Avainsanat
Curriculum revision
Competency-based medical education (CBME)
Teaching and assessment
Integrated learning
Abstrakti
Background: Regular review and revision of curricula
ensure that teaching and assessment of students are
contemporary. The College of Medicine, University of
Ibadan (CMUI) is Nigeria’s oldest medical school. It was
established in 1948 and has had several medical curricular
reviews. However, the philosophy and methods of
teaching and assessment were largely unchanged. In 2001,
the institution initiated a revision of its medical and dental
curricula which was completed in 2010.
Objectives: To describe the experience with the revision
of the CMUI Bachelor of Medicine and Bachelor of
Surgery (MBBS) and the Bachelor of Dental Surgery (BDS)
curricula and to identify challenges encountered during
the process and the methods used to overcome them.
Materials and Methods: Relevant data from the project
records, administered questionnaires, interviews and focus
group discussions with the stakeholders, were collated
and analyzed.
Results: The CMUI MBBS/BDS Curriculum was revised
to produce an integrated, system-based, person-centred,
community-oriented and competency-driven method of
instructions. This home-grown instrument is directed at
the local health needs and manpower requirements now
and in the future as identified by the stakeholders, is in
keeping with the vision and mission statements of the
CMUI and meets current standards in medical education.
This was achieved by building bridges between all
stakeholders to overcome inevitable challenges.
Conclusion: Revision of medical curricula in resource
poor countries of sub-Saharan Africa is challenging but
can be accomplished by involving all stakeholders to
produce home-grown instruments that also meet
contemporary global standards in medical education.
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