{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,18]],"date-time":"2026-08-18T13:25:20Z","timestamp":1787059520366,"version":"build-2736575974"},"reference-count":33,"publisher":"Ubiquity Press, Ltd.","issue":"1","license":[{"start":{"date-parts":[[2026,8,18]],"date-time":"2026-08-18T00:00:00Z","timestamp":1787011200000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["89"],"abstract":"<jats:p>Background: In Myanmar, the COVID\u201119 pandemic and political unrest beginning in 2021 exacerbated longstanding health inequities and disrupted health services, universities, and research governance, rendering in\u2011person research training infeasible when locally led health equity research was urgently needed.\nObjectives: To describe the design, implementation, and evaluation of a fully virtual, mentor\u2011based health equity research training program in Myanmar.\nMethods: Supported by the Fogarty International Center\/NIH, a one\u2011year virtual training program integrated weekly virtual Zoom sessions, asynchronous learning through a learning management system, and structured faculty mentorship. Program evaluation employed a mixed\u2011methods approach that included participant and faculty surveys, objective assessment of analytic projects using a standardized scoring rubric, and analysis of the program interpreted through the RE\u2011AIM framework.\nFindings: Of the initial 14 participants from civil society organizations and international nongovernmental organizations, 12 completed the program. Participants developed analytic projects using secondary datasets available through their organizations. These projects addressed health equity priorities, maternal health, COVID\u201119 impacts on informal workers, and disparities among displaced populations. Five subsequently produced full manuscripts. Objective evaluation demonstrated consistently high manuscript quality (mean rubric score 86.4\/100, SD 2.8). Quantitative evaluations indicated high satisfaction with the program structure, learning resources, faculty engagement, and virtual mentoring. Qualitative findings highlighted the accessibility of the virtual format, gains in health equity knowledge and research skills, and the importance of sustained mentorship, while identifying the need for additional quantitative methods support and more individualized feedback.\nConclusions: A fully virtual, mentor\u2011based training program can sustain health equity research capacity in fragile and conflict\u2011affected settings when in\u2011person training is not feasible. Beyond maintaining educational continuity, the program supported the development of high\u2011quality analytic projects and scholarly manuscripts, demonstrating that context\u2011sensitive virtual training can strengthen locally led research capacity and institutional resilience during prolonged humanitarian and political disruption.<\/jats:p>","DOI":"10.5334\/aogh.5165","type":"journal-article","created":{"date-parts":[[2026,8,18]],"date-time":"2026-08-18T12:25:20Z","timestamp":1787055920000},"page":"80","source":"Crossref","is-referenced-by-count":0,"title":["Building Health Equity Research Capacity in Myanmar Through a Virtual, Mentor\u2011Based Training Program"],"prefix":"10.5334","volume":"92","author":[{"given":"Than-Tun","family":"Sein","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Win Han","family":"Oo","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Thin Mar","family":"Win","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ko Ko","family":"Zaw","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Poe Poe","family":"Aung","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kyu Kyu","family":"Than","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Robert","family":"Wachbroit","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Phone Myint","family":"Win","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3320-4328","authenticated-orcid":false,"given":"Henry","family":"Silverman","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"3285","published-online":{"date-parts":[[2026,8,18]]},"reference":[{"key":"1","doi-asserted-by":"crossref","unstructured":"Komljenovic J, Birch K, Sellar S, et al. Digitalised higher education: Key developments, questions, and concerns. Discourse Stud Cult Polit Educ. 2025;46(2):276\u2013292. doi:10.1080\/01596306.2024.2408397.","DOI":"10.1080\/01596306.2024.2408397"},{"key":"2","doi-asserted-by":"crossref","unstructured":"Mulenga R, Shilongo H. Hybrid and Blended Learning Models: Innovations, Challenges, and Future Directions in Education. Acta Pedagogia Asiana, 2024;4(1):1\u201313. doi:10.53623\/apga.v4i1.495.","DOI":"10.53623\/apga.v4i1.495"},{"key":"3","doi-asserted-by":"crossref","unstructured":"Joseph D, Trinick R. \u2018Staying Apart Yet Keeping Together\u2019: Challenges and Opportunities of Teaching During COVID\u201119 Across the Tasman. N Z J Educ Stud. 2021;56(2):209\u2013226. doi:10.1007\/s40841-021-00211-6.","DOI":"10.1007\/s40841-021-00211-6"},{"key":"4","doi-asserted-by":"crossref","unstructured":"Atwa H, Shehat MH, Al\u2011Ansari A, Kumar A, Jaradat A, Ahmed J, Deifalla A. Online, Face\u2011to\u2011Face, or Blended Learning? 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