Strategies for health professionals education in Nigeria for 2050


Introduction: The World Health Organization recommends new approaches in healthcare delivery that move away from tertiary care hospitals to initiatives that foster community engagement. Traditionally, clinical aspects of medical education adhere to a master-apprenticeship system that discourages individual thinking and innovation, and leaves learners unprepared to face challenging issues which confront the modern health professional. Such professionals may not be relevant in evolving areas of need in their communities. To improve health systems and outcomes, it is important to consider the relational significance of medical education and healthcare strategies in sub-Saharan Africa.

Challenges of current and future medical education in Nigeria: The constant threat of emerging and re-emerging infectious diseases, climate change, population explosion and the rising incidence of cancer and other noncommunicable diseases is transforming the healthcare environment in Nigeria. Therefore, medical education in Nigeria must be modified to address our current and future health challenges. The development of new healthcare policies/strategies and medical education must address these issues. Health care workers must be trained them to develop original thought and adapt global advances to solve local medical related problems. Global trends in medical education/strategies and possible solutions for sub-Saharan Africa: Developments that need to be well-established and functional for the progress of health professionals education in sub-Saharan Africa include: Continuing Health Care Education which includes all the ways by which medical personnel learn after formal completion of their training, curriculum review which is innovative and which addresses new forms of healthcare challenges, innovative medical technology that enhances learning by simulation and the development of high quality audiovisual production to permit long distance real time or offline learning.

Conclusion: A needs-driven medical education, which includes community knowledge and involvement, will lead to the formulation of relevant healthcare strategies which will make health professionals relevant both now and in the future.

Keywords: Health professional education, sub-Saharan Africa, curriculum review.

Contexet : L’Organisation Mondiale de la Santé recommande de nouvelles approches dans la prestation des soins de santé qui abandonnent les hôpitaux de soins tertiaires pour des initiatives qui favorisent l’engagement communautaire. Traditionnellement, les aspects cliniques de la formation médicale adhèrent à un système de maîtrise-apprentissage qui décourage la réflexion et l’innovation individuelle et laisse les apprenants non préparés à faire face à des problèmes difficiles auxquels le professionnel de la santé moderne est confronté. Ces professionnels peuvent ne pas être pertinents dans l’évolution des domaines de besoins dans leurs communautés. Pour améliorer les systèmes de santé et les résultats, il est important de considérer l’importance relationnelle de l’éducation médicale et des stratégies de soins de santé en Afrique subsaharienne.

Défis de l’éducation médicale actuelle et future au Nigéria: La menace constante des maladies infectieuses émergentes et ré-émergentes, du changement climatique, de l’explosion démographique et de l’augmentation de l’incidence du cancer et d’autres maladies non transmissibles transforme l’environnement des soins de santé au Nigéria. Par conséquent, l’éducation médicale au Nigéria doit être modifiée pour répondre à nos défis sanitaires actuels et futurs. L’élaboration de nouvelles politiques / stratégies de soins de santé et la formation médicale doivent répondre à ces questions. Les agents de santé doivent être formés à développer une pensée originale et à adapter les avancées mondiales pour résoudre les problèmes médicaux locaux. Tendances mondiales de l’éducation / stratégies médicales et solutions possibles pour l’Afrique subsaharienne: Les développements qui doivent être bien établis et fonctionnels pour le progrès de la formation des professionnels de la santé en Afrique subsaharienne comprennent: la formation continue en soins de santé qui comprend toutes les façons par lequel le personnel médical apprend après l’accomplissement formel de sa formation, une révision du curriculum qui est innovante et qui répond à de nouvelles formes de défis en matière de soins de santé, une  technologie médicale innovante qui améliore l’apprentissage par simulation et le développement d’une production audiovisuelle de haute qualité pour permettre une apprentissage de longue distance en temps réel ou hors ligne.

Conclusion:Une éducation médicale axée sur les besoins, qui comprend les connaissances et la participation de la communauté, conduira à la formulation des stratégies de soins de santé pertinentes qui rendront les professionnels de la santé pertinents aujourd’hui et à l’avenir.

Mots-clés : Formation des professionnels de la santé, Afrique subsaharienne, révision du curriculum

Correspondence: Professor E.O. Olapade-Olaopa, Department of Surgery, Faculty of Clinical Sciences, College of Medicine, University of Ibadan, Ibadan, Nigeria. E-mail:



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