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. 2025 Jul 3;25(1):258.
doi: 10.1186/s12893-025-02996-5.

Assessing a partnership-based model of surgical education in the Global South: a mixed methods study of the University of Global Health Equity, Rwanda

Naol Belema Gemechu #  1   2 , Gatwiri Murithi #  1   3 , Derbew Fikadu Berhe  1 , Betel Amdeslassie Fenta  1   4 , Amanuel Adane Bitew  1   5 , Tairu Fofanah  1   6 , Barnabas Tobi Alayande  7 , Abebe Bekele  1 , Geoffrey Anderson  1   4 , Robert Riviello  1   4
Affiliations

Assessing a partnership-based model of surgical education in the Global South: a mixed methods study of the University of Global Health Equity, Rwanda

Naol Belema Gemechu et al. BMC Surg. .

Abstract

Background: Workforce shortages, resource limitations, and inadequate capacity in African higher education institutions are significant challenges that hinder their global competitiveness in generating knowledge products. Academic partnerships have been established to address these gaps. It is essential to evaluate these partnerships to ensure they align with principles of ethics, equity, reciprocity, and the achievement of shared goals. The University of Global Health Equity (UGHE) is an institution that employs a partnership-based model to deliver high-quality surgical education. The aim of the study was to assess its partnership based surgical education programs.

Methods: This study was conducted at UGHE using a sequential exploratory mixed-methods design that incorporates perspectives of learners, facility and partners. Qualitative interviews were conducted with students, faculty, and partners involved in UGHE’s surgical education programs within the last three years. Thematic analysis was employed to interpret the interview data. Quantitative data were summarized using descriptive statistics and presented in charts and tables with integration in a joint display.

Results: Twenty-one interviews were conducted, revealing 4 key themes from the thematic analysis: (1) A needs-based approach is used to determine the suitability of partnerships (2), UGHE and its partners worked towards equitable outcomes (3), Positive outcomes of the partnership model (4) Challenges faced in delivering surgical education using a partnership model and proposed solutions. Most participants viewed the model positively, identifying benefits such as diverse exposure, improved student experiences, faculty development, and technology transfer. However, institutional and systemic gaps that limit maximum benefits were noted. The quantitative survey had a 42% response rate with 31 responses from undergraduate and postgraduate students. All students agreed that didactic and simulation sessions led by UGHE partners enhanced their learning. A significant difference (p <.001) was found between postgraduate and undergraduate students’ responses regarding the adequacy of time for partner-facilitated sessions.

Conclusions: The results underscore the significant positive impact of UGHE’s institutional partnership-based model in delivering surgical education, especially in enhancing student learning and faculty capacity. However, communication gaps, lack of resources, and time prevent the partnership-based model from reaching full potential.

Supplementary Information: The online version contains supplementary material available at 10.1186/s12893-025-02996-5.

Keywords: Academic partnerships; Education; Equity; Global surgery; Medical; Partnership-based medical education; Surgical education.

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Conflict of interest statement

Declarations. Ethics approval and consent to participate: The study received ethical approval from the University of Global Health Equity Institutional Review Board (UGHE IRB) under the reference number UGHE-IRB/2024/293. All participants involved in the survey, as well as those who took part in the interviews, provided their informed consent to participate. The study was conducted in accordance with the ethical principles outlined in the Declaration of Helsinki. Consent for publication: All authors have consented to the publication of this manuscript. They affirm that the content of the manuscript has been discussed and approved by all authors. Identifying images and/or other personal data is not included in the study, hence not applicable. Competing interests: The authors declare a potential competing interest due to their status as a student and faculty members from the university and partner institutions involved in this research. All efforts were made to maintain objectivity in the study.

Figures

Fig. 1
Fig. 1
Methodologic approach for the sequential explanatory mixed methods design
Fig. 2
Fig. 2
Bachelor of Medicine, Bachelor of Surgery (undergraduate) student perceptions on interaction with partnering faculty
Fig. 3
Fig. 3
Masters in Global Health Delivery (postgraduate) student perceptions on interaction with partnering faculty
Fig. 4
Fig. 4
Response to “Didactic surgical education sessions aided my understanding and engagement.”
Fig. 5
Fig. 5
Response to “Simulation sessions aided my understanding and engagement”
See this image and copyright information in PMC

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