreed
On 19 Sep, 2019
Reviewer #2 agreed
On 19 Sep, 2019
Submission checks complete
On 18 Sep, 2019
Editor assigned
On 17 Sep, 2019
Editor invited
On 16 Sep, 2019
First submitted
On 13 Sep, 2019
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
License:
This work is licensed under a CC BY 4.0 License. Read Full License
View the published article at BMC Medical Education.
Introduction: The License, Master, and Doctorate (LMD) reform which 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. Method: It was an opinion survey conducted in 4 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 generated by the LMD system. Results: 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 noted by 90.8% of the teachers and 82.9% of them used it for teaching. There was no online course. 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%). Many weaknesses of LMD reform were noted by teachers: 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. Conclusion: This study highlights that LMD reform needs adaptation to local realities and improvement to ensure that students will get good training in conformity with international standards.
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