An Innovative Approach to undergraduate Medical Education in Nigeria

This study aimed at assessing of innovative, community-based Primary Health Care(PHC) educational strategies on medical education and practice in Nigeria. The study started with the development of a conceptual model for the evaluation of the Innovative Primary Health Care Medical Education (IPHCME) and a review of essential information from existing records, reports and programme plans on medical education in Nigeria, in general, and IPHCME in particular. Two IPHCME institutions in the South-Western part of the country were selected for the study and two traditional medical institutions that operated conventional curricula, and matched for location and age, were selected as controls. Self-administered questionnaires were developed and used for the collection of data from a random sample of final year students in the innovative medical schools (SIMS), students in traditional medical schools (STMS), graduates of innovative medical schools (GIMS) and graduates of traditional medical schools (GTMS). In-depth interviews of selected medical leaders and teachers in the innovative medical educational institutions and interviews of policy-makers in governmental and non-governmental institutions were conducted. Focus group discussions were conducted among selected members of the target communities for IPHCME to gauge community reactions to the programme. Case descriptions of IPHCME strategies revealed some critical factors responsible for their continuous and apparently successful operation. These include: (i) the establishment of a coordinating unit for the programme;and (ii)quality of leadership provided for the programme. Case descriptions of IPHCME strategies revealed some critical factors responsible for their continuous and apparently successful operation. These include: (i) the establishment of a coordinating unit for the programme; and (ii)quality of leadership provided for the programme. Findings also revealed that the graduated of the innovative medical schools had more community-based exposure to PHC education and more positive attitudes to their community-based PHC postings than those from the traditional medical schools. Community perceptions of the programme varied. Attitudes of faculty members to the programme also varied, from total commitment to mere lip service and, in a few cases, even hostile attitudes. The study concluded with recommendations for initiating, sustaining, and expanding PHC education of medical and other health science students in Africa.