Training for health services and systems research in Sub-Saharan Africa - a case study at four East and Southern African Universities

Abstract

BackgroundThe need to develop capacity for health services and systems research (HSSR) in low and middle income countries has been highlighted in a number of international forums. However, little is known about the level of HSSR training in Sub-Saharan Africa (SSA). We conducted an assessment at four major East and Southern African universities to describe: a) the numbers of HSSR PhD trainees at these institutions, b) existing HSSR curricula and mode of delivery, and c) motivating and challenging factors for PhD training, from the trainees’ experience.MethodsPhD training program managers completed a pre-designed form about trainees enrolled since 2006. A desk review of existing health curricula was also conducted to identify HSSR modules being offered; and PhD trainees completed a self-administered questionnaire on motivating and challenging factors they may have experienced during their PhD training.ResultsOf the 640 PhD trainees enrolled in the health sciences since 2006, only 24 (3.8%) were in an HSSR field. None of the universities had a PhD training program focusing on HSSR. The 24 HSSR PhD trainees had trained in partnership with a university outside Africa. Top motivating factors for PhD training were: commitment of supervisors (67%), availability of scholarships (63%), and training attached to a research grant (25%). Top challenging factors were: procurement delays (44%), family commitments (38%), and poor Internet connection (35%).ConclusionThe number of HSSR PhD trainees is at the moment too small to enable a rapid accumulation of the required critical mass of locally trained HSSR professionals to drive the much needed health systems strengthening and innovations in this region. Curricula for advanced HSSR training are absent, exposing a serious training gap for HSSR in this region.

Student experiences of participating in five collaborative blended learning courses in Africa and Asia: a survey

“…The need and demand for global health research education may be difficult for LMIC academic institutions to meet, as institutional capacity for education and research continues to be low ( 6 – 8 ) despite many efforts to encourage and support capacity building ( 9 – 11 ). Because of the mismatch between global health research education demand ( 12 ) and the capacity to provide training courses ( 7 ), innovative approaches are needed.…”

Enabling Dynamic Partnerships through Joint Degrees between Low- and High-Income Countries for Capacity Development in Global Health Research: Experience from the Karolinska Institutet/Makerere University Partnership

“…The collaboration has also been highly productive in terms of publications, with a majority of Ugandan first or last authors. In terms of subject area for research training, we see that Makerere prioritised this non-subject-tied funding to also include areas other than those with major funding (for example, HIV and malaria), such as degenerative diseases, cancer, mental health, and health systems research [ 12 ].…”

Doctoral level research and training capacity in the social determinants of health at universities and higher education institutions in India, China, Oman and Vietnam: a survey of needs

“…Numerous constraints that inhibit research on the SDH among the participating ARCADE RSDH institutions are described above. Such constraints probably apply to many similar institutions of research and higher education in Asia and elsewhere [ 19 ], limiting the impact of research in SDH. While a number of North–South collaborations have attempted to address this situation (e.g.…”

“…The team developed an electronic questionnaire informed by an existing questionnaire implemented in ARCADE Health Systems and Services Research [ 19 ] to collect data from eight partner institutions involved in the research training in SDH. The survey instrument consisted of closed- and open-ended questions aimed to identify the courses available on SDH, teaching and supervisory capacity on the SDH and associated research methods, and other issues that could contribute towards capacity building in SDH.…”