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Building contextually-relevant training programs for scientific development: process and lessons learned in
Letitia Onyango1, Ghislaine Ouédraogo-Ametchie1, Anne Stahlfeld1
1Department of Preventive Medicine and Institute for Global Health, Northwestern University Feinberg School of Medicine, Chicago, USA.
Medrxiv : the Preprint Server for Health Sciences
|July 15, 2025
Summary
A faculty enrichment program enhanced malaria modeling skills for public health decision-making. The program fostered technical and communication growth, with participants valuing knowledge transfer opportunities.
Area of Science:
- Public Health
- Epidemiology
- Mathematical Modeling
Background:
- Limited expertise in applied mathematical modeling for public health decision-making in malaria-endemic countries.
- A 4-month faculty enrichment program (FEP) was developed to address this gap.
- The FEP focused on technical skills, communication, and malaria epidemiology.
Purpose of the Study:
- To evaluate participant and instructor experiences and challenges within the applied malaria modeling FEP.
- To understand the effectiveness of the program in building capacity for malaria intervention analysis.
Main Methods:
- Qualitative interviews with two cohorts of participants and instructors.
- Interviews conducted at baseline, midline, and endline of the program.
- Focus on expectations, experiences, and challenges encountered.
Main Results:
- Participants reported significant growth in technical expertise, research, and communication skills.
- Opportunities for knowledge transfer to home institutions were highly valued.
- Challenges included cross-disciplinary learning and adapting to new teaching methods.
Conclusions:
- Training programs should align with participant needs and incorporate continuous feedback.
- Multi-pronged approaches enhance program value and facilitate knowledge transfer.
- Capacity building in malaria modeling is crucial for informed public health decision-making.
