By Kelly Odaro
Circa 1992, my sibling underwent surgery for appendicitis at a hospital in Benin City. Though the operation was pronounced successful and she remained under observation for several days, tragedy struck soon after her discharge.
She was gripped by excruciating pain, prompting an urgent scan that revealed a horrifying discovery: a surgical instrument had been left inside her abdomen during the procedure. It was an unforgivable act of negligence and a stark display of unprofessionalism, likely born out of ineptitude.
The recent announcement by the management of Ambrose Alli University (AAU), Ekpoma, about the rustication of 34 medical students over examination malpractice reminded me of the harrowing experience my sibling had at the hands of medical practitioners.
These students, some from the prestigious Department of Medicine and Surgery, were expected to be among the future healthcare providers in a society already plagued with inadequate medical personnel owing to brain drain abroad.
That individuals who aim to take on the noble role of saving lives were caught cheating raises a fundamental question about the integrity of our future doctors. If cheating is a shortcut taken at the training level, what guarantees do we have that such shortcuts would not be taken during professional practice?
The field of medicine is one that demands not just technical expertise but a strong moral compass, ethical grounding, and a sincere commitment to human welfare. When those entrusted with health are compromised, the consequences can be fatal.
Around the world, there are chilling examples of what happens when unethical individuals slip through the medical education system and into practice. These examples serve as a reminder of the immense responsibility that institutions like AAU carry in training and evaluating future healthcare workers.
In Nigeria, stories abound about medical negligence and malpractice that have led to avoidable deaths. Some of these are tied to incompetence, but others result directly from ethical failings —fraudulent diagnoses, careless procedures, and profit-driven decisions.
One widely reported case was that of a woman in Lagos who died following a routine caesarean section performed by a doctor who, as later investigations revealed, had fake medical credentials. The incident rocked the community and highlighted how gaps in vetting and training can have deadly results.
In 2021, a doctor at a government hospital in Benin City was accused of leaving surgical tools inside a patient during an operation. The patient suffered greatly and eventually lost her life. It later came to light that the said doctor had been under disciplinary watch but was never properly sanctioned.
Globally, the story of Dr. Harold Shipman, a British general practitioner, is one of the most extreme examples of how a medical professional without ethics can cause irreparable damage. Dr. Shipman was found guilty of murdering over 200 of his patients, using his position of trust to administer lethal doses of drugs.
Similarly, in the United States, a neurosurgeon named Dr. Christopher Duntsch, christened ‘Dr. Death,’ left a trail of maimed and dead patients due to incompetence and arrogance. Despite multiple complaints and lawsuits, systemic loopholes allowed him to continue practising far longer than he should have.
These tragic examples remind us that malpractice and unprofessionalism are not just academic issues; they are life-and-death matters. If students who cheat are not identified and weeded out early, they may become tomorrow’s killers in white coats.
The AAU rustication, though painful, should be applauded as a necessary act of cleansing. Institutions must be brave enough to uphold standards, even when it means losing students or damaging their reputations temporarily. However, this incident should not be treated as an isolated case. It should lead to a broader evaluation of the medical education system in Nigeria and other parts of the world.
Cheating in examinations is a symptom of a deeper malaise — an erosion of values. In many institutions today, success is defined by grades, not by integrity or learning. Students are often under pressure to perform at all costs, with little emphasis placed on the sanctity of the process.
The parents and guardians of these rusticated students may be shocked or devastated, but the greater tragedy would have been if the students had gone undetected. An inept and corrupt doctor is a greater danger to society than a corrupt banker, politician, or even a lawyer.
Medical errors are now one of the leading causes of death globally. According to the World Health Organisation (WHO), unsafe medical practices and medication errors cause more deaths annually than road traffic accidents.
In low-income countries, the lack of adequate supervision, poor training, and overcrowded institutions create fertile ground for such failures. Medical students are often left to their own devices, and in many cases, practical sessions are rushed or poorly executed.
Yet, a significant part of medical professionalism is not taught in textbooks. It must be instilled through example, discipline, and a culture of accountability. Senior medical personnel must model ethical behaviour. Institutions must be strict with policies and unrelenting in enforcement.
It is commendable that AAU took a firm stance. But one must also ask: how were these students admitted? What systems allowed them to reach this point? Are there cracks in the university’s admission and assessment processes that need fixing?
A major reason why students dabble into the field of Medicine and Surgery is parental pressure. In many Nigerian homes, Medicine is regarded as the apex of academic achievement, a career path that commands prestige, respect, and financial security.
Parents, driven by societal expectations or personal ambitions, often project their dreams onto their children, insisting that they must study Medicine and Surgery regardless of the children’s own interests or aptitudes.
Unfortunately, many of these children, eager to please their parents or afraid of disappointing them, find themselves trapped in a field for which they have little passion or natural inclination.
Their struggles become apparent as they progress, leading to academic frustration, desperation, and, ultimately, actions like cheating during examinations. This raises grave concerns about the calibre of future healthcare providers being produced.
The consequences of forcing students into Medicine are far-reaching and potentially tragic. Beyond personal unhappiness, these students, if they somehow manage to graduate, become practitioners who lack the genuine compassion, dedication, and competence required of medical professionals. Medicine demands not only intellectual rigour but also emotional resilience and an unwavering commitment to patient welfare. Without a true calling, these essential qualities are often absent.
In a profession where errors can mean the difference between life and death, such shortcomings can lead to devastating consequences for patients, as evidenced by various reported cases in Nigeria and around the world.
Parental pressure also contributes to a distorted perception of success among students. Rather than seeing academic and career success as the fruit of passion, talent, and hard work, it becomes about status and societal validation. This mindset diminishes the nobility of other equally important professions, fostering a culture where careers in the arts, humanities, and social sciences are undervalued.
In environments where children feel coerced, it is no surprise that desperation to meet unrealistic expectations sometimes manifests in unethical behaviours like examination malpractice, further staining the integrity of educational institutions like AAU.
True educational guidance should involve helping children discover and nurture their unique talents and passions. Parents ought to recognise that a fulfilled child in any field is better than a frustrated doctor or an incompetent medical practitioner. Success is best achieved when an individual’s skills, interests, and career align harmoniously, leading not only to personal satisfaction but also to societal benefit. The AAU situation should serve as a wake-up call for families, educators, and society at large to re-examine the motivations driving students into professional fields.
There must be a holistic approach to reforming the system. Ethics should be a compulsory part of medical education from the very first year. Students should not only be taught medical ethics as theory but immersed in an environment where those values are practised daily.
Nigeria’s Medical and Dental Council also has a role to play. It must regularly audit training institutions, enforce continuous professional development, and maintain strict licensing protocols. The bar must be kept high, and only those who truly qualify should be allowed to wear the doctor’s coat.
Patients’ lives are literally in the hands of these professionals. From childbirth to cancer treatment, from trauma care to simple prescriptions, each decision made by a doctor can make the difference between life and death.
Public hospitals are often understaffed and overburdened, making it tempting for some doctors to take shortcuts. But these shortcuts can end lives. Imagine a doctor who cheated through pharmacology exams prescribing the wrong dosage of a powerful drug.
Consider the implications of a surgeon who never learned anatomy properly due to exam fraud. Or a paediatrician who does not fully grasp the development of a child’s immune system because he bought his grades. The danger is not just hypothetical. It is imminent if the system does not take its role seriously.
The rusticated AAU students have temporarily lost some semesters, but society has potentially saved thousands of lives. That is the sobering reality. This is not a call for vengeance or vindictiveness. Young people make mistakes. However, institutions must balance mercy with justice, especially when public safety is involved.
As the healthcare system in Nigeria continues to evolve, trust in practitioners is paramount. Patients must feel safe in the hands of their doctors. But that trust can only be built on a foundation of rigorous training, accountability, and ethical discipline.
The media, civil society, and educational watchdogs must continue to shine a light on issues like this. Transparency and public engagement are key tools in maintaining standards and avoiding a repeat of such infractions.
Ambrose Alli University has set an example. Other institutions should follow suit. Not just in rustication, but in preventive reforms, regular ethics training, and ensuring that those who walk through their gates come out not just as professionals but as people of character.
In the end, the white coat must represent purity, not pretence. It must be a symbol of compassion, competence, and credibility; not corruption or ineptitude.
Let this incident be a turning point, not just for AAU, but for the entire medical training landscape in Nigeria.
Odaro, a columnist, lectures in the Department of Mass Communication, Auchi Polytechnic, Auchi.
Culled from the Nigerian Observer