Training Needs of Teachers in Higher Educational Institutions for Non-Communicable Disease Capacity
1
Department of Family and Community Health, University of Health and Allied Sciences, Ho, Ghana
2
Department of Global Public Health and Ethics, University Medical Centre Utrecht, Utrecht, Netherlands
3
Department Epidemiology and Biostatistics, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
Popul. Med. 2026;8(Supplement Supplement 1):A1143
ABSTRACT
BACKGROUND:
Non-communicable diseases (NCDs) present complex public health challenges that require educational competencies with emphasis on real-world solutions. The CAPSTONE project addresses this gap by strengthening the competencies of graduates for effective NCD care using challenge-based learning (CBL).
OBJECTIVE:
Assessment of educational values, teaching practices, and training needs of teachers in higher education institutions (HEIs) to inform the co-creation and delivery of a transdisciplinary training manual for NCD care.
METHODS:
Train-the-trainer (ToT) workshop for teachers from four selected higher educational institutions (HEIs) in Ghana and The Gambia whose academic background, professional expertise, or teaching responsibilities transcended domains in NCD surveillance, prevention, control, management, policy and advocacy. The training was preceded by a cross-sectional survey to assess their educational philosophies, teaching practices, training needs, and expected support mechanisms, resulting in the co-design of a 3-day innovative NCD ToT workshop built on the CBL pedagogy.
RESULTS:
The needs assessment was completed by 24 faculty members (29% females), 71% with doctoral degrees and 11.5 years teaching experience. Concerning CBL, 42% had moderate understanding of the concept. On a 5-point rating scale, knowledge application (4.5) and collaborative learning (4.4) underpinned the teachers’ educational values more than skill/competency building (4.4) and self-directed learning (4.3), identified as educational development needs. Support requested included periodic workshops (75%), mentorship/coaching (71%), and providing standard operating manuals (67%). Key suggestions to promote NCD education were practical training that incorporates teaching resources detailing CBL in videos or step-by-step activities, mentorship and peer-learning using real case studies.
CONCLUSIONS:
While HEI teachers demonstrated strong educational values aligned with knowledge application and collaborative learning, their training needs focused on competency development and practical application through CBL. The demand for structured capacity-building support underscores sustained professional development that combines these support systems to enhance graduate training for effective NCD care.
Non-communicable diseases (NCDs) present complex public health challenges that require educational competencies with emphasis on real-world solutions. The CAPSTONE project addresses this gap by strengthening the competencies of graduates for effective NCD care using challenge-based learning (CBL).
OBJECTIVE:
Assessment of educational values, teaching practices, and training needs of teachers in higher education institutions (HEIs) to inform the co-creation and delivery of a transdisciplinary training manual for NCD care.
METHODS:
Train-the-trainer (ToT) workshop for teachers from four selected higher educational institutions (HEIs) in Ghana and The Gambia whose academic background, professional expertise, or teaching responsibilities transcended domains in NCD surveillance, prevention, control, management, policy and advocacy. The training was preceded by a cross-sectional survey to assess their educational philosophies, teaching practices, training needs, and expected support mechanisms, resulting in the co-design of a 3-day innovative NCD ToT workshop built on the CBL pedagogy.
RESULTS:
The needs assessment was completed by 24 faculty members (29% females), 71% with doctoral degrees and 11.5 years teaching experience. Concerning CBL, 42% had moderate understanding of the concept. On a 5-point rating scale, knowledge application (4.5) and collaborative learning (4.4) underpinned the teachers’ educational values more than skill/competency building (4.4) and self-directed learning (4.3), identified as educational development needs. Support requested included periodic workshops (75%), mentorship/coaching (71%), and providing standard operating manuals (67%). Key suggestions to promote NCD education were practical training that incorporates teaching resources detailing CBL in videos or step-by-step activities, mentorship and peer-learning using real case studies.
CONCLUSIONS:
While HEI teachers demonstrated strong educational values aligned with knowledge application and collaborative learning, their training needs focused on competency development and practical application through CBL. The demand for structured capacity-building support underscores sustained professional development that combines these support systems to enhance graduate training for effective NCD care.
| eISSN: | 2654-1459 |
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