EMPOWEReD: A Scalable Educational Model Addressing Non-Technical Skills for Global Surgery

EMPOWEReD: A Scalable Educational Model Addressing Non-Technical Skills for Global Surgery

Harshin Balakrishnan , Sangamithra Ravi, Punith Kempegowda, SIMBA and CoMICs team (DEVI collaboration)
Department of Applied Health Sciences, School of Health Sciences, College of Medicine and Health, University of Birmingham, Birmingham, United Kingdom; College of Medical and Dental Sciences, University of Birmingham, Birmingham, United Kingdom; Institute of Metabolism and Systems Research, College of Medical and Dental Sciences, University of Birmingham, United Kingdom

Background:
Global Surgery demands clinicians who are clinically competent, adaptable, collaborative, and equipped with strong leadership and communication skills – competencies that remain underrepresented in traditional medical education. In the UK, a high-income country with structured training pathways, the 2024 GMC National Training Survey reported only 60% of trainees felt prepared for their first clinical post, down from 70% in 2021. Cited reasons included limited exposure to realities of day-to-day clinical practice and challenges adapting to new teams/hospitals. These gaps are likely amplified in global surgical settings, where clinicians face resource constraints and cross-cultural challenges.

Methods:
The Empowering Medical Professionals through Peer-led, Online, and Work-based Education for Real-world Development (EMPOWEReD) Initiative is a scalable, peer-led model integrating SIMBA (Simulation via Instant Messaging for Bedside Application) and CoMICs (Concise Medical Information Cines). Delivered through accessible digital platforms, it fosters leadership, teamwork, and communication in a supportive environment. A mixed-methods impact evaluation is done combining quantitative pre- and post-project surveys and qualitative interviews. Sustainability is supported by peer-mentorship and low-resource-compatible digital tools.

Results:
In pre-project survey, mentees rated their leadership, communication, and teamwork confidence on a 1–5 scale (1 = unconfident, 5 = fully confident). Results showed 28.5% had low leadership confidence, with over half seeking improvement in leadership and communication.

Conclusion:
The EMPOWEReD program addresses critical educational gaps by strengthening leadership and collaboration skills essential for effective care in diverse, resource-limited surgical contexts. Final evaluation findings, due in July 2025, will inform further improvements and potential broader integration into global health curriculum.

Keywords: Education, Peer-mentorship, Work-based education, Professional development