Faculty development programmes to enhance health professions education in Africa: A systematic review

Abstract

Background. Faculty development programmes enhance the competencies of health professions educators in teaching, research, leadership and clinical practice. In Africa, where healthcare inequalities, disease burden and limited access to quality healthcare services persist, the need for skilled educators is paramount. However, limited evidence on the effectiveness and implementation of such initiatives across diverse African contexts hinder the development of sustainable, contextually appropriate programmes. Understanding existing faculty development programmes and their outcomes is crucial for transforming health professions education (HPE) and building the skilled healthcare workforce needed to achieve the African Union’s Agenda 2063 aspirations and sustainable development goals (SDGs). Objectives. To systematically review and evaluate existing faculty development initiatives for health professions educators in African contexts and their associated outcomes. Methods. A comprehensive systematic review was conducted using the uKwazi search engine across multiple databases. Full-text, peer-reviewed studies on faculty development programmes in Africa, published between 2015 and 2025, were included. The RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, Maintenance) guided critical evaluation. Grey literature was also searched. Nine studies met the inclusion criteria. Results. Programmes targeted diverse populations, including undergraduate and postgraduate students, academic personnel and healthcare professionals transitioning into academic roles. RE-AIM evaluation revealed strong reach to diverse target populations, effectiveness in improving teaching and research capabilities, successful adoption within institutional frameworks, variable implementation approaches and promising maintenance outcomes, including sustainable communities of practice. Programmes also fostered collaboration and incorporated culturally responsive approaches, such as ubuntu. Conclusion. Faculty development programmes demonstrate potential to strengthen HPE in Africa and support SDGs. While reach and effectiveness are strong, improvements are needed in implementation consistency and long-term maintenance planning. Detailed needs assessments, sustainable financing structures, interdisciplinary collaboration, culturally responsive approaches, strategic planning and scaling of evidence-based programmes to develop a qualified healthcare workforce are key to addressing Africa’s health challenges and promoting sustainable development.