Transforming health professions education in sub-Saharan Africa in response to the COVID-19 pandemic: an assessment of preparedness for remote teaching and learning – Research Protocol (Preprint)

BACKGROUND The current COVID-19 pandemic is affecting all aspects of society worldwide. In order to combat the pandemic, measures such as wearing of face masks, hand washing/sanitizing, restrictions on movement, and social distancing have been introduced. These measures have significantly disrupted education and particularly health professions education which depends on student-patient contact for clinical competence development. The wide-ranging consequences of the pandemic are immense, and the health professions education institutions in the Sub- Saharan Africa have not been spared. OBJECTIVE This research aims to describe the preparedness of selected health professions education institutions in sub-Saharan Africa for remote teaching and learning during the COVID-19 pandemic. This paper reports on the research protocol that was developed to achieve this aim METHODS A mixed method design with a case study approach will be used. The ADKAR model of change was selected as the conceptual framework to guide/underpin the study. Eight higher education institutions in six sub-Saharan countries are participating in this study. Data will be collected from whole populations of academic staff, students, and administrators in the undergraduate Medicine and Nursing programmes through electronic surveys. Qualitative and quantitative data from each institution will be analysed as a case study, leading to an inventory of similar cases grouped for comparison. Quantitative data will be analysed for each institution and then compared to determine associations between variables and differences between programs, institutions, or countries RESULTS This is a research protocol and there are no results yet CONCLUSIONS The research findings will provide information to Higher Education Institutions especially health professions education programs in Africa regarding the preparedness for remote teaching and learning to influence efforts related to online teaching and learning which is envisaged to become the new normal in the future

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Identifying research priorities for Health Professions Education Research in Sub-Saharan Africa using a modified Delphi method

10.21203/rs.3.rs-29680/v3 ◽

2020 ◽

Author(s):

Susan C van Schalkwyk ◽

Elsie Kiguli-Malwadde ◽

Jehan Z Budak ◽

Michael JA Reid ◽

Marietjie Rene De Villiers

Keyword(s):

Research Priorities ◽

Health Professions ◽

Health Professions Education ◽

Sub Saharan Africa ◽

Pedagogical Practice ◽

Research Topics ◽

Modified Delphi ◽

Relevant Evidence ◽

Sub Saharan ◽

Research And Education

Abstract Background: Recent increases in health professions education (HPE) research in sub-Saharan Africa (SSA), though substantial, have predominantly originated from single institutions and remained uncoordinated. A shared research agenda can guide the implementation of HPE practices to ultimately influence the recruitment and retention of the health workforce. Thus, the authors aimed to generate and prioritise a list of research topics for HPE research (HPER) in SSA. Methods: A modified Delphi process was designed to prioritise a shared agenda. Members of the African Forum for Research and Education in Health (AFREhealth) technical working group (TWG) were asked to first list potential research topics. Then, members of the same TWG and attendees at the annual AFREhealth academic symposium held in Lagos, Nigeria in August 2019 rated the importance of including each topic on a 3-point Likert scale, through two rounds of consensus seeking. Consensus for inclusion was predefined as ³ 70% of respondents rating the topic as “must be included.”Results: Health professions educators representing a variety of professions and 13 countries responded to the survey rounds. Twenty-three TWG members suggested 26 initial HPER topics; subsequently 90 respondents completed round one, and 51 completed round 2 of the modified Delphi. The final list of 12 research topics which met predetermined consensus criteria were grouped into three categories: (1) creating an enabling environment with sufficient resources and relevant training; (2) enhancing student learning; and (3) identifying and evaluating strategies to improve pedagogical practice.Conclusions: Establishing research priorities for HPE is important to ensure efficient and appropriate allocation of resources. This study serves as a reminder of how the prevailing context within which HPE, and by implication research in the field, is undertaken will inevitably influence choices about research foci. It further points to a potential advocacy role for research that generates regionally relevant evidence.

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Identifying Research Priorities for Health Professions Education Research in Sub-Saharan Africa using a Modified Delphi Method

10.21203/rs.3.rs-29680/v1 ◽

2020 ◽

Author(s):

Susan C van Schalkwyk ◽

Elsie Kiguli-Malwadde ◽

Jehan Z Budak ◽

Michael JA Reid ◽

Marietjie Rene De Villiers

Keyword(s):

Research Priorities ◽

Health Professions ◽

Health Professions Education ◽

Sub Saharan Africa ◽

Pedagogical Practice ◽

Research Topics ◽

Modified Delphi ◽

Relevant Evidence ◽

Sub Saharan ◽

Research And Education

Abstract Background: Recent increases in health professions education (HPE) research in sub-Saharan Africa (SSA), though substantial, have predominantly originated from single institutions and remained uncoordinated. A shared research agenda can guide the implementation of HPE practices to ultimately influence the recruitment and retention of the health workforce. Thus, the authors aimed to generate and prioritise a list of research topics for HPE research (HPER) in SSA.Methods: A modified Delphi process was designed to prioritise a shared agenda. Members of the African Forum for Research and Education in Health (AFREhealth) technical working group (TWG) were asked to first list potential research topics. Then, members of the same TWG and attendees at the annual AFREhealth academic symposium held in Lagos, Nigeria in August 2019 rated the importance of including each topic on a 3-point Likert scale, through two rounds of consensus seeking. Consensus for inclusion was predefined as ≥ 70% of respondents rating the topic as “must be included.”Results: Health professions educators representing a variety of professions and 13 countries responded to the survey rounds. Twenty-three TWG members suggested 26 initial HPER topics; subsequently 90 respondents completed round one, and 51 completed round 2 of the modified Delphi. The final list of 12 research topics which met predetermined consensus criteria were grouped into three categories: (1) creating an enabling environment with sufficient resources and relevant training; (2) enhancing student learning; and (3) identifying and evaluating strategies to improve pedagogical practice.Conclusions: Establishing research priorities for HPE is important to ensure efficient and appropriate allocation of resources. This study serves as a reminder of how the prevailing context within which HPE, and by implication research in the field, is undertaken will inevitably influence choices about research foci. It further points to a potential advocacy role for research that generates regionally relevant evidence.

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Exploring perspectives on health professions education scholarship units from sub-Saharan Africa

Perspectives on Medical Education ◽

10.1007/s40037-020-00619-8 ◽

2020 ◽

Vol 9 (6) ◽

pp. 359-366

Author(s):

Susan van Schalkwyk ◽

Bridget C. O’Brien ◽

Cees van der Vleuten ◽

Tim J. Wilkinson ◽

Ilse Meyer ◽

...

Keyword(s):

Latin American ◽

World View ◽

Academic Research ◽

Health Professions ◽

Health Professions Education ◽

International Standards ◽

Sub Saharan Africa ◽

Structured Interviews ◽

Diverse Range ◽

Sub Saharan

Abstract Introduction There has been a marked increase in institutional structures developed to support health professions education scholarship recently. These health professions education scholarship units (HPESUs) engage in a diverse range of activities. Previous work provided insight into factors that influence the functioning of such units, but data from European, Asian, Latin American, and African contexts was absent, potentially leading to a single world-view informing international standards for HPESUs. This aim of this study was to explore perspectives from sub-Saharan Africa (SSA) in response to this omission. Methods Situated within an interpretivist paradigm, the research team conducted semi-structured interviews with nine HPESU leaders in SSA, exploring how participants experienced and understood the functioning of their units. Despite efforts to have representation from across the region, most participants were from South Africa. The researchers analysed data thematically using the theory of institutional logics as an analytical frame. Results Several aspects of the HPESUs aligned with the previously identified logics of academic research, service and teaching; and of a cohesive education continuum. By contrast, leaders described financial sustainability as a more prominent logic than financial accountability. Discussion The similarities identified in this study may reflect isomorphism—a process which sees institutions within a similar field becoming more alike, particularly as newer institutions seek to acquire legitimacy within that field. An important caveat, however, is that isomorphism tends to occur across similar institutional contexts, which was not the case in this study. Understanding these differences is key as these HPESUs move to foster scholarship that can respond to the region’s unique context.

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Identifying research priorities for Health Professions Education Research in Sub-Saharan Africa using a modified Delphi method

10.21203/rs.3.rs-29680/v2 ◽

2020 ◽

Author(s):

Susan C van Schalkwyk ◽

Elsie Kiguli-Malwadde ◽

Jehan Z Budak ◽

Michael JA Reid ◽

Marietjie Rene De Villiers

Keyword(s):

Research Priorities ◽

Health Professions ◽

Health Professions Education ◽

Sub Saharan Africa ◽

Pedagogical Practice ◽

Research Topics ◽

Modified Delphi ◽

Relevant Evidence ◽

Sub Saharan ◽

Research And Education

Abstract Background: Recent increases in health professions education (HPE) research in sub-Saharan Africa (SSA), though substantial, have predominantly originated from single institutions and remained uncoordinated. A shared research agenda can guide the implementation of HPE practices to ultimately influence the recruitment and retention of the health workforce. Thus, the authors aimed to generate and prioritise a list of research topics for HPE research (HPER) in SSA. Methods: A modified Delphi process was designed to prioritise a shared agenda. Members of the African Forum for Research and Education in Health (AFREhealth) technical working group (TWG) were asked to first list potential research topics. Then, members of the same TWG and attendees at the annual AFREhealth academic symposium held in Lagos, Nigeria in August 2019 rated the importance of including each topic on a 3-point Likert scale, through two rounds of consensus seeking. Consensus for inclusion was predefined as ³ 70% of respondents rating the topic as “must be included.”Results: Health professions educators representing a variety of professions and 13 countries responded to the survey rounds. Twenty-three TWG members suggested 26 initial HPER topics; subsequently 90 respondents completed round one, and 51 completed round 2 of the modified Delphi. The final list of 12 research topics which met predetermined consensus criteria were grouped into three categories: (1) creating an enabling environment with sufficient resources and relevant training; (2) enhancing student learning; and (3) identifying and evaluating strategies to improve pedagogical practice.Conclusions: Establishing research priorities for HPE is important to ensure efficient and appropriate allocation of resources. This study serves as a reminder of how the prevailing context within which HPE, and by implication research in the field, is undertaken will inevitably influence choices about research foci. It further points to a potential advocacy role for research that generates regionally relevant evidence.

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Identifying research priorities for health professions education research in sub-Saharan Africa using a modified Delphi method

BMC Medical Education ◽

10.1186/s12909-020-02367-z ◽

2020 ◽

Vol 20 (1) ◽

Author(s):

Susan C. Van Schalkwyk ◽

Elsie Kiguli-Malwadde ◽

Jehan Z. Budak ◽

Michael J. A. Reid ◽

Marietjie R. de Villiers

Keyword(s):

Research Priorities ◽

Health Professions ◽

Health Professions Education ◽

Sub Saharan Africa ◽

Pedagogical Practice ◽

Research Topics ◽

Modified Delphi ◽

Relevant Evidence ◽

Sub Saharan ◽

Research And Education

Abstract Background Recent increases in health professions education (HPE) research in sub-Saharan Africa (SSA), though substantial, have predominantly originated from single institutions and remained uncoordinated. A shared research agenda can guide the implementation of HPE practices to ultimately influence the recruitment and retention of the health workforce. Thus, the authors aimed to generate and prioritise a list of research topics for HPE research (HPER) in SSA. Methods A modified Delphi process was designed to prioritise a shared agenda. Members of the African Forum for Research and Education in Health (AFREhealth) technical working group (TWG) were asked to first list potential research topics. Then, members of the same TWG and attendees at the annual AFREhealth academic symposium held in Lagos, Nigeria in August 2019 rated the importance of including each topic on a 3-point Likert scale, through two rounds of consensus seeking. Consensus for inclusion was predefined as ≥70% of respondents rating the topic as “must be included.” Results Health professions educators representing a variety of professions and 13 countries responded to the survey rounds. Twenty-three TWG members suggested 26 initial HPER topics; subsequently 90 respondents completed round one, and 51 completed round 2 of the modified Delphi. The final list of 12 research topics which met predetermined consensus criteria were grouped into three categories: (1) creating an enabling environment with sufficient resources and relevant training; (2) enhancing student learning; and (3) identifying and evaluating strategies to improve pedagogical practice. Conclusions Establishing research priorities for HPE is important to ensure efficient and appropriate allocation of resources. This study serves as a reminder of how the prevailing context within which HPE, and by implication research in the field, is undertaken will inevitably influence choices about research foci. It further points to a potential advocacy role for research that generates regionally relevant evidence.

Download Full-text