Operative management of cSDH can be safely performed in rural facilities by general surgeons familiar with the procedure and with the institutional resources. The majority of patients had satisfactory outcomes.

Objective: We describe a structured approach to developing a standardized curriculum for surgical trainees in East, Central, and Southern Africa (ECSA). Summary Background Data: Surgical education is essential to closing the surgical access gap in ECSA. Given its importance for surgical education, the development of a standardized curriculum was deemed necessary. Methods: We utilized Kern's 6-step approach to curriculum development to design an online, modular, flipped-classroom surgical curriculum. Steps included global and targeted needs assessments, determination of goals and objectives, the establishment of educational strategies, implementation, and evaluation. Results: Global needs assessment identified the development of a standardized curriculum as an essential next step in the growth of surgical education programs in ECSA. Targeted needs assessment of stakeholders found medical knowledge challenges, regulatory requirements, language variance, content gaps, expense and availability of resources, faculty numbers, and content delivery method to be factors to inform curriculum design. Goals emerged to increase uniformity and consistency in training, create contextually relevant material, incorporate best educational practices, reduce faculty burden, and ease content delivery and updates. Educational strategies centered on developing an online, flipped-classroom, modular curriculum emphasizing textual simplicity, multimedia components, and incorporation of active learning strategies. The implementation process involved establishing thematic topics and subtopics, the content of which was authored by regional surgeon educators and edited by content experts. Evaluation was performed by recording participation, soliciting user feedback, and evaluating scores on a certification examination. Conclusions: We present the systematic design of a large-scale, context-relevant, data-driven surgical curriculum for the ECSA region.

Donor-funded projects have been associated with unprecedented delays, cost overruns, irregular scope changes, and beneficiary dissatisfaction which has been attributed to weak institutional human resource capabilities, and weak monitoring mechanisms. The goal of the study was to assess how capacity building affected the success of projects funded by donors in Nairobi County. The study sought to find out how technical competence, managerial competence, and governance competence affected the performance of donor-funded projects in Nairobi County and was based on four theories: diffusion of innovation, transformational learning, resource dependency, and knowledge-based theories. A descriptive survey design was adopted. The target population was 55 donor-funded projects and the units of observation were 311 project personnel. The research employed a purposive random sampling approach to picking 30% resulting in a sample of 94 people. This study's primary data included both quantitative and qualitative information. Descriptive and inferential statistics were employed in data analysis. Besides, multiple regression was used to determine the association between the dependent variables and the independent variable. The study revealed that technical, management, and governance competence all exhibited a favorable and significant influence on the success of donor-funded projects in Nairobi County. The study determined that staff training was in place among the projects, but it was not consistent and there was no policy to govern it. It is recommended that the management of donor-funded projects in Nairobi County should spend more on contemporary technology, innovation, and capacity to improve project efficiency and effectiveness.