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Background: Many family physicians in sub-Saharan Africa are not active in research, partly due to the lack of available mentorship. The professional society for early-career family physicians in sub-Saharan Africa, AfriWon Renaissance, is well-positioned to address this gap. Here, we describe the AfriWon Research Collaborative (ARC), an online research mentorship and training programme for AfriWon Renaissance members in Africa that aims to increase research activity through an e-learning community. This online initiative for physicians in low-resource settings is significant as more medical education moves online due to the COVID-19 pandemic. Methods: ARC provided research training via Google classroom over a six-month core programme period. Participants from sub-Saharan Africa were matched with both peer and faculty mentors from sub-Saharan Africa, Europe, and the USA. We used a tiered mentorship structure focused on peer support for participants as they designed primary-care research proposals. A six-month post-programme period consisted of monthly online research work-in-progress meetings. We used an adapted RE-AIM framework to guide a mixed-methods evaluation of the feasibility, acceptability, and effectiveness of ARC. Data from several sources, including programme logs and surveys, were triangulated to conduct both process and outcome evaluations. We conducted post-programme semi-structured individual interviews with participants and mentors stratified by low, medium, and high levels of engagement. We analysed data using descriptive statistics and mixed inductive/deductive qualitative analysis. Findings: The programme included 25 family physicians and family medicine trainees who were placed into five mentorship teams, each consisting of two participants, one peer mentor and two faculty mentors. Participants were from Botswana, Democratic Republic of Congo, Ghana, Nigeria and Sierra Leone and mentors were from 11 countries across three continents. Of the 25 individuals, 19 (76%), continued their mentorship relationships into the post-programme phase. Six of 10 participants completed a full research proposal by the end of the post-programme period, with several mentors reporting increased confidence and competence of their mentees. Surveys and post-programme interviews showed increases in confidence in conducting and understanding of research and a positive research culture amongst active participants. One participant noted: “all of a sudden I'm finding myself asking questions; what can I do to try and improve this? And for me it's a sign that going forward, research will definitely be part of what I do”. Work-in-progress meetings facilitated continued research activity. Barriers to engagement with the ARC program included poor network connectivity, time limitations, confusion over mentorship structure and role, and personal life challenges. Over half of the participants who responded to the outcome survey reported internet connectivity as a barrier and 86% also reported time limitations. Interpretation: Online research training and mentorship is feasible and acceptable for early-career sub-Saharan family physicians. Further work is needed to determine optimum implementation strategies and scalability. Global health educators can learn from ARC's tiered e-mentorship approach and benefit from lessons learned, including the need for flexible, clearly organised structures for mentee-mentor engagement. Funding: Consortium of University of Global Health (CUGH) Tom Hall grant.

Background: Since 2020, the world has been battling the coronavirus disease 2019 (COVID-19) pandemic. The mortality and morbidity at the height of the pandemic sparked generalised fear and uncertainty about the future. Concerns were raised about the psychological impact of the pandemic on workers in healthcare systems globally. This study was conducted to establish the degree of psychological impact of the pandemic on frontline health workers in Lesotho. Methods: The study used a quantitative cross-sectional survey design. The Kessler psychological distress screening tool (K-10) and the post-traumatic stress disorder (PTSD) checklist for civilians (PCL-C) were administered to screen for psychological distress among clinical staff at St. Joseph’s Hospital in Roma and its four Health Centres. Additional open- and closed-ended questions were added for context. Data were analysed using Fisher’s exact tests, Pearson chi-square tests and correlation studies. Results: Of the 101 participants, 42 (41.6%) scored ≥ 24 on the K-10 scale (95% CI: 32.0% – 51.2%) indicating moderate to severe psychological distress and 32 (31.7%) scored ≥ 50 on the PCL-C checklist suggesting severe PTSD (95% CI: 24.5% – 42.9%). High scores on the K-10 were found more among men than women (17 [37.8%] vs. 4 [7.1%]; p ≤ 0.001). Post-traumatic stress disorder was more in the younger age group (p ≤ 0.03), in those reporting anxiety (p = 0.005) and those with more co-morbidities (p ≤ 0.001). Conclusion: This study revealed the grave psychological impact of the COVID-19 pandemic on frontline clinical health workers in Lesotho. Contribution: These data will assist health leaders and policymakers to implement mental health support interventions for health workers in future.

Background: Public-private partnerships (PPP) are one strategy to finance and deliver healthcare in lower-resourced settings. Lesotho’s Queen ‘Mamohato Memorial Hospital Integrated Network (QMMH-IN) was sub-Saharan Africa’s first and largest integrated healthcare PPP. Objective: We assessed successes and challenges to performance of the QMMH-IN PPP. Methods: We conducted 26 semi-structured interviews among QMMH-IN executive leadership and staff in early 2020. Questions were guided by the WHO Health System Building Blocks Framework. We conducted a thematic analysis. Findings: Facilitators of performance included: 1) PPP leadership commitment to quality improvement supported by protocols, monitoring, and actions; 2) high levels of accountability and discipline; and 3) well-functioning infrastructure, core systems, workflows, and internal referral network. Barriers to performance included: 1) human resource management challenges and 2) broader health system and referral network limitations. Respondents anticipated the collapse of the PPP and suggested better investing in training incoming managerial staff, improving staffing, and expanding QMMH-IN’s role as a training facility. Conclusions: The PPP contract was terminated approximately five years before its anticipated end date; in mid-2021 the government of Lesotho assumed management of QMMH-IN. Going forward, the Lesotho government and others making strategic planning decisions should consider fostering a culture of quality improvement and accountability; ensuring sustained investments in human resource management; and allocating resources in a way that recognizes the interdependency of healthcare facilities and overall system strengthening. Contracts for integrated healthcare PPPs should be flexible to respond to changing external conditions and include provisions to invest in people as substantively as infrastructure, equipment, and core systems over the full length of the PPP. Healthcare PPPs, especially in lower-resource settings, should be developed with a strong understanding of their role in the broader health system and be implemented in conjunction with efforts to ensure and sustain adequate capacity and resources throughout the health system.

Background: Strengthening primary care research capacity is a priority globally. Family medicine training programmes in sub-Saharan Africa represent an important opportunity to build primary care research; however, they are often limited by insufficient research training and mentorship. Peers can be used to extend research mentorship capacity, but have not been evaluated in this context. Aim: The aim of this study was to evaluate one family medicine training programme’s research capacity building efforts through a blended research curriculum and peer mentorship. Setting: Lesotho is a landlocked country within South Africa of approximately two million people. The Family Medicine Specialty Training Programme (FMSTP) is the only accredited postgraduate medical education programme in Lesotho. Methods: This two-year mixed-methods evaluation used: (1) Likert-scale surveys measuring trainee research confidence, (2) written evaluations by trainees, peers, programme faculty and administrators and (3) in-depth, semi-structured interviews. Survey data were analysed using Friedman and sign tests. Interview and written data were analysed thematically via a mixed inductive-deductive approach using Cooke’s framework. Results: Family Medicine Specialty Training Programme trainees (n = 8) experienced moderate increases in research confidence that were statistically significant. Skill-building occurred primarily via experiential learning. Research was grounded in trainees’ clinical practice and locally relevant. A positive research culture was created, promising for sustainability. We identified infrastructure gaps, including funding and protected time. Peer research mentorship supported trainees’ motivation and provided a safe space for questions. Conclusion: The FMSTP research curriculum and peer mentorship programme were successful in positively impacting a number of Cooke’s research capacity domains. This evaluation identified improvements that are now being implemented.

Background: Primary care needs research to generate evidence relevant to community needs; however, there is a lack of research engagement among primary care physicians, especially in sub-Saharan Africa. Improved research mentorship for family physicians (FPs) can help address prevailing knowledge and practice gaps in primary care research. Workshop process: During the 6th annual Africa Regional Conference of the World Organization of Family Doctors (WONCA), we conducted three workshops on research mentorship for African FPs. Two workshops (one online and one onsite at the pre-conference) were geared towards the young doctors’ movement of WONCA Africa. The third was onsite during the main conference. Following a brief presentation on the concept of research mentorship and known gaps, participants broke into small groups and discussed additional gaps, solutions and anticipated readiness for implementing these solutions. We used a content analysis to summarise key concepts and had participants to review the findings. Workshop findings: Identified gaps related to mentees’ difficulty initiating and maintaining mentorship relationships and an overall shortage of capable and willing mentors. Organisational solutions focused on capacity building and creating a culture of mentorship. Interpersonal solutions focused on reducing the power distance and increasing reflectivity and feedback. Increasing the use of research networks and both peer and online mentorship were advocated. Barriers to readiness included resource constraints and competing priorities. Conclusion: A multi-level approach is needed to address the gaps in research mentorship for African FPs. Identified solutions hold potential for supporting the research engagement needed to improve the population health across Africa.

Background: To improve the delivery and reach of primary health care, a robust scientific foundation driven by research is needed. However, few family physicians conduct research, especially in sub-Saharan Africa. Early-career and trainee family physicians are a key part of the primary care research pipeline and have an expressed need for research training and mentorship. Objective: AfriWon Research Collaborative (ARC) was an online research training and mentorship pilot program whose objective was to increase research activity among participants from AfriWon Renaissance, the family physician young doctors’ movement of sub-Saharan Africa. Methods: ARC utilized a 10-module online curriculum, supported by peer and faculty e-mentorship, to guide participants through writing a research protocol. The feasibility, acceptability, and scalability of this program was evaluated via a mixed-methods RE-AIMguided process evaluation using descriptive statistics and inductive/deductive thematic analysis. Findings: The pilot reached participants from Botswana, Democratic Republic of the Congo, Ghana, Nigeria and Sierra Leone and was adopted by mentors from 11 countries across three continents. Four of the 10 pilot participants completed a full research protocol by the end of the six-month core program. Seven out of the 10 participants, and nine out of the 15 mentors, planned to continue their mentorship relationships beyond the core program. The program helped instill a positive research culture in active participants. Some participants’ and mentors’ engagement with the ARC program was limited by confusion over mentorship structure and role, poor network connectivity, and personal life challenges. Conclusions: Online research training and mentorship for trainee and early-career family physicians in sub-Saharan Africa is feasible and acceptable to participants and mentors. Similar programs must pay careful attention to mentorship training and provide a flexible yet clearly organized structure for mentee-mentor engagement. Additional work is needed to determine optimal implementation strategies and ability to scale.