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Extension of years for medical-related programmes in Nigerian universities: Prospects and concerns

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The National Universities Commission (NUC) has announced the extension of the academic duration for some medical-related programmes in Nigerian universities from five to six years.

This upgrade also involves elevating the status of certain programmes from a bachelor’s degree to a doctoral level.

The affected fields include Doctor of Pharmacy (PharmD), Doctor of Physiotherapy (DPT), and Doctor of Optometry (OD).

According to the NUC, Diaspora digital media (DDM) noted that this development aims to align Nigeria’s medical education with global standards while ensuring that professionals are better equipped for the demands of their respective fields.

In its statement, the NUC highlighted that the additional year would provide room for more comprehensive clinical and practical training, enhance foundational coursework, and allow for a broader focus on specialized areas within these medical disciplines.

This move is intended to produce graduates who can compete favorably on a global scale, improve the quality of healthcare delivery, and meet the rising demand for skilled professionals in the medical sector.

The positive side of the policy

One of the key benefits of this upgrade is the emphasis on clinical and practical sessions, which are vital for medical professionals.

By incorporating additional clinical training, students will have more time to hone their skills in real-world scenarios, ultimately improving the quality of healthcare services provided by Nigerian-trained professionals.

For instance, in pharmacy, the transition to PharmD will ensure pharmacists are better equipped to offer clinical care alongside dispensing medications.

Similarly, the Doctor of Physiotherapy and Doctor of Optometry programmes will enhance practitioners’ expertise in patient care, research, and specialized areas such as rehabilitation and eye health.

Additionally, the decision aligns Nigeria’s medical education with international best practices.

Countries like the United States, Canada, and Australia already offer similar programmes at the doctoral level, making Nigerian graduates more competitive globally.

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The extended curriculum will also strengthen the foundational knowledge of students, better preparing them for advanced roles in healthcare, including research, teaching, and leadership.

Furthermore, the global recognition of these programmes will enhance the evaluation and acceptability of Nigerian certificates abroad.

Graduates will find it easier to secure employment and further their education in countries where these standards are already in place.

For example, a PharmD graduate from Nigeria will now have qualifications comparable to their counterparts in the U.S., where this programme is standard.

The challenges of implementation

Despite its benefits, the policy has also raised concerns among stakeholders in the education and medical sectors.

One significant issue is the potential increase in the financial burden on students and their families.

With an additional year added to the academic programme, tuition fees and other associated costs, such as accommodation and living expenses, will rise.

This may discourage some students from pursuing these fields, especially those from low-income backgrounds.

Another challenge is the strain on the already overstretched resources of Nigerian universities.

Many institutions currently lack the infrastructure and qualified personnel to support the extended training.

Laboratories, clinics, and teaching hospitals may require significant upgrades to accommodate the additional coursework and clinical sessions.

Without these improvements, the policy may not achieve its intended objectives, potentially leaving students underprepared despite the longer duration of their studies.

The lack of uniformity in the application of this policy is another concern.

For instance, while programmes like PharmD, DPT, and OD have been upgraded, the NUC has clarified that the Doctor of Medical Laboratory Science (DMLS) programme is not approved.

This inconsistency may lead to confusion among prospective students and undermine the credibility of Nigerian universities offering medical-related programmes.

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The NUC explicitly stated that “the Doctor of Medical Laboratory Science (DMLS) programme does not exist in the NUC’s Benchmark Minimum Academic Standards (BMAS) or Core Curriculum Minimum Academic Standards (CCMAS).”

Historical context and broader implications

The decision to upgrade these programmes is part of a broader trend in medical education reform that dates back to the early 2000s.

Over the years, there has been a growing recognition of the need to improve the quality of healthcare training in Nigeria.

Reports from the World Health Organization (WHO) and other international bodies have consistently highlighted gaps in the training of healthcare professionals in developing countries, including Nigeria.

In 2005, the NUC introduced new benchmarks for medical education, emphasizing the importance of practical training and research.

This laid the foundation for subsequent reforms, including the recent upgrade.

By 2020, there was increasing advocacy from professional bodies such as the Pharmaceutical Society of Nigeria (PSN) and the Nigerian Society of Physiotherapy (NSP) for the adoption of global standards in training.

These organizations argued that the traditional five-year programmes were insufficient to produce competent professionals capable of meeting modern healthcare challenges.

The latest reform by the NUC represents a culmination of these efforts.

However, it also raises questions about the readiness of the Nigerian education system to implement such changes effectively.

For instance, in 2023, a report by the National Board for Technical Education (NBTE) revealed that many universities lacked adequate facilities for medical training, with only 30% meeting the required standards for clinical education.

This highlights the need for significant investment in infrastructure and human resources to ensure the success of the new policy.

Balancing the pros and cons

While the upgrade has the potential to revolutionize medical education in Nigeria, its success will depend on how well the challenges are addressed.

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The government must provide adequate funding to universities to enable them to upgrade their facilities and hire qualified personnel.

Public-private partnerships could also play a role in bridging the resource gap, especially in the provision of state-of-the-art laboratories and teaching hospitals.

Furthermore, measures should be put in place to support students financially.

Scholarships, grants, and student loan schemes could help alleviate the financial burden associated with the longer academic duration.

This will ensure that talented individuals from all backgrounds have equal opportunities to pursue medical-related programmes.

Finally, the NUC and relevant professional bodies must work together to ensure the policy is implemented uniformly across all institutions.

Clear guidelines should be provided to universities, and regular monitoring should be conducted to ensure compliance.

This will help maintain the credibility of the upgraded programmes and enhance the global reputation of Nigerian medical education.

Conclusion

The extension of years for medical-related programmes in Nigerian universities represents a significant step toward aligning the country’s medical education with global standards.

By upgrading programmes like PharmD, DPT, and OD to doctoral status, the NUC aims to produce highly skilled professionals who can compete globally and improve healthcare delivery in Nigeria.

However, the success of this policy will depend on addressing challenges such as financial constraints, inadequate infrastructure, and inconsistencies in implementation.

With the right support and investment, this reform has the potential to transform medical education in Nigeria and position the country as a leader in healthcare training in Africa.


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