ArticlePrimary health care research & development2025
Evaluating the implementation of online research training and mentorship among early-career family physicians in sub-Saharan Africa.
Article in Primary health care research & development, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Academic partnerships for family medicine and primary health care education: a global narrative review 7 years after Astana.Frontiers in medicine · 2026Review
- The scientific African diaspora in the Nordic region: policy perspectives on strengthening Africa-Nordic technology collaboration.Frontiers in research metrics and analytics · 2026Article
- Understanding implementation research.African journal of primary health care & family medicine · 2025Article
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Authors and funding
5 authors.
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Abstract
backgroundResearch is needed to improve the performance of primary health care. In Africa, few family physicians conduct research, and therefore an online research training and mentorship programme was developed to build research capacity amongst novice and early career researchers.
aimTo evaluate the implementation of the AfriWon Research Collaborative (ARC) training and e-mentorship programme in sub-Saharan Africa.
methodsA 10-module online curriculum was supported by peer and faculty e-mentorship, to mentor participants in writing a research protocol. A convergent mixed methods study combined quantitative and qualitative data to evaluate nine implementation outcomes.
findingsFifty-three participants (20 mentees, 19 peer mentors, and 14 faculty mentors), mostly male (70%), participated in the ARC online programme. The programme was seen as an acceptable and appropriate initiative. Mentees were mostly postgraduate students from African countries. Faculty mentors were mostly experienced researchers from outside of Africa. There were issues with team selection, orientation, communication, and role clarification. Only 35% of the mentees completed the programme. Alignment of mentoring in teams and engagement with the online learning materials was an issue. Costs were relatively modest and dependent on donor funds.
conclusionDespite many challenges, the majority of participants supported the sustainability of the programme. The evaluation highlights the strengths and weaknesses of the ARC programme and e-mentoring. The ARC working group needed to ensure better organization and leadership of the teams. Going forward the programme should focus more on developing peer mentors and local supervisory capacity as well as the mentees.
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