Addressing global health challenges through collaborative initiatives in university-based health sciences education in the Global South

¹Faculty of Medicine, Université Catholique du Graben, Butembo, Democratic Republic of the Congo, ²Faculty of Clinical Medicine and Dentistry, Department of Surgery, Kampala International University Western Campus, Ishaka-Bushenyi, Uganda, ³Kamuzu University of Health Sciences, Blantyre, Malawi, ⁴Africa Centre of Excellence in Public Health and Herbal Medicine, Blantyre, Malawi, ⁵Malawi-Liverpool-Wellcome Trust Clinical Research Programme, Blantyre, Malawi, ⁶Department of Internal medicine, Mbarara University of science and technology, Mbarara, Uganda

^&Corresponding author
Franck Katembo Sikakulya, Faculty of Medicine, Université Catholique du Graben, Butembo, Democratic Republic of the Congo

Commentary    

The global health landscape is undergoing profound transformations driven by demographic population shifts and evolving epidemiological disease patterns. These changes, in conjunction with a redistribution of health burdens, have given rise to a critical healthcare crisis characterized by disparities in healthcare distribution across the world [1]. The consequences of these shifts extend beyond mere statistics; they impact healthcare systems, redefine the responsibilities of healthcare professionals, and necessitate a reevaluation of healthcare education [1,2]. These changes are felt acutely in low- and middle-income countries (LMICs), where the shortage of qualified healthcare workers is a significant barrier to improving health outcomes and achieving Universal Health Coverage (UHC) [3]. Efforts to bridge this gap should be grounded in evidence-based strategies [4]. An important role in these efforts falls upon health science universities, which have a responsibility to provide high-quality education and foster continuous professional development among healthcare workers. However, universities in LMICs are frequently underfunded and understaffed [5]. These resource constraints require many health science universities to produce specialists who must deliver basic preventive and curative services in addition to specialty services.

To address this challenge, South-South collaborations between universities have gained prominence due to the shared challenges faced by LMICs [4]. Unlike traditional North-South collaborations, South-South partnerships leverage shared regional challenges, fostering contextually relevant solutions and sustainable capacity-building efforts. These collaborations, focused on health and development research, serve as vehicles to drive social and economic progress. The cornerstone of such collaborations lies in forging robust partnerships between universities, a critical aspect in increasing the pool of well-equipped and skilled educators capable of imparting comprehensive training in health sciences [6]. A proven example of this collaborative approach is the Consortium for Advanced Research Training in Africa (CARTA) program. CARTA aims to enhance the capacity of nine African universities and four research centers, nurturing a generation of skilled researchers and scholars poised to elevate the continent's public and population health [7]. The success and quality of such programs hinge on the effective supervision of postgraduate students [8]. However, the COVID-19 pandemic has inflicted significant losses upon the community of experienced scientists worldwide. Africa contributes less than 1% of global research output due in part to a deficiency in per capita PhD holders, which underscores the need to bolster the number of PhD holders available to find solutions to healthcare challenges [9].

Unfortunately, opportunities for advanced education and training at universities in LMICs can be limited due to constraints in human and material resources. In turn, the paucity of well-trained educators contributes to deficient healthcare delivery in LMICs. Shortages of healthcare workers in these regions are further compounded by disparities in workforce distribution, both urban and rural, as well as public and private facilities [5]. Addressing these disparities requires a re-evaluation and incentives to allocate health sciences educators to rural universities. By ensuring the presence of well-trained educators in rural universities, access to healthcare education can be enhanced, avoiding the need to rely on urban colleagues for assistance. Achieving this necessitates the establishment of sustainable collaborations across educational, community, and research institutions to address the healthcare needs of affected countries.

Educators in health sciences within LMICs require collaboration to surmount the multifaceted challenges they face. The issue extends beyond the realm of education itself; it encompasses the provision of financial support to facilitate training as educators and the procurement of necessary equipment to deliver professional health services to those in need. Collaborative initiatives among universities represent an avenue for increasing the ranks of well-trained health sciences educators and, in turn, aligning with the 2030 UHC goals [2,5,6]. These partnerships can also foster valuable student exchanges, such as rotations in different departments of partner universities, enriching the training experience and strengthening global connections among universities, particularly in LMICs.

In light of the above, partnerships among health sciences universities remain critical to address the scarcity of health sciences educators in LMICs. A preliminary "on-site" assessment to discern local priorities should precede the implementation of such partnerships, ensuring that each partner's needs are fully understood and aligned with the overarching goals of enhancing healthcare education and access. A structured needs assessment, involving faculty, policymakers, and local healthcare institutions, can ensure that partnerships address specific educational gaps and workforce demands.

Competing interests     

The authors declare no competing interests.

Authors' contributions     

All the authors read and approved the final version of this manuscript.

References