title: Future of Family Medicine Faculty Development in Sub-Saharan Africa.
abstract: OBJECTIVE
  High-quality family medicine education is needed in sub-Saharan Africa to facilitate the future growth of primary care health systems. Current faculty educators recognize the value of dedicated teacher training and ongoing faculty development. However, they are constrained by inadequate faculty development program availability and institutional support.
  
  
  METHODS
  A cross-sectional study design was used to conduct a qualitative needs assessment comprised of 37 in-depth, semi-structured interviews of individual faculty trainers from postgraduate family medicine training programs in eight sub-Saharan African countries. Data were analyzed according to qualitative description.
  
  
  RESULTS
  Informants described desired qualities for a family medicine educator in sub-Saharan Africa: (1) pedagogical expertise in topics and perspectives unique to family medicine, (2) engagement in self-directed, lifelong learning, and (3) exemplary character and behavior that inspires others. Informant recommendations to guide the development of faculty development programs include: (1) sustainability, partnership, and responsiveness to the needs of the institution, (2) intentional faculty development must begin early and be supported with high-quality mentorship, (3) presumptions of teaching competence based on clinical training must be overcome, and (4) evaluation and feedback are critical components of faculty development.
  
  
  CONCLUSIONS
  High-quality faculty development in family medicine is critically important to the primary care workforce in sub-Saharan Africa. Our study describes specific needs and recommendations for family medicine faculty development in sub-Saharan Africa. Next steps include piloting and evaluating innovative models of faculty development that respond to specific institutional or regional needs.
authors.affiliation: Department Family Medicine, UPMC St. Margaret Family Medicine Residency Program.
authors.forename: Paul R
authors.initials: PR
authors.lastname: Larson
authors.forename: Patrick
authors.initials: P
authors.lastname: Chege
authors.forename: Bruce
authors.initials: B
authors.lastname: Dahlman
authors.forename: Christine
authors.initials: C
authors.lastname: Gibson
authors.forename: Ann
authors.initials: A
authors.lastname: Evensen
authors.forename: Maria C
authors.initials: MC
authors.lastname: Colon-Gonzalez
authors.forename: Stephanie
authors.initials: S
authors.lastname: Onguka
authors.forename: Roberta
authors.initials: R
authors.lastname: Lamptey
authors.forename: William E
authors.initials: WE
authors.lastname: Cayley
authors.forename: Bich-May
authors.initials: BM
authors.lastname: Nguyen
authors.forename: Brian
authors.initials: B
authors.lastname: Johnson
authors.forename: Sawra
authors.initials: S
authors.lastname: Getnet
authors.forename: Memoona
authors.initials: M
authors.lastname: Hasnain
mesh_terms: D017954:Africa South of the Sahara; D003430:Cross-Sectional Studies; D003695:Delivery of Health Care; D005180:Faculty, Medical; D005194:Family Practice / Q000193:education*; D006801:Humans; D010820:Physicians / Q000600:supply & distribution*; D011320:Primary Health Care; D016730:Program Development / Q000379:methods*; D000078329:Workforce