Transition from Bachelor's to Master's to Doctoral Degrees in Medical Education in the DRC

How did undergraduate and graduate students in health sciences actually experience the widespread implementation of the LMD system within a structurally isolated provincial institution? The book demonstrates that while the reform fosters a genuine desire for autonomy and professionalization, its implementation is hampered by the paradoxes of overarching technical and pedagogical requirements in the face of local logistical and infrastructural realities.This book is intended for a specialized audience, requiring a precise, academic style of writing grounded in real-world realities: - Academic administrators and policymakers: Higher education officials, directors of institutes (ISTM), and reform designers in the DRC.- Faculty and healthcare professionals: Professors, course coordinators, teaching assistants, and supervising nurses involved in implementing the Competency-Based Approach (CBA).- Researchers in education and public health: Master's students, doctoral candidates, and academics interested in the sociology of education in sub-Saharan Africa and medical education.