Strategies for health professionals education in Nigeria for 2050

Abstract

Introduction: The World Health Organization recommends new approaches in healthcare deliver}' that move away from tertiary care hospitals to initiatives that foster community engagement. Traditionally, clinical aspects of medical education adhere to a master-apprenticeship system that discourages individual thinking and innovation, and leaves learners unprepared to face challenging issues which confront the modern health professional. Such professionals may not be relevant in evolving areas of need in their communities. To improve health systems and outcomes, it is important to consider the relational significance of medical education and healthcare strategies in sub-Saharan Africa. Challenges of current and future medical education in Nigeria: The constant threat of emerging and re-emerging infectious diseases, climate change, population explosion and the rising incidence of cancer and other non-communicable diseases is transforming the healthcare environment in Nigeria. Therefore, medical education in Nigeria must be modified to address our current and future health challenges. The development of new healthcare policies/strategies and medical education must address these issues. Health care workers must be trained them to develop original thought and adapt global advances to solve local medical related problems. Global trends in medical education/strategies and possible solutions for sub-Saharan Africa: Developments that need to be well-established and functional for the progress of health professionals education in sub-Saharan Africa include: Continuing Health Care Education which includes all the ways by which medical personnel learn after formal completion of their training, curriculum review which is innovative and which addresses new forms of healthcare challenges, innovative medical technology that enhances learning by simulation and the development of high quality audiovisual production development of high quality audiovisual production to permit long distance real time or offline learning. Conclusion: A needs-driven medical education, which includes community knowledge and involvement, will lead to the formulation of relevant healthcare strategies which will make health professionals relevant both now and in the future.