Integration of the environmental health module into the first year of the LMD programme across all specialisations in medical training institutions in the city of Boma (Central Kongo, DRC)

Abstract

Introduction: Environmental health is an important aspect of public health and the training of future healthcare professionals. In the context of the Bachelor’s-Master’s-Doctorate (LMD) reform in the Democratic Republic of the Congo, this study analyses the integration of the first-year environmental health teaching module into medical training institutions in the city of Boma.

Methods: A mixed-methods, descriptive cross-sectional study with an analytical focus was conducted among 133 students. The quantitative component utilised univariate and bivariate analyses, notably Pearson’s χ² test, Cramér’s V and the odds ratio. A qualitative component, based on semi-structured interviews with lecturers and academic staff, enabled an exploration of teaching practices and institutional constraints.

Results: 63.2 per cent of students reported having previously taken the environmental health module. The definition of the discipline was correctly identified by 66.9 per cent of respondents. However, 46.6 per cent felt that the module was poorly integrated into the curriculum. Lectures accounted for 70.7 per cent of the teaching methods reported, compared with 6.8 per cent for practical sessions. The use of active teaching methods was strongly associated with a favourable perception of the integration of environmental health (χ² = 24.12; p < 0.001). Having taken the course was also associated with perceived academic performance: 78.6 per cent of students who had taken the course were at an average or high level, compared with 32.7 per cent of those who had not taken it. The clarity of explanations was associated with the ability to identify environmental risks (χ² = 29.81; p < 0.001; OR reported in the thesis = 7.87). The interviews highlighted a lack of teaching materials, the scarcity of field trips, insufficient resources and a lack of local contextualisation.

Conclusion: The integration of environmental health appears to be genuine but is still partial and insufficiently structured. Strengthening active learning methods, practical work, teaching materials, teacher training and contextualisation to the realities of Boma is a key focus for improving this teaching unit.

Keywords: environmental health; Bachelor’s-Master’s-Doctorate system; active learning; medical education; teaching methodology; 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/1027