The Level of Knowledge, Attitudes and Practices of Teaching and Evaluation of the LMD System among Teachers of the Faculty of Medicine and Pharmacy of the University of Kisangani

Abstract

Introduction: The Bachelor's–Master's–Doctorate (LMD) reform aims at the harmonisation of diplomas, mobility and a skills-based pedagogy. In medical training, its effectiveness depends on its appropriation by teachers. The objective of this study was to evaluate the knowledge, attitudes, practices and constraints related to the LMD system at the Faculty of Medicine and Pharmacy of the University of Kisangani. Material and Methods: Descriptive cross-sectional study with prospective collection (October 21–December 20, 2025) among faculty members. A self-administered questionnaire (face-to-face/line) was used. The analysis was carried out in Excel 2021 and R 4.3.0. Results: A total of 57 teachers participated (84.2% men) and 70.2% had >10 years of seniority. Perfect knowledge of the LMD's objectives was reported by 45.6%; 31.6% were unaware of its pedagogical basis and 29.8% cited the competency-based approach. Mastery of the three pillars remained low (15.8%). The overall opinion was unfavourable among 56.1%; 78.9% expressed a need for additional training and 82.5% considered the material resources insufficient. Practices remained dominated by lectures (63.2%), with 36.8% lacking formative assessment. The major constraints concerned the lack of LMD training, the workload, the high number of students and the lack of suitable rooms. Conclusion: The appropriation of the LMD system at the UNIKIS Faculty of Medicine and Pharmacy is partial and heterogeneous. The constraints to its effective application are at the root of the practical brake in the face of unmotivated teaching, unsuitable infrastructure and high student numbers.