Academic Competencies in Academic Global Surgery: A Scoping Review

Global Surgery addresses inequalities in surgical care. As the field grows, academic programs have developed to train professionals needed to tackle systemic challenges. However, little synthesis exists about the competencies taught. This scoping review aimed to synthesize competencies taught in academic global surgery programs and present educational frameworks used.

This scoping review followed the Arksey and O'Malley framework and PRISMA-ScR guidelines to map competencies taught in academic global surgery programs between 2000 and 2024. Peer-reviewed studies and multiple data sources in English were systematically searched, screened, and analyzed thematically and descriptively.

Out of 6077 records screened, 77 data sources describing academic global surgery programs met inclusion criteria. The most common qualification offered was a fellowship, followed by Master's degrees, short courses, and undergraduate modules. Programs most frequently emphasized competencies in equity, research, systems strengthening, and leadership, with additional focus on interdisciplinary collaboration, ethics, and policy. The vast majority of programs were based in the Region of the Americas (North America), particularly in high-income countries. Educational frameworks varied widely, including institution-specific models, global health standards (e.g., Consortium of Universities for Global Health (CUGH), Accreditation Council for Graduate Medical Education (ACGME)), and competency-based approaches. Most programs were delivered in-person, though hybrid and online formats were also present.

Our review highlights the diversity and inadequate standardization of existing academic global surgery programs, with a strong emphasis on equity, systems, and leadership competencies. Standardizing core competencies and expanding programs beyond high-income regions may strengthen academic global surgery.