A UGANDAN PRECISION GLOBAL SURGERY EDUCATION PILOT navarro.sergio@mayo.edu

465-01

A UGANDAN PRECISION GLOBAL SURGERY EDUCATION PILOT

6

 

 

 

 

United States

Oral or Poster

Global surgery curricula have traditionally been designed by institutions in high-income countries (HICs), which may limit their relevance for learners in low- and middle-income countries (LMICs). We previously developed a Uganda-specific global surgical curriculum using generative artificial intelligence (AI) informed by relevant survey responses from a global survey. This pilot study sought to validate the AI-generated, country-specific global surgery curriculum for Uganda and assess its alignment with local learner needs and expectations.

A structured follow-up survey from the original survey was distributed to 60 Ugandan healthcare trainees and professionals, of whom 40 completed the survey and reviewed the AI-generated curriculum. Respondents assessed curriculum relevance, accuracy, structure, and feasibility. Metrics included content relevance, logical flow, alignment with learning objectives, and willingness to engage in similar future educational efforts. Feedback was used to iteratively revise the curriculum.

Of the 40 completed survey respondents, 31 (78%) affirmed the curriculum's relevance, 32 (80%) found its organization logical and aligned with their educational goals, and 32 (80%) felt the structure supported effective delivery. Additionally, 36 (90%) expressed interest in participating in a course based on the proposed curriculum. Feedback highlighted the need for updated epidemiological data and additional Uganda-specific case examples.

The Uganda-specific curriculum was positively received by local trainees and professionals, supporting the feasibility of using generative AI for precision education in global surgery. These findings will guide further refinement and piloting of country-specific global surgery curriculum in LMIC clinical training environments, with Uganda as the first use-case.