Can the quality of scientific training and research in Africa be improved?

Eisemon, Thomas Owen; Davis, Charles H.

doi:10.1007/bf01096296

Cited by 40 publications

(16 citation statements)

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“…Thus, information on Nigeria is often published elsewhere. 39 This cannot be true. Abifarin's et al's modification of this position seems to concur with our finding in this paper:…”

Section: Discussion Of Findings and Conclusionmentioning

confidence: 88%

Mapping the landscape of biomedical research in Nigeria since 1967

Nwagwu

2005

Learned Publishing

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This article maps the biomedical literature of Nigeria by source/origin of publications and authorships from 1967 to 2002. This mapping is expected to provide crucial information to both government and others taking funding and related decisions regarding biomedical research in Nigeria. Data was collected from MEDLINE. Scientists publishing on Nigerian biomedicine have written 6,820 articles in 295 journals/sources. Only eight of the 121 local journals that published biomedical research in Nigeria during the period were included in MEDLINE's listing (2.72%), while there were 32 (10.84%) regional and 255 (86.44%) external journals used. Local journals appeared to be more heavily used than regional and external ones. It was also shown that MEDLINE does not adequately represent Nigeria's biomedical literature.

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“…Thus, information on Nigeria is often published elsewhere. 39 This cannot be true. Abifarin's et al's modification of this position seems to concur with our finding in this paper:…”

Section: Discussion Of Findings and Conclusionmentioning

confidence: 88%

Mapping the landscape of biomedical research in Nigeria since 1967

Nwagwu

2005

Learned Publishing

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“…The attendant problems of such rapid institutional expansion have received much attention (e.g. Eisemon and Davis 1991). Despite significant lapses in planning for this expansion, the government recognized in the mid 1980s that a mechanism would be needed to guide development of the university system and that the public sector could not cope with all of the social demand for higher education.…”

Section: Growth Of Public and Private Higher Educationmentioning

confidence: 99%

“…The "egg ball (meat balls cooked in egg batter) riot" in the dining halls at the University of Nairobi in late 1989 is a more typical illustration of university student unrest (Eisemon and Davis 1991). Students claimed that funds allocated for their boarding were being misused by operators of the University's catering facilities.…”

Section: Character Buildingmentioning

confidence: 99%

Private initiatives in higher education in Kenya

Eisemon

1992

High Educ

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Africa's higher education crisis has prompted the growth of private institutions. Enrollments are very low and in most African countries do not account for a significant proportion of university enrollments. The largest number of private institutions are in Kenya which is the subject of a case study. Private institutions provide professional training in fields of employment opportunity but also offer an education that emphasizes character building functions of higher studies. Private higher education is expensive to provide and costly to attend. Many private institutions are caught in a dilemma. They can not achieve significant efficiencies by reducing instructional costs without damage to the quality of their programs, and they are reluctant to raise tuition and accommodation charges because of the distorting effects on student recruitment. As long as public higher education is provided at low or no cost and private higher education is entirely self-supporting, the private sector will have a peripheral role in higher education in Kenya and other African countries.

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“…The concept of medical education was established in most African nations in the later part of the colonial period in the 50s and the 60s. During the post colonial period, rapid expansion in medical training was driven by nationalistic sentiments and political pressure (Eisemon & Davies 1991;van Niekerk 1999). The emphasis was to produce sufficient number of doctors for the needs of the newly independent nations who would be comparable and not 'inferior' to the Western trained doctors.…”

Section: Introductionmentioning

confidence: 99%

“…Western style university education began in Africa during the colonial occupation (Eisemon & Davies 1991). The concept of medical education was established in most African nations in the later part of the colonial period in the 50s and the 60s.…”

Section: Introductionmentioning

confidence: 99%

Global paradigm shift in medical education: issues of concern for Africa

Gukas

2007

Medical Teacher

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Socioeconomic and political instability, failure to rapidly overcome the inertia for change by substituting the old curriculum with a more problem, system and student-based one and redefining the goals of medical education are some of the issues of concern for Africa, and its ability to keep up in the dynamic world of medical education. There are only few faculty and school managers with effective medical education backgrounds to initiate, evaluate and sustain these changes. African medical academics, national governments and the international community need to come together to assist Africa to rise up to these challenges to ensure attainment and sustenance of global standards in medical training.

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Can the quality of scientific training and research in Africa be improved?

Cited by 40 publications

References 0 publications

Mapping the landscape of biomedical research in Nigeria since 1967

Mapping the landscape of biomedical research in Nigeria since 1967

Private initiatives in higher education in Kenya

Global paradigm shift in medical education: issues of concern for Africa

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