Faculty development for interprofessional education in resource-constrained West Africa: priorities, institutional gaps and implementation pathways

Abena Agyarkowa Otchere-Darko; Amrita Sarkar; Debjit Roy

doi:10.18203/2394-6040.ijcmph20263180

Authors

Abena Agyarkowa Otchere-Darko Global Forum for Sustainable Rural Development-Ghana, Afromed Academy of Medical Research and Innovation, Lusaka, Zambia
Amrita Sarkar Department of Community Medicine, Tomo Riba Institute of Health and Medical Sciences, Naharlagun, Arunachal Pradesh, India
Debjit Roy Department of Psychiatry, IQ City Medical College, Durgapur, West Bengal, India https://orcid.org/0000-0002-9259-8040

DOI:

https://doi.org/10.18203/2394-6040.ijcmph20263180

Keywords:

Sub-Saharan Africa, Resource-constrained settings, Needs assessment, Mentoring, Interprofessional education, Faculty development, Health workforce

Abstract

Background: Interprofessional education (IPE) is a recognized strategy for addressing healthcare workforce challenges in sub-Saharan Africa, but evidence on faculty preparation in resource-constrained settings is limited.

Methods: Between September and November 2024, we conducted a cross-sectional needs assessment of all eligible faculty (n=28; 100% response) at a West African regional medical education and research institute. A validated, pilot-tested semi-structured questionnaire (content validity index 0.89; Cronbach’s α=0.82) assessed demographics, professional development priorities, institutional support, and programme-design preferences. Quantitative data were summarised using frequencies, percentages, weighted priority scores, and five-point Likert means; open-ended items underwent thematic analysis.

Results: Most participants held master’s degrees (67.9%, n=19); 60.7% were female, 50.0% held lecturer rank, and 78.6% had under ten years’ teaching experience. Research methodology (85.7%) and data analysis (89.3%) were the top development priorities. Enhanced mentorship was the highest improvement priority (92.9%; mean 4.3/5), yet only 28.6% currently accessed formal mentorship programmes. Institutional support ratings were modest (grand mean 3.1/5), with professional development rated lowest (mean 2.8/5). Key programme characteristics identified were institutional leadership support (89.3%), research-practice integration (85.7%), resource allocation (82.1%), collaborative learning (78.6%), flexible delivery (75.0%), and comprehensive assessment (71.4%). Faculty preferred quarterly delivery (50.0%) in blended formats (75.0%), and 89.3% reported readiness to participate.

Conclusions: A pronounced gap exists between faculty demand for mentorship and existing institutional provision. Research-integrated, blended faculty development anchored in formal mentorship is a feasible, contextually appropriate approach to strengthen IPE capacity at this institution; broader generalisability requires multisite investigation.

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