ABSTRACT
The overwhelming majority of faculty in health care education in most countries around the world, including Nigeria, do not have any formal training in teaching. Sadly, there are no readily available publications on this topic in many countries. Many experts affirmed that this curriculum deficit is partly responsible for the poor quality of instruction in Nigerian universities. This chapter dissects the primary differences between pedagogy, andragogy, and heutagogy. It also discussed effective strategies to promote self-directed learning and self-determined learning, domains and taxonomy of learning, course syllabus, the link between course objectives and program students learning objectives, curriculum mapping, application of evidence-based practice in teaching, formative and summative assessment and the relevance of online instruction in health care education. As a matter of urgency, the National Universities Commission should provide funding to acquire an e-learning delivery platform in each university and embark on workforce development to train lecturers how to use the system. Implementation of this recommendation will enable Nigerian academics to use innovative teaching strategies to present their lectures and undertake rigorous operational research.
