Submission ID 131702
| Issue/Objective | Digital learning resources are increasingly central to medical training and participation in global health knowledge systems. Yet, unequal access to these tools risks reinforcing existing disparities in health workforce capacity between high-income countries and low- and middle-income settings. In Nigeria, evidence on these inequities has been fragmented and institution specific. This study provides the first national-level assessment of access to and utilisation of digital academic resources among medical students and examines their perceived impact on global competitiveness. |
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| Methodology/Approach | We conducted a nationwide cross-sectional survey of medical students across purposively selected institutions representing all six geopolitical zones of Nigeria, including federal, state, and private medical schools. Data were collected via an online questionnaire distributed through class networks between September and November 2025. Descriptive statistics were computed, and associations between access to digital resources and perceived global competitiveness were assessed using chi-square tests and multivariate logistic regression. |
| Results | A total of 784 students from 15 universities participated. Only 41.5% reported having an institutional email, a key gateway to academic resources. Access to core digital learning tools was limited: 52% reported access to lecture recordings, 32% to online courses, and 23% to simulation laboratories. A majority (81%) perceived themselves as inadequately equipped to compete globally, with significant gender disparities disadvantaging female students (p=0.028). Access to online courses (p=0.001), lecture recordings (p=0.003), and simulation labs (p<0.001) was strongly associated with increased perceived preparedness. |
| Discussion/Conclusion | These findings reveal systemic digital inequities that extend beyond infrastructure gaps to shape confidence, capability, and future participation in the global health workforce. Without targeted investment in digital infrastructure and equitable access strategies, such disparities risk perpetuating global imbalances in medical education and practice. |
| Presenters and Affiliations | Paul Kingpriest Global Health Research Lab; University of Jos Joshua Okpanachi The Global Health Research Lab; University of Jos |
