Medical Schools In Nigeria Research Articles

A national perspective on exposure to essential surgical procedures among medical trainees in Nigeria: a cross-sectional survey and recommendations

BackgroundIn sub-Saharan Africa, recent graduates from medical school provide more direct surgical and procedural care to patients than their counterparts from the Global North. Nigeria has no nationally representative data on the procedures performed by trainees before graduation from medical school and their confidence in performing these procedures upon graduation has also not been evaluated.MethodsWe performed an internet-based, cross-sectional survey of recent medical school graduates from 15 accredited Federal, State, and private Nigerian medical schools spanning six geopolitical zones. Essential surgical procedures, bedside interventions and three Bellwether procedures were incorporated into the survey. Self-reported confidence immediately after graduation was calculated and compared using cumulative confidence scores with subgroup analysis of results by type and location of institution. Qualitative analysis of free text recommendations by participants was performed using the constant comparative method in grounded theory.ResultsFour hundred ninety-nine recent graduates from 6 geopolitical zones participated, representing 15 out of a total of 44 medical schools in Nigeria. Male to female ratio was 2:1, and most respondents (59%) graduated from Federal institutions. Students had greatest practical mean exposure to bedside procedures like intravenous access and passing urethral foley catheters and were most confident performing these. Less than 23% had performed over 10 of any of the assessed procedures.They had least exposures to chest tube insertion (0.24/person), caesarean Sect. (0.12/person), and laparotomy (0.09/person). Recent graduates from Federal institutions had less procedural exposure in urethral catheterization (p < 0.001), reduction (p = 0.035), and debridement (p < 0.035).Respondents that studied in the underserved North-East and North-West performed the highest median number of procedures prior to graduation. Cumulative confidence scores were low across all graduates (maximum 25/60), but highest in graduates from Northern Nigeria and private institutions. Graduates recommended prioritizing medical students over senior trainees, using simulation-based training and constructive individualized non-toxic feedback from faculty.ConclusionNigerian medical students have poor exposure to procedures and low confidence in performing basic procedures after graduation. More attention should be placed on training for essential surgeries and procedures in medical schools.

Perception of Medical Students on the Effect of Covid-19 on Medical Education in Nigeria

Background: The lockdown due to the COVID-19 pandemic disrupted normal activities including undergraduate medical education in Nigeria, similar to the rest of the world. Nigeria as a low- and middle-income country had peculiar challenges in adjusting to the new norm. This study aimed to assess Nigerian medical student’s perception of the effect of COVID-19 on their learning.&#x0D; Methods: A semi-structured, pre-tested online questionnaire was administered to consenting medical students from thirty-three medical schools in Nigeria. Questions assessed the effect of COVID-19 on study and wellbeing, as well as the perception of interventions from institutions and student organizations to reduce the lockdown consequence on learning. Data was analyzed using (SPSS) version 25.&#x0D; Results: A total of 623 students from 33 institutions participated. All private institutions and 25% of public institutions had commenced online lectures/tutorials, 92% of students in private institutions and 21% in public institutions had attended online lectures/tutorials. Of those who did not attend institution-organized classes, 30.5% were opposed to online lectures, the main reasons stated being internet cost/availability and inefficiency. About 65% of the participants were aware of student-organized online tutorials/seminars. Eighty percent did not feel motivated to study and perceived their personal study to be less effective.&#x0D; Conclusion: Nigerian medical student’s perception of the effect of COVID-19 on their medical education was largely negative. Private institutions fared better in coping with the challenges of the pandemic. Proper planning will be needed to curb the effect of COVID-19 on students’ health and wellbeing.

Coping Strategies for medical students during the pandemic: A Nigerian Perspective

The COVID-19 pandemic was an unexpected experience for medical students all over Nigeria. Many medical schools were forced to halt academic activities while a few private institutions continued using online sessions.&nbsp;&nbsp; Medical school in Nigeria gives less time for medical students to pursue other extra-curricular activities and although COVID-19 has brought a lot of unprecedented times, medical students have utilized the opportunity positively by engaging in different activities while accessing a variety of opportunities. Prior to the pandemic, medical students are also known to spend lesser time for social interactions, personal and professional development. Since the lockdown led to the halt of academic activities including lectures and exams in most medical schools in Nigeria, students have more time to explore other activities. Through constantly interacting with my medical colleagues all over Nigeria during the lockdowns, this experience provides a summary of the activities medical students have been engaging in during the lockdown to cope with the shocking changes.

Teaching bioethics at the Medical School, University of Ibadan, Nigeria: Prospects and challenges

Abstract Background Teaching bioethics (BE) is one way to contribute to reflecting if research on humans, health policies and interventions are legitimate. Nonetheless, BE and law have been a relatively new subjects in medical schools in Nigeria, with increasing interest only since the late 1990s following the Pfizer Trovan study. Literature in this emerging field mostly refers to experiences from high-income countries (HIC), literature on low-and middle-income countries (LMIC) is scarce. Objectives This presentation describes over 10 years’ experience of teaching BE in the residency program, to doctors and within a Masters in BE Program of the University of Ibadan, Nigeria. The paper discusses the content, skills, teaching approach and tools employed in these activities. Challenges of the teaching process are identified and future teaching strategies suggested. Results The crop of students are largely unemployed young graduates, health professionals, ethics committee members. They come from Southern Nigeria; there is a weak representation from the Northern states of Nigeria. Based on students and lecturer evaluation reports, we can report that it is important to teach BE in LMICs such as Nigeria. A country that has experienced many ethically challenging and even evil activities in medicine and medical research coupled with a radically changing value system. Teaching universal norms of BE in a country with a high level of illiteracy and cultural differences where religion plays a major role in defining what is right, wrong or appropriate remains a challenge. Conclusions For BE training to be impactful and result in systemic and structural changes in health policy and education in Nigeria, the government must invest in proper institutionalization of research and clinical ethics in curricula in Nigeria. Key messages Efforts need to be increased in Nigeria and other LMICs to teach BE. HIC institutions could offer guidance by becoming partners organizing ethics training.

Knowledge and perception of Family Medicine among medical students at University of Ibadan, Nigeria

Background: Postgraduate training in Family Medicine in Nigeria began over three decades ago, but it was not until recently that the National University Commission (NUC) made it a policy for all Nigerian universities to include undergraduate Family Medicine training in their curriculum. This study aimed to assess the awareness and perception of Family Medicine among medical students at the University College Hospital (UCH), Ibadan.Method: A descriptive cross-sectional study was conducted over a period of four weeks (June 11–July 6, 2018) among 131 fourth-year, 118 fifth-year and 163 sixth-year medical students at UCH, Ibadan. Data were obtained using a self-administered questionnaire.Results: Data were collected from 309 (75% of the target population). The mean age of the respondents was 22.3 ± 2.3 years. The majority (74.4%) did not have a family member who was a doctor and only 2.3% had a family member who was specialising inFamily Medicine. Most of the participants (68.9%) had good knowledge of Family Medicine, while 57.3% had good perception of Family Medicine as a specialty. Importantly, an increase in year of clerkship was associated with an increase in the knowledge of Family Medicine among the respondents.Conclusion: It was observed that with increase in length of exposure to Family Medicine as a specialty, knowledge and perception of the specialty improved among the medical students. It is imperative that all the medical schools in Nigeria implement the NUC directive and start undergraduate Family Medicine training.

Knowledge, Attitudes and Practice of Cervical Cancer Prevention among Student Health Professionals in Nigeria

Background: Cervical cancer is the second most commonly diagnosed gynecological cancer affecting women worldwide. It is a preventable disease but still remains a leading cause of cancer deaths in developing countries like Nigeria despite the availability of preventive strategies. Undergraduate pharmacy and medical students are future health care providers who can help raise awareness and improve the knowledge of the public towards cervical cancer, its screening, prevention and treatment. The study sought to assess the knowledge, attitudes and practice of cervical cancer screening and prevention.&#x0D; Materials and methods: This is a cross sectional survey using questionnaire conducted in the University of Nigeria and Nnamdi Azikiwe University both in South-eastern Nigeria. Participants were conveniently sampled and the self-administered questionnaire was given to 335 consenting female pharmacy and medicine undergraduate students.&#x0D; Results: 335 out of the 350 undergraduate students approached responded (95.7 % response rate). The result of the study shows that the students generally had a good level of awareness of cervical cancer. The students surveyed had a mean knowledge score of 75.9062±20.265. More than a third (36.1%, n = 214) of the students had a negative attitude towards cervical cancer. Only about one in eight students reported to have had a pap smear (12.54%, n = 42).&#x0D; Conclusion: The students generally had a good awareness and knowledge of cervical cancer which was not translated into practice. There is a need to include public health principles into the curriculum of Pharmacy and Medical schools in Nigeria since they are future health advisors.

Entry points into a Nigerian medical school at the graduate and undergraduate levels: A three-year prospective and retrospective comparison of performances at the first MBBS professional examinations

Background: It is alleged that there is a mismatch between candidates’ performance in University Matriculation Examination (UME) and their subsequent academic achievement in medical schools in Nigeria. Aim: The present study compares the performance of medical students admitted via Direct Entry (DE) module and that of UME using their 1st professional examination. Methodology: A total of 343 undergraduate medical students of College of Medicine, Nnamdi Azikiwe University, Nnewi, Anambra state, Nigeria were used for this study. 270 of the students were admitted through UME, while 73 were admitted through DE modes of admission. The results of the 1st MBBS examinations taken in the years 2014 to 2017 were collated, analyzed and compared between the two groups of students. Results: The rate of success in 1st MBBS examination was greater in the DE students (74%) compared with the UME students (44.1%). The failure rate was higher in the UME entrants (55.9%) compared with the direct entrants (26%). The frequency of withdrawals in the group with UME (n = 28) was greater than that of the group with DE (n = 0). Chi square test of association indicated significant (p < 0.001) association between performance of students in 1st MBBS examination and the mode of admission. Logistic regression test shows that the odds of failure were against students with UME module than those with DE. Conclusion: The present study indicates that the admission module of DE with previous degree increases the chances of academic success in medical education in Nigeria. This suggests the need for a review of the mode of admission into medical schools to favour students that have a previous degree.

Establishing consensus among interprofessional faculty on a genderbased violence curriculum in medical schools in Nigeria: A Delphi study

Background. Gender-based violence (GBV), as a topic of medical study and practice, is an integral component of medical education in many developed countries. There is an increasing need to equip medical practitioners with appropriate knowledge, attitudes and skills to care for victims of GBV. Objectives. To obtain consensus among stakeholders on content, the members of faculty who should teach the subject and the methods of training relating to GBV curricula in three medical schools in south-west Nigeria. Methods. Three rounds of the Delphi technique involving 52 experts from among academics, medical practitioners, government and non-governmental organisations were conducted. The first round (RD 1) was open-ended, while subsequent rounds were structured. Consensus was defined as a gathering around mean (>3.5) responses with minimal divergence (standard deviation (SD) 4.0. For the RD 3, consensus was regarded as >50% satisfaction with the rankings from RD 2. A strong consensus was taken as >60% satisfaction. Results. Themes identified in RD 1 were: reasons for teaching GBV; teaching methods, strategies needed and departments best positioned to teach it; professions to involve in training; academic level to offer training; and strategies to assess effective training. From RD 2, the topics ranked highest for inclusion in training were (mean (SD)): complications of GBV, 4.44 (0.63); and safety plan, 4.44 (0.51). Offering training to final-year medical students was most preferred, at 4.25 (1.13); for teaching methods, using videos for training, at 4.63 (0.89), was ranked highest, followed by information, education and communication materials, at 4.50 (0.82). Discussion with victims ranked highest as the most preferred format for teaching, followed by didactic lectures, at 4.06 (0.93) and 4.00 (0.89), respectively. The departments selected to teach GBV were Public Health, at 4.19 (0.91); Accidents and Emergency, 4.06 (0.85); Family Medicine, 3.81 (1.05); and Obstetrics and Gynaecology, 3.81 (0.89). Other professionals suggested were psychologists, social workers and lawyers. With regards to assessment, written examination ranked highest, at 4.06 (0.85). RD 3 confirmed the rankings of RD 2 on all themes, and sought additional suggestions for the training. Most (82.9%) respondents had no additional suggestions; the few elicited included clarifying cultural misconceptions around GBV, involving religious leaders and psychologists, and the recommendation that the teaching should be sustained. Conclusion. These results will inform the development of evidence-based competencies relevant to healthcare providers in the African context. The need for periodic review of the curricula of medical schools to ensure that they address patient and societal needs is highlighted.

Medical education units: A necessity for quality assurance in health professions education in Nigeria

In recent years, curricula and pedagogical methods in medical education have undergone rapid and unprecedented changes globally. The emphasis has shifted from traditional, teacher-centred learning, characterised by the accumulation of non-integrated volumes of knowledge, to active, student-centred learning. The Medical and Dental Council of Nigeria (MDCN) reports that there are 31 fully accredited and 6 partially accredited medical schools in Nigeria. The majority of these medical schools still offer undergraduate medical training based on a curriculum characterised by a distinct separation of preclinical and clinical training, with minimal or no integration. This approach is coupled with low-quality teaching by medical educators, as many medical colleges in Nigeria presently use specialists as lecturers who have little or no training in higher education practices; their only exposure to teaching is that obtained during their postgraduate specialty training. Similarly, very few medical schools in Nigeria have established medical education units (MEUs), as recommended by the World Health Organization and the World Federation for Medical Education. We discuss the shortcomings of the present medical education system in Nigeria and suggest ways to improve the quality of pedagogy among Nigerian medical educators, such as the establishment of clinical-skills centres and MEUs at Nigerian medical schools. In addition, this review highlights the role and importance of MEUs in facilitating quality assurance in health professions education, and the urgent need for more medical schools in Nigeria to establish MEUs to promote, co-ordinate and evaluate medical education reforms based on needs assessments and within the confines of MDCN standards.

Psychosocial correlates of perceived stress among undergraduate medical students in Nigeria.

ObjectivesTo assess the prevalence and factors associated with perceived stress among medical students. MethodsA cross-sectional study of students (n=623) selected across eight medical schools in Nigeria. A structured questionnaire obtained socio-demographic characteristics, alcohol use (Alcohol Use Disorders Identification Test), other psychoactive drug use (Drug Abuse Screening Test), anxiety/depression symptoms (Hospital Anxiety Depression Scale) and stress (Perceived Medical School Stress Scale). We performed bivariate analysis using the chi-squared test, t-test and one-way ANOVA, with multiple regression analysis for multivariate testing in analysing the data. ResultsMost students reported experiencing medical school stress. Female participants were more likely to perceive medical school as competitive (t(621)=1.17, p=0.003), less likely to see medical school as a threat (t(621)=-2.70, p=0.01) or worry about finances (t(621)=-4.80, p=0.001). Nearly a quarter; 21.3% (n=133) and 28.6% (n=178) reported depression and anxiety symptoms respectively. Approximately 4.2% (n=26) were dependent on alcohol, while 14.1% (n=88) had ‘low-risk use’ for other psychoactive substances. In the multiple regression model, lack of finance (B=2.881, p=0.001), weak adherence to religious faith (B=2.376, p=0.001), anxiety symptoms (B=-2.231, p=0.002), problematic alcohol use (B=5.196, p=0.001) and choice of study influenced by parents (B=-3.105, p=0.001) were predictors of greater perceived stress. ConclusionsMedical students in Nigeria report high levels of stress. Incorporating stress reduction strategies in the medical curriculum, and the input of students in providing feedback regarding the methods and styles of undergraduate medical education is required.

Urethral catheterization:The need for adequate undergraduate exposure

IntroductionUrethral catheterization is one of the basic skills expected of any intern. This is an important procedure which if not properly learnt and done leads to various complications. ObjectivesTo assess the knowledge and practice of urethral catheterization among new interns in University of Benin Teaching Hospital as a measure of their undergraduate exposure to the procedure. Subjects and methodsThe study was carried out by administering questionnaire to all newly recruited house officers in the hospital. The component of the questionnaire included questions on knowledge of urethral catheterization procedure and precautionary methods taken while carrying out the procedure. Also assessed was the need for the demonstration of this procedure to newly recruited house officers. Permission for this study was obtained from the hospitals ethical committee. The result of the study was analysed using SPSS package. ResultsThere were 60 respondents who all graduated from medical schools in Nigeria except 2 Nigerian European graduates. All were able to define urethral catheterization. Forty percent had formal demonstration of urethral catheterization procedure during their undergraduate years. All the respondents observed urethral catheterization as undergraduates. About 33.3% did not perform the procedure as undergraduates while only 6.7% passed more than 10 urethral catheters. A total of 65.8% were able to describe the steps involved in urethral catheterization while only 20% used appropriate lubricant. Of the respondents 91.7% could list the possible complications of catheterization while 83.3% indicated that there is need for practical demonstration of urethral catheterization procedure during internship period. ConclusionNewly recruited interns have poor practical exposure to urethral catheterization. Efforts should be made to improve the quality of supervised training given to medical undergraduates so as to avoid complications that could arise if this procedure is not properly done when they qualify.

Recognition of Autism Spectrum Disorder (ASD) symptoms and knowledge about some other aspects of ASD among final year medical students in Nigeria, Sub-Saharan Africa.

Background Earlier studies suggest that knowledge about Autism Spectrum Disorder (ASD) among healthcare workers in Nigeria is low. This present study assessed the knowledge of Nigerian final year medical students about symptoms of ASD and some other aspects of ASD. This is a cross sectional descriptive study that drew a total of seven hundred and fifty-seven (757) final year medical students from ten (10) randomly selected fully accredited medical schools out of a total of twenty-seven (27) fully accredited medical schools in Nigeria. Sociodemographic and Knowledge about Childhood Autism among Health Workers (KCAHW) questionnaires were used to assess knowledge of final year medical students about ASD and obtain demographic information.ResultsOnly few, 218 (28.8 %) of the 757 final year medical students had seen and participated in evaluation and management of at least a child with ASD during their clinical postings in pediatrics and psychiatry. Knowledge and recognition of symptoms of ASD is observed to be better among this group of final year medical students as shown by higher mean scores in the four domains of KCAHW questionnaire. Knowledge about ASD varies across gender and regions. Misconceptions about ASD were also observed among the final year medical students.ConclusionsMore focus needs to be given to ASD in the curriculum of Nigerian undergraduate medical students, especially during their psychiatry and pediatric clinical postings.Electronic supplementary materialThe online version of this article (doi:10.1186/s13104-015-1433-0) contains supplementary material, which is available to authorized users.

English

Information and Communication Technology (ICT) has accelerated many aspects of medical education acquisition, driving it towards more evidence-based platforms. We undertook to evaluate anatomy students&rsquo; knowledge of computers and information communication technology application in the various departments of anatomy in medical schools. This survey was implemented using questionnaire research instrument and involved 300 students who attended the 12th Annual Conference of the Society of Experimental and Clinical Anatomist of Nigeria (SECAN) in March, 2012. Data were collected, analyzed and represented in percentages and tables. Two hundred and twenty five (90%) respondents have heard of ICT before, while 198 (79.2%) agreed to the use of ICT in their school. The most common uses of ICT in the various schools included internet-based registration of courses 144 (72.7%), surfing of the net at internet caf&eacute; 111 (56.1%), and power point lecturing 88 (44.4%). A total of 210 (84%) thought ICT leads to better understanding of lectures, 225 (90%) said it leads to better class participation and interaction while 237 (94.8%) were of the view that it makes it easier to demonstrate and understand diagrams. Many thought that poor and irregular electricity supply 244 (97.6%) and inadequate ICT equipment 172 (68.8%) were amongst factors that discouraged ICT usage in Anatomy Departments of Medical Schools in Nigeria. While ICT awareness was high amongst respondents, poor infrastructure like electricity remained a major challenge. &nbsp; Key words: Information Communication Technology (ICT), medical, anatomy, students.

Demography and Medical Education among Nigerian Final Year Medical Students-Implication for Regional and Human Resource Development

Objective: This study examined the influence of demography such as gender, age, marital status and religion on medical education among final year medical students in different geopolitical zones of Nigeria. Methods: This is a cross sectional descriptive study that drew a total of seven hundred and fifty seven (757) final year medical students from ten (10) randomly selected fully accredited medical schools out of a total of twenty seven (27) fully accredited medical schools in Nigeria. Demographic information was obtained from the medical students following completion of their final year postings. Results: The total population of female final year medical students was 300 (39.6%) and 457 (60.4%) for males. The minimum and maximum ages were 19 and 42 years respectively with a mean age of 25.30 ± 2.90 year. Seventy (9.2%) of the 757 final year medical students were married, while 687 (90.8%) were still single. The religion distribution revealed 181 (23.9%) of the final year medical students to be practicing Islam. Five hundred and seventy five (76.0%) of these students practice Christianity and only 1 (0.1%) of the students practices traditional religion. Conclusion: The findings have implication for policy formulation to reduce inequalities observed in medical education in Nigeria.

Career in Medicine: What factors influence medical students?

Background: Despite high cost and competition for admission into medical schools in Nigeria, many students still pursue or choose medicine as a course of study. This study is aimed at identifying those factors influencing medical students in choosing medicine as a career. Methods: An anonymous questionnaire based survey of medical students (1st and 2nd year) of Ekiti University Medical School was done through a self-designed questionnaire. The first section of the questionnaire elicited information on students’ socio-demographics second section required the students to rank the factors influencing them in the choice of their career. Results: About two-third of the students were males, with a mean age of 21.50 years (standard deviation = 2.903). Most of the students indicated personal interest as the most significant factor influencing them in the choice medicine as a career, prestige of the profession (18.6%) is the second most cited factor while desire to care ranked (12.9%). None of the students was influenced to choose medicine as a career by the teacher. Conclusion: This study found out that there are several factors influencing the choice of career in medicine, however, personal interest of the students appear to be the most important, though with other modifiable factors.

Nigerian Medical Students' Opinions About the Undergraduate Curriculum in Psychiatry

The number of psychiatrists in Nigeria is inadequate to meet the treatment needs for neuropsychiatric disorders. Developing mental health competency in the future Nigerian physician workforce is one approach to filling the treatment gap. The authors aimed to assess medical students' attitudes to this training and its relevance to their future practice and to assess whether they are getting adequate or relevant training. A cross-sectional, questionnaire-based survey was undertaken among a sample (N=375) of 5th- and 6th-year students across four medical schools in Nigeria. Over one-tenth (12%) chose psychiatry as a future career choice. Most expressed positive attitudes toward psychiatry and its relevance to their future careers. A majority were enthusiastic about receiving training in psychiatry in primary-care settings and welcomed a curriculum that emphasized the learning and management of common psychiatric disorders seen in general practice. Medical students surveyed would welcome an undergraduate curriculum that integrates the learning of psychiatry with other specialties and skills-training relevant for primary care. Efforts to modify the current curriculum in psychiatry in Nigerian medical schools should be encouraged.

Plastination technology for anatomical studies in Nigeria: Opinion of teachers at medical institutions

Dr. Gunther von Hagens developed plastination as a technique of tissue preservation in 1977. He used a delicate method of forced impregnation with curable polymers like silicone, epoxy or polyester resins for preservation of anatomical specimens. With plastination, every part of a biological tissue is treated, preserving it for educational purposes. Hence, there are vast applications in the medical field. We set out to survey the knowledge and opinion of lecturers of anatomy about plastinated specimen use in medical schools through the administration of questionnaires to respondents who participated at the Society of Experimental and Clinical Anatomists of Nigeria (SECAN) conference in 2011. It was found that 50.0% and 23.75% of respondents respectively, had their masters and doctorate degrees in Anatomy. Less than 8.0% utilised plastination as a tool for teaching as against 40% (plastic models), 36.25% (cadavers) and 15.0% (pathology pots). Conventional methods such as fixation by immersion (15.0%) and embalming (52.5%) with formaldehyde were commonly used for long term preservation of tissues in their various institutions. These methods were found to be less costly (25.0%), easy to use (56.25%) and the only method (12.25%) available, even though they posed some health hazards (96.0%). Whilst only 6.25% of the respondents did not know anything about plastination, 93.75% were aware of it. The advocacy for preservation of tissues by plastination has been gradual in developed countries. We recommend the use of plastinates in medical schools in Nigeria.

Dark age of sourcing cadavers in developing countries: A Nigerian survey

Throughout the history of medical science, the sourcing, storage, and management of cadavers for the study of gross anatomy have been problematic issues. As presented in this report, a study of these issues was conducted in the departments of anatomy of medical schools in Nigeria. To establish the extent and depth of the prevailing difficulties in the sourcing of cadavers, 18 (62.1%) of the Departments of Anatomy that qualified for this study were used. In sum, 94.4% of these schools reported an inadequate number of cadavers for study. The estimated ages of the cadavers were between 20 and 40 years and 85% of the schools reported more than 75% of the cadavers to be from the lower socioeconomic class. Altogether, 94.4% of the schools reported a male dominance of more than 95%. More than 72% of the schools reported that more than 90% of the cadavers were criminals that had been killed by shooting, less than 10% were unclaimed and unidentified corpses, and 0% originated from body bequest. No form of screening exercises for diseases and infective microorganisms was noted for all the schools, and there were no set standards for the acceptance or rejection of cadavers. Causative factors for the profile of available cadavers such as culture and religion were noted. This study was designed to look at various issues associated with the sourcing of cadavers for Anatomy education in typical developing African countries like Nigeria. As outlined in this report, the creation of legislation and the promotion and funding of programs highlighting the importance of body donation are crucial for improving the field of medical education.

Medical Students - Self-Assessed Confidence Level Before a Major Physiology Examination: Affective Factors in a Nigerian Medical School

Self-reported confidence before any examination in all levels of medical training is a product of previous experience, attitudinal inclinations overtime, degree of self subjection to tenets of professionalism and possibly, the inadvertent role of the medical school environment including colleagues, teachers and faculty members, comfort, satisfaction and psychosocial stability; which may be addressed as sub-factors that determine the level of preparedness. Let medical schools in Nigeria; adopt a continuous and regular assessment of students’ self confidence before any minor or major examination, to monitor and ensure a certain psychological and academic level of preparedness among the students. This will avoid some cases of attrition resulting from self-doubt and lack of preparedness.

Medical education: Should undergraduate medicine be post-baccalaureate?

In 1960 the first 13 medical students fully trained in Nigeria to internationally accepted standard graduated from the then University College Ibadan, earning the Bachelor of Medicine, Bachelor of Surgery (MBBS) London degree. Since then thousands of doctors trained to international standard have been produced from different medical schools in Nigeria. The Medical & Dental Council of Nigeria has now registered about 50, 000 doctors most of whom trained locally in Nigerian universities. The doctors were admitted into the universities with SSCE or its equivalent as the minimum entry requirement. These doctors have acquitted themselves by admirably working hard to in various capacities, including research, teaching and clinical services, to address and solve the health needs of Nigerians and beyond. Recently the National Universities Commission (NUC) proposed and may soon implement a policy that would make the university first degree the minimum qualification for entry into medical schools in Nigeria. The new policy advocates a 4 year medical undergraduate curriculum. However this would in effect translate to a minimum of 9 years post-secondary school to produce a medical doctor. Given the perennial instability in the health and educational sectors in Nigeria as well as the difficulties in obtaining placement for internship, it may practically take up to 15 years post-secondary school to fully register a doctor. Therefore the new NUC policy will have the effect of producing aging young doctors which will in turn put the lives of Nigerians at increased risk. Whatever be the flaw with the current 5 or 6 year straight MBBS programme is not due to the fact that SSCE or its equivalent is the minimum entry qualification. A minimum medical school entry qualification that has served Nigeria well for more than 50 years should not be jettisoned without convincing scientific evidence that it is detrimental to Nigeria's health policy and medical education process.