TITLE:
Analysis of Pedagogical Approaches to the Vaccination Module in the Instituts Supérieurs des Techniques Médicales (ISTM), Kinshasa, Democratic Republic of the Congo
AUTHORS:
Nestor Kankiesa Ngoyi, Francy Pembi Pembi, Jeanot Malu Nkumbi, Serge Muembo Kasongo, Jermie Toko, Augustin Makangu Tshitadi, Jean Doudou Kitengie Kankiesa, Emery Luzolo Kafinga, Guillaume Bina Bofio
KEYWORDS:
Pedagogical Approaches, Vaccination, Student Knowledge, Paramedical Training, Practical Training, Teaching Resources
JOURNAL NAME:
Open Journal of Applied Sciences,
Vol.16 No.4,
April
29,
2026
ABSTRACT: Introduction: The quality of immunization services depends largely on the competencies of frontline healthcare professionals. In the Democratic Republic of the Congo (DRC), the Instituts Supérieurs des Techniques Médicales (ISTM)—Higher Institutes of Medical Techniques—in Kinshasa play a central role in preparing personnel involved in the implementation of the Expanded Program on Immunization (EPI). However, the pedagogical organization of the vaccination module and its alignment with operational requirements remain insufficiently documented. This study aimed to analyze the pedagogical approaches used in teaching the vaccination module and to identify factors associated with students’ level of knowledge. Methods: A cross-sectional observational study with descriptive and analytical components was conducted between March and July 2024 in nine ISTMs in Kinshasa. A proportionate stratified probabilistic sampling method was used to include 555 students. Data were collected using a structured questionnaire assessing pedagogical approaches, institutional barriers, and vaccination knowledge level, measured through a composite score. Pedagogical variables, including the availability of practical training and teaching materials, were assessed primarily based on students’ self-reported perceptions. These variables were not systematically verified through institutional documents or direct observation, which may introduce information bias. Associations were examined using the chi-square test, multivariable logistic regression, and multilevel analysis to account for institutional-level effects. Statistical significance was set at p Results: Among participants, 44.3% demonstrated a high level of knowledge, 41.3% a moderate level, and 9.2% a low level. The main barriers identified were lack of teaching resources (80.7%) and insufficient regular practical sessions (78.4%). In multivariable analysis, the availability of practical training (adjusted OR = 2.03; 95% CI: 1.27 - 3.23; p = 0.003) and adequate teaching materials (adjusted OR = 1.80; 95% CI: 1.09 - 2.96; p = 0.022) were significantly associated with a high level of knowledge. Multilevel analysis showed that approximately 11.3% of the variance in knowledge level was attributable to differences between institutions in the empty model, decreasing to 7.6% after adjustment. Conclusion: Pedagogical approaches—particularly practical training and the availability of teaching materials—are key determinants of students’ knowledge of vaccination. Strengthening the structural organization of the vaccination module and harmonizing curricula across ISTMs appear to be strategic levers for sustainably improving the quality of paramedical training and enhancing the performance of the EPI in the DRC.