Owolabi Joshua Ola, Olatunji Sunday Yinka, Adetunji Adedeji E, Adekilekun Tijani
Anatomy and Neuroscience, University of Global Health Equity, Kigali, RWA.
Anatomy and Neuroscience, Babcock University, Ilishan-Remo, NGA.
Cureus. 2022 May 6;14(5):e24772. doi: 10.7759/cureus.24772. eCollection 2022 May.
Background Anatomy education in this context refers to the training of anatomists particularly in the university or college setting with an emphasis on equipping them with skills to be biomedical researchers and scientists, educators, and providers of applied or allied health services. There has been a recurring call to carefully evaluate and scrutinize biomedical science programs in Nigerian universities. This study considered the anatomy curriculum in representative Nigerian institutions with an emphasis on their philosophy, program design, program objectives, and program contents among other considerations. Materials and methods Structured and validated questionnaires, electronic, were administered to collect quantitative and qualitative data from heads of the anatomy department in representative institutions. Head of anatomy departments in 11 representative institutions returned their properly completed questionnaires, representing over 60% return rate of the target representative institutions. Quantitative data sets were analyzed and presented as tables, charts, and figures. Qualitative data in the form of free responses were analyzed and presented based on themes. Results Degree programs, including bachelor's, master's, and doctorate degrees, are currently offered in respondents' universities. The curricula are generally robust in scope and depth of content as they address all the main domains of anatomy or anatomical sciences, especially gross anatomy, histology, embryology, neuroscience, and physical anthropology in many instances. The average duration for the bachelor's program (BSc) is 4 years, master's 2 years, and PhD (Doctor of Philosophy) 3-5 years. Analysis of the main methods of training indicated that the programs include significant coursework at every level as well as the main research project leading to the presentation of a dissertation or thesis. We also identified gaps in training, with emphasis on transferable skills, which must be addressed in line with modern realities in basic medical sciences. Conclusion We consider it a necessity to equip graduates at all levels of training with competencies that are directly and clearly aligned with the roles that graduates of the program should play in workplaces. We, therefore, recommend that curricula be reviewed to emphasize competencies in scientific investigations, transferable skills, and science education. Specific cutting-edge skills and research methods should be included in alignment with overall program objectives and deliverables.
背景 在这种背景下，解剖学教育是指对解剖学家的培训，特别是在大学或学院环境中，重点是使他们具备成为生物医学研究人员和科学家、教育工作者以及应用或相关健康服务提供者的技能。人们反复呼吁要仔细评估和审查尼日利亚大学的生物医学科学课程。本研究考察了尼日利亚代表性院校的解剖学课程，重点关注其理念、课程设计、课程目标和课程内容等方面。
材料与方法 通过电子方式发放结构化且经过验证的问卷，以从代表性院校的解剖学系主任那里收集定量和定性数据。11所代表性院校的解剖学系主任返回了填写完整的问卷，回复率超过目标代表性院校的60%。对定量数据集进行分析，并以表格、图表和图形的形式呈现。对自由回答形式的定性数据进行分析，并根据主题呈现。
结果 受访者所在的大学目前提供包括学士、硕士和博士学位在内的学位课程。课程在内容的范围和深度上总体较为丰富，因为它们涉及解剖学或解剖科学的所有主要领域，在很多情况下尤其包括大体解剖学、组织学、胚胎学、神经科学和体质人类学。学士学位课程（理学学士）的平均时长为4年，硕士为2年，博士（哲学博士）为3至5年。对主要培训方法的分析表明，这些课程在每个级别都包括大量的课程作业以及导致提交论文或学位论文的主要研究项目。我们还发现了培训方面的差距，重点是可转移技能，必须根据基础医学科学的现代实际情况加以解决。
结论 我们认为有必要使各级培训的毕业生具备与该课程毕业生在工作场所应发挥的作用直接且明确相符的能力。因此，我们建议对课程进行审查，以强调科学调查能力、可转移技能和科学教育。应根据总体课程目标和可交付成果纳入特定的前沿技能和研究方法。
