Current status of family medicine faculty development in Sub-saharan Africa

Abstract

BACKGROUND AND OBJECTIVES: Reducing the shortage of pri- mary care physicians in sub-Saharan Africa requires expansion of training programs in family medicine. Challenges remain in pre- paring, recruiting, and retaining faculty qualified to teach in these pioneering programs. Little is known about the unique faculty de- velopment needs of family medicine faculty within the sub-Saha- ran African context. The purpose of this study was to assess the current status and future needs for developing robust family medi- cine faculty in sub-Saharan Africa. The results are reported in two companion articles. METHODS: A cross-sectional study design was used to conduct a qualitative needs assessment comprising 37 in-depth, semi-struc- tured interviews of individual faculty trainers from postgraduate family medicine training programs in eight sub-Saharan African countries. Data were analyzed according to qualitative description. RESULTS: While faculty development opportunities in sub-Saharan Africa were identified, current faculty note many barriers to faculty development and limited participation in available programs. Fac- ulty value teaching competency, but institutional structures do not provide adequate support. CONCLUSIONS: Sub-Saharan African family physicians and post- graduate trainee physicians value good teachers and recognize that clinical training alone does not provide all of the skills need- ed by educators. The current status of limited resources of institu- tions and individuals constrain faculty development efforts. Where faculty development opportunities do exist, they are too infrequent or otherwise inaccessible to provide trainers the necessary skills to help them succeed as educators.