Department of Paediatrics, University of Port Harcourt, Port Harcourt, Rivers State, Nigeria.
Department of oral and Maxillofacial Surgery, Obafemi Awolowo University, Ile-Ife, Osun State, Nigeria.
Niger J Clin Pract. 2023 Sep;26(9):1377-1382. doi: 10.4103/njcp.njcp_246_23.
With the increasing medical brain drain in Nigeria, there is a need to train and graduate more doctors to fill in the gaps created to mitigate the effects. To meet this goal, the trainers need to evolve and have the competency to deliver quality training for many more enrollees in medical schools.
This study aimed to gather information about the perception of medical teachers' need to obtain certification in medical education and what this will achieve in scaling up the competency and number of graduating medical doctors.
Medical teachers in Nigeria participated in this mixed (quantitative and qualitative) study. Four hundred medical consultants and teachers were randomly selected and sent a semi-structured pre-validated questionnaire; also, a panel discussion was conducted with six medical teachers with other special assignments in universities and postgraduate colleges. Quantitative data were analyzed using Statistical Package for the Social Sciences (SPSS) 24, differences in proportions were calculated using the Chi-square test, and P values <0.05 were considered significant.
Two hundred and thirty-eight (59.5%) participants completed the form, 63 (26.5%) had practiced for <5 years, and 114 (47.9%) had >10 years of practice experience. A majority of 168 (70.6%) were physician lecturers in federal or state universities, and 15.5% had obtained certifications of any kind in medical education. Over 80% perceived that medical education training should not be a prerequisite to teach, but a similar percentage believed that faculty medical education training can help scale up the training competency and the number of graduating medical doctors.
To scale up the number and competency of graduating medical doctors, medical teachers need to acquire core teaching competency. The respondents and discussants believe that when these core teaching competencies have been fully developed, it will be easier to increase the number of medical students' enrollees, teach them their curriculum through innovations, and graduate them with improved competencies.
随着尼日利亚医学人才不断流失，需要培养和毕业更多的医生来填补空缺，以减轻其影响。为了实现这一目标，培训师需要不断发展，具备为更多医学生提供高质量培训的能力。
本研究旨在收集有关医学教师获得医学教育认证需求的信息，以及这将如何提高能力和增加毕业医生人数。
尼日利亚的医学教师参与了这项混合（定量和定性）研究。随机选择了 400 名顾问和教师，并向他们发送了一份半结构化的预先验证问卷；此外，还与六名在大学和研究生学院有其他特殊任务的医学教师进行了小组讨论。使用社会科学统计软件包（SPSS）24 分析定量数据，使用卡方检验计算比例差异，P 值<0.05 被认为具有统计学意义。
238 名（59.5%）参与者完成了表格，63 名（26.5%）的实践经验不足 5 年，114 名（47.9%）的实践经验超过 10 年。168 名（70.6%）是联邦或州立大学的医师讲师，15.5%获得过任何类型的医学教育认证。超过 80%的人认为医学教育培训不应成为教学的先决条件，但也有类似比例的人认为教师医学教育培训可以帮助提高培训能力和毕业医生的数量。
要增加毕业医生的数量和能力，医学教师需要掌握核心教学能力。受访者和讨论者认为，当这些核心教学能力得到充分发展后，就更容易增加医学生的入学人数，通过创新教授他们课程，并提高他们的毕业能力。
