Unlocking potential: elevating faculty development in liberia through a localized training-of-trainers model.

Area of Science:

• Medical Education
• Health Professions Education
• Pedagogical Training

Background:

• University of Liberia College of Health Sciences (ULCHS) faced challenges in health education quality due to resource limitations and instability.
• A faculty development program in pedagogy and teaching skills was prioritized in 2018 to enhance educational outcomes.

Purpose of the Study:

• To describe the creation and implementation of a pedagogical training program at ULCHS.
• To address teaching and learning gaps among ULCHS faculty using a South-South Training-of-Trainers (ToT) model.

Main Methods:

• Developed and implemented a pedagogical training program within the Center for Teaching, Learning, and Innovation (CTLI).
• Utilized a South-South ToT model, leveraging local expertise within Liberia.
• Conducted three program iterations to refine the training approach.

Main Results:

• Participant surveys across three iterations showed significant improvements in perceived knowledge across 11 competency domains (teaching, learning, assessment).
• The pedagogy training program effectively enhanced participants' perceived teaching skills.
• The South-South ToT model fostered a supportive learning environment and promoted systemic change.

Conclusions:

• A three-phase Training-of-Trainers (ToT) model can transform pedagogical practices in resource-limited settings.
• Peer instruction is crucial for developing effective, student-centered learning environments in health sciences education.
• This model demonstrates potential for sustainable faculty development in low-resource contexts.