Center for Communicable Disease Dynamics, Harvard T.H. Chan School of Public Health, Boston, MA, USA.
Institute of Global Health Equity Research, University of Global Health Equity, Kigali, Rwanda.
Ann Glob Health. 2024 Mar 22;90(1):22. doi: 10.5334/aogh.4383. eCollection 2024.
Mathematical modeling of infectious diseases is an important decision-making tool for outbreak control. However, in Africa, limited expertise reduces the use and impact of these tools on policy. Therefore, there is a need to build capacity in Africa for the use of mathematical modeling to inform policy. Here we describe our experience implementing a mathematical modeling training program for public health professionals in East Africa.
We used a deliverable-driven and learning-by-doing model to introduce trainees to the mathematical modeling of infectious diseases. The training comprised two two-week in-person sessions and a practicum where trainees received intensive mentorship. Trainees evaluated the content and structure of the course at the end of each week, and this feedback informed the strategy for subsequent weeks.
Out of 875 applications from 38 countries, we selected ten trainees from three countries - Rwanda (6), Kenya (2), and Uganda (2) - with guidance from an advisory committee. Nine trainees were based at government institutions and one at an academic organization. Participants gained skills in developing models to answer questions of interest and critically appraising modeling studies. At the end of the training, trainees prepared policy briefs summarizing their modeling study findings. These were presented at a dissemination event to policymakers, researchers, and program managers. All trainees indicated they would recommend the course to colleagues and rated the quality of the training with a median score of 9/10.
Mathematical modeling training programs for public health professionals in Africa can be an effective tool for research capacity building and policy support to mitigate infectious disease burden and forecast resources. Overall, the course was successful, owing to a combination of factors, including institutional support, trainees' commitment, intensive mentorship, a diverse trainee pool, and regular evaluations.
传染病数学建模是暴发控制的重要决策工具。然而，在非洲，专业知识有限，这降低了这些工具对政策的影响和使用。因此，需要在非洲建立使用数学模型为政策提供信息的能力。本文介绍了我们在东非为公共卫生专业人员实施传染病数学建模培训计划的经验。
我们采用交付驱动和边做边学的模式，让学员接触传染病数学建模。培训包括两次为期两周的面对面培训和一次实习，学员在此期间接受密集的指导。培训结束时，学员会对每周的课程内容和结构进行评估，这些反馈会为后续的培训策略提供参考。
在 38 个国家的 875 份申请中，我们从三个国家（卢旺达、肯尼亚和乌干达）中选出了 10 名学员，其中卢旺达 6 人，肯尼亚和乌干达各 2 人。该过程由一个咨询委员会提供指导。9 名学员在政府机构工作，1 名在学术机构工作。参与者获得了开发模型来回答感兴趣的问题和批判性评估建模研究的技能。培训结束时，学员们准备了政策简报，总结了他们的建模研究结果。这些简报在一次传播活动中向政策制定者、研究人员和项目管理人员展示。所有学员都表示会向同事推荐该课程，并以中位数 9/10 的评分来评价培训质量。
面向非洲公共卫生专业人员的数学建模培训计划可以成为增强研究能力和支持政策的有效工具，以减轻传染病负担并预测资源需求。总的来说，该课程之所以成功，是由于多种因素的综合作用，包括机构支持、学员的投入、密集的指导、多元化的学员群体以及定期评估。
