This study examined quality assurance and academic accountability in ten higher education institutions in Nigeria, using UNESCO's input-processoutput framework for assessing the quality of education. Data were collected from staff and students of the universities as well as opinion leaders drawn from the communities hosting the institutions. The findings were that academic accountability, in terms of the quality of inputs and outputs, was low; the quality of the process was high; and that research activities and community service in the institutions enhance development of the communities in which the universities are located. Conversely, lack of political willingness to develop higher education, low students' learning readiness and non-utilisation of research findings were found to be affecting the academic accountability of the institutions. Therefore, interventions targeted at improving the quality of inputs into higher education; exposing students to practical training; and encouraging utilisation of research findings and university-community alignment are recommended.
Introduction: This study aimed to compare the paediatric endocrinology curriculum across Southern Nigeria medical schools, using reports from learners. It also checked the learners’ perceptions about different learning patterns and competency in some expected core skills.
Methods: This mixed (quantitative and qualitative) study was conducted with 7 medical schools in Southern Nigeria. A multi-staged randomized selection of schools and respondents, was adopted for a focus group discussion (FGD), and the information derived was used to develop a semi-structured questionnaire, which 314 doctors submitted. The FGD discussed rotation patterns, completion rates of topics and perceptions for some skills. These themes were included in the forms for general survey, and Likert scale was used to assess competency in skills. Data generated was analysed using statistical package for social sciences, SPSS 24, and p values < 0.05 were considered significant
Results: Lectures and topics had various completion rates, 42.6% - 98%, highest being “diabetes mellitus”. Endocrinology rotation was completed by 58.6% of respondents, and 58 – 78 % perceived competency in growth measurement and charting. Significantly more learners, 46.6% who had staggered posting got correct matching of Tanner staging, versus learners who had block posting, 33.3%, p = 0.018.
Conclusion: Respondents reported high variability in the implementation of the recommended guidelines for paediatric endocrinology curriculum between schools in Southern Nigeria. Variabilities were in the courses’ completion, learners’ skills exposure and how much hands-on were allowed in various skills acquisitions. This variability will hamper the core objectives of human capital development should the trend continue.
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