1. 1 University of Burundi - 2 National Public Health Institute
7TH EAST AFRICAN HEALTH AND SCIENTIFIC CONFERENCE Dar es Salaam – Tanzania th – 29th March 2019
Teachers’ perceptions on the level of integration of ICTs in health sciences education
in Bujumbura-BURUNDI. 
Nyandwi J1, Ntakarutimana L2, Nkezabahizi F1, Niyonkuru J1, Kamikazi Y1, Butoyi SG2, Nimubona P2, Bazira L1.
1 University of Burundi - 2 National Public Health Institute

2. Teachers’ perceptions on the level of integration of ICTs in health sciences education in Bujumbura-BURUNDI.
Context
The use of ICT has made considerable progress in medical education around the world. But in Africa and particularly in Burundi few studies are available to evaluate the transformations.
The Objective of the study was to assess the trainers' perceptions of ICT integration in health science education in BURUNDI.
7th EAHSC March J. Nyandwi

3. Teachers’ perceptions on the level of integration of ICTs in health sciences education in Bujumbura-BURUNDI.
Material & Method
It was a cross-sectional descriptive study
The targetted population of the study consisted of professors of Faculty of medicine (Burundi University) and the National Institute of Public Health.
All the professors of the Faculty of medicine (Burundi University) and the National Institute of Public Health were included.
Data was collected through a self-administered questionnaire, and processed using the Epi-Info software
7th EAHSC March J. Nyandwi

4. Teachers’ perceptions on the level of integration of ICTs in health sciences education in Bujumbura-BURUNDI. Results
Collection of information :
Of 78 questionnaires distributed, 39 questionnaires (76%) were retrieved.
Questionnaire retrieval rate: 50%
Completeness of retrieved questionnaires: 100%
Profile of respondents:
The sample included 29 men (74%) and 10 women (26%)
Average age was 46 years [25-65].
97,4% of them had both a personal computer and a smartphone, since on average of 9,4 and 4,7 years respectively
The average daily connection time on the internet was 6.4 hours.
Only 13 teachers (33%) received training on the use of ICT in education
7th EAHSC March J. Nyandwi

5. Teachers’ perceptions on the level of integration of ICTs in health sciences education in Bujumbura-BURUNDI. Results (ctd 1)
Table 1: ICT Tools or ICT assisted method used by teachers
ICT Tools or ICT assisted method
Number/39 % 1.
Videoprojector 36
92,3 2.
Computer Aided Teaching 25
64,1 3.
TV Monitor & CD-DVD Player 6
15,3 4.
Mannequins 4 10 5.
E- or Distance learning 3
7,8 6.
Learning Games 1
2,6 7.
Virtual Communities 8.
3D Animation 9.
Virtual Simulators
7th EAHSC March J. Nyandwi

6. Teachers’ perceptions on the level of integration of ICTs in health sciences education in Bujumbura-BURUNDI. Results (ctd 2)
Table 2: Teachers' opinion on the change brought by ICTs
Benefits
Opinion expressed
Number % 1.
Enriches course content 38
97,4 2.
Greater interactivity 3.
Faster acquisition of information 36
92,3 4.
Better understanding, 35
89,7 5.
More application exercises 34
87,2 6.
Greater motivation of students 7.
Better success rate 29
74,4 8.
Easier memorization of concepts 28
71,8
7th EAHSC March J. Nyandwi

7. Table 2: Teachers' opinion on the change brought by ICTs
Teachers’ perceptions on the level of integration of ICTs in health sciences education in Bujumbura-BURUNDI. Results (ctd 3)
Table 2: Teachers' opinion on the change brought by ICTs
Disadvantages
Opinion expressed
Number % 1.
Increased passivity of students 19
48,7 2.
Flood risk of the students by uncontrolled information 17
43,6 3.
Increased time for lesson preparation 5
12,8 4.
Risk of cheating on exams thanks to the smartphone 1
2,6%
7th EAHSC March J. Nyandwi

8. Teachers’ perceptions on the level of integration of ICTs in health sciences education in Bujumbura-BURUNDI. Results (ctd 4)
Table 3: List of obstacles to the rapid development of ICT in education
Obstacles
Opinion expressed
Number % 1.
Low and expensive connectivity, 29
74,4 2.
Insufficient and poorly maintained equipment 24
61,5 3.
High cost of computer equipment, 20
51,3 4.
Lack of training in the use of ICT 18
46,2 5.
Instability of the power supply 12
30,8 6.
Resistance to change 4
10,3
7th EAHSC March J. Nyandwi

9. Teachers’ perceptions on the level of integration of ICTs in health sciences education in Bujumbura-BURUNDI.
Discussion Though 97% of the teachers owned a personal computer and a smartphone, Today it is difficult to conceive of teaching without a computer.
7th EAHSC March J. Nyandwi

10. Richest lesson content (97%)
Teachers’ perceptions on the level of integration of ICTs in health sciences education in Bujumbura-BURUNDI.
Discussion
Among major contributions of ICT in education teachers underlined the followings :
Richest lesson content (97%)
Greater interactivity in the class-room (97%)
Faster transmission of knowledge (92%)
Better understanding (90%)
7th EAHSC March J. Nyandwi

11. Increased passivity of students (49%)
Teachers’ perceptions on the level of integration of ICTs in health sciences education in Bujumbura-BURUNDI.
Discussion
The following weak points were noted :
Increased passivity of students (49%)
Flood risk through uncontrolled information (44%)
Inreased time for lesson preparation (13%)
Risk of cheating on exams thanks to the smartphone (3%)
7th EAHSC March J. Nyandwi

12. Low and expensive connectivity(74%)
Teachers’ perceptions on the level of integration of ICTs in health sciences education in Bujumbura-BURUNDI.
Discussion
Mainly five obstacles to the quick development of ICTs in education were identified:
Low and expensive connectivity(74%)
Insufficient equipment and maintenance (62%)
High cost of ICT equipment (51%)
Lack of training in the use of ICTs (46%)
Instability of the power supply (52%)
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13. Conclusion & Recommendation
Teachers’ perceptions on the level of integration of ICTs in health sciences education in Bujumbura-BURUNDI.
Conclusion & Recommendation
A wide range of tools and ICT-based education methods are available and the benefits of their are obvious .
Despite this, they are poorly exploited in Burundi while the opportunities for their use are present in teaching.
There is a urgent need for awareness and implementation of strategies to use ICTs in learning process.
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14. Teachers’ perceptions on the level of integration of ICTs in health sciences education in Bujumbura-BURUNDI.
References
Robert PICARD et Hélène SERVEILLE
Technologies et connaissances en santé. Rapport Ministère de l’Économie et des Finances, MINISTÈRE DU REDRESSEMENT PRODUCTIF. République Française.
2. Thierry Karsenti1 et Bernard Charlin
Analyse des impacts des technologies de l’information et de la communication
sur l’enseignement et la pratique de la médecine.
Pédagogie Médicale 2010; 11 (2): 127–141 DOI: /pmed/
3. Mireille Pochon
L’enseignement médecine à l’ère du numérique : Le développement des TIC au sein de la médiathèque de la Faculté de Médecine de Lausanne. Genève EID 2000 ; -67, 17 p : ill. ; 30cm
4. Guennoun, B. & Benjelloun, N. (2016).
Regards des étudiants sur l’intégration des TIC dans l’enseignement supérieur
scientifique. Revue internationale des technologies en pédagogie universitaire, 13(1), 64–94.
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15. Teachers’ perceptions on the level of integration of ICTs in health sciences education in Bujumbura-BURUNDI.
AKNOWLEDGEMENT To the Professors of the Faculty of Medicine of Bujumbura and of The National Public Health Institute who, kindly, accepted to participate to this study.
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