Evaluation of Genetic Education Content in Allied Health Sciences Programmes in North Central Nigerian Universities

Allied health sciences programmes, including physiotherapy, nutrition and dietetics, radiography, and health information management, are increasingly required to incorporate genetics into their professional practice competencies. The extent to which genetics is integrated into allied health curricula in North Central Nigerian universities is unknown. This study evaluated the genetics educational content in allied health sciences programmes at four universities in Plateau, Kogi, Niger, and Nasarawa States. A mixed-methods curriculum audit and faculty survey was conducted. Programme handbooks, module outlines, and examination records were reviewed using a content analysis framework benchmarked against the UK Allied Health Professionals Genetics and Genomics Competency Framework. Fourteen faculty members teaching genetics-adjacent content were interviewed regarding perceived adequacy and barriers. The audit revealed that genetics featured minimally and inconsistently across all four institutions, typically confined to a single foundation biology module without clinical application. Faculty reported inadequate specialist training as the primary barrier to expanding genetics content. Student exposure to clinical genetics case discussions was negligible. The study recommends a standardised genetics integration framework for allied health curricula in North Central universities, with faculty development support from genetics specialists. Keywords: allied health education, genetics curriculum, North Central Nigeria, competency framework, curriculum audit