Background
Methods
Identification of data sources
Study selection
Data extraction and analysis
Results
Description of the research capacity strengthening programs
Reference | Location of the training | Training goal and specific competencies | Target trainees | Faculty/trainers | Structure, duration of the training activities, and frequency of offering | Funding and partnership | Technical support/follow-up during the program |
---|---|---|---|---|---|---|---|
Adams et al. 2003 [10] | South Africa | Goal: Provide skills for health service evaluation Competencies: Research ethics, research methods, data capture and analysis, research protocol and report writing | 300 trainees, all African: Health service middle managers and MSc students within the country | In-country based faculty | Training activities lasted 2 weeks and offered 13 times during 1992–2001 | Total funds: Not reported (materials expenses mentioned) Funding source and partnerships: Not reported | No |
Ajuwon and Kass 2008 [14] | Nigeria | Goal: To develop the capacity of academic staff to conduct ethically acceptable research involving human population Competencies: Research ethics | 133 trainees, all African: Clinical staff from College of Medicine and researchers from NGOs and IRB | Locally based seven resource persons with experience | Training activities lasted 21 hours spread over 3 days and offered three times during 2003–2004 | Total funds: Not reported (materials expenses mentioned) Funding source and partnerships: NIH, Wellcome Trust, Fogarty International Center | No |
Ali et al. 2012 [15] | Blended between USA and the country of origin | Goal: Training on research ethics to health professionals. Competencies: Ethics and research methods | 28 trainees, all African: Researchers mainly from Eastern Africa, most of which had graduate degrees with research experience, health professionals, ethics committee members, journalists and scientists | Associate faculty from JHU, the NIH, associated research ethics programs, and African professionals | Program lasted 1 year, 6 months of courses and seminars, IRB involvement and development of field project and 6 months for practicum and was offered multiple times during 2001–2009 | Total funds: Not reported (materials, flight expenses mentioned) Funding source and partnerships: NIH | Continuous mentorship from JHU and African faculty, biannual reunion meeting of alumni and faculty for networking and exchanging ideas |
Matovu et al. 2013 [16] | Uganda | Goal: Strengthen the capacity of M&E and continuous quality improvement using work-based training model Competencies: Data collection, data analysis, project proposal, report writing and M&E | 143 trainees, all African: Mid- and senior-level managers, coordinators and supervisors within the country | MakSPH faculty and external facilitators | Training activities lasted 5 weeks of face-to-face sessions and 6 months of field activities between 2nd and 3rd modules and was offered multiple times during 2008–2011 | Total funds: $2500 for project implementation Funding source and partnerships: CDC | Ongoing technical support from an academic mentor over the program |
Mbuagbaw et al. 2011 [17] | Cameroon | Goal: Training on how to initiate and complete systematic reviews Competencies: Design, analysis and interpretation of systematic review and meta-analysis | 15 trainees, all African: University lecturers and researchers within the country | Cochrane Review authors and researchers from Africa and Chile | Training activities lasted 4 days of face-to-face sessions and was offered once in 2011 | Total funds: Not reported | No |
Funding source and partnerships: Cochrane Collaboration, South African Medical Research Council, Yaunde Central Hospital, and Global Health Research Initiative | |||||||
Njie-Carr et al. 2012 [18] | Uganda | Goal: Research capacity building to assess implementation of mobile service for HIV intervention Competencies: Research ethics, research methods, data collection | 14 trainees, all African: Employees and volunteers at Reach Out, a large HIV/AIDS care and service program in Kampala | Five authors in total from fields of medicine, nursing, psychology, biology, and public and international health | Training activities lasted 6 days of intensive didactic training and 4 weeks of field activities and offered once in 2010 | Total funds: Not reported (software fees mentioned) Funding source and partnerships: RO, Makerere University, and Johns Hopkins | Continuous mentorship from trainers over the program |
Tshikala et al. 2012 [19] | Democratic Republic of Congo | Goal: Train on research bioethics through ancillary care Competencies: Research ethics | 30 trainees, all African: Members of CIBAF, faculty from universities, members of clinical ethics committee, representatives of NGOs, paediatric clinics and National AIDS Control Program, members of UNC/DRC | Members of GIRIE, CIBAF and KSPH faculty | Training activities lasted 3 days of formal presentations and discussion and offered once | Total funds: Not reported (materials expenses mentioned) Funding source and partnerships: NIH/Fogarty International Center | No |
Williams et al. 2010 [20] | South Africa | Goal: Increase research training and utilization of existing datasets Competencies: Data management and analysis | 55 trainees, 40 African: Masters and PhD students from Wits, CU, Brown University and researchers from APHRC | CU researchers, Institutional faculty from Wits, CU, Brown University and APHRC | Training activities lasted 3 weeks of lectures, guided exercises, and research projects and was offered three times during 2006–2008 | Total funds: Not reported Funding source and partnerships: Wit School of Public Health, University of Colorado, African Population Studies Research and Training Program | No |
Buist and Parry 2013 [11] | Multiple countries in sub-Saharan Africa | Goal: increasing local and national research capacity Competencies: Research ethics, research methods, data collection and analysis, research protocol and writing report | 1015 trainees, 112 African: Practicing and academic physicians and public health professionals across Africa | Local and international behavioural, epidemiologic, public health, and statistical researchers | Five courses structured as a ladder with each one lasting 5 to 5 1/2 days | Total funds: Not reported (material expenses mentioned) Funding source and partnerships: CDC, USAID, ATS | Students receive mentoring following the course, incentives to support research projects and editorial assistance are provided |
Courses involved lectures, small groups to develop protocol, and daily homework and was offered multiple times during 1994–2013 | |||||||
Chilengi et al. 2013 [22] | Web-based targeting African researchers | Goal: Complement other forms of learning though online training on health research ethics and good clinical practice Competencies: Health research ethics and good clinical practice | 1155 trainees, 958 African: Researchers from multiple countries | Trainers or practitioners of research ethics within Africa | Training lasted 100 days | Total funds: Not reported (software expenses mentioned) Funding source and partnerships: EDCPT and AMANET | No |
Harries et al. 2003 [21] | Malawi | Goal: Operational research training for TB related research Competencies: Data collection and data analysis, research protocol and manuscript writing | 25 trainees, all African: TB officers from district and mission hospitals within the country | NTP facilitators from the Central Unit and Regional TB offices | Training activities lasted 1 1/2 days of seminar on OR and development of protocol, 6 months of field work, 1 day workshop of data analysis and writing a paper and was offered once in 2000 | Total funds: Not reported (financial incentives mentioned) Funding source and partnerships: National governments and District TB units | Field supervisory visits are carried out once or twice yearly by central unit to assess data collection |
Laserson et al. 2005 [12] | South Africa then expanded to regional course | Goal: building capacity in basic epidemiology and operations research Competencies: Qualitative methods, study design, data collection and data analysis, research protocol and manuscript writing | 149 of various nationalities: National, provincial, and district-level NTP managers and TB laboratory directors and staff | International and in-country epidemiologists and TB experts | Training activities lasted 6 days, involving lectures, field exercises, development of OR protocol and 12 months of field implementation of the protocol, often in groups and was offered nine times during 1997–2004 | Total funds: US$2000 – 20,000 Funding source and partnerships: NTP in various countries, USAID, WHO, CDC, Pan American Health Organization | Technical assistance is provided during field activities including further training |
Varkevisser et al. 2001 [13] | Southern African Region | Goal: increase national capacity for operational research Competencies: Data collection and data analysis, research protocol and manuscript writing | 1159 trainees, all African: Higher and middle level health workers from provincial and district level | University staff, senior health trainers and higher-level health staff who have completed an HSR methodology before | Training activities lasted 14–16 days of workshop to develop research proposal, 6 months to collect data, followed by 12–14 days of data analysis and writing a report and was offered 50 times during 1987–1997 | Total funds: USD$5000–$8000 per study | Institutional support from local authority is sought through special meetings at national and inter-country level organized at regular intervals (2–3 years) |
Funding source and partnerships: WHO, The Netherlands Ministry of Development and Cooperation, USAID, IDRC, Norad | |||||||
Zachariah et al. 2011 [23] | Multiple countries | Goal: building leadership in operational research Competencies: Research questions and protocol development, data management and analysis, paper writing | Number of trainees not reported: Persons who work within disease programmes and who are committed and have opportunities to carry out operational research | International | Training activities lasted 3 weeks spread over 9 months with significant intervals between modules and frequency of offering is not reported | Total funds: $500–$1500 small grants Funding source and partnerships: The Union/MSF | Technical support throughout the program |
Research competencies covered
Target audience and trainers
Structure, duration of the trainings and follow-up
Evaluation
Training programs with short term evaluation period
Short term evaluation period trainings | ||||||||
---|---|---|---|---|---|---|---|---|
Indicators | Tshikala et al. 2012 [19] | Chilengi et al. 2013 [22] | Mbuagbaw et al. 2011 [17] | Ajuwon and Kass 2008 [14] | Njie-Carr et al. 2012 [18] | Harries et al. [21] 2003 | Percentage of studies reporting on indicators | |
Study’s evaluation approach | ||||||||
Evaluation framework used | Not evaluated | NR | NR | NR | NR | 16.7 | ||
Evaluation method (qualitative/quantitative) | Quant | Quant | Quant | Quant | Quant | |||
Details (satisfaction survey/self-reported changes/pre-post skills test/research outputs survey) | Test Scores | Satisfaction surveys | Pre/Post Tests | Surveys | Program Data | |||
Program evaluation period months | NR | 0.13 | 1 | 1 | 15 | |||
Reviews measures of effectiveness of RCS, based on Cooke’s framework | ||||||||
Improved confidence and skills | Evidence of knowledge and skills developed (e.g., improved post-test scores) | Yes | Yes | Yes | Yes | Yes | Yes | 100.0 |
Evidence of confidence building (e.g., trainees become trainers; obtained research-related jobs) | NR | NR | NR | NR | Yes | NR | 16.7 | |
Research undertaken after training (e.g., involvement in subsequent research) | NR | NR | NR | NR | NR | NR | 0.0 | |
Research is close to practice | Practitioner and program staff involvement (e.g., nurse, manager trainees) | Yes | No | No | No | Yes | Yes | 50.0 |
Research relevant to or used in practice (e.g., reported changes in practice) | Yes | NR | NR | NR | Yes | Yes | 50.0 | |
Patient centred outcome measures used | NR | NR | NR | NR | NR | NR | 0.0 | |
Action oriented methodologies used (e.g., research done on quality care) | NR | NR | NR | NR | NR | Yes | 16.7 | |
Research enhanced by partnerships | Between novice and experienced researchers | No | NR | No | No | No | No | 0.0 |
Inter-professionals linkages (e.g., between researchers, policy makers, different disciplines) | Yes | NR | No | Yes | Yes | Yes | 66.7 | |
Impactful dissemination | Publications in peer-reviewed journals | No | NR | NR | NR | NR | No | 0.0 |
Conference/workshop presentation | No | NR | NR | NR | NR | NR | 0.0 | |
Evidenced of applied research findings (e.g., changes in policy/practice reported) | No | NR | NR | NR | NR | NR | 0.0 | |
Continuity and sustainability | Successful access of funding (grants/fellowships) | No | NR | NR | NR | NR | NR | 0.0 |
Enduring collaborations (e.g., relationship building between involved institutions to promote individual training) | Yes | NR | NR | NR | NR | NR | 16.7 | |
Continued mentorship and supervision | No | NR | NR | NR | Yes | Yes | 33.3 | |
Infrastructure for research | Institutional support for undertaking research | Yes | NR | NR | NR | NR | Yes | 33.3 |
Protected research time | No | NR | NR | NR | NR | NR | 0.0 | |
Budget line | NR | NR | NR | NR | NR | Yes | 16.7 | |
Mentorship and supervision structures | No | NR | NR | NR | NR | NR | 0.0 |
Training program with long-term evaluation period
Long term evaluation period | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|
Indicators | Matovu et al 2013 [16] | Williams et al. 2010 [20] | Adams et al 2003 [10] | Laserson et al. 2005 [12] | Ali et al. 2012 [15] | Varkevisser et al. 2001 [13] | Buist and Parry 2013 [11] | Zachariah et al. 2011 [23] | Percentage of studies reporting on indicators | |
Study’s evaluation approach | ||||||||||
Evaluation framework used | Yes | NR | Yes | NR | Yes | NR | NR | NR | 37.5 | |
Evaluation method (qualitative/quantitative) | Qual | Mixed | Qual | Quant | Quant | Quant | Quant | NA | ||
Details (Satisfaction survey/self-reported changes/pre- and post-skills test/research outputs survey) | Interviews | Program data | Focus Group | Questionnaire | Database and reports | Meetings and reports | Email Survey | NA | ||
Program evaluation period months | 36 | 48 | 60 | 84 | 96 | 168 | 204 | NR | ||
Reviews measures of effectiveness of RCS, based on Cooke’s framework | ||||||||||
Improved confidence and skills | Evidence of knowledge and skills developed (e.g., improved post-test scores) | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | 100.0 |
Evidence of confidence building (e.g., trainees becomes trainers; obtained research-related jobs) | Yes | Yes | NR | NR | Yes | Yes | Yes | NR | 62.5 | |
Research undertaken after training (e.g., involvement in subsequent research) | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | 100.0 | |
Research is close to practice | Practitioner and program staff involvement (e.g., nurse, manager trainees) | Yes | No | Yes | Yes | Yes | Yes | Yes | Yes | 87.5 |
Research relevant to or used in practice (e.g., reported changes in practice) | Yes | NR | Yes | Yes | NR | Yes | Yes | Yes | 75.0 | |
Patient-centred outcome measures used | Yes | No | NR | NR | NR | NR | No | NR | 12.5 | |
Action oriented methodologies used (e.g., research done on quality care) | Yes | NR | NR | NR | NR | NR | Yes | NR | 25.0 | |
Research enhance by partnerships | Between novice and experienced researchers | Yes | Yes | No | NR | No | NR | No | No | 25.0 |
Inter-professional linkages (e.g., between researchers, policy makers, different disciplines) | Yes | Yes | No | NR | Yes | No | Yes | No | 50.0 | |
Impactful dissemination | Publications in peer-reviewed journals | NR | NR | NR | NR | Yes | Yes | Yes | Yes | 50.0 |
Conference/workshop presentation | Yes | NR | NR | NR | Yes | NR | Yes | NR | 37.5 | |
Evidenced of applied research findings (e.g., changes in policy/practice reported) | Yes | NR | NR | Yes | NR | Yes | Yes | Yes | 62.5 | |
Continuity and sustainability | Successful access of funding (grants/fellowships) | NR | NR | NR | NR | Yes | NR | Yes | Yes | 37.5 |
Enduring collaborations (e.g., relationship building between involved institutions to promote individual training) | Yes | Yes | NR | NR | Yes | Yes | Yes | NR | 62.5 | |
Continued mentorship and supervision | Yes | NR | No | Yes | Yes | NR | Yes | Yes | 62.5 | |
Infrastructure for research | Institutional support for undertaking research | Yes | NR | NR | NR | NR | Yes | NR | NR | 25.0 |
Protected research time | NR | NR | NR | NR | NR | NR | NR | NR | 0.0 | |
Budget line | NR | NR | NR | NR | NR | NR | NR | NR | 0.0 | |
Mentorship and supervision structures | NR | NR | NR | NR | NR | NR | NR | NR | 0.0 |
Challenges, innovations and recommendations
Challenge | As faced by trainees | As faced by organizers/facilitators | Innovations/recommendations |
---|---|---|---|
Lack of mentorship and institutional support | Participants’ initiatives blocked by managers [10] | Provide mentorship to participants by managers to enhance application of acquired skills on the job [10] | |
During application approvals, organizational commitment to in-service training for capacity development [10] | |||
Delay in completing research projects because of no mentorship [16] | Weak co-ordination due to incompetency of leaders [13] | Support professional network and alternative communication pathways to | |
improve intra- and inter-program collaboration [15] | |||
Lack of communication between participants and supervisors [21] | |||
Sensitize policy-makers and health managers through special meetings [13] | |||
Poor research infrastructure | Poor internet [17] | Poor internet [17] | |
Provide budget lines dedicated for improving research infrastructure [23] | |||
Insufficient time for research and program dropouts | Trainees get absorbed into routine work and responsibilities [16] | Conducting training activities at the workplace | |
Trainees take jobs with other institutions [16] | |||
Suitable training schedule [18] | |||
Establish strong selection criteria to minimize dropouts [23] | |||
Add distance learning to face-to-face classes | |||
Provide support supervision to trainees by program staff and/or mentors [16] | |||
Lack of funds for research activities | Dependence on external institutions or donors for funding [13] | Build more resources for funding [11] | |
Embed research agenda into health program [21] | |||
Difficulty in accessing training location [18] | Develop strong institutional infrastructure (administrative leadership) [18] | ||
Difficulty in publishing papers in international journals | Mentor on publication process [11] | ||
Strengthen selection criteria to get strong candidates | |||
Explore other opportunities such as publishing in local journals and presenting at local meetings [21] | |||
Provide further training [21] | |||
Language barriers and differences in educational levels | Trainees face communication challenges [18] | Strategic groupings of participants with similar skill levels [21] |