Owolabi Joshua O, Fabiyi Sunday O, Ogunbiyi Olubunmi E, Ayorinde Favour O
Department of Anatomy, Ben Carson School of Medicine, Babcock University, Ilishan-Remo, Nigeria.
Department of Anatomy, University of Global Health Equity, Kigali, Rwanda.
Adv Med Educ Pract. 2020 Apr 24;11:321-334. doi: 10.2147/AMEP.S229906. eCollection 2020.
Anatomy is currently a basic medical science bachelor program in Nigerian universities. The roles of anatomists in the Nigeria health, education and other relevant sectors are vaguely defined. Career prospects have been perceived to be very limited.
This study was a total population survey of all Nigerian private university students that were enrolled in the Anatomy programs. Structured questionnaires were distributed to the students after securing their written informed consent. Data were obtained about the structure of their training and the program, knowledge of career prospects, motivation, potential career paths and employment prospects, as well as general opinions of the program. The target population was estimated at 1000 [N=1000].
A total of 902 [n=902] properly completed and returned questionnaires were considered suitable for analysis. The results showed that 55% of the respondents were female. Half of the respondents (50.8%) had a moderate interest in Anatomy as a career while others had an interest in alternative careers. Training was found to include intensive classroom teaching and laboratory work mainly in the Gross Anatomy and Histology. Hands-on training in forms of clinical, field and industrial experiences was limited. Furthermore, slightly more than half of the respondents (51.7%) had poor attitudes towards the bachelor's degree in Anatomy. They also perceived their job or career prospects in Anatomy as poor, citing perceived unfavorable governmental policies and very limited professional opportunities in relevant sectors including health, research, education and the public as the major influencing factors.
These results showed that the students had a moderate interest in pursuing a career in Anatomy. Their training was however limited in the aspects of practical and experiential learning. Their attitude was also negatively influenced by their perception of limited career prospects. Training was therefore robust in the cognitive domain but limited in psychomotor and affective. Curricular review and strategic restructuring of training methods in line with the competencies that are expected of the Anatomy program graduates would help.
