Scaling Online Faculty Development in Sub-Saharan Africa Through International Collaboration and Communities of Practice.

Abstract

Abstract: Online learning for faculty development (FD) is expanding in low- and middle-income countries (LMICs), despite limited evidence on effectiveness. Kejela et al (JCEHP, 2023) highlight its promise in East Africa. In this short report, we present a collaboration to implement an online FD program on curriculum design between the Ophthalmology Foundation, the Congolese Society of Ophthalmology, and the Mozambican Ophthalmology College. We designed and delivered an online modular program focusing on simulation-based curriculum design, incorporating collaborative problem-solving and virtual group mentoring strategies that included peer mentoring, comentoring, and group facilitation. We aimed to strengthen teaching competence and the creation of a virtual community of practice (CoP) as an ongoing, interactive, and supportive platform. Participants were ophthalmologist educators of two Sub-Saharan African countries selected by their professional society leadership and engaged in synchronous and asynchronous activities. Both cohorts welcomed the online program, which facilitated professional identity development as clinician-educators and teaching competence. Virtual CoPs emerged as supportive networks for collaboration and mentoring. Despite challenges such as language barriers, limited connectivity, and cultural diversity, the program showed to be effective in individual and team upskilling and demonstrated scalability in underserved and remote contexts. Online FD can amplify access to education, strengthen leadership and teaching capacity, and foster CoPs as lasting anchors for professional development. This model advances health professions education with an emphasis on low- and middle-income countries and underscores the transformative potential of collaborative, contextually grounded online learning.