Olapade-Olaopa Emiola O, Mutebi Miriam, Cofie Nicholas, Dalgarno Nancy, Kolomitro Klodiana, Vanderpuye Verna, Rubagumya Fidel, Coderre-Ball Angela, Berry Scott, Hammad Nazik
University of Ibadan, Ibadan, Nigeria.
University of Aga Khan, Nairobi, Kenya.
J Cancer Educ. 2025 Jan 3. doi: 10.1007/s13187-024-02527-5.
Africa is currently facing unprecedented growth in its cancer burden. Training an adequate number of skilled physicians is critical to addressing this challenge. We examine African oncology faculty's professional development (PD) activities, associated barriers, enablers, satisfaction levels, and highlight the implications for improving the quality of the oncology faculty workforce in SSA. We surveyed oncology faculty (n = 69) through the African Organization for Research and Training in Cancer listserv and conducted semi-structured interviews with nine (n = 9) faculty involved in African oncology training programs to ascertain their views on PD activities including, method of delivery, curriculum development, teaching, learning, and mentorship. Descriptive, inferential, and thematic analytical techniques were used to analyze the data. Ninety-two percent of African oncology faculty have participated in a PD activity and about 34% were dissatisfied with their overall PD. Access to curriculum development opportunities (OR = 2.10, p < 0.05), mentorship opportunities (OR = 3.12, p < 0.001), and a longer duration of practice (OR = 8.66, p < 0.001) were significantly associated with better overall satisfaction with PD. Barriers cited for PD included the competitive nature of PD courses and programs, limited online learning opportunities, poor internet access, time constraints, language barriers, and high costs associated with PD activities. Enablers for improving PD include improving institutional culture of learning and ensuring greater access to local institutional support. African oncologists are faced with many professional development challenges. Addressing these challenges may improve faculty satisfaction levels, remove barriers, and improve expected outcomes.
非洲目前正面临癌症负担前所未有的增长。培养足够数量的技术熟练的医生对于应对这一挑战至关重要。我们研究了非洲肿瘤学教师的专业发展（PD）活动、相关障碍、促进因素、满意度，并强调了对提高撒哈拉以南非洲地区肿瘤学教师队伍质量的影响。我们通过非洲癌症研究与培训组织的邮件列表对肿瘤学教师（n = 69）进行了调查，并对参与非洲肿瘤学培训项目的9名教师进行了半结构化访谈，以确定他们对PD活动的看法，包括授课方式、课程开发、教学、学习和指导。使用描述性、推断性和主题分析技术对数据进行分析。92%的非洲肿瘤学教师参加过PD活动，约34%的人对他们的总体PD不满意。获得课程开发机会（OR = 2.10，p < 0.05）、指导机会（OR = 3.12，p < 0.001）以及更长的执业时间（OR = 8.66，p < 0.001）与对PD的总体满意度更高显著相关。PD活动提到的障碍包括PD课程和项目的竞争性、有限的在线学习机会、网络接入差、时间限制、语言障碍以及与PD活动相关的高成本。改善PD的促进因素包括改善学习的机构文化以及确保更多地获得当地机构的支持。非洲肿瘤学家面临许多专业发展挑战。应对这些挑战可能会提高教师的满意度，消除障碍，并改善预期结果。
