Integration of Genetics into the Family Medicine Curriculum: Assessment of Medical Graduates in Borno State

The increasing burden of genetic and genomic conditions in clinical practice necessitates that family medicine practitioners possess foundational competencies in genetics. Medical education curricula in Nigeria vary considerably in their genetics content, with North Eastern states often facing additional challenges related to faculty shortages and resource constraints. This study assessed the genetics competency of recently qualified family medicine practitioners trained in Borno State institutions, and evaluated the adequacy of genetics content in the medical curriculum. A cross-sectional study surveyed 80 junior doctors (house officers and residents) trained at the University of Maiduguri College of Medicine using a validated genetics competency questionnaire covering hereditary conditions, genetic testing, and counselling principles. Curriculum document review and focus group discussions with eight faculty members supplemented the survey. Findings revealed significant knowledge gaps particularly in molecular genetics, interpretation of genetic test results, and genetic risk communication. The curriculum review identified genetics as the most thinly covered basic science subject. Faculty highlighted limited specialist expertise and laboratory infrastructure as curriculum enhancement barriers. The study recommends a competency-based genetics module redesign for the University of Maiduguri medical programme. Keywords: medical genetics education, family medicine, curriculum assessment, Borno State, competency