A. Kambugu

D. Kaye

D. Nakanjako

E. Okello

H. Mayanja-Kizza

J. Tumwine

M. Kamya

Annals of Global Health

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Anna l s o f G l o b a l He a l t h 43etiological research has been done in CMB or HRL EmergencyMedicine (EM) departments, which both contributed to the initiationof a new EM residency program in 2010. Aim: To determine the typeand frequency of illnesses presenting to the EM department from2009-2013 in POP, Dominican Republic.Structure/Method/Design: Project Goals, Desired Outcomes: Thedesired outcomewas to quantify themost frequent illnesses in theER from2009 to 2013 to determine where the EM departments should allocatetheir resources and training. Participants andStakeholders:Howwere theyselected, recruited? Data were collected through General AdministrativeInformation System (GAIS), Informix, and the HDRL database at CMBandHRL in POP from 2009-2013. The top forty causes of EM visits werefound in the HRL database, and these illnesses were searched for in theCMB database. Capacity Building / Sustainability: No patient identifierswere used on the data obtained from the different hospital databases. Thisproject was affiliated with UTMB global health tract.Outcomes & Evaluation: To date, what are the successes andoutcomes achieved? We determined the etiologies of HRL 2011-2013and CMB 2009-2013 EM departments. Monitoring & EvaluationResults: In CMB, the top 3 etiologies were headache, bronchospasmcrisis, and trauma in 2009-2011 and 2013. In 2012, trauma wasreplaced by Asthmatic Crisis. Data for HRL was not available from2009-2010. From 2011-2013 at HRL, the top 2 causes were fever andheadache. In 2011, the third cause was bronchospasm crisis. In 2012and 2013, the third cause was tonsillitis and lumbar pain respectively.Going Forward: What are the ongoing challenges? The CMB andHRL EM departments should take this information and integrate it intotheir EMresidency curriculum.Are there any unmet goals? The etiologiescould not be determined in 2009 and 2010 in HRL due to a change indatabase and hospital staff. How are/may future program activitieschange as a result? The EM Residency program directors should focustheir resources and training heavily on headache, bronchospasm crisis,trauma, asthmatic crisis, tonsillitis, and lumbar pain in order to best carefor the most frequent causes of emergencies.Funding: No sources of funding.Abstract #: 01ETC066Mentoring for sustainable in-country academicleadership in resource-limited settingsD. Nakanjako1, D. Kaye1, A. Kambugu2, E. Okello1, M. Kamya3,J. Tumwine1, H. Mayanja-Kizza1; 1Makerere University College ofHealth Sciences, Kampala, UG, 2Makerere University College of HealthSciences, Infectious Diseases Institute, Kampala, UG, 3Makerere Uni-versity College of Health Sciences, Kampala, KazakhstanBackground: With increasing diversity of training opportunities inAfrica, there is an ever-increasing number of individuals that obtaininitial training (bachelors and masters-level) locally, and more advancetraining (doctoral and post-doctoral) at international academic in-stitutions. Re-entry and retention of the internationally-trained expertsis faced with variable challenges that affect trainees’ productivity andimpact on health care outcomes. In the quest to maximize the returnon investment, by both local and international partners in training,we set out to evaluate in-country factors that influence academic ca-reers at Makerere University College of Health Sciences (MaKCHS),and generate locally appropriate interventions.Methods: A series of focus group discussion (FGD) were held withfour departments, in the school of medicine, that have at least nineteaching faculty (Medicine, obstetrics and Gynecology, pediatrics andanesthesia). Using a FGD guide, we conducted 60-minute-longFGDs, that comprised of at least 8 faculty per FGD, including juniorand senior faculty (male and female). Qualitative data was recorded bya note-taker, audio-recorded and analyzed manually under themes thatwere pre-determined by a career development interest group.Findings: Overall, 5 FGD were conducted, and a total of 72 staffparticipated, of whom 57 were junior faculty [19(33%) female)] and 15were senior faculty [7(47%) female]. Highlighted in-country challengesto advancement of an academic career included: a) Lack of effective in-country mentoring to navigate through common challenges. ‘It hasbeen difficult for me to find a local mentor. I need to travel abroad towork with my mentor, which is expensive’ said one junior faculty. b)Lack of protected time for academic activities due to overriding clinicaland administrative demands. ‘When faculty leave the ward to pursueacademic activities, there is not enough left to take care of the patients’,said one senior faculty. ‘I need to travel abroad, away from the heavyclinical schedules, to complete my manuscripts’, said one mid-levelfaculty. c) Socio-economic factors and family responsibilities. ‘Everyoneneeds to strike a balance between academic activities and family re-sponsibilities, which can be quite engaging socially and financially’,said one senior faculty. d) Limited use of personal development plan.‘What is the average period a faculty should stay at one academic po-sition before promotion?’ one mid-level faculty asked. e) Need forcollaborative research teams. ‘How do I get involved in collaborativeresearch at an international level?’ said one mid-level faculty?Interpretation: Strategic investment in strengthening of in-countrymentoring and networking activities was recommended to developlocally-relevant academic career opportunities to absorb post-trainingscientists and utilize acquired expertise to improve training, researchand clinical care. An institutional career development structure wasproposed to spearhead regular mentoring and personal developmentplanning activities for junior and mid-career faculty.Funding: No funding listed.Abstract #: 01ETC067‘Essential clinical global health’: A multi-nationalcollaboration develops a pioneering new 2015 textbookfor global health trainees and clinicians working inresource-limited settingsB.D. Nelson1, P.S. Azzopardi2, R. Ahn3, P.K. Drain4, E. Peacock-Chambers5, J. Evert6, N. Martineau7, V. Bradford. Kerry8, R.E. Pust9;1Harvard Medical School / Massachusetts General Hospital, Charles-town, MA/US, 2Royal Children’s Hospital / South Australian Healthand Medical Research Institute, Melbourne, AU, 3Massachusetts GeneralHospital, Boston, MA/US, 4Massachusetts General Hospital / HarvardMedical School, Boston, MA/US, 5Boston University School of Medicine,Boston, MA/US, 6University of California San Francisco, San Francisco,CA/US, 7Franklin Pierce University / Frisbie Memorial Hospital,Rochester, NH/US, 8Seed Global Health / Massachusetts General Hos-pital / Harvard Medical School, Boston, MA/US, 9University of ArizonaCollege of Medicine, Tucson, AZ/USProgram/Project Purpose: As participation in global health con-tinues to grow among students, trainees, and clinicians, the need con-tinues for a clinical global health textbook to prepare individuals for theirexperiences abroad. In 2010, the Global Health Education Consortium(GHEC) reviewed existing global health textbooks, finding severalexcellent books but with a dearth of clinical emphasis.We, therefore, setout to develop a clinically focused textbook that includes contributionsfrom renowned global health experts from across the globe and thatprovides the essential information required by clinicians and clinicians-in-training for effective and rewarding international experiences. Theresulting Essential Clinical Global Health, we believe, fills this need.

Mentoring for sustainable in-country academic leadership in resource-limited settings

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Mentoring for sustainable in-country academic leadership in resource-limited settings

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