Professional needs of young Emergency Medicine specialists in Africa: Results of a South Africa, Ethiopia, Tanzania, and Ghana survey

Bae, Crystal; Geduld, Heike; Wallis, Lee; Smit, De Villiers; Reynolds, Teri

doi:10.1016/j.afjem.2016.02.005

Cited by 12 publications

(13 citation statements)

References 10 publications

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“…These doctors are often the only specialist EM clinician in their country. As sole practitioners with little peer support, they must establish their credibility, explain the critical importance of their new specialty and take on substantial leadership roles . Burnout and premature career stagnation are substantial risks.…”

Section: Introductionmentioning

confidence: 99%

The Pacific Emergency Medicine Mentoring Program: A model for medical mentoring in the Pacific region

Phillips

Lee

Shailin

et al. 2019

Emerg Medicine Australasia

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Objective: To describe the development and implementation of a Pacific medical mentoring programme and to evaluate the programme after the first year. Methods: The mentoring programme was adapted from Australasian College for Emergency Medicine resources and involved Australian emergency physicians mentoring Pacific Island Country doctors. Using a prospective, cross-sectional survey of all participants, researchers collected data that were analysed for content using deductive and inductive methods. Content analysis aimed to generate new concepts that could apply to different components of mentoring, and overarching themes that apply to the mentoring programme overall. Results: Nineteen doctors participated in the first year of the programme; 11 mentees from three different Pacific Island Countries and eight Australasian College for Emergency Medicine Fellow mentors. The survey was completed with a 100% response rate. Five core themes were identified from the data: vital face-toface communication (the key to effective communication); supportive personal relationship (valued and desired by mentees); motivating professional relationship (including a regional Pacific network); substantial challenges (time, distance, remote communication); and issues around the mentoring model (goal-orientation, mentor-driven, culture). Conclusions: The present study suggests a new model of Pacific mentoring that recognises the centrality of the mentoring relationship, and allows for flexible communication, shared responsibility of mentors and mentees as co-drivers and a broad understanding of goals and timelines. Future programmes should incorporate funding for in-person meetings and educational opportunities to enhance contextual and cultural understanding. These lessons can inform future medical mentorship programmes across the Pacific.

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Section: Introductionmentioning

confidence: 99%

The Pacific Emergency Medicine Mentoring Program: A model for medical mentoring in the Pacific region

Phillips

Lee

Shailin

et al. 2019

Emerg Medicine Australasia

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“…Nonetheless, this research does suggest that SGL may address some of the needs identified by Bae et al [2] in their survey of African EM specialists. SGL may be effective in increasing relationship building between learners and mentors, promoting active learning, and building more effective leadership and communication training.…”

Section: Resultsmentioning

confidence: 91%

“…A survey among recently graduated EM-trained specialists from the aforementioned African training programmes sought to characterise the challenges faced by the growing body of new EM practitioners. [2] The largest perceived needs were the lack of leadership development and training, including materials for training and 'active learning' , the need for improved relationships with faculty mentors, and the need for interprofessional communication training. Failure of the EM programmes to meet these needs has led to trainees leaving the field, a consequence noted by the first EM training programme developed in SA.…”

Section: Context Of Emergency Medicine Training In Sub-saharan Africamentioning

confidence: 99%

Pioneering small-group learning in Tanzanian emergency medicine: Investigating acceptability for physician learners

Lim

Geduld

Checkett

et al. 2017

AJHPE

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Background. Emergency medicine (EM) is a relatively new, but growing medical specialty in sub-Saharan Africa. African EM training programmes have used small-group learning (SGL) modalities in their curricula. However, there is little knowledge of whether SGL modalities are perceived to be effective in these African EM training programmes. Objectives. To investigate the acceptability of SGL for physicians' training in an academic Tanzanian emergency department using a novel EM curriculum. Methods. Using responses to a written questionnaire, we explored the perceived effectiveness of SGL compared with traditional didactic lectures among 38 emergency department physician learners in Dar es Salaam, Tanzania. Perceptions of SGL were identified from qualitative responses, and regression analyses were used to determine strength of association between quantitative outcomes. Results. Reported benefits of SGL included team building, simulation training, enhancement of procedural skills, and the opportunity to discuss opinions on clinical management. SGL scored more favourably with regard to improving clinical practice, enjoyment of learning, and building peer-to-peer relations. Lectures scored more favourably at improving medical knowledge. Preference towards SGL over lectures for overall training increased with years of clinical experience (95% confidence interval (CI) 0.16 -0.62, p=0.002, Spearman's rho 0.51), and the perception that SGL reinforces learner-teacher relationships correlated with seniority within residency training (95% CI 0.14 -0.86, p=0.007, Spearman's rho 0.47). Conclusion. Techniques of SGL were perceived as effective at improving clinical practice in the emergency department setting. These modalities may be more favourably accepted by more experienced physician learners -therefore, new EM teaching programmes in Africa should consider these factors when targeting educational strategies for their respective regions and learner cohorts.

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“…Following completion of the programme, graduates have a variety of opportunities in academics and private practice. In a survey of recent EMRP graduates, Bae and colleagues discovered that being a scholar and a manager were the two career areas for which EM physicians in Africa felt the least prepared as graduates and faculty 23. ‘Being a scholar’ meant having resources for conducting research and teaching, whereas ‘being a manager’ meant having access to leadership training.…”

Section: Discussionmentioning

confidence: 99%

Emergency medicine registrar training in Africa: overview of programmes, faculty and sustainability

et al. 2020

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BackgroundThe specialty of emergency medicine (EM) is new in most African countries, where emergency medicine registrar (residency) programmes (EMRPs) are at different stages of evolution and little is known about the programmes. Identifying and describing these EMRPs will facilitate planning for sustainability, collaborative efforts and curriculum development for existing and future programmes. Our objective was to identify and provide an overview of existing EMRPs in Africa and their applicant requirements, faculty characteristics and plans for sustainability.MethodsWe conducted a descriptive cross-sectional survey of Africa’s EMRPs between January and December 2017, identifying programmes through an online search supplemented by discussions with African EM leaders. Leaders of all identified African EMRPs were invited to participate. Data were collected prospectively using a structured survey and are summarised with descriptive statistics.ResultsWe identified 15 programmes in 12 countries and received survey responses from 11 programmes in 10 countries. Eight of the responding EMRPs began in 2010 or later. Only 36% of the EMRPs offer a 3-year programme. Women make up an average of 33% of faculty. Only 40% of EMRPs require faculty to be EM specialists. In smaller samples that reported the relevant data, 67% (4/6) of EMRPs have EM specialists who trained in that EMRP programme making up more than half of their faculty; 57% of Africa’s 288 EMRP graduates to date are men; and an average of 39% of EMRP graduates stay on as faculty for 78% (7/9) of EMRPs.ConclusionEMRPs currently produce most of their own EM faculty. Almost equal proportions of men and women have graduated from a predominantly >3-year training programme. Graduates have a variety of opportunities in academia and private practice. Future assessments may wish to focus on the evolution of these programme’ curricula, faculty composition and graduates’ career options.

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Professional needs of young Emergency Medicine specialists in Africa: Results of a South Africa, Ethiopia, Tanzania, and Ghana survey

Cited by 12 publications

References 10 publications

The Pacific Emergency Medicine Mentoring Program: A model for medical mentoring in the Pacific region

The Pacific Emergency Medicine Mentoring Program: A model for medical mentoring in the Pacific region

Pioneering small-group learning in Tanzanian emergency medicine: Investigating acceptability for physician learners

Emergency medicine registrar training in Africa: overview of programmes, faculty and sustainability

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