A qualitative evaluation of the short and long-term impacts of an implementation science training program in South Africa

Oludoyinmola Ojifinni; Nosipho Shangase; Kristin Reed; Kathryn Salisbury; Tobias F Chirwa; Juliana Kagura; Latifat Ibisomi; Audrey E Pettifor; Rohit Ramaswamy; Sophia M Bartels

doi:10.1186/s43058-024-00672-y

A qualitative evaluation of the short and long-term impacts of an implementation science training program in South Africa

Implement Sci Commun. 2024 Nov 25;5(1):130. doi: 10.1186/s43058-024-00672-y.

Authors

Affiliations

¹ School of Clinical Medicine, University of the Witwatersrand, Johannesburg, South Africa.
² National Health Laboratory Service, Johannesburg, South Africa.
³ Institute for Global Health and Infectious Diseases, UNC School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
⁴ Vanderbilt University, Nashville, TN, USA.
⁵ School of Public Health, University of the Witwatersrand, Johannesburg, South Africa.
⁶ Nigerian Institute of Medical Research, Lagos, Nigeria.
⁷ Department of Epidemiology, Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
⁸ Department of Maternal and Child Health, Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
⁹ James M. Anderson Center for Health Systems Excellence, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
¹⁰ Department Health Behavior, Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA. sophiamb@ad.unc.edu.

Abstract

Background: As implementation science (IS) in low and middle-income country settings continues to grow and generate interest, there is continual demand for capacity building in the field. Training programs have proliferated, but evaluations of these efforts are sparse and primarily from high-income countries. There is little knowledge about the impact of IS training on students' careers post-graduation. This evaluation of the first cohort of students who graduated from the 18-month implementation science concentration in HIV/AIDS within the Master of Science program at University of the Witwatersrand in South Africa addresses this gap.

Methods: We conducted two rounds of virtual interviews with the students, who were from eight African countries, immediately after the training program ended (n = 10 participants) and again five years later (n = 9 participants). The first survey captured student perceptions of IS before they entered the program and their opinions just after graduation. The follow-up evaluated their perceptions five years after graduation. Interviews were recorded, transcribed, and coded in ATLAS.ti (first round) and MAXQDA (second round), using the framework method and thematic analysis.

Results: Prior to the training, all students, even those with no knowledge of the field, perceived that the IS training program would help them develop skills to address critical public health priorities. These expectations were generally met by the training program, and most students reported satisfaction despite what they felt was a limited timeframe of the program and insufficient mentorship to complete their dissertation projects at their home institutions across the African continent. Five years post-graduation, most of the students did not have jobs in IS but continued applying their training in their roles and had subsequently pursued further education, some in IS-related programs.

Conclusions: IS training in Africa was clearly seen as valuable by trainees but IS job opportunities remain scarce. Training programs need to be more closely tied to local government priorities, and training for in-country policy and decision-makers is needed to increase demand for qualified IS researchers and practitioners.

Keywords: Capacity building; Implementation science; South Africa.

Abstract

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