Anip Joshi1,2,3, Bernardo Borraez-Segura4, Mariyah Anwer5, Oluwaseun Ladipo-Ajayi6, Francisco Schlottmann7, Diem Nguyen Ngoc Le8,9, Andrew G Hill10,11, Michael G Sarr10,12. 1. Department of Surgery, Bir Hospital, National Academy of Medical Sciences, Kathmandu, Nepal. anipjoshi@yahoo.com. 2. International Society of Surgery, Zurich, Switzerland. anipjoshi@yahoo.com. 3. MS General Surgery Program and Basic Surgical Skills, Trauma Life Support and Research Methodology, National Academy of Medical Sciences, Kathmandu, Nepal. anipjoshi@yahoo.com. 4. Department of Clinical Science, Universidad Tecnologica de Pereira, Pereira, Colombia. 5. Department of Surgery, Jinnah Post Graduate Medical Centre, Karachi, Pakistan. 6. Lagos University Teaching Hospital, Lagos, Nigeria. 7. Hospital Alemán of Buenos Aires, Buenos Aires, Argentina. 8. Paediatric Surgery Department, University of Medicine and Pharmacy, Ho Chi Minh City, Vietnam. 9. Children's Hospital 1, Ho Chi Minh City, Vietnam. 10. International Society of Surgery, Zurich, Switzerland. 11. Middlemore Hospital, The University of Auckland, Auckland, New Zealand. 12. Mayo Clinic, Rochester, MN, USA.
Abstract
BACKGROUND: There is a huge difference in the standard of surgical training in different countries around the world. The disparity is more obvious in the various models of surgical training in low- and middle-income countries (LMICs) compared to high-income countries. Although the global training model of surgeons is evolving from an apprenticeship model to a competency-based model with additional training using simulation, the training of surgeons in LMICs still lacks a standard pathway of training. METHODS: This is a qualitative, descriptive, and collaborative study conducted in six LMICs across Asia, Africa, and South America. The data were collected on the status of surgical education in these countries as per the guidelines designed for the ASSURED project along with plans for quality improvement in surgical education in these countries. RESULTS: The training model in these selected LMICs appears to be a hybrid of the standard models of surgical training. The training models were tailored to the country's need, but many fail to meet international standards. There are many areas identified that can be addressed in order to improve the quality of surgical education in these countries. CONCLUSIONS: Many areas need to be improved for a better quality of surgical training in LMICs. There is a need of financial, technical, and research support for the improvement in these models of surgical education in LMICs.
BACKGROUND: There is a huge difference in the standard of surgical training in different countries around the world. The disparity is more obvious in the various models of surgical training in low- and middle-income countries (LMICs) compared to high-income countries. Although the global training model of surgeons is evolving from an apprenticeship model to a competency-based model with additional training using simulation, the training of surgeons in LMICs still lacks a standard pathway of training. METHODS: This is a qualitative, descriptive, and collaborative study conducted in six LMICs across Asia, Africa, and South America. The data were collected on the status of surgical education in these countries as per the guidelines designed for the ASSURED project along with plans for quality improvement in surgical education in these countries. RESULTS: The training model in these selected LMICs appears to be a hybrid of the standard models of surgical training. The training models were tailored to the country's need, but many fail to meet international standards. There are many areas identified that can be addressed in order to improve the quality of surgical education in these countries. CONCLUSIONS: Many areas need to be improved for a better quality of surgical training in LMICs. There is a need of financial, technical, and research support for the improvement in these models of surgical education in LMICs.