This scoping review aims to explore two key areas: (1) the translation of health sciences curricula into indigenous languages in Sub-Saharan Africa, and (2) the methodologies and practices employed in the adaptation of these curricula. While the need for culturally and linguistically appropriate health education is a global issue, this review specifically focuses on Sub-Saharan Africa due to its unique linguistic diversity, cultural context, and healthcare needs. The challenges and practices in this region may differ significantly from those in other parts of the world, necessitating a focused exploration of the translation processes, the languages involved, and the cultural considerations that influence curriculum development. By examining both the translation practices and the educational outcomes, this review aims to provide a comprehensive understanding of how adapting health sciences curricula to indigenous languages can enhance healthcare education accessibility and effectiveness in Sub-Saharan Africa.

The Population, Concept and Context (PCC) framework, ¹⁵ was used to identify the main concepts in the primary review question and inform the search strategy ( Table 1). This review addresses the following research questions and objectives.

Primary research questions

What are the approaches, strategies, and evidence related to translating health sciences curricula into indigenous languages in Sub-Saharan Africa?

Objectives to address these questions 1.

To identify the indigenous languages represented in health sciences curricula in Sub-Saharan Africa.

Comprehensive searches will utilize keywords related to the interventions. A comprehensive search strategy was developed to identify relevant studies. Multiple databases, including PubMed, Scopus, Web of science, African Journals Online (AJOL), Africa-Wide Information, CINAHL (Cumulative Index to Nursing and Allied Health Literature), PsycINFO, ERIC (Education Resources Information Center), Linguistics and Language Behaviour Abstracts (LLBA), and Embase, will be searched using appropriate keywords and Boolean operators. The relevant Boolean operators (AND, OR) and search strings are shown in Figure 1. Truncations will also be used to broaden the search. All search results will be imported into the Endnote 21 before being loaded to Rayyan.

To ensure comprehensive coverage, additional sources will be consulted, including institutional repositories and organizational websites for reports, policy documents, and non-peer-reviewed materials related to health sciences curricula translation and indigenous languages in Sub-Saharan Africa. Additionally, consulting subject matter experts, contacting relevant organizations or institutions, and hand-searching reference lists of key articles will help identify further relevant literature. This multi-faceted approach ensures a thorough identification of literature on the translation of health sciences curricula into indigenous languages in Sub-Saharan Africa.

Screening and data management

Initially, we planned to use EndNote 21, ¹⁶ a proprietary software developed by Clarivate Analytics, for reference management. However, to align with open-access principles, we have opted to utilize Zotero 7.0.15, ¹⁷ a free and open-source alternative offering similar functionalities. For article screening and management, we will use Rayyan, ¹⁸ a free web-based tool designed to streamline the screening process. Rayyan will be used to store, organize, and remove duplicate records as well as facilitate screening, data extraction, and charting. Non-English grey literature selected for inclusion will undergo translation, with relevant data systematically extracted. This approach ensures efficient management, transparent documentation, and systematic tracking of study selection process.

The following criteria will guide the inclusion and exclusion of studies:

Inclusion criteria

In addition to the parameters on the search strategy, as shown in Figure 1, studies will be included if they addressed the study PCC ( Table 1).

Exclusion criteria 1.

Studies conducted in non-formal educational settings, such as community workshops or informal training sessions.

This review will focus exclusively on studies conducted in Sub-Saharan Africa, as this region faces unique linguistic, cultural, and educational challenges in health sciences education. Studies from regions outside of Sub-Saharan Africa will be excluded, as the factors influencing curriculum translation and the effectiveness of interventions may not be directly applicable to the specific socio-cultural and linguistic contexts of Sub-Saharan Africa. The review will highlight the specific challenges faced in translating health sciences curricula into indigenous languages in the region, aiming to improve healthcare education accessibility and relevance.

The study will undergo three stages of screening: title screening, abstract screening, and full-text screening. In line with standard review practices, any discrepancies in study selection will be resolved through discussion and consensus among reviewers. The primary reviewers (TZ and SJN) will independently screen titles and abstracts based on the predefined inclusion and exclusion criteria. If disagreements arise, a third reviewer will be consulted for resolution. For full-text screening, TZ and SJN will independently assess the included full-text articles. To ensure reliability and validity, a third reviewer will randomly select 10% of the full-text articles for independent evaluation and validation of final inclusion decisions. Any conflicts will be resolved through discussion, with a third reviewer involved when necessary.

All reviewers will adhere to a strict screening protocol to ensure consistency. Rayyan will be used for screening titles, abstracts, and full texts. Additionally, support from a librarian will be sought to enhance the search and screening process. The study selection process will be summarized using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework ¹⁴ (see Figure 2).

A customized data charting form will be used to systematically capture relevant information from the studies included in the review. This will include study characteristics (e.g., author(s), publication year), study design, indigenous languages represented, types of health sciences curricula translated, translation methods, and key findings (see Table 2). This structured approach ensures comprehensive synthesis and interpretation of all pertinent information from the selected studies.

In this scoping review, we will include a variety of study designs—randomized controlled trials (RCTs), observational studies, and qualitative research—to capture a broad spectrum of evidence on the translation of health sciences curricula into indigenous languages in sub-Saharan Africa. Each study design contributes uniquely: RCTs assess intervention efficacy, observational studies provide real-world applications, and qualitative research explores contextual factors influencing translation practices. We will consider variations in sample sizes and population characteristics, which may impact the findings’ relevance and generalizability.

To ensure consistency and accuracy, we will develop calibrated data extraction forms or pre-tested templates tailored to the review’s objectives and aligned with established scoping review guidelines. These forms will be piloted on a subset of included studies before full-scale data extraction. The pilot phase will help refine the forms, clarify ambiguities, and ensure effective data capture. Any adjustments needed based on feedback from the pilot phase will be incorporated to enhance the reliability of the data extraction process.

Data extraction will be performed independently by multiple reviewers to minimize bias and errors. Each reviewer will extract data from the same set of studies, and any discrepancies will be resolved through discussion and consensus. If consensus cannot be reached, a third reviewer will be consulted to make the final decision. This dual-review approach is recommended to increase the accuracy and reliability of data extraction, ensuring methodological rigor in our scoping review and providing reliable data to inform our research questions.

The study selection process will be presented using a PRISMA-ScR flowchart ¹⁹ to ensure transparency. A narrative synthesis approach will be used to summarize and analyze the extracted data, incorporating both global and regional perspectives on the translation of health sciences curricula into indigenous languages. The extracted data will include key details such as author(s) names, year of publication, study design, study population, translation methods, study setting, aims, geographic location, and key findings. This will provide a structured overview of the existing evidence base.

Findings will be organized thematically, with categorization based on the types of health sciences curricula translated, translation methods used, and their effectiveness. The review will further categorize the challenges and best practices identified in translating curricula, as well as the effectiveness of these translated materials. The review will also highlight successful translation initiatives from different regions in Sub-Saharan Africa, facilitating a comparative analysis of regional variations in translation approaches and identifying best practices that could be adapted to other settings.

Descriptive statistics may be employed to summarize the key characteristics of the included studies. Findings will be presented through tables, charts, and narrative summaries to enable clear interpretation and cross-regional comparisons. Visual representations, such as conceptual frameworks, may also be used where applicable to illustrate relationships between translation methods, curriculum types, and contextual influences.

The implications of these findings will be explored in terms of research, practice, and policy formulation. This will ensure that the review contributes to evidence-based decision-making regarding the translation of health sciences curricula in Sub-Saharan Africa. Given the exploratory nature of scoping reviews, which aim to provide an overview of existing literature on a concept or intervention, ¹⁹ formal quality appraisal of the included studies may not be conducted. However, methodological rigor and trustworthiness will be considered during the synthesis and interpretation of the data to ensure a comprehensive and contextually relevant analysis.

Consultation is a vital component of Arksey and O’Malley’s scoping review framework, ensuring that the findings are relevant, comprehensive, and practically applicable. In this scoping review, stakeholder consultation will be conducted to refine the results and enhance their utility for future implementation. Key stakeholders will include public health practitioners, policymakers, researchers, and representatives from organizations involved in health education, curriculum development, and language preservation in Sub-Saharan Africa. These individuals will be selected based on their expertise in health sciences education, curriculum translation, and the intersection of language and health practice.

Consultations will be conducted through virtual or in-person meetings, depending on availability and logistical considerations. Engagement methods will include structured discussions, surveys, or focus groups to gather insights on the applicability of the findings and the potential impact of translated health sciences curricula on educational practices. Stakeholder input will help to validate the results, identify any gaps in the translation process, and refine key themes related to best practices and challenges in the curriculum translation.

This consultation process will occur during the final stages of data synthesis, allowing stakeholders to inform the interpretation of the results and shape the final recommendations. Their feedback will be systematically integrated into the discussion and conclusion sections to ensure that the review’s findings align with real-world needs and decision-making, particularly with regard to the translation of health sciences curricula into indigenous languages in Sub-Saharan Africa.

1.

Peer-reviewed publications: Findings will be submitted to journals on health education, language, curriculum development, and public health in Sub-Saharan Africa, ensuring accessibility for the academic community, researchers, educators, and policymakers.

These strategies aim to ensure the findings reach key stakeholders and maximize impact on curriculum development and health education in Sub-Saharan Africa.