Evaluation of the teaching–learning process of the introduction to anaesthesia and resuscitation course in health institutes in the city of boma, Democratic Republic of the Congo

Abstract

Introduction: The teaching of anaesthesia and resuscitation is a key aspect of the training of professionals who will be called upon to manage life-threatening situations. This training must combine theoretical knowledge, technical skills, clinical reasoning, simulation and authentic assessment.

Objective: To evaluate the teaching and learning process of the ‘Introduction to Anaesthesia and Resuscitation’ course at health institutes in the city of Boma, by examining teaching methods, the availability of equipment, the organisation of practical sessions, assessment methods and the acquisition of skills.

Methods: A mixed-methods, descriptive, analytical and cross-sectional study was conducted involving 180 students. Quantitative data were collected via a structured questionnaire and analysed using Pearson’s chi-square test at a 5 per cent significance level. Qualitative data were derived from semi-structured interviews with trainers, direct observations and a documentary analysis of syllabuses and examination papers.

Results: The ex-cathedra lecture method was predominant (68.9 per cent). The absence or inadequacy of simulation equipment affected 85.6 per cent of students, whilst 52.2 per cent had not undertaken any practical work. Assessments were exclusively written and theoretical for 73.3 per cent of students. Despite an acceptable to good level of theoretical knowledge among 76.7 per cent of respondents, 63.3 per cent demonstrated insufficient mastery of practical skills. Associations were found between teaching methods and practical proficiency (χ² = 38.42; p = 0.0001), practical work and procedural proficiency (χ² = 45.18; p < 0.001), simulation equipment and overall skills (χ² = 32.15; p = 0.0002), and between type of assessment and clinical reasoning (χ² = 18.64; p = 0.0003) were statistically significant.

Conclusion: The process studied reveals a disconnect between the transfer of knowledge and the development of practical skills. Strengthening teachers’ pedagogical training, providing access to simulation, and aligning assessments with professional competencies appear to be priority areas for improvement.

Keywords: anaesthesia and intensive care; teaching and learning; medical didactics; simulation; competency-based approach; practical skills; Boma.

Received Date: August 17, 2026

Accepted Date: September 09, 2026

Published Date: October 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/999