Professional Development Among African Oncologists: Examining Professional Development Activities, Satisfaction Levels, Barriers, and Enablers.

Abstract

Africa is currently facing unprecedented growth in its cancer burden. Training an adequate number of skilled physicians is critical to addressing this challenge. We examine African oncology faculty's professional development (PD) activities, associated barriers, enablers, satisfaction levels, and highlight the implications for improving the quality of the oncology faculty workforce in SSA. We surveyed oncology faculty (n = 69) through the African Organization for Research and Training in Cancer listserv and conducted semi-structured interviews with nine (n = 9) faculty involved in African oncology training programs to ascertain their views on PD activities including, method of delivery, curriculum development, teaching, learning, and mentorship. Descriptive, inferential, and thematic analytical techniques were used to analyze the data. Ninety-two percent of African oncology faculty have participated in a PD activity and about 34% were dissatisfied with their overall PD. Access to curriculum development opportunities (OR = 2.10, p < 0.05), mentorship opportunities (OR = 3.12, p < 0.001), and a longer duration of practice (OR = 8.66, p < 0.001) were significantly associated with better overall satisfaction with PD. Barriers cited for PD included the competitive nature of PD courses and programs, limited online learning opportunities, poor internet access, time constraints, language barriers, and high costs associated with PD activities. Enablers for improving PD include improving institutional culture of learning and ensuring greater access to local institutional support. African oncologists are faced with many professional development challenges. Addressing these challenges may improve faculty satisfaction levels, remove barriers, and improve expected outcomes.