Building capacity, changing teaching practices: insights from a professional development program for educators in a low-income country

Background Building capacity of health professional educators in low- and middle-income countries can improve population health outcomes through upskilling the health workforce. However, education programs must respond to local contexts and challenges including participants’ needs and expectations, language difficulties, and resource limitations. This paper evaluates a program for nursing and community health worker educators in Papua New Guinea. Methods This qualitative descriptive study was designed and implemented using a collaborative partnership approach. It comprised six focus groups with 26 educators who were program participants. Thematic analysis examined participants’ perceptions of the program and their implementation of change projects. Results Four themes were generated: changing teaching and learning practices; changing teacher identity; learning through participation; and becoming change agents. The program helped participants understand contemporary educational theories and initiate changes in their educational institutions. Almost half of participants had changed their teaching and learning practices. Discussion Professional development programs that are designed with local partners, consider local contexts, are underpinned by participatory approaches to learning, and that foster relationships between internal and external partners can help bring about positive change. The program built educators’ skills, aligned with PNG’s National Health Plan to meet the needs of rural, remote, and vulnerable populations.