title: Nephrology training curriculum and implications for optimal kidney care in the developing world.
abstract: An effective workforce is essential for delivery of high-quality chronic disease care. Low-income nations are challenged by a dearth and/or maldistribution of an essential workforce required for all chronic disease care including chronic kidney disease (CKD). Nephrology education and training in developed countries have grown at pace with the technological advancement in the practice of medicine in order to meet the standards required of kidney health professionals towards high-quality, patient-centered medical care. The standards designed by institutions and/or professional societies, such as Royal Colleges and Medical Councils in high-income nations with well-developed health systems and infrastructures, are often not easily translatable to issues critical to nephrology practice in low-income nations. Little or no guidance is provided on common nephrological issues of regional nature or pertaining to ethnic minorities and disadvantaged groups living in those countries. There is an emergent need for a training curriculum that meets the needs and peculiarities of the developing nations, and this needs to leverage on the existing and well-validated systems of training across the globe. We evaluated nephrology training programs across 25 upper-middle and high-income nations to identify best practices and opportunities for adoption in low-income nations. We reviewed training guidelines from major professional societies on content and process of training. There are similarities and differences in structure, content, and process of training programs across countries, and there are clearly adoptable concepts/frameworks for application in low-income nations. We provide recommendations and a strategic plan for the future focus of nephrology training in the developing world to align with current trends in technological advancement and development as well as the need for emphasis on prevention of CKD. The essential competencies (patient- and population--based) required of a nephrologist in a developing world setting are outlined with practical measures and an action plan for adoption.
authors.forename: Julius
authors.initials: J
authors.lastname: Okel
authors.forename: Ike G
authors.initials: IG
authors.lastname: Okpechi
authors.forename: Bilal
authors.initials: B
authors.lastname: Qarni
authors.forename: Timothy
authors.initials: T
authors.lastname: Olanrewaju
authors.forename: Mark J
authors.initials: MJ
authors.lastname: Courtney
authors.forename: Valerie
authors.initials: V
authors.lastname: Luyckx
authors.forename: Sarala
authors.initials: S
authors.lastname: Naicker
authors.forename: Aminu K
authors.initials: AK
authors.lastname: Bello
mesh_terms: D020811:Biomedical Technology; D002983:Clinical Competence / Q000592:standards; D003162:Competency-Based Education; D003479:Curriculum; D019049:Developed Countries; D003906:Developing Countries; D004501:Education, Medical; D004502:Education, Medical, Continuing; D004503:Education, Medical, Graduate; D055317:Evidence-Based Practice; D006301:Health Services Needs and Demand; D006801:Humans; D009398:Nephrology / Q000193:education* / Q000592:standards; D018802:Patient-Centered Care; D010820:Physicians / Q000600:supply & distribution; D051436:Renal Insufficiency, Chronic / Q000517:prevention & control / Q000628:therapy*; D017582:Renal Replacement Therapy / Q000379:methods