Factors for success in collaboration between high- and low-income countries: Developing a physiotherapy education programme in Sudan

Abstract

BackgroundThis study presents an example of collaboration between two higher education institutions: one in Norway, a high-income country, and one in Sudan, a low-income country, in developing an entry-level physiotherapy education programme in Sudan. The institution in Sudan had minimal theoretical and practical knowledge in physiotherapy. The study examined the factors important for the success of the bilateral collaboration.Material and methodsWe analysed written documents produced in the project from 2007 to 2012 in a qualitative study by using systematic text condensation. We identified vital factors for partner institutions and participants in ensuring a physiotherapy education programme of high quality.ResultsThese factors were within seven topics: project arrangements, collaboration relationship, curriculum development, administration of the bachelor programme, capacity building, academic community and infrastructure.ConclusionWe identified several factors that we hope can be valuable for similar projects. Some factors are similar to those shown by other studies. These are probably general factors that are important for such collaboration.

Ways to improve surgical outcomes in low- and middle-income countries

“…2 , 32 , 33 , 37 Investment is needed. The potential for delivery of rehabilitation training programmes through academic partnerships between high-income and low- and middle-income countries 38 and between institutions within low- and middle-income countries (south–south partnerships) is promising. Another example is provided by a collaboration between university hospitals in Sweden and Zimbabwe to optimize rehabilitation outcomes after hand surgery.…”

Norwegian physiotherapy teachers’ experience from working in a partnership project in Sudan - A case study approach

“…Despite these difficulties, working abroad provides opportunities for personal and professional development (Aalto et al, 2014;Altun, 2015). Haugland, Sørsdahl, Salam Salih, and Salih (2014) and John et al (2012) have described factors leading to success in partnerships between higher education institutions in high-and low-income countries, aimed at establishing physiotherapy education in the low-income countries. None of these studies considered the experiences of physiotherapy teachers.…”

“…In this case study, we explored Norwegian physiotherapist teachers' (NPTs) experiences of working at a university in Sudan. In the early 2000s, Sudan did not offer any entry-level physiotherapy programs, and there were few physiotherapists working in the country at this time (Haugland, Sørsdahl, Salam Salih, and Salih, 2014). The Sudan-Norwegian partnership was established (at the request of the Sudanese partner) in order to develop an internationally recognized five-year bachelor-level physiotherapy program.…”

“…Teachers from all institutions were employed in the execution of the project activities across the four phases. NPTs worked annually in pairs at the Sudanese institution for a period of six to 18 months (Haugland, Sørsdahl, Salam Salih, and Salih, 2014) (Figure 2).…”