Peer training and co-learning in global health care

Lillie, Edwardina Mary Mae Alexandra; O'Donohoe, Lizanne; Shamambo, Naomi; Bould, Dylan; Ismailova, Feruza; Kinnear, John

doi:10.1111/tct.12292

Cited by 8 publications

(6 citation statements)

References 5 publications

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“…26,28,[29][30][31][32][33][34][35][36][37][38] Suggestions included having partners co-develop curricula to ensure local relevance. 30,31,[39][40][41][42][43][44] District hospitals often were described as optimal training sites, especially for procedural skills and more hands-on training. [45][46][47][48][49][50] Some programs reported inadequate case volumes for specialized procedures, and used case simulation and/or off-site rotations (both in and out-of-country) to augment clinical training.…”

Section: Thematic Analysis Of Lessons Learned From Specific Pgme Progmentioning

confidence: 99%

Postgraduate Medical Education in Sub-Saharan Africa: A Scoping Review Spanning 26 Years and Lessons Learned

Talib

Narayan

Harrod

2019

Journal of Graduate Medical Education

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Background Investments in training physician specialists through postgraduate medical education (PGME) are critical for Sub-Saharan Africa, given the increasing burden of non-communicable diseases.Objectives The objectives of this scoping review were to (1) understand the breadth of publications on PGME from Sub-Saharan Africa, and (2) conduct a thematic analysis of lessons learned by specific training programs.Methods We conducted a literature search of 7 databases for PGME literature published between January 1991 and December 2016. Two reviewers independently reviewed titles and abstracts for inclusion. Full-text articles were then reviewed, and bibliometric data were extracted to create a profile of PGME-related publications. Two authors coded the manuscripts to identify articles written about specific PGME programs. These were analyzed for lessons learned. ResultsWe identified 813 publications that reported on postgraduate medical education in Sub-Saharan Africa. Most articles were published between 2005 and 2016. Nations leading in publication were South Africa and Nigeria, followed by Ethiopia, Uganda, Kenya, Ghana, and Malawi. The largest number of articles related to general surgery training, followed by family medicine, emergency medicine, and anesthesiology. Thematic analysis revealed advantages of training programs for health facilities, challenges related to teaching, resourcing, and standardizing of training, and lessons learned related to international partnerships, faculty engagement, and research support for trainees.Conclusions PGME in Sub-Saharan Africa has evolved over the past 26 years. Future growth will require strategic support to scale programs, support new specialties, trainees, and teachers, and leverage best practice models to sustain PGME programs.

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Section: Thematic Analysis Of Lessons Learned From Specific Pgme Progmentioning

confidence: 99%

Postgraduate Medical Education in Sub-Saharan Africa: A Scoping Review Spanning 26 Years and Lessons Learned

Talib

Narayan

Harrod

2019

Journal of Graduate Medical Education

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“…2 Mentors may adopt a paternalistic view of the mentorship relationship, which may limit the mentees’ ability to achieve full independence. 3 At the mentor level, investigators in LMIC settings have far fewer opportunities for mentor training compared with investigators in high-income countries (HICs). Hence, many relationships may veer away from mentorship toward taking advantage of mentees because of economic realities, institutional pressures, and social norms.…”

Section: Introductionmentioning

confidence: 99%

Global Health Mentoring Toolkits: A Scoping Review Relevant for Low- and Middle-Income Country Institutions

Hansoti

Kalbarczyk

Hosseinipour

et al. 2019

The American Journal of Tropical Medicine and Hygiene

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Capacity building in low-and middle-income country (LMIC) institutions hinges on the delivery of effective mentorship. This study presents an overview of mentorship toolkits applicable to LMIC institutions identified through a scoping review. A scoping review approach was used to 1) map the extent, range, and nature of mentorship resources and tools available and 2) to identify knowledge gaps in the current literature. To identify toolkits, we collected and analyzed data provided online that met the following criteria: written in English and from organizations and individuals involved in global health mentoring. We searched electronic databases, including PubMed, Web of Science, and Google Scholar, and Google search engine. Once toolkits were identified, we extracted the available tools and mapped them to preidentified global health competencies. Only three of the 18 identified toolkits were developed specifically for the LMIC context. Most toolkits focused on individual mentor-mentee relationships. Most focused on the domains of communication and professional development. Fewer toolkits focused on ethics, overcoming resource limitations, and fostering institutional change. No toolkits discussed strategies for group mentoring or how to adapt existing tools to a local context. There is a paucity of mentoring resources specifically designed for LMIC settings. We identified several toolkits that focus on aspects of individual mentor-mentee relationships that could be adapted to local contexts. Future work should focus on adaptation and the development of tools to support institutional change and capacity building for mentoring.

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“…In some cases, education and ambition were drivers of a professional move while others declared they had arrived in their positions unexpectedly. Despite diverse pathways, new leaders did expect a strategic approach to managing transitions suggesting this improved the overall development and longterm behavior of valued employees, promoting self-awareness, and a continuous culture of self-directed learning [14,27,28]. In Radiation Sciences and the Cancer Care setting, rapid growth in technology and cross-discipline skill development indicates great need for practical experience as a driver of lifelong professional growth.…”

Section: Discussionmentioning

confidence: 99%

The Leadership Gap: Supporting New Front line Leaders in Cancer Care

Graham¹

2020

Journal of Medical Imaging and Radiation Sciences

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Peer training and co-learning in global health care

Cited by 8 publications

References 5 publications

Postgraduate Medical Education in Sub-Saharan Africa: A Scoping Review Spanning 26 Years and Lessons Learned

Postgraduate Medical Education in Sub-Saharan Africa: A Scoping Review Spanning 26 Years and Lessons Learned

Global Health Mentoring Toolkits: A Scoping Review Relevant for Low- and Middle-Income Country Institutions

The Leadership Gap: Supporting New Front line Leaders in Cancer Care

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