A comparative analysis of the competency-based and objective-based approaches in health sciences schools: ‘The case of the Mbandaka medical training institute, DRC’

Abstract

Introduction: Developments in medical education require a shift from the traditional objective-based approach (OBA) to a competency-based approach (CBA). In the Democratic Republic of the Congo, this national reform faces significant local logistical and human resource challenges.

Objective: This research comparatively assesses the level of adoption and the actual impact of the APO and APC on the clinical performance of future nurses and midwives at the IEM Mbandaka.

Methodology: The study employs a quantitative, descriptive and comparative design. Standardised numerical data were collected from a sample of 33 professionals via closed-ended questionnaires incorporating Likert scales.

Results: The analyses show that a single major determinant predicts the implementation of the reform: the initial specialisation of supervisors in educational sciences. Experience or overall academic level show no significant influence.

Discussion: A critical gap remains between theory and practice. Over 60% of teaching remains in the form of simple lectures, as staff fall back on their comfort zone due to a lack of methodological refresher training. Furthermore, placement tutors are abandoning the APC assessment grids in favour of subjective assessments inherited from the APO.

Conclusion: The implementation of the LMD reform remains purely formal in practice. To ensure the success of this transition in provincial settings, the institution must have access to a local support programme and targeted continuing professional development.

Keywords: Comparative analysis, Competence-based approach, Objective-based approach, School of Health Sciences.

Received Date: April 21, 2026

Accepted Date: May 12, 2026

Published Date: June 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/700