Jennifer Rickard1, Faustin Ntirenganya2, Georges Ntakiyiruta3, Kathryn Chu4. 1. Department of Surgery, University of Minnesota, Minneapolis, Minnesota. Electronic address: gehr0059@umn.edu. 2. Department of Surgery, University of Rwanda, Kigali, Rwanda. 3. Department of Surgery, Ejo Heza Surgical Centre, Kigali, Rwanda. 4. Department of Surgery, University of Cape Town, Groote Schuur Hospital, Cape Town.
Abstract
INTRODUCTION: Safe and affordable surgical care has been recognized as an important component of global health. One of the challenges in providing safe and affordable surgical care is the shortage of trained surgical workforce. Partnerships have developed between institutions in high-income countries (HICs) and low- and middle-income countries (LMICs) to strengthen and expand surgical education in LMICs. As these relationships evolve, emphasis needs to focus on development of equitable, bilateral partnerships. METHODS: We reviewed different global surgery education partnerships to describe key components and features of successful partnerships. We then provide a framework for equitable global surgical training partnerships. RESULTS: Key features of equitable global surgical education partnerships included an alignment with local priorities, long term collaborations, and locally integrated, competency-based training. To develop a partnership, both parties must meet and perform a needs assessment of the LMIC institution and jointly agree how the partnership can best address these needs. Both the HIC and LMIC institutions must clearly define their goals and expectations. Ideally, a set of output measures will be defined to assess the success of the partnership. CONCLUSIONS: Improving surgical education in LMIC countries is an integral part of health equity in global surgery. Key components of equitable education partnerships focus on local ownership and long-term relationships. Each party needs to clearly define goals and expectations for the partnership. Equity is essential and unequal relationships must be avoided.
INTRODUCTION: Safe and affordable surgical care has been recognized as an important component of global health. One of the challenges in providing safe and affordable surgical care is the shortage of trained surgical workforce. Partnerships have developed between institutions in high-income countries (HICs) and low- and middle-income countries (LMICs) to strengthen and expand surgical education in LMICs. As these relationships evolve, emphasis needs to focus on development of equitable, bilateral partnerships. METHODS: We reviewed different global surgery education partnerships to describe key components and features of successful partnerships. We then provide a framework for equitable global surgical training partnerships. RESULTS: Key features of equitable global surgical education partnerships included an alignment with local priorities, long term collaborations, and locally integrated, competency-based training. To develop a partnership, both parties must meet and perform a needs assessment of the LMIC institution and jointly agree how the partnership can best address these needs. Both the HIC and LMIC institutions must clearly define their goals and expectations. Ideally, a set of output measures will be defined to assess the success of the partnership. CONCLUSIONS: Improving surgical education in LMIC countries is an integral part of health equity in global surgery. Key components of equitable education partnerships focus on local ownership and long-term relationships. Each party needs to clearly define goals and expectations for the partnership. Equity is essential and unequal relationships must be avoided.
Keywords:
Interpersonal and Communication Skills; Medical Knowledge; Practice-Based Learning and Improvement; Systems-Based Practice.; curriculum; global health; health equity; medical education; postgraduate
Authors: Catherine N Zivanov; James Joseph; Daniel E Pereira; Jana B A MacLeod; Rondi M Kauffmann Journal: World J Surg Date: 2022-08-17 Impact factor: 3.282