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Updated: Feb 4, 2026

Method of Isolated Ex Vivo Lung Perfusion in a Rat Model: Lessons Learned from Developing a Rat EVLP Program
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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.

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This faculty enrichment program enhanced malaria modeling skills for public health professionals. Continuous feedback and multi-pronged approaches are key for effective knowledge transfer in technical training.

Keywords:
Capacity strengtheningCross-cultural learningCross-disciplinary learningFaculty enrichmentMalaria modeling

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Area of Science:

  • Public Health
  • Epidemiology
  • Mathematical Modeling

Background:

  • Limited expertise in applied mathematical modeling for public health decision-making in malaria-endemic countries.
  • Mathematical modeling is crucial for evaluating malaria interventions and guiding resource allocation.
  • A 4-month faculty enrichment program (FEP) was developed to address this expertise gap.

Purpose of the Study:

  • To assess participant and instructor experiences, expectations, and challenges within the applied malaria modeling FEP.
  • To understand the effectiveness of the program in building technical and communication skills.
  • To identify factors contributing to successful knowledge transfer.

Main Methods:

  • Qualitative interviews with two cohorts of FEP participants and instructors.
  • Interviews conducted at baseline, midline, and endline of the program.
  • Analysis of expectations, experiences, and challenges related to the program.

Main Results:

  • Participants reported significant growth in technical expertise, research skills, and communication abilities.
  • Opportunities for knowledge transfer to home institutions were highly valued by participants.
  • Challenges included cross-disciplinary learning, program component balance, and adapting to new teaching styles.
  • Instructors adapted teaching methods and enhanced their own technical capacity.

Conclusions:

  • Technical skill development programs require participant-centered design and continuous feedback mechanisms.
  • Multi-pronged training approaches enhance long-term value and facilitate knowledge transfer.
  • Addressing participant needs and adapting program structures are vital for successful capacity building in malaria modeling.