Closing the Education Gap in Anesthesia and Intensive Care Medicine in Somalia: A Proposed Competency-Based Framework for Training and Assessment
- 1Department of Surgery, Dr. Sumait Hospital
Abstract
Abdisalam Abdullahi MohamedDepartment of Surgery, Dr. Sumait Hospital, SIMAD University, Mogadishu, SomaliaCorrespondence: Abdisalam Abdullahi Mohamed, Department of Surgery, Dr. Sumait Hospital, SIMAD University, Hodan District, Banadir, Mogadishu, Somalia, Tel +252616919588, Email [email protected]; [email protected]: Anesthesia and intensive care medicine require clinicians who can integrate technical skills, clinical reasoning, communication, teamwork, and rapid decision-making in high-risk settings. In Somalia, the educational challenge extends beyond the numerical shortage of trained personnel. Published evidence describes important workforce, regulatory, and service constraints, but provides much less detail on nationally agreed specialty competencies, workplace-based assessment, progression criteria, simulation requirements, and faculty-development systems. This Commentary presents a preliminary, context-specific competency-based framework for anesthesia and intensive care education in Somalia, informed by a targeted non-systematic review of Somalia-specific sources and relevant international literature. The proposed framework links locally defined competencies and entrustable professional activities with repeated workplace observation, progressive entrustment, low-cost simulation, non-technical skills training, faculty development, and phased implementation. Experiences from comparable low- and middle-income settings suggest that locally owned curriculum reform, faculty development, simulation, and structured assessment can be implemented progressively, but outcomes are variable and models are not directly transferable. We therefore propose pilot evaluation indicators addressing feasibility, educational outcomes, equity, and sustainability. The framework is conceptual and has not been validated in Somalia; anticipated benefits should not be interpreted as demonstrated improvements in patient outcomes. Local consultation, piloting, and prospective evaluation are required before national adoption.Keywords: anesthesia education, intensive care training, competency-based medical education, workplace-based assessment, simulation, Somalia
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BibTeX
@article{mohamed2026closing,
title = {{Closing the Education Gap in Anesthesia and Intensive Care Medicine in Somalia: A Proposed Competency-Based Framework for Training and Assessment}},
author = {Mohamed AA},
journal = {Advances in Medical Education and Practice},
year = {2026},
month = nov,
url = {https://www.dovepress.com/closing-the-education-gap-in-anesthesia-and-intensive-care-medicine-in-peer-reviewed-fulltext-article-AMEP},
note = {CC BY},
}
RIS
TY - JOUR
TI - Closing the Education Gap in Anesthesia and Intensive Care Medicine in Somalia: A Proposed Competency-Based Framework for Training and Assessment
AU - Mohamed AA
PY - 2026
DA - 2026/11/05
JO - Advances in Medical Education and Practice
UR - https://www.dovepress.com/closing-the-education-gap-in-anesthesia-and-intensive-care-medicine-in-peer-reviewed-fulltext-article-AMEP
AB - Abdisalam Abdullahi MohamedDepartment of Surgery, Dr. Sumait Hospital, SIMAD University, Mogadishu, SomaliaCorrespondence: Abdisalam Abdullahi Mohamed, Department of Surgery, Dr. Sumait Hospital, SIMAD University, Hodan District, Banadir, Mogadishu, Somalia, Tel +252616919588, Email [email protected]; [email protected]: Anesthesia and intensive care medicine require clinicians who can integrate technical skills, clinical reasoning, communication, teamwork, and rapid decision-making in high-risk settings. In Somalia, the educational challenge extends beyond the numerical shortage of trained personnel. Published evidence describes important workforce, regulatory, and service constraints, but provides much less detail on nationally agreed specialty competencies, workplace-based assessment, progression criteria, simulation requirements, and faculty-development systems. This Commentary presents a preliminary, context-specific competency-based framework for anesthesia and intensive care education in Somalia, informed by a targeted non-systematic review of Somalia-specific sources and relevant international literature. The proposed framework links locally defined competencies and entrustable professional activities with repeated workplace observation, progressive entrustment, low-cost simulation, non-technical skills training, faculty development, and phased implementation. Experiences from comparable low- and middle-income settings suggest that locally owned curriculum reform, faculty development, simulation, and structured assessment can be implemented progressively, but outcomes are variable and models are not directly transferable. We therefore propose pilot evaluation indicators addressing feasibility, educational outcomes, equity, and sustainability. The framework is conceptual and has not been validated in Somalia; anticipated benefits should not be interpreted as demonstrated improvements in patient outcomes. Local consultation, piloting, and prospective evaluation are required before national adoption.Keywords: anesthesia education, intensive care training, competency-based medical education, workplace-based assessment, simulation, Somalia
SN - 1179-7258
ER -