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Objective: This study examined the influence of demography such as gender, age, marital status and religion on medical education among final year medical students in different geopolitical zones of Nigeria. Methods: This is a cross sectional descriptive study that drew a total of seven hundred and fifty seven (757) final year medical students from...
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... locations of the study are five out the six geopolitical zones of Nigeria. Nigeria, for ease of political and regional administration is divided into six geopolitical zones, thirty six States and one Federal Capital Territory (FCT), which are: North-East (Yobe, Borno, Bauchi, Gombe, Adamawa & Taraba States); North Central (Niger, Nasarawa, Kwara, Kogi, Benue, Plateau & FCT); North West (Sokoto, Katsina, Jigawa, Kano, Zamfara, Kaduna & Kebbi States); South East (Anambra, Abia, Enugu, Ebonyi, & Imo States); South-South (Edo, Delta, Cross River, Akwa Ibom, Rivers & Bayelsa States); South West (Oyo, Osun, Ekiti, Ogun, Ondo & Lagos States). Figure 1 showed the Map of Nigeria with different geopolitical zones/regions of the country. Five out of the six geopolitical zones of the country with a total of ten (10) randomly selected medical schools, out of a total of twenty seven (27) fully accredited medical schools in Nigeria [8] were involved in the study. Two fully accredited medical schools were randomly selected from each of the five geopolitical zones, making a total of 10 fully accredited medical schools. The random selection of the ten medical schools led to 9 States participating in the study. Therefore, a total of ten (10) fully accredited medical schools selected from nine (9) States and five (5) geopolitical zones of Nigeria were involved in the study. The five geopolitical zones and nine (9) States involved in the study were: North Central (Kwara & Plateau States); North West (Kano & Sokoto States); South East (Ebonyi & Enugu States); South-South (Cross River & Edo States) and South West (Lagos State). The data from the North East region could not be included in the study because of the constraint experienced from school closure secondary to ‘Boko Haram’ insurgence. The data for the study was collected in the year 2012/2013 academic session across different geopolitical zones/regions of Nigeria. The ten fully accredited medical schools that participated in the study included: College of Medical Sciences, University of Calabar, Cross River State-South-South College of Health Sciences, Ebonyi State University Abakaliki, Ebonyi State-South East College of Health Sciences, Igbinedion University Okada, Edo State- South-South College of Medicine, University of Nigeria Enugu Campus, Enugu State-South East Faculty of Medicine, Bayero University Kano, Kano State-North West College of Medicine, University of Ilorin, Kwara State-North Central College of Medicine, University of Lagos, Lagos State-South West College of Medicine, Lagos State University Ikeja, Lagos State-South West Faculty of Medical Sciences, University of Jos, Plateau State-North Central College of Health Sciences, Usman Danfodio University Sokoto, Sokoto State-North ...
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... had influence on medical education among Nigerian final year medical students population. Gender inequality is observed in medical education among Nigerian final year medical students population. Individuals who practice Islam and traditional religions as compared to Christianity are less represented in the population of final year medical students. The data from this study could guide in policy formulation to reduce inequalities that is observed in medical education among Nigerian medical students. Nigeria is a country in Sub-Saharan Africa, occupying the West Africa region. It has an estimated population of over 160,000,000 [1]. The predominant tribes of Hausa-Fulani, Yoruba and Igbo occupied the North-East/North-West, South West and South East regions respectively [1]. The map of Nigeria showing distribution of the three major ethnic groups without the minority ethnic groups constituents is shown in Figure 1. Nigeria consists of thirty six (36) States and a Federal Capital Territory (FCT), Abuja. For ease of regional and political administration, Nigeria is divided into six (6) geopolitical zones or regions. These geopolitical regions include the North-East (Yobe, Borno, Bauchi, Gombe, Adamawa and Taraba States). This region ...
Citations
... The respondents were young and predominantly Christians. This is an expected reflection of an institution located in the Southern part of Nigeria, made up of predominantly Christian population [32][33]. The fact that only a little more than half of the students were aware of accreditation exercise in the university, may imply that the rest of the respondents did not participate in the accreditation team interactive session with the students, and if they did, may not have thoughtfully provided their opinions on issues. ...
... The Northern regions were predominantly Muslim and Southern regions predominantly Christian. Bakare (2015) believed that early marriage in traditional African and Islamic societies constrained the educational and economic development of young women and exacerbated gender inequality. ...
The chapter discusses social work education and the work of Nigeria's universities to create curricula with indigenous content relevant to Nigerian society. It provides suggestions to enhance the relevance of social work education, including agreement on the profession's remit, educational standards, systematic curriculum revision, cultural relevance, a developmental perspective, fieldwork, and digital connectivity. It highlights the National Universities Commission (NUC) role in course accreditation and curriculum review and challenges for social work educators, not least the provision of concrete practice examples for use in teaching. This chapter argues that relevance requires curriculum revision and renewal, and the integration of a developmental perspective. It suggests that, where possible, greater use of online digital resources, for communication, networking, and online learning, would greatly enhance processes to achieve greater relevance in social work education.
... The Northern regions were predominantly Muslim and Southern regions predominantly Christian. Bakare (2015) believed that early marriage in traditional African and Islamic societies constrained the educational and economic development of young women and exacerbated gender inequality. ...
Quality locally relevant social work education is essential in social workers' professional development and, in Nigeria, in the profession's struggle for legitimacy and connection with local families and communities. It is also pivotal to efficient and effective service delivery in the contemporary digitally connected world, where myriad social issues warrant the professional intervention of skilled practitioners in diverse fields. Social workers' responsiveness and effectiveness depend crucially on the quality and relevance of the education and training they receive at the start of and throughout their professional careers. This article examines social work education, its relatively recent origins and issues in contemporary Nigerian society highlighting the ongoing need for socio-cultural relevance in the interests of professional recognition. It proposes that social work educators and administrators have a crucial role to play in enhancing the profession's relevance and suggests a way forward.
... As a federation of three governmental levels, political power is divided between the central government, thirty-six states and 774 local government areas including the Federal Capital Territory in Abuja (See Figure 1). Nigeria is further divided into six geo-political zones according to economic, ethnic, political, and cultural preferences for power-sharing and resource allocation purposes (Bakare, 2015). The six sub-regions, reflecting the North-South Divide are the North West, North East, North Central, South West, South East and South-South (See Figure 1). ...
The theory of consociationalism has been extensively discussed in literature; however , its feasibility in managing conflicts in deeply divided societies is heavily contested. The few studies that have examined how the theory applies in real-world situations remain inconclusive. The present work, therefore, explored the prospect of consociational power-sharing model in addressing the problem of under-representation, political exclusion, and marginalization in Nigeria. This is against the backdrop of the incessant separatist agitations in Nigeria, which has undermined the peace, stability, and unity of the country. Using qualitatively analyzed data from secondary sources, this study argues that even though Nigeria does not meet any of the favorable conditions of consociationalism set out by Lijphart (1985), it would still benefit from consociational power-sharing. The study proposes the adoption of semi-presidentialism based on the principle of grand coalition and proportionality and gives an assessment of how it could work for Nigeria. It contends that the rotation of power among the six geo-political zones in the country and the adoption of proportional sequential mechanism would facilitate elite cooperation and inclusion of all segments of the society in the political process, thereby easing the fear of sectional domination in Nigeria.
... An explanation to this finding is not clear but may be as a result of the different perceptions of these courses by the different genders and the extent of their preparedness in lower levels of education. The mean age was found to be slightly lower than an earlier report by Bakare [10] which gave a mean age of 25 years. ...
Introduction: Problem-based learning (PBL) method which was introduced about 50 years ago in Canada is beginning to gain acceptance over conventional teaching method (CTM) worldwide in medical education but still remains unpopular in Nigeria. This study aims to determine the perception of clinical medical students to the use of both learning methods in pathology courses.
Methods: a cross-sectional quantitative survey was conducted in four Nigerian universities drawn from four regions of the country. Data were collected using pretested semi-structured self-administered questionnaires.
Results: the study included 310 respondents, 182(58.7%) males and 128(41.3%) females. Of all the participants, 257(82.9%) had heard of PBL prior to the study and 260(83.9%) thought it suitable for teaching and learning Pathology. Majority of participants, 221(71.3%) preferred a combination of both PBL and CTM while 238(76.8%) thought PBL suitable for all medical students. Some identified factors capable of enhancing adaptation of PBL into medical curriculum include conducive quiet spaces for learning and availability of computers with internet facilities for students' use.
Conclusion: participants demonstrated high level of awareness of PBL and thought it suitable for all medical students. Availability of computers and up-to-date libraries with internet and audio-visual facilities could enhance adaptation of PBL into medical curriculum in Nigeria.
... Northern Nigeria, to be specific, is at a latitude of 110 19' 48" (11.330) north, longitude of center 60 53' 24" (6-890) (13,14). ...
... This system is what is popularly known as the indirect rule. The region continually experienced several changes from the protectorate to the state level and it currently comprise of 19 states ( Figure 2): Jigawa, Kano, Kaduna, Katsina, Zamfara, Sokoto, Kebbi, Borno, Bauchi, Gombe, Yobe, Adamawa, Taraba; Niger, Plateau, Nasarawa, Benue, Kwara, and Kogi (14,19). ...
Northern Nigeria is the largest region in the giant and heart of Africa (Nigeria); she makes up over 70% of the land mass of Nigeria with about 75, 392,622 persons. This region had a different administrative structure before the British colonialism. She is blessed with mineral resources such as crude oil, tin, etc. Northern Nigeria is a good tourist attraction site with special traditional delicacies. She is also a major ground for agriculture in Nigeria. This region, unfortunately, has challenge with her educational system as most of her population do not have good formal or Western education. The political climate in northern Nigeria is also not peaceful, unstable and unfriendly with issues of insecurity posed by religious-based conflicts, terrorism especially but the “Boko Haram” group, widespread poverty, lack of access of good health care facilities and skilled practitioners, among others. The region is however filled with frequent inter-tribal conflicts especially among the farmers and the nomadic cattle rearers. This region therefore needs help from individuals, groups and organizations to help in solving its multiple fold challenges. This is essential as this region forms the major part (in size and population) of the heart and the pride of Africa.
Objectives: Research is an essential part of improving health care which plays an integral role in medicine and clinical practice. The study aimed to assess the barriers to research by medical students of the different universities in Nigeria and find adequate strategies for managing them.
Methods: This was a cross-sectional study using a cultured online questionnaire adopted from a previous study containing 29 items on institutional barriers, environmental barriers, academic barriers, individual barriers, practical barriers, and barriers due to research standards and outcomes. The data were analysed using descriptive statistics, analysis of variance (ANOVA), and the independent-samples t-test. Where the p value was set at 0.05.
Results: our study included 421 medical students from 37 different private and public medical schools in Nigeria. Medical students hold a neutral stance towards institutional and personal barriers to clinical research with scores of 2.98±0.41 and 2.69±0.93 respectively. However, they recognize environmental, academic, and practical barriers as significant hindrances to research with mean scores of 3.57±0.31, 3.08±0.48, and 3.51 +_ 0.37 respectively. The majority of barriers towards research among medical students appeared to be time, the bulkiness of academic tasks, inadequate equipment for carrying out research, inadequate payments for research-related activities, expensive nature of research-related services, and lack of proper scientific and research atmosphere in the University.
Conclusion: The most significant barriers to medical student research are environmental, followed by practical, academic, and institutional. Improving the situation requires a joint effort from medical students, medical institution management, and government support in promoting education and research.
Before and after the introduction of western education to Nigeria by Christian missionaries, the teaching and learning of history was given pride of place, although the contents of school history privileged the Bible and English history by celebrating the importance of the arrival of the colonial powers with their religion. This position, indeed this narrative, was challenged and contested by Nigerian nationalists even before 1960. Therefore, the need to overhaul the curriculum content arose after independence in October 1960 which led tothe organisation of the 1969 Curriculum Conference. Part of the outcome of the conference was the emergence of the first Indigenous education policy in 1977. However, in 1982 History was delisted from the basic school curriculum and retained only as an elective subject in the Senior Secondary school. The outcry from stakeholders since then (over thirty years) recently reached a crescendo and has yielded a positive change, as History was reintroduced into the school curriculum in the 2018/2019academic session. This paper, therefore, addresses the following questions, with recommendations on how the study of History might be promoted at all levels of education in Nigeria: What was the position of history education in the past? Why was it delisted from the basic school curriculum? What were the consequences of the delisting? How did it find its way back into the basic school curriculum? After reintroduction, what next?
This report gives insight into the scale and scope of the practice of female genital mutilation/cutting (FGM/C) among women aged 15–49 years and girls younger than 15 years in Nigeria. It also presents evidence on where FGM/C occurs and highlights the dynamics of change as well as the context surrounding the practice. The report explores in detail the practice of FGM/C from all available sources of nationally representative survey data from 2003 to 2017 and the most relevant contextual information on key factors associated over time with FGM/C. The ultimate objective of the report is to generate evidence to inform strategies to address the practice in Nigeria.
Conservation areas are iconic landscapes that play key role in sustainability of natural systems and well-being of local communities especially in the rural setting. Understanding the relationship between humans and nature, particularly conservation areas have become the focus of environmental planners and managers. The aim of this study is to explore the connectedness to nature, and environmental behaviour of the people in some selected communities around three conservation areas in Nigeria. The behaviours include interest of communities in conservation area management and their willingness to accept management responsibility. Quantitative research design was adopted, where multi-stage sampling techniques were used in selecting the study sites and the respondents. Stratified sampling was used to categorise the conservation areas according to whether they receive support from the management of the conservation areas or not. Purposive sampling was used to select conservation areas that are surrounded by the highest number of communities. Simple random sampling technique was used in selecting 300 samples from six communities surrounding the three conservation areas. Statistical analysis using Pearson Chi-Square and Cramer"s V test statistics revealed that, the communities are attached to their environment and the level of attachment of communities" members with the conservation areas increases with age. Environmental behaviours differ across the sampled communities, as the findings revealed that, there is significant difference in communities" interest in the management of conservation areas. Their willingness to accept management responsibilities also differ across the sampled communities. The disparities can be attributed to benefits enjoyed by the communities from conservation managers and agencies responsible for the conservation areas. The study recommends the need to bring communities closer to management of conservation areas so that they can have the sense of belonging. This can motivate the communities to have interest in the conservation areas and be willing to accept management responsibilities.
