This study evaluates the quality of teaching materials used for pediatric language development instruction in selected Technical Medical Institutes (ITMs) in Kinshasa, Democratic Republic of Congo. Its main objective is to assess the clarity, coherence, and relevance of these materials in order to identify both strengths and weaknesses in the training of future healthcare professionals. Using seven key evaluation criteria, the analysis reveals notable differences among the institutions examined.
These findings highlight the need to improve teaching resources, clarify educational objectives, and integrate more practical learning activities. Overall, the study suggests that teaching approaches should be reassessed and strengthened to improve science education within this specific educational and professional context.