Evidence map›Paper›PMID 42304375›Full record

ArticleBMC medical education2026

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

Marie H Martin, Odell Kumeh, Megan Croly, Sydell Goll, Comfort Enders, Barbara Brillant, Grace Hawa Boiwu, Hashmi M Pusah, Edwin Beyan, Chelsea Plyler and 3 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

13 authors.

Marie H MartinVanderbilt Institute for Global Health, Education and Training, Vanderbilt University Medical Center, Nashville, TN, USA. marie.h.martin@vumc.org.ORCID http://orcid.org/0000-0003-0709-3011
Odell KumehUniversity of Liberia College of Health Sciences, University of Liberia, Monrovia, Liberia.
Megan CrolyVanderbilt University, Nashville, TN, USA.
Sydell GollUniversity of Liberia College of Health Sciences, University of Liberia, Monrovia, Liberia.
Comfort EndersUniversity of Liberia College of Health Sciences, University of Liberia, Monrovia, Liberia.
Barbara BrillantMother Patern College of Health Sciences, Monrovia, Liberia.
Grace Hawa BoiwuMother Patern College of Health Sciences, Monrovia, Liberia.
Hashmi M PusahMother Patern College of Health Sciences, Monrovia, Liberia.
Edwin BeyanMother Patern College of Health Sciences, Monrovia, Liberia.
Chelsea PlylerYale University, New Haven, CT, USA.
Kristina Talbert-SlagleYale University, New Haven, CT, USA.
Chase StoberVanderbilt Institute for Global Health, Education and Training, Vanderbilt University Medical Center, Nashville, TN, USA.
Bernice DahnUniversity of Liberia College of Health Sciences, University of Liberia, Monrovia, Liberia.

Funding

United States Agency for International Development Bringing Research to Impact for Development, Global Engagement, and Utilization (BRIDGE-U) Applying Research for a Healthy Liberia (award number 7200AA21CA00010)United States Agency for International Development National Academy of Sciences Partnership for Enhanced Engagement in Research (PEER)/Liberia (subaward number 2000009598)
6 · The paper itself

Abstract

backgroundOver the past few decades, the University of Liberia College of Health Sciences (ULCHS) has faced increased challenges in providing high quality health education due to societal turmoil, disease outbreaks, and a critical lack of human resources. In 2018, ULCHS leadership identified the building of a faculty development program focused on pedagogy and teaching skills as a top priority to strengthen educational output.

methodsThis paper describes the creation and implementation of a pedagogical training program within the Center for Teaching, Learning, and Innovation (CTLI) at the University of Liberia College of Health Sciences (ULCHS). Using an innovative South-South Training-of-Trainers (ToT) model which leveraged local trained educators within the same city and country, the program aimed to bridge teaching and learning gaps among ULCHS faculty members.

resultsSurveys administered across three iterations of the program indicated a substantial improvement in participants' perceived knowledge in 11 competency domains related to teaching, learning, and assessment. Results demonstrated (1) the effectiveness of the pedagogy training program in building perceived skills, and (2) usage of a South-South ToT model to foster a supportive learning environment and promote systemic change.

conclusionsThis study highlights the potential of a three-phase ToT model for transforming pedagogical practices in low-resource settings and emphasizes the importance of peer instruction in creating effective, student-centered learning environments.

trial registrationNot applicable.

Indexed as

Faculty, MedicalStaff DevelopmentTeacher TrainingTeachingHumansLiberiaModels, EducationalProgram DevelopmentProgram EvaluationFaculty developmentLiberiaPedagogyProgram evaluationTrain the trainer model

Identifiers

PMID42304375
PMCPMC13508245

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.