School of Medicine, University of Virginia, Charlottesville, Virginia, United States of America.
Anesthesiology Department, University of Virginia, Charlottesville, Virginia, United States of America.
Pan Afr Med J. 2021 Sep 8;40:21. doi: 10.11604/pamj.2021.40.21.29191. eCollection 2021.
the blended SORT-IT model uses a combination of online modules and teleconferences with local and international mentors to teach operational research. We modified SORT-IT to create the Acute Care Operational Research (ACOR) course directed to anesthesiology residents in Kigali, Rwanda. This course takes students from an initial research idea through submitting a paper for publication. Our viewpoint on entering this study was that ACOR participants would have adequate resources to complete the course, but be hampered by cultural unfamiliarity with the blended teaching approach.
we conducted a qualitative analysis of the experiences of all those who participated in the ACOR course to understand obstacles and improve future course iterations. Six anesthesiology residents participated in the first iteration of the course, with 4 local mentors and 2 secondary mentors, one of whom was based at the University of Virginia, with a total of 12 participants. Semi-structured interviews were conducted with all participants and mentors, which were independently coded for topics by two reviewers.
there was a 50% publication rate for those enrolled in the course and an expected 100% acceptance rate for those who completed the course. Some reported benefits to the course included improved research knowledge, societal improvements, and knowledge exchange. Some reported obstacles to successful course completion included time limitations, background knowledge, and communication. Of note, only 4 out of 12 participants recognized cultural barriers.
although successful in the sense that all participants completed their research project, ACOR did not fully solve the main issues hindering research training. Our results show that research training in low-resource settings needs a continuing and formal focus on the factors that hinder participants´ success: mentorship and time.
混合式 SORT-IT 模式结合了在线模块和远程会议，与本地和国际导师合作，教授运筹学。我们修改了 SORT-IT，创建了针对卢旺达基加利麻醉学住院医师的急性护理运筹学（ACOR）课程。该课程使学生从最初的研究想法开始，直到提交论文发表。我们的研究观点是，ACOR 参与者将有足够的资源完成课程，但会受到混合式教学方法的文化陌生感的阻碍。
我们对所有参与 ACOR 课程的人的经验进行了定性分析，以了解障碍并改进未来课程迭代。六名麻醉学住院医师参加了该课程的第一期，有 4 名本地导师和 2 名二级导师，其中 1 名导师在弗吉尼亚大学，总共有 12 名参与者。对所有参与者和导师进行了半结构化访谈，并由两位评审员独立对主题进行编码。
该课程的注册率为 50%，完成课程的预计接受率为 100%。一些人报告说，该课程的好处包括提高研究知识、社会改进和知识交流。一些人报告说，成功完成课程的障碍包括时间限制、背景知识和沟通。值得注意的是，只有 12 名参与者中的 4 名认识到文化障碍。
尽管所有参与者都完成了他们的研究项目，但 ACOR 并没有完全解决阻碍研究培训的主要问题。我们的结果表明，在资源匮乏的环境中进行研究培训需要持续和正式关注阻碍参与者成功的因素：指导和时间。
