Embryology in the Nigerian Medical Curricula: Present Realities, Future Challenges

Abstract

An urgent need to bring medical education and curriculum planning issues to the fore in Nigeria has been expressed severally given the inadequacies of the current traditional approach to medical education in Nigeria. This study examined the status of Human embryology in the curricula of Nigerian medical schools, highlighting issues with immediate and long-term implications. A descriptive cross-sectional self-administered questionnaire was distributed among Heads of Anatomy Departments and Embryology faculties who attended the 4th Annual Conference of the Anatomical society of Nigeria at Delta State University, Abraka, Delta State. The returned questionnaires were then analyzed. Our findings were that the pedagogical approach still persists in the teaching of embryology, with the course anchored essentially by Junior Cadre faculty. Readily available cost effect audiovisual aids were not optimized in teaching the course. Sampled schools were not conducting any form of curriculum review involving embryology as at the time of the study. It appears anatomy teachers in our medical schools are yet to recognize the enormous changes that have taken place globally over the last decade in the way human embryology is taught.