Abstract
A growing number of countries are embracing graduate training in the specialty of Family Medicine as a core component of global health systems reform. One significant challenge for new programs is to adequately prepare for educational excellence and leadership. Promising residents are often encouraged to remain in their program as faculty, but may not have had the benefit of specific training in teaching, curriculum development, learner assessment or educational leadership. Faculty Development is a potential avenue to providing these skills to new Family Medicine Faculty and to encourage new graduates to consider teaching. We are currently seeking to further clarify what the current needs and future possibilities are for Family Medicine Faculty Development in Sub-Saharan Africa.
Highlights
A growing number of countries are embracing graduate training in the specialty of Family Medicine as a core component of global health systems reform
In 2009 the World Health Assembly resolved that primary care health systems should include family physicians and academic and government leaders in Sub-Saharan Africa have advocated for a larger Family Medicine pipeline [1,2,3]
Several countries have developed residency curricula to train new medical school graduates or re-train practicing physicians as Family Medicine practitioners [4,5,6,7]. These residencies aim to prepare locally-trained, competent family physicians who will meet the nearly universal lack of post-graduate trained primary care specialists working in underserved areas of their countries
Summary
A growing number of countries are embracing graduate training in the specialty of Family Medicine as a core component of global health systems reform. Pan African Medical Journal – ISSN: 1937- 8688 (www.panafrican-med-journal.com) Published in partnership with the African Field Epidemiology Network (AFENET). Several countries have developed residency curricula to train new medical school graduates or re-train practicing physicians as Family Medicine practitioners [4,5,6,7].
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