Ethiopia’s first minimally invasive surgery program: a novel approach in global surgical education

Objective
Complex lung diseases are among the leading causes of death in Ethiopia. Access to thoracic surgery is limited and prior to 2016 no thoracic surgeons were trained in minimally invasive surgery (MIS). A global academic partnership was formed between the University of Toronto and Addis Ababa University (AAU). Here, we describe implementation of the first MIS training program in sub-Sahara Africa and evaluate its safety.
Methods
Retrospective cohort analysis of open versus minimally invasive thoracic and upper gastrointestinal procedures performed at AAU from January 2016, to June 2021. Baseline demographic, diagnostic, operative, and post-operative outcomes including length of stay (LOS) and complications were compared.
Results
In our bilateral model of surgical education, training is provided in Ethiopia and Canada over two years with focus on capacity building through egalitarian forms of knowledge exchange. Program features included certification in Fundamentals of Laparoscopic Surgery®, high-fidelity lobectomy simulation and hands on training. Overall, 41 open and 56 MIS cases were included in final statistical analysis. The average LOS in the MIS group was 5.2 days versus 11.0 days in the open group (p-value <0.001). The overall complication rate was 18% in the MIS group versus 39% open (p-value 0.020).
Conclusions
Here we demonstrated the successful initiation of sub-Sahara Africa’s first MIS program in thoracic and upper gastrointestinal surgery and characterize its patient safety. We envision the MIS program as a template to continue expanding global partnerships and improving surgical care in other resource-limited settings.

Bridging the know-do gap in low-income surgical environments: Creating contextually appropriate training videos to promote safer surgery in Ethiopia

Although international guidelines exist for the prevention of surgical site infections, their implementation in diverse clinical contexts, especially in low and middle-income countries, is challenging due to the lack of available resources and organizational structure of facilities. The goal of this project was to develop a series of video training aids to highlight best practices in surgical infection prevention in hospitals with limited resources and to provide practical solutions to common challenges faced in these settings.

Using the validated Clean Cut education framework for infection prevention developed by Lifebox, a charity devoted to improving surgical and anesthetic safety, we partnered with clinicians in one Ethiopian hospital to create six educational videos giving practical guidelines for infection prevention under resource variable conditions. These include: 1) proper use of the WHO Surgical Safety Checklist, 2) hand and skin antisepsis, 3) confirming instrument sterility, 4) maintaining the sterile field, 5) antibiotic prophylaxis, and 6) gauze counting.

Gaps in available online educational materials were identified in each of the six areas. Videos were created providing setting-specific education and addressing gaps in existing materials for each of the infection prevention topics. These videos are now integrated into infection prevention curricula through Lifebox in Ethiopia and ongoing data collection to evaluate acceptability and efficacy is ongoing.

Surgical education videos on infection prevention topics addressing location-specific resources and workarounds can be useful to hospitals operating in resource-limited settings for training staff and supporting quality and safety efforts in surgery.

Standards for Evaluating the Quality of Undergraduate Nursing Elearning Programme in Low- and Middle-Income Countries: A Modified Delphi Study

Background

The lack of standards hampers the evaluation of e-learning programmes in low- and middle-income countries. Fragmented approaches to evaluation coupled with a lack of uniform criteria have been a major deterrent to the growth of e-learning. Adopting standards from high-income countries has contextual challenges in low- and middle-income countries. Holistic approaches coupled with uniform standards provide holistic information to stakeholders hence the quality of the programmes is measurable. The e-learning situation in low-and middle-income countries provided an impetus to develop and validate these standards.

Design

A modified Delphi technique.

Review methods

Fourteen experts with experience and expertise in e-learning and regulation of undergraduate nursing from fourteen countries in low-and middle-income countries participated in three rounds of the modified Delphi process. A pre-described set of standards was shared electronically for independent and blinded ratings. An 80% agreement influenced consensus decisions. The standards were modified based on experts’ comments, and two subsequent rounds were used to refine the standards and criteria.

Results

At the end of round one, the expert consensus was to keep 67, modify 29 and remove three criteria. At the end of the second round, the consensus was to modify 28 and remove four criteria. In the third round, experts agreed that the standards were feasible, usable, and practical in LMICs. A total of six broad standards with 105 criteria were developed.

Conclusion

The Technological bloom permeating all spheres of society, including education is an essential component in the development of e-learning programmes. The standards are quintessential to evaluating the quality of undergraduate nursing programmes. E-learning in nursing education requires critical evaluation to ensure quality in undergraduate nursing programmes. The intricacies of the Low and middle-income context were taken into consideration in developing the standards to offer sustainable evaluation of the quality of e-learning in LMICs, and local solutions to local problems.

Global Learning for Health Equity: A Literature Review

Background: In high income countries struggling with escalating health care costs and persistent lack of equity, there is growing interest in searching for innovative solutions developed outside national borders, particularly in low- and middle-income countries (LMICs). Engaging with global ideas to apply them to local health equity challenges is becoming increasingly recognized as an approach to shift the health equity landscape in the United States (US) in a significant way. No single name or set of practices yet defines the process of identifying LMIC interventions for adaptation; implementing interventions in high-income countries (HIC) settings; or evaluating the implementation of such projects.

Objectives: This paper presents a review of the literature describing the practice of adapting global ideas for use in the US, particularly in the area of health equity. Specifically, the authors sought to examine; (i) the literature that advocates for, or describes, adaption of health-related innovations from LMICs to HICs, both generally and for health equity specifically, and (ii) implementation practices, strategies, and evidence-based outcomes in this field, generally and in the area of health equity specifically. The authors also propose terminology and a definition to describe the practice.

Methods: The literature search included two main concepts: global learning and health equity (using these and related terms). The search consisted of text-words and database-specific terminology (e.g., MeSH, Emtree) using PubMed, Embase (Elsevier), CINAHL (Ebsco), and Scopus in March 2021. The authors also contacted relevant experts to identify grey literature. Identified sources were categorized according to theme to facilitate analysis. In addition, five key interviews with experts engaged with global ideas to promote health equity in the United States were conducted to develop additional data.

Results: The literature review yielded over ninety (n = 92) sources relating to the adaptation of global ideas from low resource to higher resource settings to promote health equity (and related concepts). Identified sources range from those providing general commentaries about the value of seeking health-related innovations outside the US border to sources describing global projects implemented in the US, most without implementation or outcome measures. Other identified sources provide frameworks or guidance to help identify and/or implement global ideas in the US, and some describe the role of the World Health Organization and other international consortia in promoting a global approach to solving domestic health equity and related challenges.

Conclusions: The literature review demonstrates that there are resources and commentary describing potential benefits of identifying and adapting novel global ideas to address health equity in the US, but there is a dearth of implementation and evaluation data. Terminology is required to define and frame the field. Additional research, particularly in the area of implementation science and evidence-based frameworks to support the practice of what we define as ‘global learning’ for health equity, is necessary to advance the practice.

Managing the Unpredictable: Recommendations to Improve Trainee Safety During Global Health Away Electives

Background: For institutions offering global health programs, the safety of trainees during clinical rotations at international sites is paramount. Current guidelines for global health electives recommend pre-departure training and safety-net resources, yet their advice on managing unanticipated problems is limited.

Objective: This report illustrates critical safety considerations requiring additional guidance for programs and students and highlights approaches that may improve trainee safety while abroad.

Methods: We present a series of five cases adapted from the experiences of students traveling to and from the Yale School of Medicine between the years of 2011–2021. These cases include instances of personal injury, mental health challenges following trauma, sexual harassment, political instability, and natural disaster. For each case, we recommend ways in which programs and their participants may approach the challenges and we highlight issues requiring additional analysis.

Findings: We categorized the types of trainee safety issues into three groups: personal health emergencies, individual-level stressors, and large-scale crises.

Conclusion: Ultimately, we recommend that rather than solely emphasizing a universal policy, programs and trainees should also be educated on the tools and resources available for addressing unexpected emergencies.

State of African neurosurgical education: a protocol for an analysis of publicly available curricula

Background
Africa bears >15% of the global burden of neurosurgical disease. Yet to date, Africa still has the lowest neurosurgical workforce density globally, and efforts to fill this gap by 2030 need to be multiplied. Although the past decade has seen an increase in neurosurgery residency programs in the continent, it is unclear how these residency programs are similar or viable. This study aims to highlight the current status of neurosurgical training in Africa as well as the differences within departments, countries or African regions.

Methods
A literature search using keywords related to ‘neurosurgery’, ‘training’, and ‘Africa’ and relevant names of African countries will be performed on PubMed and Google Scholar. If unavailable online, the authors will contact local neurosurgeons at identified training programmes for their curricula. The residency curricula collected will be analysed against a standardized and validated medical education curriculum viability tool.

Results
The primary aim will be the description of African neurosurgical curricula. In addition, the authors will perform a comparative analysis of the identified African neurosurgical curricula using a standardized and validated medical education curriculum viability tool.

Discussion
This study will be the first to evaluate the current landscape of neurosurgery training in Africa and will highlight pertinent themes that may be used to guide further research. The findings will inform health system strengthening efforts by local training programme directors, governments, policymakers and stakeholders.Background
Africa bears >15% of the global burden of neurosurgical disease. Yet to date, Africa still has the lowest neurosurgical workforce density globally, and efforts to fill this gap by 2030 need to be multiplied. Although the past decade has seen an increase in neurosurgery residency programs in the continent, it is unclear how these residency programs are similar or viable. This study aims to highlight the current status of neurosurgical training in Africa as well as the differences within departments, countries or African regions.

Methods
A literature search using keywords related to ‘neurosurgery’, ‘training’, and ‘Africa’ and relevant names of African countries will be performed on PubMed and Google Scholar. If unavailable online, the authors will contact local neurosurgeons at identified training programmes for their curricula. The residency curricula collected will be analysed against a standardized and validated medical education curriculum viability tool.

Results
The primary aim will be the description of African neurosurgical curricula. In addition, the authors will perform a comparative analysis of the identified African neurosurgical curricula using a standardized and validated medical education curriculum viability tool.

Discussion
This study will be the first to evaluate the current landscape of neurosurgery training in Africa and will highlight pertinent themes that may be used to guide further research. The findings will inform health system strengthening efforts by local training programme directors, governments, policymakers and stakeholders.

Capacity Building During Short-Term Surgical Outreach Trips: A Review of What Guidelines Exist

Introduction
While short-term surgical outreach trips improve access to care in low- and middle-income countries (LMIC), there is rising concern about their long-term impact. In response, many organizations seek to incorporate capacity building programs into their outreach efforts to help strengthen local health systems. Although leading organizations, like the World Health Organization (WHO), advocate for this approach, uniform guidelines are absent.

Methods
We performed a systematic review, using search terms pertaining to capacity building guidelines during short-term surgical outreach trips. We extracted information on authorship, guideline development methodology, and guidelines relating to capacity building. were classified according to the Global-QUEST framework, which outlines seven domains of capacity building on surgical outreach trips. Guideline development methodology frequencies and domain classifications frequencies were calculated; subsequently, guidelines were aggregated to develop a core guideline for each domain.

Results
A total of 35 studies were included. Over 200 individual guidelines were extracted, spanning all seven framework domains. Guidelines were most frequently classified into Coordination and Community Impact domains and least frequently into the Finance domain. Less than half (46%) of studies collaborated with local communities to design the guidelines. Instead, guidelines were predominantly developed through author trip experience.

Conclusion
As short-term surgical trips increase, further work is needed to standardize guidelines, create actionable steps, and promote collaborations in order to promote accountability during short-term surgical outreach trips.

Inspirational Women in Surgery: Professor Kokila Lakhoo, South Africa

“Imagine growing up in apartheid South Africa as a woman of color, wanting to do academic surgery.” This was the world in which Kokila Lakhoo began her surgical journey in pre-Mandela South Africa in the 1980’s during a time when the government was not supportive of the educational ambitions of black and brown communities. Now, as Professor of Pediatric Surgery at Oxford University, Prof Lakhoo remembers her own fight for social justice and remains one of the world’s strongest advocates for children and surgical health care providers in low-and-middle-income-countries (LMICs). She owes her early interest in medicine and social justice to her grandmother who was a community health care advocate in the hamlet (Bethal, South Africa) where there were no affordable facilities for people of color. She inculcated a strong sense of right and wrong in the young Kokila Lakhoo, who would go on to fight for the same rights for billions of people around the world as a global surgery advocate.

She completed medical school at the University of Natal in 1982 and discovered a burgeoning love for surgery as an intern. There was an immediate backlash to her nascent ambitions. She recalls, “Everybody thought I was mad… they would say ‘You have no chance… This is suicide… they won’t let you do it.” Professor Lakhoo remained resolute and pushed her case, without mentors, and with nothing but a quiet determination and her trademark resourcefulness to keep her going. This continued during her move to her first position at one of the segregated “apartheid hospitals.” She continued to face discouraging resistance to her career ambitions and was alone in her surgical aspirations. When against the odds, and contrary to expectations she fulfilled the academic criteria for admission by excelling in the part 1 exams, she again encountered resistance. During her first position as senior house officer in surgery at Baragwanath hospital (tertiary center for black and brown communities) there was a movement to reduce the number of doctors. She found herself in the line of fire. She was the only one in her cohort with the intent of becoming a surgeon and had passed part 1 of the surgical exams. It was then that her trademark tenacity shone through. She defied the insistence that she should give up her dreams and refused to leave the medical director’s office for 6 hours. She proclaimed “I’m not leaving–I want my job, because I have passed the exams and I want to be a surgeon, you have to give me the job.” Her insistence paid off when she was allowed to enter surgical training.

Her perseverance to educate herself did not stop. During her post-graduate studies, she traveled 35 km to attend lectures daily, attended extra surgical lectures at neighboring hospitals and pursued her PhD simultaneously with the grueling residency. “I did my experiments at night and weekends and took call in the morning.” After successfully completing her surgical training and PhD, she completed advanced training in pediatric surgery at Red Cross Children’s Hospital in Cape Town, South Africa, and then in Great Ormond Street in London. She completed her adult surgical training in 1989 and pediatric surgery in 1992. At the time of her completion of pediatric surgery training in 1992, she was the first qualified female pediatric surgeon and the first qualified female pediatric surgeon of color in South Africa.

Professor Lakhoo’s most impactful contribution to global health has been her role in developing pediatric surgery in Tanzania with little to no funding. She used her own funds and annual leave to help set the rudimentary building blocks of what would eventually become a longstanding partnership with Tanzanian surgeons [1]. She worked closely with the surgical team there to develop academic tools such as various aspects of scholarship and leadership. She also fostered clinical advances as well as career development alongside the local team [2, 3].

She is also a co-founder and past President of the Global Initiative in Children’s Surgery (GICS) and has been a strong advocate uplifting the voices of children and providers of surgery in LMICs [4]. She has led global efforts through the British Association of Pediatric Surgeons and provided leadership and support to the Pan-African Association of Pediatric Surgeons (PAPSA) and served as lead pediatric surgery external examiner for the College of Surgeons of East, Central, and Southern Africa (COSECSA) [5]. Professor Lakhoo believes the one of the most significant problems in the surgical community that needs to be addressed are the pervasive inequalities in the field with need for leadership, mentorship, role models, and advocacy.

In her spare time, she finds joy in making miniatures that she often gifts to her trainees.

Throughout her career, Professor Lakhoo has maintained a preserving outlook—“There are no failures in life, there are only setbacks. I hope more women and people from challenging backgrounds can be encouraged to take up surgical careers. Challenges in acknowledgement of the pioneering advances by women, especially those of color, still persist even up to now. The field still lacks sufficient workforce diversity in South Africa. I found I was able to have greater impact and career growth outside the country I trained and that remains the case for many other women globally as well.” She grounds herself in being able to separate her home (her husband and two children) and professional life, and she encourages trainees to strive for their dreams, never accept “no” and not be afraid to make mistakes along the way.

Effect of a model based on education and teleassistance for the management of obstetric emergencies in 10 rural populations from Colombia

Introduction: Pregnant women and health providers in rural areas of low-income and middle-income countries face multiple problems concerning high-quality obstetric care. This study was performed to identify changes in maternal and perinatal indicators after implementing a model based on education and telecare between a high-complexity hospital in 10 low-complexity hospitals in a southwestern region of Colombia.
Methods: A quasiexperimental study with a historic control group and without a pretest was conducted between 2017 and 2019 to make comparisons before and after obstetric emergency care through the use of teleassistance from 10 primary care centers to the referral center (Fundación Valle del Lili, FVL).
Results: A total of 470 patients were treated before teleassistance implementation and 154 patients were treated after teleassistance implementation. After program implementation, the maternal clinical indicators showed a 65% reduction in the number of obstetric patients who were referred with obstetric emergencies. The severity of maternal disease that was measured at the time of admission to level IV through the Modified Early Obstetric Warning System score was observed to decrease.
Conclusion: The implementation of a model based on education and teleassistance between low-complexity hospitals and tertiary care centers generated changes in indicators that reflect greater access to rural areas, lower morbidity at the time of admission, and a decrease in the total number of emergency events.

Implementing surgical mentorship in a resource-constrained context: a mixed methods assessment of the experiences of mentees, mentors, and leaders, and lessons learned

Background
A well-qualified workforce is critical to effective functioning of health systems and populations; however, skill gaps present a challenge in low-resource settings. While an emerging body of evidence suggests that mentorship can improve quality, access, and systems in African health settings by building the capacity of health providers, less is known about its implementation in surgery. We studied a novel surgical mentorship intervention as part of a safe surgery intervention (Safe Surgery 2020) in five rural Ethiopian facilities to understand factors affecting implementation of surgical mentorship in resource–constrained settings.

Methods
We designed a convergent mixed-methods study to understand the experiences of mentees, mentors, hospital leaders, and external stakeholders with the mentorship intervention. Quantitative data was collected through a survey (n = 25) and qualitative data through in-depth interviews (n = 26) in 2018 to gather information on (1) intervention characteristics including areas of mentorship, mentee-mentor relationships, and mentor characteristics, (2) organizational context including facilitators and barriers to implementation, (3) perceived impact, and (4) respondent characteristics. We analyzed the quantitative and qualitative data using frequency analysis and the constant comparison method, respectively; we integrated findings to identify themes.

Results
All mentees (100%) experienced the intervention as positive. Participants perceived impact as: safer and more frequent surgical procedures, collegial bonds between mentees and mentors, empowerment among mentees, and a culture of continuous learning. Over 70% of all mentees reported their confidence and job satisfaction increased. Supportive intervention characteristics included a systems focus, psychologically safe mentee-mentor relationships, and mentor characteristics including generosity with time and knowledge, understanding of local context, and interpersonal skills. Supportive organizational context included a receptive implementation climate. Intervention challenges included insufficient clinical training, inadequate mentor support, and inadequate dose. Organizational context challenges included resource constraints and a lack of common understanding of the intervention.

Conclusion
We offer lessons for intervention designers, policy makers, and practitioners about optimizing surgical mentorship interventions in resource-constrained settings. We attribute the intervention’s success to its holistic approach, a receptive climate, and effective mentee-mentor relationships. These qualities, along with policy support and adapting the intervention through user feedback are important for successful implementation.