Professional Development for Faculty and Senior Residents in Ethiopia
DOI: 10.1002/ijgo.12583 EP1114
Diana Curran (1); Balkachew Nega (2); Michael Gelb (3)
1 University Of Michigan, Ann Arbor, Mi, USA -United States of America
2 St. Paul’S Hospital And Millenium Medical College, Addis Ababa, Ethiopia
3 Washington University, St. Louis, Mo, USA -United States of America
Objectives: To improve the professional development of Obstetrics and Gynecologic (ObGyn) educators in Ethiopia. Due to the establishment of 10 new training programs in Ethiopia over the last several years, professional development of these new faculty was identified as a need. The long-term goal is to develop and provide tools to ObGyn educators in Ethiopia that can continue professional development of their peers and senior residents.
Method: Using established professional development seminars conducted in the USA, Ethiopian and US ObGyn educators adapted multi-day professional development seminars for the Ethiopian audience. Participants were surveyed after each of the 3 day development seminars.
Results: Over 2 years there were 52 participants, 77% faculty and 23% senior residents. 100% planned to implement many of the tools provided, which they felt empowered them to do their jobs and develop their trainees better. 90% found the didactic sessions followed immediately by small group work extremely helpful. 92% found the session on how to handle challenging learners very practical. Theories of adult learning were new and produced many positive comments, like “this will be interesting to implement in my programme” and “this type of training will improve teaching sessions at my site”.
Conclusions: Professional development is extremely feasible and well-received in developing countries and especially welcome in newer programs. Faculty and senior residents particularly appreciated getting training on adult learning theories, designing curricula, providing feedback and dealing with challenging learners.
