# Building contextually-relevant training programs for scientific development: process and lessons learned in implementing two iterations of a faculty enrichment program in applied malaria modeling

## TL;DR

This paper describes a training program for building malaria modeling skills, highlighting lessons learned from two iterations and the importance of adapting to participants' needs.

## Contribution

The study provides insights into designing effective training programs through iterative feedback and contextual adaptation.

## Key findings

- Participants gained technical and communication skills and valued knowledge transfer opportunities.
- Challenges included cross-disciplinary learning and adapting to new teaching styles.
- Instructors improved their teaching approaches based on participant feedback.

## Abstract

Mathematical modeling can be a useful approach to explore potential impact of malaria interventions and thereby inform resource prioritization decisions. However, expertise for applied modeling for public health decision-making is limited in malaria-endemic countries. A 4-month faculty enrichment program (FEP) in applied malaria modeling was implemented at Northwestern University, USA, in 2022 and 2023 with components including technical skills development, communication skills development, and domain knowledge on malaria epidemiology.

Two cohorts of FEP participants and instructors were interviewed at baseline, midline, and endline to understand their expectations, experiences, and challenges with the program.

Participants valued their growth in technical expertise, research skills, and communication ability, as well as clear opportunities for knowledge transfer at their home institutions. Participants reported challenges with cross-disciplinary learning, balancing program components, and adapting to new teaching and learning styles. Instructors adapted program structures and teaching approaches to adjust to participant needs and reported strengthening of their own technical capacity.

Training programs for technical skill development must be informed by the needs and priorities of prospective participants and include continuous feedback mechanisms to respond to emerging needs. Multi-pronged approaches increase long-term program value to participants and help establish pathways for knowledge transfer.