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Objective <p>Sub-Saharan Africa produces less than 4% of global scientific output, despite significant health and development challenges. This study evaluated the effectiveness of a pilot scientific writing workshop in Cameroon aimed at building writing skills and publication readiness of early career researchers. We conducted two workshops’ sessions in Yaoundé, Cameroon, in April and November 2023. A mixed-methods approach was used. Quantitative data were obtained via pre- and post-workshop questionnaires designed to capture participants’ self-assessed knowledge, skills, and confidence related to the workshop content. Qualitative data were gathered through in-depth interviews. Descriptive and inferential statistics were applied to the survey data, and thematic content analysis was used to assess qualitative responses.</p> Results <p>A total of 86 participants completed both the pre- and post-workshop surveys (response rate: 86.9%). The majority had never published scientific papers (62.8%) nor had they received formal writing training (61.6%). The quantitative results showed statistically significant improvements in participants’ overall understanding of scientific writing and publishing (mean difference = 0.93, <i>p</i> &lt; 0.001) and confidence regarding writing skills (mean difference = 0.94, <i>p</i> &lt; 0.001). Thematic analysis of the interviews revealed high satisfaction with the learning environment, perceived knowledge gains, and a strong demand for mentorship and sustained training opportunities.</p>

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Building research capacity in sub-Saharan Africa: findings from a pilot scientific writing workshop in Cameroon

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月24日

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  • Solange Dabou,
  • Valery Ngo Ngo,
  • Ghyslaine Bruna Djeunang Dongho,
  • Evrard Melvin Kepgang Nanseu,
  • Regina Yuka Sinsai,
  • Constantine T. Asahngwa,
  • Odette Dzemo Kibu,
  • Jessy Goupeyou-Youmsi,
  • Fabrice Zobel Lekeumo Cheuyem,
  • Anna Conner,
  • Ronald M. Gobina,
  • Denis A. Foretia

摘要

Objective

Sub-Saharan Africa produces less than 4% of global scientific output, despite significant health and development challenges. This study evaluated the effectiveness of a pilot scientific writing workshop in Cameroon aimed at building writing skills and publication readiness of early career researchers. We conducted two workshops’ sessions in Yaoundé, Cameroon, in April and November 2023. A mixed-methods approach was used. Quantitative data were obtained via pre- and post-workshop questionnaires designed to capture participants’ self-assessed knowledge, skills, and confidence related to the workshop content. Qualitative data were gathered through in-depth interviews. Descriptive and inferential statistics were applied to the survey data, and thematic content analysis was used to assess qualitative responses.

Results

A total of 86 participants completed both the pre- and post-workshop surveys (response rate: 86.9%). The majority had never published scientific papers (62.8%) nor had they received formal writing training (61.6%). The quantitative results showed statistically significant improvements in participants’ overall understanding of scientific writing and publishing (mean difference = 0.93, p < 0.001) and confidence regarding writing skills (mean difference = 0.94, p < 0.001). Thematic analysis of the interviews revealed high satisfaction with the learning environment, perceived knowledge gains, and a strong demand for mentorship and sustained training opportunities.