"Addressing Barriers to Post-Graduate Research Training in Low Resource Settings: An Innovative Approach in an Institution of Higher Learning in Kenya"

"Addressing Barriers to Post-Graduate Research Training in Low Resource Settings: An Innovative Approach in an Institution of Higher Learning in Kenya" | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article "Addressing Barriers to Post-Graduate Research Training in Low Resource Settings: An Innovative Approach in an Institution of Higher Learning in Kenya" Eunice Muthoni Mwangi, Rosebella Alungata Iseme-Ondiek, Roselyter M. Riang’a, and 3 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4287312/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background: Numerous barriers hinder health research training in Post-Graduate Medical Education Programs, especially in developing countries. These barriers include lack of structured research curriculum, insufficient research faculty, underdeveloped research culture, conflicting priorities between clinical duties and research, limited guidance and mentorship, and scarce financial resources. Research training is pivotal for medical residency, providing essential knowledge and skills for dissertation completion, fostering evidence-based medical practice, and nurturing future independent clinical researchers. Thus, a holistic approach to research education is imperative to surmount these challenges. We describe here a dissertation-centric research curriculum, delivered longitudinally, an innovative strategy undertaken by Aga Khan University’s Medical College in East Africa (AKU-MCEA) in the delivery of postgraduate research. Methods: A review of AKU-MCEA post-graduate research methods curriculum was conducted based on implementing Departments’ experience, institutional policies, and residency program output. Program Implementation: The Master of Medicine is a four-year program for which a well-conceived, executed, and documented dissertation research is a requisite for attaining a postgraduate degree. Residents undergo comprehensive research training under a structured curriculum comprising four modules, aligned with predefined research milestones. Interactive didactic sessions supplemented by faculty-led workshops facilitate individual, small group, and plenary engagement, aiding mentored research application. Residents benefit from dedicated time throughout the program to develop, implement, and report on their dissertation work. Faculty members receive training in dissertation supervision from seasoned experts, ensuring residents are guided by faculty with expertise in producing publication-quality research. Outcomes: This approach has resulted in a 98% - 100% dissertation completion and graduation rates. Residents’ research topics are drawn from a range of themes. Research findings are disseminated departmentally, at university-wide Faculty Academic Rounds, peer reviewed journals, conferences and at the University’s Annual Early Career Researchers symposium. Lessons learnt: Implementing a system-wide strategy that involves a structured research curriculum delivered longitudinally alongside predetermined research milestones, facilitated by a multidisciplinary team comprising of dedicated supervisors, provision of financial and resource support, including protected research time, ongoing faculty development in dissertation supervision, and wide dissemination of institutional research policies, is poised to expedite dissertation completion, ensuring high quality research whilst enhancing the dissemination of research outputs. Dissertation Curriculum Postgraduate Research Methods Resident Innovation in Training Research milestones Longitudinal approach Medial education Background Residency training programs are expected to provide an opportunity for residents to be exposed to research ( 1 ). In an era where research plays a pivotal role in advancing knowledge and addressing complex global health challenges, the importance of effective research methods training cannot be overstated. Health research training is fundamental to the advancement of medicine and population health whether through identifying optimal therapies or disease causes or understanding patients’ perception on health, ill health and available preventive and therapeutic modalities. Health research therefore has a central role in improving the health of individuals and populations, which is a professional responsibility of all doctors and medical students striving to specialize within the medical profession. Notably, physicians are in a unique position to translate their experience into research investigations through their daily interaction with patients, which may in turn result in positive patient outcomes. Furthermore, whether or not a doctor pursues a research career, they still need to be able to critically review work undertaken by others as a means of validating the content and relevance to their context ( 2 ), and in the application of evidence based medicine. In addition, every clinician is responsible for evaluating their own practice, in a robust and meaningful way, therefore use of research skills is imperative. As such, it is important for medical students to be provided with the foundation needed to develop their own rigorous and informed approaches to research and critical review of evidence through training. Several barriers impede health research training in many Post-Graduate Medical Education Programs (PGME), particularly in developing countries. These include, among others, both faculty and students being unfamiliar with the institutional research policies and guidelines, long and tedious proposal approval and ethics review processes, lack of enforcement in supervision load limit ( 3 ), lack of dedicated research curriculum ( 4 ),( 5 ),( 6 ), inadequacy of research faculty, underdeveloped research culture, competition for time between clinical expectations and research( 4 ),( 6 ), inadequate supervision, guidance and mentorship, and limited financial( 4 ),( 7 ),( 6 ), ( 3 ) and other resources ( 2 ).The challenges contributing to failure by postgraduates to complete dissertation research on schedule are related to inadequacies of the supervisors, of the academic institutions, and students’ personal and academic problems ( 8 ) ( 9 ) ( 10 ). Lack of dedicated research curriculum is consistently highlighted in academic literature as a significant obstacle, impeding the progress and timely completion of postgraduate medical education ( 4 ),( 5 ),( 6 ). The quality and relevance of curricula in health training institutions, including medical schools, are also found to be inadequate, failing to prepare students for clinical placement and national health needs ( 11 ). These studies indicate that trainings in most institutions with some level of postgraduate research are largely theoretical, running over a term or semester, this is likely to lead to poor learning outcomes, delays in completing postgraduate studies, frustrations and negative attitudes towards research, unethical conduct of research and low conversion of dissertations into publications, mainly because it is not a mandatory requirement ( 3 ). These challenges hinder the development of research skills among students and impede the generation of knowledge crucial for addressing local and global health issues. In East Africa, where higher education institutions face similar constraints particularly in relation to curriculum design and delivery, innovative approaches are essential to overcome these barriers and promote scholarly excellence. We describe such an approach, developed, and implemented within the residency program at Aga Khan University’s Medical College in East Africa (AKU-MCEA), that is a Dissertation-Centric postgraduate research curriculum which is delivered longitudinally in tandem with expected research milestones, along with the creation of a supportive research environment. This manuscript outlines this unique curriculum approach, its implementation, and outcomes with specific focus on the governing policies, regulations and practices underlying successful implementation, offering valuable insights for educators and institutions seeking to enhance research training and implementation at the post-graduate level. Methods A review of the AKU-MCEA post-graduate research methods curriculum was conducted based on implementing Departments’ experience, institutional policies, and residency programme output. Post Graduate Research Methods Curriculum Implementation This section outlines the development of research methods curriculum, the content, implementation, delivery strategies and curriculum governing principles, regulations, and practices. 1. Curriculum Development The postgraduate research methods curriculum adopted by AKU-MCEA responds to the needs identified in practice and policy. Based on needs assessment, clear, measurable learning objectives were defined for the curriculum. The curriculum undergoes review every 5 years as recommended by the regulatory body in Kenya, the Commission for University Education (CUE), aimed at ensuring it is fulfilling its purpose as well as being responsive to emerging trends, changing student needs and an ever-evolving research field. In addition, regular evaluation of the effectiveness of the curriculum is undertaken through residents’ surveys, course evaluation through the Virtual Learning Environment (VLE) platform and outcomes assessment. The information generated from these evaluations is used to guide any adjustments and enhancements to the delivery of the curriculum and this goes a long way in improving the curriculum and in meeting the expected outcomes. 2. Curriculum Content The research methods curriculum content aims at enhancing the ability of residents to develop research question, undertake a systematic literature search, design a research study, collect, and manage data, conduct data analysis, write a research paper, and disseminate findings in different forums. The curriculum is designed to cover various core components including fundamental research methodologies, data management and statistical analysis, as well as critical appraisal techniques, while addressing essential research skills, such as literature review, research ethics, data management, and research proposal writing, in a structured manner. The resulting curriculum guides delivery of a research methods course that is divided into four thematic areas delivered in four modules. The implementation roadmap is overseen by the office of the Postgraduate Medical Education (PGME), while content delivery is led by the Department of Population Health (DPH). The first of the four thematic areas; Introduction to Research and Ethical Conduct of Research, is aimed at providing a broad introduction to the concepts and principles of research, ethical conduct of research using human subjects and to impart skills necessary for the development of research questions and scientific writing. Content covered in this section include Ethical conduct of research; Introduction to research and steps in the research process; Formulating Research Questions; Sources of and acquisition of literature; Critical appraisal of healthcare literature; Introduction to summarizing evidence; and Introduction to scientific writing. The second thematic area is Introduction to Research Methods, whose purpose is to introduce epidemiology by exposing residents to the principles, methodologies, uses, and application of epidemiological methods in biomedical, clinical, and population health research. Content covered in the second section is Introduction to Epidemiologic concepts and principles; Measurement of disease and health in populations; Introduction to Common research designs; and Issues in Epidemiologic studies. The third thematic area is Introduction to Qualitative Research, which aims to introduce residents to the field of qualitative research and to equip them with knowledge, skills, and techniques necessary to undertake independent research using this methodology. Content covered in the third section is Introduction to qualitative research; Qualitative research designs; Sampling in qualitative research; Qualitative research methods; and analyzing and interpreting qualitative data. The fourth thematic area is Biostatistics in health research. The purpose of this final thematic area is to introduce residents to biostatistical approaches by exposing them to the principles, methodologies, uses, and applications of statistical methods in biomedical and clinical research. Content covered includes Introduction to Biostatistics; Descriptive Statistics; and Inferential Statistical Methods. Residents additionally receive training in Data Management Practices. 3. Curriculum Implementation AKU-MCEA has adopted a Dissertation-centric Research Curriculum that runs across the four-year Master of Medicine (MMEd) programme, across nine different specialties ( 12 ). The framework of the curriculum supports progressive learning and skill acquisition. Starting with introductory content and gradually introducing advanced concepts as residents progress with their research. The latter creates pathways for residents to build expertise over time, encouraging them to continually refine their research methods and strategies. Research ethics and responsible conduct of research and compliance with institutional regulations is integrated into the curriculum. Each resident is expected to understand the ethical considerations specific to their research topic. The Research methods and Biostatistics is also offered as a mandatory common course for all enrolled residents and is intended to enable the trainees to develop a well-designed, implemented and reported research dissertation in partial fulfillment of the requirements for graduation. The execution of the dissertation work is provided for from the first to the fourth year of training ( 12 ). The adoption of a longitudinal approach to teaching research methods aims to provide residents with the knowledge, skills, and support necessary to successfully complete their dissertations. Each academic year has expected research milestones against which a resident is evaluated and assessed and cannot proceed to the next level unless these milestones have been achieved. These milestones include a clear and focused research question and a two-page concept paper at the end of year one; a fully developed dissertation proposal at the end of year two; analyzed data at end of year three which is to be incorporated into the dissertation, expected to be complete and ready for examination at the end of the first quarter of year four alongside a manuscript which ought to be ready for submission to a peer reviewed journal. Each academic year of the PGME programme has four quarters, and the four thematic areas in the research curriculum are covered in modules delivered over a period of the four years of the MMed programme, with a dedicated cumulative 96.5 contact hours (54 taught hours and 42.5 workshop hours). Upon admission to the University, PGME residents are expected to mandatorily take and pass the Collaborative Institutional Training Initiative (CITI) course on ethical conduct of research, offered as an online self-study course. This is a prerequisite to participation in the rest of the research methods sessions. During the first quarter of year one of the residency, students work with faculty and supervisors in their respective departments to identify potential research questions, which they bring to the first research methods session conducted in the second quarter of year one. The first module, Introduction to research and ethical conduct of research is covered in the second half of year one over 22.5 contact hours (10.5 lecture and 12 workshop hours). A session to differentiate between qualitative and quantitative research studies is held in the first module as it determines the research approach to be undertaken right from developing the research question. During the workshop, faculty work with residents to refine their research questions, making sure they follow the Patient/Population, intervention, comparison, outcome, and time (PICOT) framework. Residents are also equipped with the knowledge, skills, and tools to undertake a systematic search for and critically appraise and summarize literature relevant to their specific research question as a foundational step in developing their research proposals. In addition, they are provided with sessions on steps of a research process an introduction to scientific writing. The introductory parts of module two, Introduction to Epidemiologic principles and Measurement of Disease and Health in Populations is also covered in the second half of year one. These lay the groundwork for residents’ understanding of the science of epidemiology, its applications, and its significance in quantitative health research. The didactic components of the course are complemented with aligned faculty guided workshops in which residents work individually, in small groups and in the plenary to apply the theory learnt to their actual research topics. Each teaching and workshop session lasts on average 2 hours. Residents are expected to develop a 2-page concept paper as a key deliverable at the end of the module. The remaining content of module two i.e., Introduction to common research designs; Issues in Epidemiologic studies (Measurement Errors, Selection & Information bias, Confounding and interaction, Causality); Introduction to Biostatistics; Introduction to qualitative research ; and Writing for publication are delivered in the first half of year two of residency. Module two is covered over a duration of 44 contact hours (30 taught hours and 14 workshop hours). Didactic interactive sessions cover topics such as introduction to common research designs and issues in epidemiology. Each taught and workshops session last between 1–4 hours. Residents are expected to produce a full dissertation proposal for submission to the Institutional Scientific Ethics and Review Committee (ISERC) as a deliverable. After approval of protocol by various regulatory bodies, data collection commences late in the second year or early in the third year of training. The third module, Biostatistics in health research and qualitative analysis is covered in the second half of year 3. In this module residents are trained to apply data management, descriptive and analytical statistical approaches, and qualitative analysis through practical application on the range of data produced through their individual dissertation research work. The content covered in this module includes Descriptive Statistics, Students’ t-test, Chi squared tests, Correlation and linear regression, Logistic regression, Poisson regression, General linear models, Kaplan Meier and Cox regression models, Data Management practices and Analyzing quantitative and qualitative data. The content is covered over a period of 30 contact hours (13.5 taught and 16.5 workshop hours) systematically spread out across the third year. At the end of the third year the resident is expected to have completed analyzing their data and drafted a dissertation results section. The fourth module, Writing support is offered in the 2nd half of year 3 and 1st half of year 4 of study. This is done through editorial support offered by professional editors at the university library alongside the content and methodology supervisors. Residents are supported to write up their results and complete their full dissertation as well as produce a manuscript for publication. A dissertation should be ready in the first quarter of year four of residency. The resident is also expected to develop a manuscript for submission to a peer reviewed journal (it is important to note that manuscript submission follows final dissertation submission for examination). Students are required to disseminate the final work through conferences, symposia, and other approved forums, such as the weekly university wide Faculty Academic Rounds (FARs), the Annual Early Career Researchers symposium (AECRS). 4. Curriculum Delivery Strategies The delivery of the curriculum is undertaken by multiple health professionals with dynamic experience in epidemiology, biostatistics, qualitative methods, and critical writing skills. Furthermore, each resident is assigned 2–4 experienced methodological and content supervisors to provide guidance, review research proposals, offer methodological expertise, and facilitate networking opportunities. Technology is used in the delivery of the curriculum content across East Africa-campuses (coupled with in person workshops), in turn promoting access and wide coverage across countries where the residents are based. The delivery of the curriculum occurs through interactive didactic lecturers, workshops, seminars, and practical training. Hands-on training sessions using research tools and software relevant to the respective residents' research method/design is also undertaken. Varied assessment methods at each stage, including oral presentations, written reports, and peer reviews are utilised through an established feedback loop where residents receive constructive feedback from mentors, peers, and faculty members. These strategies are intended to promote continuous improvement. To successfully deliver this curriculum, a comprehensive set of resources, including textbooks, journals, online databases, and software tools, tailored to residents' research domains are provided by the AKU Library. Residents are guided by professionally trained librarians on how to search for physical reference materials, and how to use Artificial Intelligence (AI) techniques in literature review. Overall, the curriculum aims to provide methods and tools for a successful dissertation, impart essential research and critical appraisal skills that would equip the students to become adept and successful practitioners of evidence-based medicine as well as to consider career options in clinical research. 5. Curriculum Governing Principles, Regulations, and Practices. Successful implementation of the research methods curriculum at AKU may be attributed to several principles and practices. Firstly, the postgraduate research policy and guidelines are disseminated to the residents during orientation to the MMed program with an aim of setting out the expected research milestones; and secondly, the research methods course content is thereafter delivered longitudinally over a period of four years in tandem with expected research milestones. Notably, faculty and staff undergo capacity development in dissertation supervision and research, under the stewardship of more experienced MCEA Faculty, led by the DPH with support from other departments, among which include the Academic Office, the Research Office, AKU Library and Grants Office. In addition, delivery of the curriculum is undertaken by multiple health professionals with dynamic experience in epidemiology, biostatistics, qualitative methods, and critical writing skills. Furthermore, residents receive support and supervision from 2–4 supervisors. Technology is used in the delivery of the curriculum content across East Africa-campuses (coupled with in person workshops), in turn promoting access and wide coverage across countries where the residents are based. The MCEA provides each resident with research support of USD $ 1000 upon successful application. Residents have unfettered access to critical research infrastructure (library, internet), as well as protected research time for successful dissertation completion alongside on-demand research methodology and scientific writing consulting clinics. Quality assurance mechanisms have been put in place to ensure quality dissertation and research outcomes. 6. Curriculum Implementation Outcome Implementation of the Dissertation-Centric research curriculum longitudinally in line with expected research milestones at AKU-MCEA has been instrumental in addressing the barriers to post-graduate research training and promote a culture of scholarly excellence. The first cohort of residents was enrolled in 2004. Intake into the program happens annually. As of September 2023, a total of 552 residents had been successfully enrolled into the PGME training program. Out of 407 residents eligible for graduation, 363 (89.2%) have successfully completed their training. Notably, dissertation completion is one of the prerequisites for graduation, 6 out of 363 (1.7%) enrolled between 2004–2020 graduated a year after their scheduled date due to a delay in completing their dissertation. This is a stark contrast from delayed completion rates reported in other Health Science institutions within the region. For instance, a study in Makerere University College of Health Sciences reported a delayed dissertation completion rate of 82.2% ( 13 ). The demand for, and enrollment to the AKU-MCEA residency programme has been on an upward trend with more than 70% increase in demand for the programmes since 2017. Discussion The principles and practices supporting residents’ timely completion of dissertation over the years are discussed in this section. The latter can be broadly categorized as institutional (well-designed curriculum, hybrid curriculum delivery, clearly defined milestones, collaborative teaching and supervision, quality assessment mechanisms, financial and other resources), personal (protected time), and supervisor (supervision and research capacity building) related factors. a) Institutional Related Factors AKU has a specific vision of undertaking research aimed at advancing knowledge globally as well as promoting public policy that addresses underlying needs of communities and individuals in developing countries. Over the years the University has put in place mechanisms and systems that nurture and support students and faculty to undertake high quality research which has contributed to general improvement of the research culture within the institution. The medical college is keen on naturing faculty and residents in research, in 2023, 2,560 papers were published by faculty and residents with 117, 639 downloads in total and 28, 453 of these occurred in the past year ( 14 ). Residents are often engaged as junior researchers and co-investigators in several research projects in the MCEA. Dedicated Research Methods Curriculum Implementing a longitudinal as well as dedicated multifaceted research curriculum significantly increases residents’ research skills, satisfaction and participation in scholarly activities including dissemination of findings at regional and national forums, ( 15 ) ( 16 ). Some learning institutions lack a dedicated research curriculum, and for those with some level of research training, these trainings are largely theoretical running as a block delivered over a term or semester, leading to poor research outcomes. A research curriculum delivered longitudinally in tandem with expected research milestones, using a variety of approaches such as interactive didactic session, complemented by mentored workshops and plenary sessions, empowers residents by honing their research skills, fostering in-depth knowledge in a specific area, and promoting critical thinking by requiring them to analyze complex issues, synthesize vast amounts of information, identify gaps in existing knowledge, and formulate original research questions. This approach is highly likely to lead to publications and dissemination by encouraging residents to generate original research findings. A dedicated research curriculum often includes research focused lecture series, journal clubs, financial support for dissertation research implementation and dissemination, a clearly outlined timeline for research project completion, dedicated research time built within residency program schedule( 16 ) ( 15 ). Scientific Ethical Review and Postgraduate Guidelines Academic and Research institutions have set up ethics review procedures requiring researchers to seek approval to undertake research by applying to the Ethics board. This practice is acknowledged to be a contributor to ethical conduct of research. However, the rules and conditions under which the review boards operate have been criticized as being bureaucratic, unnecessarily, obstructive and sometimes unethical ( 17 ). Most learning institutions have postgraduate guidelines that guide students’ research; however, these guidelines are often not available to students, faculty, and staff. This hinders uniformity of research products and timely completion of dissertation. Indeed, ethical review procedures and review boards and committees within most academic and research institutions need improvement ( 18 ).The Institutional Scientific Ethics and Review Committees should make known to the faculty and students the ethical review timelines so that they can prepare adequately, however, this is often not done and is likely to lead to delays in the research process. The AKU postgraduate research policies and guidelines have clearly spelt out milestones,( 12 ), these guidelines are available in the university website and are disseminated to faculty and staff and to the residents during orientation to postgraduate programs. In addition, AKU-ISERC circulates the annual schedule of its activities including ethical review timelines, information that is important for researchers to plan ahead, ( 19 ). This facilitates timely ethical review of protocols. Interprofessional collaboration in Curriculum Delivery Interprofessional collaboration in delivering research training to residents offers numerous advantages: it fosters diversity in exchange of ideas, thereby harnessing expertise from various healthcare disciplines. Additionally, it optimizes resource utilization, improving research quality and efficiency. Overall, interprofessional training empowers residents to become well-rounded professionals capable of addressing complex healthcare challenges in a comprehensive and holistic manner( 20 ). The residency research curriculum at AKU-MCEA is delivered by multiple health professionals. Among them are epidemiologists, biostatisticians, social scientists, diagnostic experts, research scientists and critical writing skills professionals. Interprofessional collaboration in education is an approach that may be used to develop medical students to be able to work as interprofessional team members, these collaborations often address complex medical issues ( 21 ). This approach has been used by AKU to deliver the research curriculum, and to address the challenges that residents face in undertaking research. Benefits of collaborations include accomplishing research tasks as well as other less tangible benefits including, information networks, different perspectives, and stimulating explanations to old challenges ( 22 ). Blended Delivery of Research Curriculum Blended learning is an educational experience delivered via a combination of face-to-face and online activities, it is widely used in academic institutions to complement or replace classroom-based teaching, ( 23 ). Blended learning offer numerous benefits in enhancing student experience, furthermore attention must be paid in integrating online and classroom aspects of the teaching program, as well as developing appropriate administrative support systems to facilitate learning ( 24 ). This approach is reported to lead to better learning outcomes, enhanced flexibility of access to learning that encourages the student's autonomy, introspection, and research capabilities ( 25 ). The residency programs in AKU are offered in the twin MCEA campuses (Nairobi and Dar es Salaam) in Kenya and Tanzania in East Africa. The research curriculum is thus delivered in a blended format. The content is delivered online via the Zoom platform, and the recorded sessions are shared on the university’s VLE platform. The blended technology is used to deliver the curriculum content both synchronously and asynchronously, as well as streamline data collection, analysis, and dissemination in training of residents. It aids in literature review, data management, and statistical analysis, without the hinderance of geographical barriers. Online databases and communication tools facilitate remote collaborations with mentors and experts, enhancing research efficiency and quality in resident training. Besides scheduled online research class sessions, residents may seek methodological support through DPH which provides research methodology clinics to all residents, faculty and staff in AKU-EA campuses. The residents can also access editorial support from university library staff. Financial Support and Resources Availability At AKU students may seek funding to finance costs of their research work from their departments, seed funding from their college or the University Research Council (URC). If eligible students receive URC funding of up to US $ 2,000 for residents, US $ 3,000 for masters, and US $ 10,000 for PhD projects,( 26 ). At the MCEA, residents receive US $ 1,000 of Dean’s seed funding to support research cost. This funding is managed by the finance department, which pays for the respective research costs including research assistants and materials. Research materials are acquired from prequalified suppliers, while else the research personnel are recruited through the human resources department. Residents do not receive the funding directly; this funding arrangement ensures funding is used for the intended purpose. The financial support extended to residents to meet the costs of their dissertation work plays a pivotal role in reducing the weight and worries of financing their study. This enables them to focus on research, access necessary resources, and dedicate more time to their studies. This support enhances the quality and completion rate of dissertations, fostering academic and professional growth. In addition, other critical resources are available, including a library with readily available resources including online databases, journals, books, print and other resources, ( 27 ) . Disseminating Dissertation Research Results Many universities mandate that researchers share their results through publications and other dissemination channels, ( 3 ). Medical specialist are expected to lead multi-professional healthcare teams, be experts in their fields, and be able to assimilate pertinent medical knowledge and critically assess emerging findings in the literature as such, they must possess a level of familiarity with the medical literature that can only be attained by conducting research and publishing papers themselves, ( 28 ). The dissemination of research through peer-reviewed publications is critical for the profession and the professional development of the upcoming medical scientist ( 29 ). Dissemination of research results by AKU residents is done at departmental level, during research seminar series, at university organized forums such as the FARs and at AECRS and local and internation conferences relevant to specific research areas. Residents are required to present dissertation results at the FARs or symposium as eligibility to sit for Part II examination in fourth year. Final dissertation submission is accompanied by a letter of acknowledgement of submission receipt or acceptance for publication as evidence for manuscript submission to a peer review journal, along with a copy of the submission ( 14 ). Research and Dissertation Quality Assessment Mechanisms The quality management of dissertations is directly related to the quality of postgraduate training. Quality improvement and control measures improve dissertation quality as well as provides basic guarantee for cultivating higher-level talents ( 30 ). Principles and Practices for assessing the quality of postgraduate education and research have been implemented in learning institutions. For example, in South Africa quality metrics are used to monitor indicators such as progress through the degree, quality of dissertations, skills for communicating research, quality of the research training environment, research impact, completion, attrition and career placement ( 3 ). Curriculum initiatives such as having faculty research coordinators, research and conference tracking systems, and resident research coordinator are systems that can improve residency scholarly productivity both during residency and after ( 31 ). The MCEA has implemented procedures to monitor the quality of residents' dissertations, including on-going improvement of the curriculum based on learner and faculty/supervisor feedback, establishment of Departmental Research Committees (DRCs) or Department Dissertation Committees (DDCs). These committees are tasked with ensuring adherence to dissertation timelines and maintaining supervision records. Additionally, ongoing research related to dissertations is monitored in line with guidelines set by the Scientific Research Committee (SRC). Each student is responsible for maintaining an updated record of their dissertation supervision activities, documenting all interactions with supervisors and agreed-upon actions. Dissertations undergo evaluation by two external examiners, upon approval by supervisors and endorsement from the Chief Internal Examiner (CIE). A confirmation from the Associate Dean, PGME serves as evidence of DRC satisfaction with the submitted work, accompanied by a Turnitin report indicating a similarity index of 15% or less. A dissertation is deemed successful if at least two examiners approve it. In cases where one examiner approves and the other rejects a dissertation, an impartial examiner with research and supervision experience is appointed by the CIE, following SRC advice, to mediate. The decision of the impartial reviewer is final. Upon final submission, a letter acknowledging receipt or acceptance for publication in a peer-reviewed journal, along with a copy of the submission, accompanies the dissertation. Final dissertations undergo review by the Dissertations Standard Sub-Committee (DSC) before being archived by the Academic Office through the CIE ( 12 ). b) Residents’ Personal Related Factors Protected research time Protected training and research time coupled with mentorship from senior faculty, and funding can lead to residents’ research productivity and accomplishment, ( 32 ), furthermore, presence of and the type of dedicated research time (blocked, longitudinal, or no dedicated time) correlate with residents’ research productivity ( 33 ).Residents at AKU have time protection from their clinical responsibilities during research methods training and research, ( 12 ). The curriculum is delivered over a period of four years within 96.5 contact hours (54 taught hours and 42.5 workshop hours). In addition, residents are allowed protected time of up to eight weeks to undertake various research activities including data collection, analysis and report writing. Protected research time for residents is crucial for successful dissertation completion. It allows residents to concentrate on their research, literature review, data collection, and analysis without the distractions of clinical duties. This dedicated time ensures quality and depth of resident’s work, contributing to academic and professional development. Recognition of Outstanding Research Upon completion of the dissertation, Departments normally submit a choice of the best dissertation in the departments to a committee of members selected by the University registrar. Upon a rigorous assessment by a team of more than three external reviewers the best dissertation receives recognition of outstanding work at the annual convocation. c) Supervisor Related Factors Supervision of Residents Dissertations Supervision is a clearly defined interpersonal relationship between dissertation supervisors and students. The supervisor is tasked with guiding the student's progress in their research endeavors. Effective supervision is integral to the student's success and carries moral, reputational, and financial implications for the institution ( 34 ). Supporting residents academic work may encourage residents to engage in a variety of academic oriented activities ( 32 ). Supervisors facilitate access to resources, review drafts, and offer constructive feedback, ensuring research quality, as well as shaping well-rounded and research-focused medical professionals ( 8 ). At AKU-MCEA, the resident -as-researcher needs the support of content and methodological supervisors who are selected based on an agreed criteria of merit to include methodology training or a track record of scientific publication showing ability to supervise and mentor students in research related activities. Supervision plays a pivotal role in guiding and supporting residents in refining research questions, developing research methodologies, and navigating challenges. Faculty Development in Dissertation Supervision and Research Training Despite the recognized significance of expertise in research supervision, research skills are not typically prioritized in recruitment of academic staff. Additionally, newly hired faculty members often find themselves heavily involved in teaching, administrative duties, and healthcare services, which hinders their ability to develop expertise in areas like research supervision. Furthermore, faculty members exhibit notable deficiencies in various aspects of research activities, including problem definition, research methodology selection, data analysis, result interpretation, and scientific article publication. There is a notable absence of comprehensive and structured training programs aimed at improving supervisor research competencies. Development of expertise in research supervision significantly contributes to the quality of both the dissertation and research ( 34 ). Learning institutions, both public and private, have staff development programs that provide scholarships for researchers to enable them to support postgraduate students ( 3 ). In line with AKU research vision, all faculty members are required to engage in a balanced range of teaching/student supervision, scholarly work/research, and community/clinical service. To support faculty to achieve their career goals and contribute to the vision of the University, AKU strives to create and foster an environment conducive to continuous learning so that Faculty can perform to the highest standards. The MCEA through DPH organizes and facilitates early career faculty development training in dissertation supervision and research, to equip them with supervisory skills and as well as enable them to become independent researchers. The faculty training covers three modules: 1) Dissertation Supervision 2) Research Methods and 3) Mentored Grant/Proposal Development. The training is delivered longitudinally over a period of one year with an expected output of grant submission to a funder. This training and certification are a prerequisite for allocation of supervisory duties. Continuously enhancing the academic skills of faculty members can lead to the cultivation of valuable expertise among supervisors, thus facilitating a better grasp of their capabilities in guiding thesis projects ( 34 ). Conclusion The Dissertation-centric longitudinal approach to post-graduate level research methods training has proven to be a successful and transformative research training model. Having a dedicated research curriculum delivered longitudinally in tandem with expected research milestones, delivered through a systems-wide design of interactive didactic sessions complemented with mentored workshops delivered by multiple health professionals and a dedicated team of supervisors, in addition to having financial and resource support, protected research time, development of faculty skills in dissertation supervision and research, disseminating dissertation research policies and guidelines to faculty, staff and students/residents is likely to lead to timely completion of dissertation and accelerate dissemination of research findings. Abbreviations AI Artificial Intelligence AECRS Early Career Researchers Symposium AKU Aga Khan University CIE Chief Internal Examiner SRC Scientific Research Committee CITI Collaborative Institutional Training Initiative CUE Commission for University Education DDC Departmental Dissertation Committee DPH Department of Population Health DSC Dissertations Standard Sub-Committee DRC Department Research Committee FARs Faculty Academic Rounds ISERC Institutional Ethics Committee MCEA Medical College East Africa MMEd Master of Medicine PGME Postgraduate Medical Education PICOT Patient/Population, intervention, comparison, outcome and time URC University Research Committee VLE Virtual Learning Environment Declarations Ethics approval and consent to participate Ethical approval was obtained from the Aga Khan University Nairobi Institutional Scientific Ethics and Review Committee, approval number, Ref: 2024/ISERC-44(v1). Consent for publication Not applicable Availability of data and materials The datasets used during the current study are available from the corresponding author on reasonable request. Competing interests The authors declare no competing interests. Funding No funding was used for this project. Authors' contributions All authors are implementers of the research methods curriculum. EMM and AKN conceptualized the idea, EMM drafted the manuscript, all authors collectively reviewed and edited the manuscript. All authors have approved the final manuscript. Acknowledgements The authors would like to express their gratitude to the faculty, staff, and residents of The Aga Khan University in East Africa for their invaluable contributions and commitment to advancing research excellence through the longitudinal approach to delivery of the research methods curriculum in tandem with expected research milestones. References Education ACfGM. Common program requirements. 2020 https://www.acgme.org/What-We-Do/Accreditation . Common-Program-Requirements Accessed February.22. Hebert RS, Levine RB, Smith CG, Wright SM. A systematic review of resident research curricula. Acad Med. 2003;78(1):61–8. Mukhwana EOS, Too J, Some DK. State of Post Graduate Research and Training in kenya. Nairobi; 2016. Rivera JA, Levine RB, Wright SM. Completing a scholarly project during residency training: perspectives of residents who have been successful. J Gen Intern Med. 2005;20(4):366–9. Alguire PC, Anderson WA, Albrecht RR, Poland GA. Resident research in internal medicine training programs. Ann Intern Med. 1996;124(3):321–8. Zimmerman R, Alweis R, Short A, Wasser T, Donato A. Interventions to increase research publications in graduate medical education trainees: a systematic review. Archives Med Sci. 2019;15(1):1–11. Young RA, DeHaven MJ, Passmore C, Baumer JG. Research participation, protected time, and research output by family physicians in family medicine residencies. FAMILY MEDICINE-KANSAS CITY-. 2006;38(5):341. Ahmed F, Mahboob U, AN ANALYSIS OF RESEARCH PROPOSALS AND CHALLENGES FACED BY POSTGRADUATE, TRAINEES IN INTERNAL MEDICINE AND ALLIED DISCIPLINES DURING FELLOWSHIP TRAINING PROGRAM. : A QUALITATIVE STUDY. Khyber Medical University Journal. 2016;8(2). Din Ku, Abbas M, Abdullah NA. Factors affecting university students’ motivation in conducting research thesis: a case study of Karakorum International University, Gilgit-Baltistan, Pakistan. Perspectives: Policy and Practice in Higher Education. 2022;27:105 – 13. Thondhlana S, Mawere D, Weda ZL. Factors Affecting Completion of Research Projects by Students: A Study of Three Zimbabwe Open University Regions. Int Open Distance Learn J. 2011;1. Mumbo MHaK J. Assessment of Quality and Relevance of Curriculum Development in Health Training Institutions: A Case Study of Kenya. Hum Resour Health. 2015;13:67. Aga Khan University. Postgraduate Medical Education: The Aga Khan University. 2023 [ https://www.aku.edu/mcea/pgme/Pages/mmed.aspx . Nakawunde A. Incidence and factors associated with delayed completion of dissertations by graduate students at Makerere University College of Health Sciences. 2015. Aga Khan University. AKU Institutional Repository; Medical College East Africa 2023 [ https://ecommons.aku.edu/eastafrica_fhs_mc/ . Arora V, Bell PF, Hagberg S. Cultivating change: Engaging residents in research. Int J Psychiatry Med. 2020;55(5):376–83. Simasek M, Ballard SL, Phelps P, Pingul-Ravano R, Kolb NR, Finkelstein A, et al. Meeting Resident Scholarly Activity Requirements Through a Longitudinal Quality Improvement Curriculum. J Graduate Med Educ. 2015;7(1):86–90. Head G. Ethics in educational research: Review boards, ethical issues and researcher development. Eur Educational Res J. 2020;19(1):72–83. Romano A. Ethical Review as a Tool for Enhancing Postgraduate Supervision and Research Outcomes in the Creative Arts. Volume 36. ACCESS: CONTEMPORARY ISSUES IN EDUCATION; 2016. pp. 57–67. 1 . Aga Khan University. Institutional Scientific and Ethics Review Committee 2023 [updated 3rd. November 2023. https://www.aku.edu/research/urc/erc/Pages/erc-ke.aspx . van Diggele C, Roberts C, Burgess A, Mellis C. Interprofessional education: tips for design and implementation. BMC Med Educ. 2020;20(2):455. Bridges D, Davidson RA, Soule Odegard P, Maki IV, Tomkowiak J. Interprofessional collaboration: three best practice models of interprofessional education. Med Educ Online. 2011;16(1):6035. Green BN, Johnson CD. Interprofessional collaboration in research, education, and clinical practice: working together for a better future. J Chiropr Educ. 2015;29(1):1–10. Ngoasong MZ. Curriculum Adaptation for Blended Learning in Resource-Scarce Contexts. J Manage Educ. 2022;46(4):622–55. O’Connor C, Mortimer D, Bond S. Blended learning: Issues, benefits and challenges. Int J Employ Stud. 2011;19(2):63–83. Poon J. Blended learning: An institutional approach for enhancing students' learning experiences. J online Learn Teach. 2013;9(2):271. Aga Khan University. Research Policies; Policy and Guidelines for URC Intramural Funding 2023 [cited 2023 2023]. https://www.aku.edu/research/policies/Pages/home.aspx . aga Khan University. ​Libraries - East Africa 2023 [ https://www.aku.edu/library/ea/Pages/home.aspx . Alam M, Dirr MA, Anvery N, Christensen RE, Arndt KA, Brodell RT, et al. Performing research and publishing in the peer-reviewed medical literature should be a requirement for completion of post-graduate residency and fellowship training. Arch Dermatol Res. 2023;315(5):1405–8. Smaldone A, Heitkemper E, Jackman K, Joanne Woo K, Kelson J. Dissemination of PhD Dissertation Research by Dissertation Format: A Retrospective Cohort Study. Journal of Nursing Scholarship. 2019;51(5):599–607. Long H, Wang T, Zhou C, Tong L, Shi H, Dong Z. Research on the Quality Management System of Dissertation for Professional Degree Students. The Educational Review, USA. 2023;7(8):1152-6. Lennon RP, Oberhofer AL, McNair V, Keck JW. Curriculum changes to increase research in a family medicine residency program. Fam Med. 2014;46(4):294–8. Vinci RJ, Bauchner H, Finkelstein J, Newby P, Muret-Wagstaff S, Lovejoy FH Jr. Research during pediatric residency training: outcome of a senior resident block rotation. Pediatrics. 2009;124(4):1126–34. Williams BR, Agel JA, Van Heest AE. Protected Time for Research During Orthopaedic Residency Correlates with an Increased Number of Resident Publications. JBJS. 2017;99(13):e73. Bazrafkan L, Yousefy A, Amini M, Yamani N. The journey of thesis supervisors from novice to expert: a grounded theory study. BMC Medical Education. 2019;19(1):320. Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4287312","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":296303769,"identity":"e13ab796-d617-41ef-b424-c5c411b51696","order_by":0,"name":"Eunice Muthoni Mwangi","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA3klEQVRIiWNgGAWjYHACNiCWgLINbCBMHrw6mFG0pBGtBQ4OE9aiOyP/2IOPOyyAjORnD78UnJeXnJHA+OBtG24tZjeS2Q1nnpEAMtLMjWUMbhvOlkhgNpyLXwubNG8bUMvtBDNpCYPbjPMkEkAiRGlJ/wbUcs4eqIX9N5FacswkPxgcSAQ6jI0Zr5Yzj80kZ7ZJ8Jjdf1MmzWCQnDyz52Gz5JxzeLQcT3wm8bGtTs7szPFtkj/+2NnOOJ588MObMtxaYAAcEcyQ6GBsIKweBhh/EK92FIyCUTAKRhAAALdSSziiAjqRAAAAAElFTkSuQmCC","orcid":"","institution":"Aga Khan University Nairobi","correspondingAuthor":true,"prefix":"","firstName":"Eunice","middleName":"Muthoni","lastName":"Mwangi","suffix":""},{"id":296303771,"identity":"d02c07fd-afdf-450b-b63e-6aa949e961c2","order_by":1,"name":"Rosebella Alungata Iseme-Ondiek","email":"","orcid":"","institution":"Aga Khan University Nairobi","correspondingAuthor":false,"prefix":"","firstName":"Rosebella","middleName":"Alungata","lastName":"Iseme-Ondiek","suffix":""},{"id":296303773,"identity":"197d2775-cfa2-4db1-a0a5-d40a4cd7470b","order_by":2,"name":"Roselyter M. Riang’a","email":"","orcid":"","institution":"Aga Khan University Nairobi","correspondingAuthor":false,"prefix":"","firstName":"Roselyter","middleName":"M.","lastName":"Riang’a","suffix":""},{"id":296303776,"identity":"26f0b084-998c-4128-91fe-3003dfb57240","order_by":3,"name":"James Orwa","email":"","orcid":"","institution":"Aga Khan University Nairobi","correspondingAuthor":false,"prefix":"","firstName":"James","middleName":"","lastName":"Orwa","suffix":""},{"id":296303779,"identity":"73beb10c-2129-4d91-af78-d528efb83fc0","order_by":4,"name":"Kennedy Njenga","email":"","orcid":"","institution":"Aga Khan University Nairobi","correspondingAuthor":false,"prefix":"","firstName":"Kennedy","middleName":"","lastName":"Njenga","suffix":""},{"id":296303782,"identity":"a5d68d48-5e5e-4af8-97ea-e019c15e1b98","order_by":5,"name":"Anthony K Ngugi","email":"","orcid":"","institution":"Aga Khan University Nairobi","correspondingAuthor":false,"prefix":"","firstName":"Anthony","middleName":"K","lastName":"Ngugi","suffix":""}],"badges":[],"createdAt":"2024-04-18 11:09:35","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-4287312/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4287312/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":59562978,"identity":"aa5163d7-9fd9-4f1f-ab29-022cb322c098","added_by":"auto","created_at":"2024-07-03 08:38:18","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":627690,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4287312/v1/0e23b078-bba8-4335-90d3-ba997d9d4805.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\"Addressing Barriers to Post-Graduate Research Training in Low Resource Settings: An Innovative Approach in an Institution of Higher Learning in Kenya\"","fulltext":[{"header":"Background","content":"\u003cp\u003eResidency training programs are expected to provide an opportunity for residents to be exposed to research (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e). In an era where research plays a pivotal role in advancing knowledge and addressing complex global health challenges, the importance of effective research methods training cannot be overstated. Health research training is fundamental to the advancement of medicine and population health whether through identifying optimal therapies or disease causes or understanding patients\u0026rsquo; perception on health, ill health and available preventive and therapeutic modalities. Health research therefore has a central role in improving the health of individuals and populations, which is a professional responsibility of all doctors and medical students striving to specialize within the medical profession. Notably, physicians are in a unique position to translate their experience into research investigations through their daily interaction with patients, which may in turn result in positive patient outcomes. Furthermore, whether or not a doctor pursues a research career, they still need to be able to critically review work undertaken by others as a means of validating the content and relevance to their context (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e), and in the application of evidence based medicine. In addition, every clinician is responsible for evaluating their own practice, in a robust and meaningful way, therefore use of research skills is imperative. As such, it is important for medical students to be provided with the foundation needed to develop their own rigorous and informed approaches to research and critical review of evidence through training.\u003c/p\u003e \u003cp\u003eSeveral barriers impede health research training in many Post-Graduate Medical Education Programs (PGME), particularly in developing countries. These include, among others, both faculty and students being unfamiliar with the institutional research policies and guidelines, long and tedious proposal approval and ethics review processes, lack of enforcement in supervision load limit (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e), lack of dedicated research curriculum (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e),(\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e),(\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e), inadequacy of research faculty, underdeveloped research culture, competition for time between clinical expectations and research(\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e),(\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e), inadequate supervision, guidance and mentorship, and limited financial(\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e),(\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e),(\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e), (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e) and other resources (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e).The challenges contributing to failure by postgraduates to complete dissertation research on schedule are related to inadequacies of the supervisors, of the academic institutions, and students\u0026rsquo; personal and academic problems (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e) (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e) (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eLack of dedicated research curriculum is consistently highlighted in academic literature as a significant obstacle, impeding the progress and timely completion of postgraduate medical education (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e),(\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e),(\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e). The quality and relevance of curricula in health training institutions, including medical schools, are also found to be inadequate, failing to prepare students for clinical placement and national health needs (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e). These studies indicate that trainings in most institutions with some level of postgraduate research are largely theoretical, running over a term or semester, this is likely to lead to poor learning outcomes, delays in completing postgraduate studies, frustrations and negative attitudes towards research, unethical conduct of research and low conversion of dissertations into publications, mainly because it is not a mandatory requirement (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e). These challenges hinder the development of research skills among students and impede the generation of knowledge crucial for addressing local and global health issues.\u003c/p\u003e \u003cp\u003eIn East Africa, where higher education institutions face similar constraints particularly in relation to curriculum design and delivery, innovative approaches are essential to overcome these barriers and promote scholarly excellence. We describe such an approach, developed, and implemented within the residency program at Aga Khan University\u0026rsquo;s Medical College in East Africa (AKU-MCEA), that is a Dissertation-Centric postgraduate research curriculum which is delivered longitudinally in tandem with expected research milestones, along with the creation of a supportive research environment. This manuscript outlines this unique curriculum approach, its implementation, and outcomes with specific focus on the governing policies, regulations and practices underlying successful implementation, offering valuable insights for educators and institutions seeking to enhance research training and implementation at the post-graduate level.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eA review of the AKU-MCEA post-graduate research methods curriculum was conducted based on implementing Departments\u0026rsquo; experience, institutional policies, and residency programme output.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003ePost Graduate Research Methods Curriculum Implementation\u003c/h2\u003e \u003cp\u003eThis section outlines the development of research methods curriculum, the content, implementation, delivery strategies and curriculum governing principles, regulations, and practices.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e1. Curriculum Development\u003c/h2\u003e \u003cp\u003eThe postgraduate research methods curriculum adopted by AKU-MCEA responds to the needs identified in practice and policy. Based on needs assessment, clear, measurable learning objectives were defined for the curriculum.\u003c/p\u003e \u003cp\u003eThe curriculum undergoes review every 5 years as recommended by the regulatory body in Kenya, the Commission for University Education (CUE), aimed at ensuring it is fulfilling its purpose as well as being responsive to emerging trends, changing student needs and an ever-evolving research field. In addition, regular evaluation of the effectiveness of the curriculum is undertaken through residents\u0026rsquo; surveys, course evaluation through the Virtual Learning Environment (VLE) platform and outcomes assessment. The information generated from these evaluations is used to guide any adjustments and enhancements to the delivery of the curriculum and this goes a long way in improving the curriculum and in meeting the expected outcomes.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e2. Curriculum Content\u003c/h2\u003e \u003cp\u003eThe research methods curriculum content aims at enhancing the ability of residents to develop research question, undertake a systematic literature search, design a research study, collect, and manage data, conduct data analysis, write a research paper, and disseminate findings in different forums. The curriculum is designed to cover various core components including fundamental research methodologies, data management and statistical analysis, as well as critical appraisal techniques, while addressing essential research skills, such as literature review, research ethics, data management, and research proposal writing, in a structured manner. The resulting curriculum guides delivery of a research methods course that is divided into four thematic areas delivered in four modules. The implementation roadmap is overseen by the office of the Postgraduate Medical Education (PGME), while content delivery is led by the Department of Population Health (DPH).\u003c/p\u003e \u003cp\u003eThe first of the four thematic areas; Introduction to Research and Ethical Conduct of Research, is aimed at providing a broad introduction to the concepts and principles of research, ethical conduct of research using human subjects and to impart skills necessary for the development of research questions and scientific writing. Content covered in this section include Ethical conduct of research; Introduction to research and steps in the research process; Formulating Research Questions; Sources of and acquisition of literature; Critical appraisal of healthcare literature; Introduction to summarizing evidence; and Introduction to scientific writing.\u003c/p\u003e \u003cp\u003eThe second thematic area is Introduction to Research Methods, whose purpose is to introduce epidemiology by exposing residents to the principles, methodologies, uses, and application of epidemiological methods in biomedical, clinical, and population health research. Content covered in the second section is Introduction to Epidemiologic concepts and principles; Measurement of disease and health in populations; Introduction to Common research designs; and Issues in Epidemiologic studies.\u003c/p\u003e \u003cp\u003eThe third thematic area is Introduction to Qualitative Research, which aims to introduce residents to the field of qualitative research and to equip them with knowledge, skills, and techniques necessary to undertake independent research using this methodology. Content covered in the third section is Introduction to qualitative research; Qualitative research designs; Sampling in qualitative research; Qualitative research methods; and analyzing and interpreting qualitative data.\u003c/p\u003e \u003cp\u003eThe fourth thematic area is Biostatistics in health research. The purpose of this final thematic area is to introduce residents to biostatistical approaches by exposing them to the principles, methodologies, uses, and applications of statistical methods in biomedical and clinical research. Content covered includes Introduction to Biostatistics; Descriptive Statistics; and Inferential Statistical Methods. Residents additionally receive training in Data Management Practices.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e3. Curriculum Implementation\u003c/h2\u003e \u003cp\u003eAKU-MCEA has adopted a Dissertation-centric Research Curriculum that runs across the four-year Master of Medicine (MMEd) programme, across nine different specialties (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e). The framework of the curriculum supports progressive learning and skill acquisition. Starting with introductory content and gradually introducing advanced concepts as residents progress with their research. The latter creates pathways for residents to build expertise over time, encouraging them to continually refine their research methods and strategies. Research ethics and responsible conduct of research and compliance with institutional regulations is integrated into the curriculum. Each resident is expected to understand the ethical considerations specific to their research topic. The Research methods and Biostatistics is also offered as a mandatory common course for all enrolled residents and is intended to enable the trainees to develop a well-designed, implemented and reported research dissertation in partial fulfillment of the requirements for graduation.\u003c/p\u003e \u003cp\u003eThe execution of the dissertation work is provided for from the first to the fourth year of training (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e). The adoption of a longitudinal approach to teaching research methods aims to provide residents with the knowledge, skills, and support necessary to successfully complete their dissertations. Each academic year has expected research milestones against which a resident is evaluated and assessed and cannot proceed to the next level unless these milestones have been achieved. These milestones include a clear and focused research question and a two-page concept paper at the end of year one; a fully developed dissertation proposal at the end of year two; analyzed data at end of year three which is to be incorporated into the dissertation, expected to be complete and ready for examination at the end of the first quarter of year four alongside a manuscript which ought to be ready for submission to a peer reviewed journal.\u003c/p\u003e \u003cp\u003eEach academic year of the PGME programme has four quarters, and the four thematic areas in the research curriculum are covered in modules delivered over a period of the four years of the MMed programme, with a dedicated cumulative 96.5 contact hours (54 taught hours and 42.5 workshop hours). Upon admission to the University, PGME residents are expected to mandatorily take and pass the Collaborative Institutional Training Initiative (CITI) course on ethical conduct of research, offered as an online self-study course. This is a prerequisite to participation in the rest of the research methods sessions. During the first quarter of year one of the residency, students work with faculty and supervisors in their respective departments to identify potential research questions, which they bring to the first research methods session conducted in the second quarter of year one.\u003c/p\u003e \u003cp\u003eThe first module, \u003cem\u003eIntroduction to research and ethical conduct of research\u003c/em\u003e is covered in the second half of year one over 22.5 contact hours (10.5 lecture and 12 workshop hours). A session to differentiate between qualitative and quantitative research studies is held in the first module as it determines the research approach to be undertaken right from developing the research question. During the workshop, faculty work with residents to refine their research questions, making sure they follow the Patient/Population, intervention, comparison, outcome, and time (PICOT) framework. Residents are also equipped with the knowledge, skills, and tools to undertake a systematic search for and critically appraise and summarize literature relevant to their specific research question as a foundational step in developing their research proposals. In addition, they are provided with sessions on steps of a research process an introduction to scientific writing. The introductory parts of module two, \u003cem\u003eIntroduction to Epidemiologic principles\u003c/em\u003e and \u003cem\u003eMeasurement of Disease and Health in Populations\u003c/em\u003e is also covered in the second half of year one. These lay the groundwork for residents\u0026rsquo; understanding of the science of epidemiology, its applications, and its significance in quantitative health research. The didactic components of the course are complemented with aligned faculty guided workshops in which residents work individually, in small groups and in the plenary to apply the theory learnt to their actual research topics. Each teaching and workshop session lasts on average 2 hours. Residents are expected to develop a 2-page concept paper as a key deliverable at the end of the module.\u003c/p\u003e \u003cp\u003eThe remaining content of module two i.e., \u003cem\u003eIntroduction to common research designs; Issues in Epidemiologic studies (Measurement Errors, Selection \u0026amp; Information bias, Confounding and interaction, Causality); Introduction to Biostatistics; Introduction to qualitative research\u003c/em\u003e; and \u003cem\u003eWriting for publication\u003c/em\u003e are delivered in the first half of year two of residency. Module two is covered over a duration of 44 contact hours (30 taught hours and 14 workshop hours). Didactic interactive sessions cover topics such as introduction to common research designs and issues in epidemiology. Each taught and workshops session last between 1\u0026ndash;4 hours. Residents are expected to produce a full dissertation proposal for submission to the Institutional Scientific Ethics and Review Committee (ISERC) as a deliverable. After approval of protocol by various regulatory bodies, data collection commences late in the second year or early in the third year of training.\u003c/p\u003e \u003cp\u003eThe third module, \u003cem\u003eBiostatistics in health research and qualitative analysis\u003c/em\u003e is covered in the second half of year 3. In this module residents are trained to apply data management, descriptive and analytical statistical approaches, and qualitative analysis through practical application on the range of data produced through their individual dissertation research work. The content covered in this module includes \u003cem\u003eDescriptive Statistics, Students\u0026rsquo; t-test, Chi squared tests, Correlation and linear regression, Logistic regression, Poisson regression, General linear models, Kaplan Meier and Cox regression models, Data Management practices and Analyzing quantitative and qualitative data.\u003c/em\u003e The content is covered over a period of 30 contact hours (13.5 taught and 16.5 workshop hours) systematically spread out across the third year. At the end of the third year the resident is expected to have completed analyzing their data and drafted a dissertation results section.\u003c/p\u003e \u003cp\u003eThe fourth module, \u003cem\u003eWriting support\u003c/em\u003e is offered in the 2nd half of year 3 and 1st half of year 4 of study. This is done through editorial support offered by professional editors at the university library alongside the content and methodology supervisors. Residents are supported to write up their results and complete their full dissertation as well as produce a manuscript for publication. A dissertation should be ready in the first quarter of year four of residency. The resident is also expected to develop a manuscript for submission to a peer reviewed journal (it is important to note that manuscript submission follows final dissertation submission for examination). Students are required to disseminate the final work through conferences, symposia, and other approved forums, such as the weekly university wide Faculty Academic Rounds (FARs), the Annual Early Career Researchers symposium (AECRS).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e4. Curriculum Delivery Strategies\u003c/h2\u003e \u003cp\u003eThe delivery of the curriculum is undertaken by multiple health professionals with dynamic experience in epidemiology, biostatistics, qualitative methods, and critical writing skills. Furthermore, each resident is assigned 2\u0026ndash;4 experienced methodological and content supervisors to provide guidance, review research proposals, offer methodological expertise, and facilitate networking opportunities.\u003c/p\u003e \u003cp\u003eTechnology is used in the delivery of the curriculum content across East Africa-campuses (coupled with in person workshops), in turn promoting access and wide coverage across countries where the residents are based.\u003c/p\u003e \u003cp\u003eThe delivery of the curriculum occurs through interactive didactic lecturers, workshops, seminars, and practical training. Hands-on training sessions using research tools and software relevant to the respective residents' research method/design is also undertaken. Varied assessment methods at each stage, including oral presentations, written reports, and peer reviews are utilised through an established feedback loop where residents receive constructive feedback from mentors, peers, and faculty members. These strategies are intended to promote continuous improvement.\u003c/p\u003e \u003cp\u003eTo successfully deliver this curriculum, a comprehensive set of resources, including textbooks, journals, online databases, and software tools, tailored to residents' research domains are provided by the AKU Library. Residents are guided by professionally trained librarians on how to search for physical reference materials, and how to use Artificial Intelligence (AI) techniques in literature review. Overall, the curriculum aims to provide methods and tools for a successful dissertation, impart essential research and critical appraisal skills that would equip the students to become adept and successful practitioners of evidence-based medicine as well as to consider career options in clinical research.\u003c/p\u003e \u003cp\u003e \u003cb\u003e5. Curriculum Governing Principles, Regulations, and Practices.\u003c/b\u003e \u003c/p\u003e \u003cp\u003eSuccessful implementation of the research methods curriculum at AKU may be attributed to several principles and practices. Firstly, the postgraduate research policy and guidelines are disseminated to the residents during orientation to the MMed program with an aim of setting out the expected research milestones; and secondly, the research methods course content is thereafter delivered longitudinally over a period of four years in tandem with expected research milestones. Notably, faculty and staff undergo capacity development in dissertation supervision and research, under the stewardship of more experienced MCEA Faculty, led by the DPH with support from other departments, among which include the Academic Office, the Research Office, AKU Library and Grants Office. In addition, delivery of the curriculum is undertaken by multiple health professionals with dynamic experience in epidemiology, biostatistics, qualitative methods, and critical writing skills. Furthermore, residents receive support and supervision from 2\u0026ndash;4 supervisors. Technology is used in the delivery of the curriculum content across East Africa-campuses (coupled with in person workshops), in turn promoting access and wide coverage across countries where the residents are based. The MCEA provides each resident with research support of USD \u003cspan\u003e$\u003c/span\u003e1000 upon successful application. Residents have unfettered access to critical research infrastructure (library, internet), as well as protected research time for successful dissertation completion alongside on-demand research methodology and scientific writing consulting clinics. Quality assurance mechanisms have been put in place to ensure quality dissertation and research outcomes.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e6. Curriculum Implementation Outcome\u003c/h2\u003e \u003cp\u003eImplementation of the Dissertation-Centric research curriculum longitudinally in line with expected research milestones at AKU-MCEA has been instrumental in addressing the barriers to post-graduate research training and promote a culture of scholarly excellence.\u003c/p\u003e \u003cp\u003eThe first cohort of residents was enrolled in 2004. Intake into the program happens annually. As of September 2023, a total of 552 residents had been successfully enrolled into the PGME training program. Out of 407 residents eligible for graduation, 363 (89.2%) have successfully completed their training. Notably, dissertation completion is one of the prerequisites for graduation, 6 out of 363 (1.7%) enrolled between 2004\u0026ndash;2020 graduated a year after their scheduled date due to a delay in completing their dissertation. This is a stark contrast from delayed completion rates reported in other Health Science institutions within the region. For instance, a study in Makerere University College of Health Sciences reported a delayed dissertation completion rate of 82.2% (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e). The demand for, and enrollment to the AKU-MCEA residency programme has been on an upward trend with more than 70% increase in demand for the programmes since 2017.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe principles and practices supporting residents\u0026rsquo; timely completion of dissertation over the years are discussed in this section. The latter can be broadly categorized as institutional (well-designed curriculum, hybrid curriculum delivery, clearly defined milestones, collaborative teaching and supervision, quality assessment mechanisms, financial and other resources), personal (protected time), and supervisor (supervision and research capacity building) related factors.\u003c/p\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003ea) Institutional Related Factors\u003c/h2\u003e \u003cp\u003eAKU has a specific vision of undertaking research aimed at advancing knowledge globally as well as promoting public policy that addresses underlying needs of communities and individuals in developing countries. Over the years the University has put in place mechanisms and systems that nurture and support students and faculty to undertake high quality research which has contributed to general improvement of the research culture within the institution. The medical college is keen on naturing faculty and residents in research, in 2023, 2,560 papers were published by faculty and residents with 117, 639 downloads in total and 28, 453 of these occurred in the past year (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e). Residents are often engaged as junior researchers and co-investigators in several research projects in the MCEA.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eDedicated Research Methods Curriculum\u003c/h2\u003e \u003cp\u003eImplementing a longitudinal as well as dedicated multifaceted research curriculum significantly increases residents\u0026rsquo; research skills, satisfaction and participation in scholarly activities including dissemination of findings at regional and national forums, (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e) (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e). Some learning institutions lack a dedicated research curriculum, and for those with some level of research training, these trainings are largely theoretical running as a block delivered over a term or semester, leading to poor research outcomes.\u003c/p\u003e \u003cp\u003eA research curriculum delivered longitudinally in tandem with expected research milestones, using a variety of approaches such as interactive didactic session, complemented by mentored workshops and plenary sessions, empowers residents by honing their research skills, fostering in-depth knowledge in a specific area, and promoting critical thinking by requiring them to analyze complex issues, synthesize vast amounts of information, identify gaps in existing knowledge, and formulate original research questions. This approach is highly likely to lead to publications and dissemination by encouraging residents to generate original research findings. A dedicated research curriculum often includes research focused lecture series, journal clubs, financial support for dissertation research implementation and dissemination, a clearly outlined timeline for research project completion, dedicated research time built within residency program schedule(\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e) (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eScientific Ethical Review and Postgraduate Guidelines\u003c/h2\u003e \u003cp\u003eAcademic and Research institutions have set up ethics review procedures requiring researchers to seek approval to undertake research by applying to the Ethics board. This practice is acknowledged to be a contributor to ethical conduct of research. However, the rules and conditions under which the review boards operate have been criticized as being bureaucratic, unnecessarily, obstructive and sometimes unethical (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e). Most learning institutions have postgraduate guidelines that guide students\u0026rsquo; research; however, these guidelines are often not available to students, faculty, and staff. This hinders uniformity of research products and timely completion of dissertation. Indeed, ethical review procedures and review boards and committees within most academic and research institutions need improvement (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e).The Institutional Scientific Ethics and Review Committees should make known to the faculty and students the ethical review timelines so that they can prepare adequately, however, this is often not done and is likely to lead to delays in the research process.\u003c/p\u003e \u003cp\u003eThe AKU postgraduate research policies and guidelines have clearly spelt out milestones,(\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e), these guidelines are available in the university website and are disseminated to faculty and staff and to the residents during orientation to postgraduate programs. In addition, AKU-ISERC circulates the annual schedule of its activities including ethical review timelines, information that is important for researchers to plan ahead, (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e). This facilitates timely ethical review of protocols.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eInterprofessional collaboration in Curriculum Delivery\u003c/h2\u003e \u003cp\u003eInterprofessional collaboration in delivering research training to residents offers numerous advantages: it fosters diversity in exchange of ideas, thereby harnessing expertise from various healthcare disciplines. Additionally, it optimizes resource utilization, improving research quality and efficiency. Overall, interprofessional training empowers residents to become well-rounded professionals capable of addressing complex healthcare challenges in a comprehensive and holistic manner(\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe residency research curriculum at AKU-MCEA is delivered by multiple health professionals. Among them are epidemiologists, biostatisticians, social scientists, diagnostic experts, research scientists and critical writing skills professionals. Interprofessional collaboration in education is an approach that may be used to develop medical students to be able to work as interprofessional team members, these collaborations often address complex medical issues (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e). This approach has been used by AKU to deliver the research curriculum, and to address the challenges that residents face in undertaking research. Benefits of collaborations include accomplishing research tasks as well as other less tangible benefits including, information networks, different perspectives, and stimulating explanations to old challenges (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eBlended Delivery of Research Curriculum\u003c/h2\u003e \u003cp\u003eBlended learning is an educational experience delivered via a combination of face-to-face and online activities, it is widely used in academic institutions to complement or replace classroom-based teaching, (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e). Blended learning offer numerous benefits in enhancing student experience, furthermore attention must be paid in integrating online and classroom aspects of the teaching program, as well as developing appropriate administrative support systems to facilitate learning (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e). This approach is reported to lead to better learning outcomes, enhanced flexibility of access to learning that encourages the student's autonomy, introspection, and research capabilities (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe residency programs in AKU are offered in the twin MCEA campuses (Nairobi and Dar es Salaam) in Kenya and Tanzania in East Africa. The research curriculum is thus delivered in a blended format. The content is delivered online via the Zoom platform, and the recorded sessions are shared on the university\u0026rsquo;s VLE platform. The blended technology is used to deliver the curriculum content both synchronously and asynchronously, as well as streamline data collection, analysis, and dissemination in training of residents. It aids in literature review, data management, and statistical analysis, without the hinderance of geographical barriers. Online databases and communication tools facilitate remote collaborations with mentors and experts, enhancing research efficiency and quality in resident training. Besides scheduled online research class sessions, residents may seek methodological support through DPH which provides research methodology clinics to all residents, faculty and staff in AKU-EA campuses. The residents can also access editorial support from university library staff.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eFinancial Support and Resources Availability\u003c/h2\u003e \u003cp\u003eAt AKU students may seek funding to finance costs of their research work from their departments, seed funding from their college or the University Research Council (URC). If eligible students receive URC funding of up to US\u003cspan\u003e$\u003c/span\u003e 2,000 for residents, US\u003cspan\u003e$\u003c/span\u003e 3,000 for masters, and US\u003cspan\u003e$\u003c/span\u003e 10,000 for PhD projects,(\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e). At the MCEA, residents receive US\u003cspan\u003e$\u003c/span\u003e 1,000 of Dean\u0026rsquo;s seed funding to support research cost. This funding is managed by the finance department, which pays for the respective research costs including research assistants and materials. Research materials are acquired from prequalified suppliers, while else the research personnel are recruited through the human resources department. Residents do not receive the funding directly; this funding arrangement ensures funding is used for the intended purpose. The financial support extended to residents to meet the costs of their dissertation work plays a pivotal role in reducing the weight and worries of financing their study. This enables them to focus on research, access necessary resources, and dedicate more time to their studies. This support enhances the quality and completion rate of dissertations, fostering academic and professional growth. In addition, other critical resources are available, including a library with readily available resources including online databases, journals, books, print and other resources, (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e) .\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eDisseminating Dissertation Research Results\u003c/h2\u003e \u003cp\u003eMany universities mandate that researchers share their results through publications and other dissemination channels, (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e). Medical specialist are expected to lead multi-professional healthcare teams, be experts in their fields, and be able to assimilate pertinent medical knowledge and critically assess emerging findings in the literature as such, they must possess a level of familiarity with the medical literature that can only be attained by conducting research and publishing papers themselves, (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e). The dissemination of research through peer-reviewed publications is critical for the profession and the professional development of the upcoming medical scientist (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eDissemination of research results by AKU residents is done at departmental level, during research seminar series, at university organized forums such as the FARs and at AECRS and local and internation conferences relevant to specific research areas. Residents are required to present dissertation results at the FARs or symposium as eligibility to sit for Part II examination in fourth year. Final dissertation submission is accompanied by a letter of acknowledgement of submission receipt or acceptance for publication as evidence for manuscript submission to a peer review journal, along with a copy of the submission (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eResearch and Dissertation Quality Assessment Mechanisms\u003c/h2\u003e \u003cp\u003eThe quality management of dissertations is directly related to the quality of postgraduate training. Quality improvement and control measures improve dissertation quality as well as provides basic guarantee for cultivating higher-level talents (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e). Principles and Practices for assessing the quality of postgraduate education and research have been implemented in learning institutions. For example, in South Africa quality metrics are used to monitor indicators such as progress through the degree, quality of dissertations, skills for communicating research, quality of the research training environment, research impact, completion, attrition and career placement (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e). Curriculum initiatives such as having faculty research coordinators, research and conference tracking systems, and resident research coordinator are systems that can improve residency scholarly productivity both during residency and after (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe MCEA has implemented procedures to monitor the quality of residents' dissertations, including on-going improvement of the curriculum based on learner and faculty/supervisor feedback, establishment of Departmental Research Committees (DRCs) or Department Dissertation Committees (DDCs). These committees are tasked with ensuring adherence to dissertation timelines and maintaining supervision records. Additionally, ongoing research related to dissertations is monitored in line with guidelines set by the Scientific Research Committee (SRC). Each student is responsible for maintaining an updated record of their dissertation supervision activities, documenting all interactions with supervisors and agreed-upon actions. Dissertations undergo evaluation by two external examiners, upon approval by supervisors and endorsement from the Chief Internal Examiner (CIE). A confirmation from the Associate Dean, PGME serves as evidence of DRC satisfaction with the submitted work, accompanied by a Turnitin report indicating a similarity index of 15% or less. A dissertation is deemed successful if at least two examiners approve it. In cases where one examiner approves and the other rejects a dissertation, an impartial examiner with research and supervision experience is appointed by the CIE, following SRC advice, to mediate. The decision of the impartial reviewer is final.\u003c/p\u003e \u003cp\u003eUpon final submission, a letter acknowledging receipt or acceptance for publication in a peer-reviewed journal, along with a copy of the submission, accompanies the dissertation. Final dissertations undergo review by the Dissertations Standard Sub-Committee (DSC) before being archived by the Academic Office through the CIE (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003eb) Residents\u0026rsquo; Personal Related Factors\u003c/h2\u003e \u003cdiv id=\"Sec19\" class=\"Section3\"\u003e \u003ch2\u003eProtected research time\u003c/h2\u003e \u003cp\u003eProtected training and research time coupled with mentorship from senior faculty, and funding can lead to residents\u0026rsquo; research productivity and accomplishment, (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e), furthermore, presence of and the type of dedicated research time (blocked, longitudinal, or no dedicated time) correlate with residents\u0026rsquo; research productivity (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e).Residents at AKU have time protection from their clinical responsibilities during research methods training and research, (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e). The curriculum is delivered over a period of four years within 96.5 contact hours (54 taught hours and 42.5 workshop hours). In addition, residents are allowed protected time of up to eight weeks to undertake various research activities including data collection, analysis and report writing. Protected research time for residents is crucial for successful dissertation completion. It allows residents to concentrate on their research, literature review, data collection, and analysis without the distractions of clinical duties. This dedicated time ensures quality and depth of resident\u0026rsquo;s work, contributing to academic and professional development.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003eRecognition of Outstanding Research\u003c/h2\u003e \u003cp\u003eUpon completion of the dissertation, Departments normally submit a choice of the best dissertation in the departments to a committee of members selected by the University registrar. Upon a rigorous assessment by a team of more than three external reviewers the best dissertation receives recognition of outstanding work at the annual convocation.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003ec) Supervisor Related Factors\u003c/h2\u003e \u003cdiv id=\"Sec22\" class=\"Section3\"\u003e \u003ch2\u003eSupervision of Residents Dissertations\u003c/h2\u003e \u003cp\u003eSupervision is a clearly defined interpersonal relationship between dissertation supervisors and students. The supervisor is tasked with guiding the student's progress in their research endeavors. Effective supervision is integral to the student's success and carries moral, reputational, and financial implications for the institution (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e). Supporting residents academic work may encourage residents to engage in a variety of academic oriented activities (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e). Supervisors facilitate access to resources, review drafts, and offer constructive feedback, ensuring research quality, as well as shaping well-rounded and research-focused medical professionals (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAt AKU-MCEA, the resident -as-researcher needs the support of content and methodological supervisors who are selected based on an agreed criteria of merit to include methodology training or a track record of scientific publication showing ability to supervise and mentor students in research related activities. Supervision plays a pivotal role in guiding and supporting residents in refining research questions, developing research methodologies, and navigating challenges.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec23\" class=\"Section3\"\u003e \u003ch2\u003eFaculty Development in Dissertation Supervision and Research Training\u003c/h2\u003e \u003cp\u003eDespite the recognized significance of expertise in research supervision, research skills are not typically prioritized in recruitment of academic staff. Additionally, newly hired faculty members often find themselves heavily involved in teaching, administrative duties, and healthcare services, which hinders their ability to develop expertise in areas like research supervision. Furthermore, faculty members exhibit notable deficiencies in various aspects of research activities, including problem definition, research methodology selection, data analysis, result interpretation, and scientific article publication.\u003c/p\u003e \u003cp\u003eThere is a notable absence of comprehensive and structured training programs aimed at improving supervisor research competencies. Development of expertise in research supervision significantly contributes to the quality of both the dissertation and research (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e). Learning institutions, both public and private, have staff development programs that provide scholarships for researchers to enable them to support postgraduate students (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn line with AKU research vision, all faculty members are required to engage in a balanced range of teaching/student supervision, scholarly work/research, and community/clinical service. To support faculty to achieve their career goals and contribute to the vision of the University, AKU strives to create and foster an environment conducive to continuous learning so that Faculty can perform to the highest standards. The MCEA through DPH organizes and facilitates early career faculty development training in dissertation supervision and research, to equip them with supervisory skills and as well as enable them to become independent researchers. The faculty training covers three modules: 1) Dissertation Supervision 2) Research Methods and 3) Mentored Grant/Proposal Development. The training is delivered longitudinally over a period of one year with an expected output of grant submission to a funder. This training and certification are a prerequisite for allocation of supervisory duties. Continuously enhancing the academic skills of faculty members can lead to the cultivation of valuable expertise among supervisors, thus facilitating a better grasp of their capabilities in guiding thesis projects (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe Dissertation-centric longitudinal approach to post-graduate level research methods training has proven to be a successful and transformative research training model. Having a dedicated research curriculum delivered longitudinally in tandem with expected research milestones, delivered through a systems-wide design of interactive didactic sessions complemented with mentored workshops delivered by multiple health professionals and a dedicated team of supervisors, in addition to having financial and resource support, protected research time, development of faculty skills in dissertation supervision and research, disseminating dissertation research policies and guidelines to faculty, staff and students/residents is likely to lead to timely completion of dissertation and accelerate dissemination of research findings.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cdiv class=\"DefinitionList\"\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eAI\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eArtificial Intelligence\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eAECRS\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eEarly Career Researchers Symposium\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eAKU\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eAga Khan University\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eCIE\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eChief Internal Examiner\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eSRC\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eScientific Research Committee\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eCITI\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eCollaborative Institutional Training Initiative\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eCUE\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eCommission for University Education\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eDDC\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eDepartmental Dissertation Committee\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eDPH\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eDepartment of Population Health\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eDSC\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eDissertations Standard Sub-Committee\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eDRC\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eDepartment Research Committee\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eFARs\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eFaculty Academic Rounds\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eISERC\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eInstitutional Ethics Committee\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eMCEA\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eMedical College East Africa\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eMMEd\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eMaster of Medicine\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003ePGME\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003ePostgraduate Medical Education\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003ePICOT\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003ePatient/Population, intervention, comparison, outcome and time\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eURC\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eUniversity Research Committee\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eVLE\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eVirtual Learning Environment\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEthical approval was obtained from the Aga Khan University Nairobi Institutional Scientific Ethics and Review Committee, approval number, Ref: 2024/ISERC-44(v1).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets used during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo funding was used for this project.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll authors are implementers of the research methods curriculum. EMM and AKN conceptualized the idea, EMM drafted the manuscript, all authors collectively reviewed and edited the manuscript. All authors have approved the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors would like to express their gratitude to the faculty, staff, and residents of The Aga Khan University in East Africa for their invaluable contributions and commitment to advancing research excellence through the longitudinal approach to delivery of the research methods curriculum in tandem with expected research milestones.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eEducation ACfGM. Common program requirements. 2020 \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.acgme.org/What-We-Do/Accreditation\u003c/span\u003e\u003cspan address=\"https://www.acgme.org/What-We-Do/Accreditation\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e. Common-Program-Requirements Accessed February.22.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHebert RS, Levine RB, Smith CG, Wright SM. A systematic review of resident research curricula. Acad Med. 2003;78(1):61\u0026ndash;8.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMukhwana EOS, Too J, Some DK. State of Post Graduate Research and Training in kenya. Nairobi; 2016.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRivera JA, Levine RB, Wright SM. Completing a scholarly project during residency training: perspectives of residents who have been successful. J Gen Intern Med. 2005;20(4):366\u0026ndash;9.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAlguire PC, Anderson WA, Albrecht RR, Poland GA. Resident research in internal medicine training programs. Ann Intern Med. 1996;124(3):321\u0026ndash;8.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eZimmerman R, Alweis R, Short A, Wasser T, Donato A. Interventions to increase research publications in graduate medical education trainees: a systematic review. Archives Med Sci. 2019;15(1):1\u0026ndash;11.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eYoung RA, DeHaven MJ, Passmore C, Baumer JG. Research participation, protected time, and research output by family physicians in family medicine residencies. FAMILY MEDICINE-KANSAS CITY-. 2006;38(5):341.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAhmed F, Mahboob U, AN ANALYSIS OF RESEARCH PROPOSALS AND CHALLENGES FACED BY POSTGRADUATE, TRAINEES IN INTERNAL MEDICINE AND ALLIED DISCIPLINES DURING FELLOWSHIP TRAINING PROGRAM. : A QUALITATIVE STUDY. Khyber Medical University Journal. 2016;8(2).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDin Ku, Abbas M, Abdullah NA. Factors affecting university students\u0026rsquo; motivation in conducting research thesis: a case study of Karakorum International University, Gilgit-Baltistan, Pakistan. Perspectives: Policy and Practice in Higher Education. 2022;27:105\u0026thinsp;\u0026ndash;\u0026thinsp;13.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eThondhlana S, Mawere D, Weda ZL. Factors Affecting Completion of Research Projects by Students: A Study of Three Zimbabwe Open University Regions. Int Open Distance Learn J. 2011;1.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMumbo MHaK J. Assessment of Quality and Relevance of Curriculum Development in Health Training Institutions: A Case Study of Kenya. Hum Resour Health. 2015;13:67.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAga Khan University. Postgraduate Medical Education: The Aga Khan University. 2023 [ \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.aku.edu/mcea/pgme/Pages/mmed.aspx\u003c/span\u003e\u003cspan address=\"https://www.aku.edu/mcea/pgme/Pages/mmed.aspx\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eNakawunde A. Incidence and factors associated with delayed completion of dissertations by graduate students at Makerere University College of Health Sciences. 2015.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAga Khan University. AKU Institutional Repository; Medical College East Africa 2023 [ \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://ecommons.aku.edu/eastafrica_fhs_mc/\u003c/span\u003e\u003cspan address=\"https://ecommons.aku.edu/eastafrica_fhs_mc/\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eArora V, Bell PF, Hagberg S. Cultivating change: Engaging residents in research. Int J Psychiatry Med. 2020;55(5):376\u0026ndash;83.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSimasek M, Ballard SL, Phelps P, Pingul-Ravano R, Kolb NR, Finkelstein A, et al. Meeting Resident Scholarly Activity Requirements Through a Longitudinal Quality Improvement Curriculum. J Graduate Med Educ. 2015;7(1):86\u0026ndash;90.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHead G. Ethics in educational research: Review boards, ethical issues and researcher development. Eur Educational Res J. 2020;19(1):72\u0026ndash;83.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRomano A. Ethical Review as a Tool for Enhancing Postgraduate Supervision and Research Outcomes in the Creative Arts. Volume 36. ACCESS: CONTEMPORARY ISSUES IN EDUCATION; 2016. pp. 57\u0026ndash;67. 1 .\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAga Khan University. Institutional Scientific and Ethics Review Committee 2023 [updated 3rd. November 2023. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.aku.edu/research/urc/erc/Pages/erc-ke.aspx\u003c/span\u003e\u003cspan address=\"https://www.aku.edu/research/urc/erc/Pages/erc-ke.aspx\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003evan Diggele C, Roberts C, Burgess A, Mellis C. Interprofessional education: tips for design and implementation. BMC Med Educ. 2020;20(2):455.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBridges D, Davidson RA, Soule Odegard P, Maki IV, Tomkowiak J. Interprofessional collaboration: three best practice models of interprofessional education. Med Educ Online. 2011;16(1):6035.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eGreen BN, Johnson CD. Interprofessional collaboration in research, education, and clinical practice: working together for a better future. J Chiropr Educ. 2015;29(1):1\u0026ndash;10.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eNgoasong MZ. Curriculum Adaptation for Blended Learning in Resource-Scarce Contexts. J Manage Educ. 2022;46(4):622\u0026ndash;55.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eO\u0026rsquo;Connor C, Mortimer D, Bond S. Blended learning: Issues, benefits and challenges. Int J Employ Stud. 2011;19(2):63\u0026ndash;83.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePoon J. Blended learning: An institutional approach for enhancing students' learning experiences. J online Learn Teach. 2013;9(2):271.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAga Khan University. Research Policies; Policy and Guidelines for URC Intramural Funding 2023 [cited 2023 2023]. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.aku.edu/research/policies/Pages/home.aspx\u003c/span\u003e\u003cspan address=\"https://www.aku.edu/research/policies/Pages/home.aspx\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eaga Khan University. ​Libraries - East Africa 2023 [ \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.aku.edu/library/ea/Pages/home.aspx\u003c/span\u003e\u003cspan address=\"https://www.aku.edu/library/ea/Pages/home.aspx\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAlam M, Dirr MA, Anvery N, Christensen RE, Arndt KA, Brodell RT, et al. Performing research and publishing in the peer-reviewed medical literature should be a requirement for completion of post-graduate residency and fellowship training. Arch Dermatol Res. 2023;315(5):1405\u0026ndash;8.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSmaldone A, Heitkemper E, Jackman K, Joanne Woo K, Kelson J. Dissemination of PhD Dissertation Research by Dissertation Format: A Retrospective Cohort Study. Journal of Nursing Scholarship. 2019;51(5):599\u0026ndash;607.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLong H, Wang T, Zhou C, Tong L, Shi H, Dong Z. Research on the Quality Management System of Dissertation for Professional Degree Students. The Educational Review, USA. 2023;7(8):1152-6.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLennon RP, Oberhofer AL, McNair V, Keck JW. Curriculum changes to increase research in a family medicine residency program. Fam Med. 2014;46(4):294\u0026ndash;8.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eVinci RJ, Bauchner H, Finkelstein J, Newby P, Muret-Wagstaff S, Lovejoy FH Jr. Research during pediatric residency training: outcome of a senior resident block rotation. Pediatrics. 2009;124(4):1126\u0026ndash;34.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWilliams BR, Agel JA, Van Heest AE. Protected Time for Research During Orthopaedic Residency Correlates with an Increased Number of Resident Publications. JBJS. 2017;99(13):e73.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBazrafkan L, Yousefy A, Amini M, Yamani N. The journey of thesis supervisors from novice to expert: a grounded theory study. BMC Medical Education. 2019;19(1):320.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Dissertation, Curriculum, Postgraduate, Research Methods, Resident, Innovation in Training, Research milestones, Longitudinal approach, Medial education","lastPublishedDoi":"10.21203/rs.3.rs-4287312/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4287312/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground: \u003c/strong\u003eNumerous barriers hinder health research training in Post-Graduate Medical Education Programs, especially in developing countries. These barriers include lack of structured research curriculum, insufficient research faculty, underdeveloped research culture, conflicting priorities between clinical duties and research, limited guidance and mentorship, and scarce financial resources. Research training is pivotal for medical residency, providing essential knowledge and skills for dissertation completion, fostering evidence-based medical practice, and nurturing future independent clinical researchers. Thus, a holistic approach to research education is imperative to surmount these challenges. We describe here a dissertation-centric research curriculum, delivered longitudinally, an innovative strategy undertaken by Aga Khan University’s Medical College in East Africa (AKU-MCEA) in the delivery of postgraduate research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods: \u003c/strong\u003eA review of AKU-MCEA post-graduate research methods curriculum was conducted based on implementing Departments’ experience, institutional policies, and residency program output.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eProgram Implementation:\u003c/strong\u003e The Master of Medicine is a four-year program for which a well-conceived, executed, and documented dissertation research is a requisite for attaining a postgraduate degree. Residents undergo comprehensive research training under a structured curriculum comprising four modules, aligned with predefined research milestones. Interactive didactic sessions supplemented by faculty-led workshops facilitate individual, small group, and plenary engagement, aiding mentored research application. Residents benefit from dedicated time throughout the program to develop, implement, and report on their dissertation work. Faculty members receive training in dissertation supervision from seasoned experts, ensuring residents are guided by faculty with expertise in producing publication-quality research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eOutcomes:\u003c/strong\u003e This approach has resulted in a 98% - 100% dissertation completion and graduation rates. Residents’ research topics are drawn from a range of themes. Research findings are disseminated departmentally, at university-wide Faculty Academic Rounds, peer reviewed journals, conferences and at the University’s Annual Early Career Researchers symposium.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLessons learnt: \u003c/strong\u003eImplementing a system-wide strategy that involves a structured research curriculum delivered longitudinally alongside predetermined research milestones, facilitated by a multidisciplinary team comprising of dedicated supervisors, provision of financial and resource support, including protected research time, ongoing faculty development in dissertation supervision, and wide dissemination of institutional research policies, is poised to expedite dissertation completion, ensuring high quality research whilst enhancing the dissemination of research outputs.\u003c/p\u003e","manuscriptTitle":"\"Addressing Barriers to Post-Graduate Research Training in Low Resource Settings: An Innovative Approach in an Institution of Higher Learning in Kenya\"","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-04-30 07:12:57","doi":"10.21203/rs.3.rs-4287312/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"dd7c7c11-bd69-4801-a53e-829b44c15d50","owner":[],"postedDate":"April 30th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-07-03T08:30:11+00:00","versionOfRecord":[],"versionCreatedAt":"2024-04-30 07:12:57","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4287312","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4287312","identity":"rs-4287312","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}