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Emília Virgínia Noormahomed,1– 3 Amélia Mandane,4 Agnesse Cuambe,4 Maria Alexandra Rodrigues,5 Sérgio Noormahomed,3 Carla Carrilho,6 Ana Olga Mocumbi,3,7 Momade Ali,4 Pompilio Vintuar,4 Mamudo Ismail,1,6 Carvalho Guilundo,3 Stephen Bickler,8 Constance A Benson,9 Jorge Luis Ferrão,4,10 Robert T Schooley2 1Department of Microbiology, Faculty of Medicine, Eduardo Mondlane University, Maputo, Mozambique; 2Department of Medicine, Infectious Disease Division, School of Medicine, University of California, San Diego, CA, USA; 3Mozambique Institute for Health Education and Research (MIHER), Maputo, Mozambique; 4Department of Public Health, Faculty of Health Sciences, Lúrio University, Nampula, Mozambique; 5Department of Anatomy, Faculty of Medicine, Eduardo Mondlane University, Maputo, Mozambique; 6Department of Pathology, Faculty of Medicine, Eduardo Mondlane University, Maputo, Mozambique; 7Department of Chronic Diseases, National Institute of Health, Maputo, Mozambique; 8Department of Surgery, School of Medicine, University of California, San Diego, CA, USA; 9Department of Medicine, Division of Infectious Diseases and Global Public Health, School of Medicine, University of California, San Diego, California, USA; 10Office of the Rector, Maputo Pedagogic University, Maputo, MozambiqueCorrespondence: Emília Virgínia NoormahomedFaculty of Medicine, Universidade Eduardo Mondlane, Av. Salvador Allende 702, Maputo, MozambiqueTel +258 82 8810907Email enoormahomed@gmail.comPurpose: To describe the strategies used to design and implement three postgraduate programs at Lúrio University (UniLúrio), a resource-limited setting, in northern Mozambique.Methods: We conducted a longitudinal, descriptive case study from 2011 to 2018 in two phases: 1) needs assessment (2011– 2012), 2) implementation strategies (2013– 2018), taking into account innovations whenever necessary.Results: Several obstacles and barriers to the establishment of postgraduate programs were identified. These included a lack of a core curricula aimed at postgraduate programs, shortage of human resources for teaching and mentorship, limited teaching and research infrastructures, limited financial resources, and lack of administrative capacity. With the support of the Medical Education Partnership Initiative (MEPI), three Master degree programs were designed and implemented. During the period of 2013– 2018, UniLúrio enrolled 202 students, distributed as follows: Master degree in Tropical Medicine and Global Health (55), Master degree in Health Professional Education (99), and Master degree in Nutrition and Food Security (48). Of those, 152 (75.2%) obtained a Postgraduate Diploma as they did not present a master dissertation, 89 (44.0%) obtained their Master degree, 30 (14.8%) dropped out, and 20 (9.9%) are awaiting decision. UniLurio’s staff trained a Master’s degree or a Postgraduate Diploma in 34 (16.8%) and 15 (7.4%), respectively. Our strategies allowed us to improve research capacity building, and set the basis for long-term sustainability by allowing for the establishment of other postgraduate programs, and offered UniLurio a strong role in its internationalization.Conclusion: By sharing multiple resources, long-lasting partnerships were established with multiple institutions, and competency-based training and postgraduate studies management were developed. Research and eLearning were leveraged, retention and faculty development was enhanced, and some inequalities within the country were reduced. These strategies and innovations can be applied to other resource-limited settings, allowing the scaleup of health professional’s training and research capacity building.Keywords: faculty development, health professionals education, health system strengthening, research capacity building, implementation science, MEPI

Background: The further development of research capacity in low- and middle-income countries is critical to the delivery of evidence-based healthcare, the design of sound health policy and effective resource allocation. Research capacity is also critical for the retention of highly skilled faculty and staff and for institutional internationalization., Objectives: We summarize the accomplishments, challenges and legacy of a five-year program to train biomedical researchers entitled "Enhanced Advanced Biomedical Research Training for Mozambique (EABRTM)"., Methods: A program conducted from 2015-2021 built upon the Medical Education Partnership Initiative to develop research capacity at Eduardo Mondlane University (UEM) and allied institutions. The project included design and implementation of postgraduate training programs and bolstered physical and human research infrastructure., Findings: The program supported development and implementation of UEM's first doctoral (Bioscience and Public Health) and master (Biosciences) programs with 31 and 23 students enrolled to date, respectively. Three master programs were established at Lúrio University from which 176/202 (87.1%) and 107/202 (53.0%) students obtained a Postgraduate Diploma or master's degree, respectively. Scholarships were awarded to 39 biomedical researchers; 13 completed master degrees, one completed a PhD and five remain in doctoral studies. Thirteen administrative staff and four biomedical researchers were trained in research administration and in biostatistics, respectively. A total of 119 courses and seminars benefited 2,142 participants. Thirty-five manuscripts have been published to date in peer-reviewed international journals of which 77% are first-authored by Mozambicans and 44% last-authored by Africans. Sustainability was achieved through 59 research projects awarded by international agencies, totaling $16,363,656.42 and funds ($ 7,319,366.11) secured through 2025., Conclusions: The EABRTM program substantially increased research and mentorship capacity and trained a new generation of biostatisticians and research administrators. These programmatic outcomes significantly increased the confidence of early stage Mozambican researchers in their ability to successfully pursue their career goals., Competing Interests: The authors have no competing interests to declare., (Copyright: © 2022 The Author(s).)

Background: Collaborations among researchers based in lower and middle income countries (LMICs) and high income countries (HICs) have made major discoveries related to diseases disproportionately affecting LMICs and have been vital to the development of research communities in LMICs. Such collaborations have generally been scientifically and structurally driven by HICs., Objectives: In this report we outline a paradigm shift in collaboration, exemplified by the Medical Education Partnership Initiative (MEPI), in which the formulation of priorities and administrative infrastructure reside in the LMIC., Methods: This descriptive report outlines the critical features of the MEPI partnership., Results: In the MEPI, LMIC program partners translate broad program goals and define metrics into priorities that are tailored to local conditions. Program funds flow to a LMIC-based leadership group that contracts with peers from HICs to provide technical and scientific advice and consultation in a 'reverse funds flow' model. Emphasis is also placed on strengthening administrative capacity within LMIC institutions. A rigorous monitoring and evaluation process modifies program priorities on the basis of evolving opportunities to maximize program impact., Conclusions: Vesting LMIC partners with the responsibility for program leadership, and building administrative and fiscal capacity in LMIC institutions substantially enhances program relevance, impact and sustainability.