Action learning in action: reciprocal public health reflective learning between the UK and South Africa – and how you can do it too
1
Royal Free NHS Foundation Trust, London, London, United Kingdom
2
UK Health Security Agency, London, United Kingdom
3
National Institute for Health and Care Excellence, London, United Kingdom
4
University of Cape Town, Cape Town, South Africa
5
National Institute for Occupational Health, Cape Town, South Africa
6
Charlotte Maxeke Johannesburg Academic Hospital, Johannesburg, South Africa
7
Western Cape Department of Health and Wellness, South Africa, South Africa
Popul. Med. 2026;8(Supplement Supplement 1):
ABSTRACT
INTRODUCTION:
Public health professionals navigate complex, system-level challenges that demand both reflective practice and collaborative problem-solving – this is particularly challenging for early career professionals. Public Health Registrars or Residents often rotate through their learning areas individually, with little opportunity for peer reflection. Action learning sets (ALS) provide a structured, peer-led method that adopts critical thinking and mutual support. The workshop will be informed by the international pilot of inter-country ALS between Public Health Registrars in the United Kingdom and South Africa, aiming to share experiences of using ALS for professional development at this career level.
METHODS:
As part of a UK Faculty of Public Health and the College of Public Health Medicine South Africa Memorandum of Understanding, the pilot connected registrars from both countries in a series of facilitated ALS sessions. Preparation included sharing information about each country’s health systems, while sessions focused on real-world challenges, collaboration, and reflection across current, diverse scenarios. The need for a supportive environment informed the design.
RESULTS:
Through this workshop, participants will engage in the ALS process. Using the pilot learnings, participants will be invited to reflect on the potential of ALS in their own contexts, explore how the approach can be adapted across health systems, and consider the value of international collaboration. Participants will also gain practical tools for fostering reflective practice, learn strategies to navigate complex challenges collaboratively, and connect with peers interested in innovative approaches to workforce development.
CONCLUSIONS:
Action learning offers a systems strengthening approach for early public health career development across diverse contexts. By sharing experiences of implementing inter-country ALS, this workshop will encourage participants to explore how similar approaches could be adapted to their own context. Looking ahead, ALS may have the potential to scale as a model for impactful international collaboration and public health workforce development.
Public health professionals navigate complex, system-level challenges that demand both reflective practice and collaborative problem-solving – this is particularly challenging for early career professionals. Public Health Registrars or Residents often rotate through their learning areas individually, with little opportunity for peer reflection. Action learning sets (ALS) provide a structured, peer-led method that adopts critical thinking and mutual support. The workshop will be informed by the international pilot of inter-country ALS between Public Health Registrars in the United Kingdom and South Africa, aiming to share experiences of using ALS for professional development at this career level.
METHODS:
As part of a UK Faculty of Public Health and the College of Public Health Medicine South Africa Memorandum of Understanding, the pilot connected registrars from both countries in a series of facilitated ALS sessions. Preparation included sharing information about each country’s health systems, while sessions focused on real-world challenges, collaboration, and reflection across current, diverse scenarios. The need for a supportive environment informed the design.
RESULTS:
Through this workshop, participants will engage in the ALS process. Using the pilot learnings, participants will be invited to reflect on the potential of ALS in their own contexts, explore how the approach can be adapted across health systems, and consider the value of international collaboration. Participants will also gain practical tools for fostering reflective practice, learn strategies to navigate complex challenges collaboratively, and connect with peers interested in innovative approaches to workforce development.
CONCLUSIONS:
Action learning offers a systems strengthening approach for early public health career development across diverse contexts. By sharing experiences of implementing inter-country ALS, this workshop will encourage participants to explore how similar approaches could be adapted to their own context. Looking ahead, ALS may have the potential to scale as a model for impactful international collaboration and public health workforce development.
| eISSN: | 2654-1459 |
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