State of African neurosurgical education: An analysis of publicly available curricula

Introduction Africa bears more than 15% of the global burden of neurosurgical disease; however, it has the lowest neurosurgical workforce density worldwide. The past decade has seen an increase in neurosurgery residency programs on the continent. It is unclear how these residency programs are similar or viable. This study highlights the current status, interdepartmental and regional differences, with the main objective of offering a template for improving the provision of neurosurgical education on the continent. Method PubMed and Google Scholar were searched using keywords related to “neurosurgery,” “training,” and “Africa” from database inception to 10/13/2021. The residency curricula were analyzed using a standardized and validated medical education curriculum viability tool. Results Curricula from 14 African countries were identified. The curricula differed in resident recruitment, evaluation mode and frequency, curriculum content, and length of training. The length of training varied from four to eight years with a mean of six years. The Eastern African region had the highest number of examinations, with a mean of 8.5. Few curricula had correlates of viability - ensuring that the instructors are competent (64.3%), prioritization of faculty development (64.3%), faculty participation in decision making (64.3%), prioritization of resident support services (50%), creating a conducive environment for quality education (42.9%), and addressing student complaints (28.6%). Conclusion There are significant differences in the African postgraduate neurosurgical education curriculum warranting standardization. This study has identified areas of improvement for neurosurgical education in Africa