Title |
Global medical education partnerships to expand specialty expertise: a case report on building neurology clinical and research capacity
|
---|---|
Published in |
Human Resources for Health, December 2014
|
DOI | 10.1186/1478-4491-12-75 |
Pubmed ID | |
Authors |
Mark Kaddumukasa, Elly Katabira, Robert A Salata, Marco A Costa, Edward Ddumba, Anthony Furlan, Angelina Kakooza-Mwesige, Moses R Kamya, James Kayima, Chris T Longenecker, Harriet Mayanja-Kizza, Charles Mondo, Shirley Moore, Svetlana Pundik, Nelson Sewankambo, Daniel I Simon, Kathleen A Smyth, Martha Sajatovic |
Abstract |
Neurological disorders are a common cause of morbidity and mortality in sub-Saharan African, but resources for their management are scarce. Collaborations between training institutions in developed and resource-limited countries can be a successful model for supporting specialty medical education and increasing clinical and research capacity.Case report: This report describes a US National Institute of Health (NIH) funded Medical Education Partnership Initiative (MEPI) to enhance expertise in neurology, developed between Makerere University College of Health Sciences in Kampala, Uganda, and Case Western Reserve University School of Medicine in Cleveland, OH, USA.This collaborative model is based on a successful medical education and research model that has been developed over the past two decades. The Ugandan and US teams have accumulated knowledge and 'lessons learned' that facilitate specialty expertise in cardiovascular and neurological conditions, which are widespread and associated with substantial disability in resource-limited countries. Strengths of the model include a focus on community health care settings and a strong research component. Key elements include strong local leadership; use of remote technology, templates to standardize performance; shared exchanges; mechanisms to optimize sustainability and of dissemination activities that expand impact of the original initiative. Efficient collaborations are further enhanced by external and institutional support, and can be sequentially refined. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
United Kingdom | 1 | 33% |
Unknown | 2 | 67% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 2 | 67% |
Science communicators (journalists, bloggers, editors) | 1 | 33% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
Sierra Leone | 1 | 1% |
Unknown | 87 | 99% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Researcher | 12 | 14% |
Student > Master | 9 | 10% |
Other | 6 | 7% |
Student > Postgraduate | 6 | 7% |
Student > Bachelor | 6 | 7% |
Other | 22 | 25% |
Unknown | 27 | 31% |
Readers by discipline | Count | As % |
---|---|---|
Medicine and Dentistry | 24 | 27% |
Nursing and Health Professions | 11 | 13% |
Social Sciences | 5 | 6% |
Psychology | 3 | 3% |
Business, Management and Accounting | 3 | 3% |
Other | 9 | 10% |
Unknown | 33 | 38% |