Adesola Adeniyi Abraham, Akoki David Mobolaji, Abraham Miracle Ifeoluwani, Jegede Samuel Whyte, Labaika Labaika Abubakar, Yusuf Bashir Ayodeji, Femi-Akinlosotu Omowumi Moromoke
College of Medicine, University of Ibadan (COMUI), Ibadan, Nigeria.
College Research and Innovation Hub (CRIH), Ibadan, Nigeria.
BMC Med Educ. 2025 Aug 11;25(1):1156. doi: 10.1186/s12909-025-07746-y.
Student engagement plays a pivotal role in medical education, influencing learning outcomes, institutional development, and professional growth. While the AMEE ASPIRE-to-Excellence framework offers internationally recognised criteria for evaluating student engagement, its application has been minimal in Nigerian medical schools. This study explores student engagement in two prominent Nigerian medical schools using the ASPIRE framework, identifying key strengths and areas for improvement in the context of Nigerian higher education.
A cross-sectional study was conducted among 555 medical students from two medical schools in Nigeria - University of Ibadan (n = 268) and University of Ilorin (n = 287) - regarding student engagement according to the AMEE ASPIRE criteria. Associations between sociodemographic variables (such as institution and academic level) and student engagement items were tested using the Chi-square test.
Student engagement in school governance and structures such as policy development, accreditation processes, leadership roles in curriculum, faculty promotion, and development was notably low, with significant "not at all" responses ranging from 39 to 59.3%. Also, engagement in terms of evaluating the curriculum/teaching/learning processes and feedback on curriculum development was low, with "not at all" responses of 52.4% and 38.2%, respectively. However, other engagements in the provision of school's education programme were relatively higher. Engagement within the academic community, local community, and service delivery was also relatively higher. University of Ibadan students demonstrated significantly more engagement in involvement in accreditation processes, while University of Ilorin students demonstrated more engagement in the provision of mentorship roles for other students and in the provision of health delivery, both local and during electives.
This study identifies critical gaps in student engagement in Nigerian medical schools, emphasising the need for institutional commitment to strengthening student participation. Addressing these gaps is essential to ensuring that students become active contributors rather than passive participants in their overall education experience. These findings contribute to the global discourse on inclusive medical education in low-resource settings, offering insights to inform policy decisions and institutional reforms in Nigeria.
学生参与在医学教育中起着关键作用，影响着学习成果、院校发展和职业成长。虽然AMEE卓越追求框架提供了国际认可的评估学生参与度的标准，但在尼日利亚医学院校中其应用极少。本研究使用卓越追求框架探讨了尼日利亚两所著名医学院校的学生参与情况，在尼日利亚高等教育背景下确定了关键优势和改进领域。
根据AMEE卓越追求标准，对来自尼日利亚两所医学院校——伊巴丹大学（n = 268）和伊洛林大学（n = 287）的555名医学生进行了关于学生参与度的横断面研究。使用卡方检验来检验社会人口统计学变量（如院校和学术水平）与学生参与项目之间的关联。
学生在学校治理和结构方面的参与度明显较低，如政策制定、认证过程、课程中的领导角色、教师晋升和发展等，“完全没有”的显著回应率在39%至59.3%之间。此外，在评估课程/教学/学习过程以及对课程开发的反馈方面的参与度也较低，“完全没有”的回应率分别为52.4%和38.2%。然而，在提供学校教育计划方面的其他参与度相对较高。在学术社区、当地社区和服务提供方面的参与度也相对较高。伊巴丹大学的学生在参与认证过程方面表现出明显更高的参与度，而伊洛林大学的学生在为其他学生提供指导角色以及在当地和选修期间提供医疗服务方面表现出更高的参与度。
本研究确定了尼日利亚医学院校学生参与度方面的关键差距，强调了院校致力于加强学生参与的必要性。解决这些差距对于确保学生成为其整体教育经历的积极贡献者而非被动参与者至关重要。这些发现有助于在资源匮乏环境下关于包容性医学教育的全球讨论，为尼日利亚的政策决策和院校改革提供见解。
