Introducing a capacity building model to improve cancer research in MENA.

Abstract

9023 Background: The Middle East and North Africa (MENA) region faces a rising cancer burden, straining healthcare systems. The scarcity of cancer research in the region highlights the need for research-focused capacity building. Our project aims to reduce this burden by empowering scientific research for better understanding and strategic implementation. Methods: The Science Health Education (SHE) Center was founded by the Dana-Farber Cancer Institute in 2019 to empower cancer research in MENA by offering mentorship, fostering international scientific collaborations, and supporting the next generation of researchers. Capacity-building efforts within the past six years were implemented through 21 in-person and virtual workshops that combined interactive and theoretical approaches, with data collected via pre- and post-assessment forms. The workshops covered topics including Research Basics and Manuscript Writing, Research Administration & Gap Analysis, Mentorship, CV Writing and Leadership. Data were analysed using independent t-tests to compare pre- and post-workshop scores, with Cohen’s d calculated to quantify effect sizes, demonstrating the scale of skill improvement. Results: A total of 573 healthcare workers from four MENA countries (Jordan (n= 267, 47%), Iran (n=187, 33%), United Arab Emirates (n=65, 11%), and Morocco (n=54, 9%)) have attended our workshops. In Jordan, over 67% of the 267 participants were women. The attendees included 96 medical students and 171 healthcare professionals (HCPs) from various departments, including Scientific Affairs (n=54, 32%%), Pharmacy (n=16, 9%), and Nursing (n=16, 9%). HCPs attended four Manuscript Writing Workshops, which covered theoretical basics, manuscript drafting, peer review, and US-based review by our editors. Fifty manuscripts from 73 participants across two workshops were edited by the Center and submitted for publication, with a publication rate of 34% thus far. Medical students participated in four Professional Development Workshops. Pre- and post-assessments conducted for 20 participants from the latest pilot analysis in Jordan showed significant improvement in manuscript writing skills. Participants reported enhanced self-rated writing ability (P=0.003, d=1.072), increased familiarity with IMRaD structure (P=0.057, d=0.661), better understanding of journal selection (P=0.004, d=1.033), greater confidence in formatting references and citations (P=0.004, d=1.053), and improved knowledge of handling peer review feedback (P<0.001, d=1.382). Conclusions: The SHE Center is a successful model for training cancer researchers in developing their research and publishing skills. Further capacity building will help trainees develop advanced skills, preparing them to mentor the next generation. This model has potential to be adopted in other low- and middle-income countries to enhance research productivity and improve cancer care.