university teaching began
Teaching, mentorship and capacity building
Developing people who can turn knowledge into better practice
Across Côte d’Ivoire and Ghana, Prof. Banga’s teaching has connected foundational science, experimental reasoning, professional responsibility and research mentorship—from the undergraduate classroom to doctoral training and practitioner education.
Teaching reach
Across levels, disciplines and institutions
universities across Ghana and Côte d’Ivoire
postgraduate students supervised since 2012
practitioners trained in the first PPC edition
Teaching journey
From biological foundations to translational practice
Nangui-Abrogoua and Félix Houphouët-Boigny Universities
Animal and human physiology, cell biology, experimental pharmacology and molecular pharmacology for undergraduate and postgraduate students.
University of Ghana
Human physiology, pharmacology and toxicology across Pharmacy, Medicine, Biomedical and Allied Health Sciences, Nursing and Midwifery, at undergraduate and master’s levels.
University of Health and Allied Sciences
Human physiology and pharmacology for undergraduate and master’s students in the Schools of Pharmacy and Medicine, alongside leadership of ITAM.
Professional practitioner education
A multilingual, competency-oriented programme connecting traditional medicine practice with clinical, scientific, ethical and regulatory standards.
Learning domains
A curriculum spanning mechanism, experiment and use
Foundational biomedical science
Cell biology; human and animal physiology; cardiovascular, renal, respiratory, gastrointestinal and endocrine systems.
Core pharmacology
Drug–receptor relationships, pharmacodynamics, autonomic and systems pharmacology, chemotherapy, anti-infectives and immunopharmacology.
Experimental science
In vitro and in vivo pharmacology, bioassays, animal models, toxicology, genotoxicity, carcinogenesis, apoptosis and organ toxicity.
Applied therapeutics
Food–drug interactions, medicinal products, treatment adherence, natural-product safety and responsible therapeutic use.
Research mentorship
Learning through real scientific questions
Prof. Banga’s supervision model embeds students in the full research pathway: defining a question, choosing methods, generating reliable evidence, interpreting limitations, communicating findings and considering translation. Supervised work has ranged from mitochondrial and antioxidant pharmacology to medicinal plants, toxicology, cancer biology, infectious disease, adherence and health-system questions.
Postgraduate supervision
Twenty-one MPhil, MSc and PhD students supervised or under supervision since 2012, alongside earlier MPhil and PhD mentorship in Côte d’Ivoire.
Undergraduate research
Final-year projects across Pharmacy, PharmD, Veterinary Medicine and related fields, including laboratory, clinical, behavioural and evidence-synthesis studies.
Graduate examination
Internal and external examination of master’s theses and oral defences in Ghana and Côte d’Ivoire, including service for the University of Ghana, KNUST and UCC.
Curriculum and programme development
Strengthening the systems behind learning
Teaching leadership has included programme review and reaccreditation for BPharm, PharmD and MPhil Pharmacology, contributions to PharmD, PharmD Top-up, MSc Pharmacology and PhD Pharmaceutical Sciences programmes, and participation in the Bachelor–Master–Doctorate transition at Nangui-Abrogoua University.
Professional capacity building
Bridging traditional practice and contemporary standards
Conceptualised and led by Prof. Banga with University colleagues and partners, the UHAS Professional Practice Course equips traditional medicine practitioners with practical competencies in clinical assessment, laboratory interpretation, medicinal-plant identification, regulation, ethics, dosage forms, extraction, preservation, efficacy testing, sustainability, documentation, packaging and labelling.
Mentorship in practice
Standards with opportunity
Effective mentorship combines scientific rigour with intellectual generosity: learners need high standards, honest feedback, space to ask difficult questions and meaningful responsibility for the work they are learning to lead.
Teaching and capacity-building are collaborative achievements involving students, faculty, technicians, clinical colleagues, practitioners, regulators, partner institutions and communities.