Interdisciplinary collaborative skill development in a health research training program in Zambia

The increasing complexity of sexual and reproductive health research is strengthened by interdisciplinary collaboration. While technical proficiency receives significant attention in research capacity-strengthening, the development of core collaborative skills, such as communication, teamwork, conflict resolution, and leadership, remains underemphasized. The Center for International Reproductive Health Training at the University of Michigan (CIRHT-UM) integrated collaborative skills training into a comprehensive research-capacity strengthening program for health professionals in Zambia, combining technical research instruction with explicit interpersonal skill development. This study explored CIRHT-UM participants’ experiences, perceptions, and outcomes related to collaborative research skills developed during a health research capacity strengthening program in Zambia. Data were collected in June 2025, following completion of the training and seed grant activities, to explore participants’ experiences, perceptions, and outcomes related to collaborative skill development during the program, using a qualitative phenomenological approach, through nine in-depth interviews and three focus group discussions with 28 Zambian professionals, including lecturers, nurses, midwives, physicians, and public health practitioners, who received CIRHT-UM seed grants. Thematic analysis, informed by Bronfenbrenner’s Ecological Systems Theory and Gearing Up frameworks, enabled exploration of ecological influences and readiness factors in collaborative skill development to capture barriers, enablers, application, and impacts of training. Thematic analysis generated four key themes: (1) expansion of professional networks and interdisciplinary exposure; (2) barriers created by hierarchies, siloed work, and inequities; (3) growth in communication, leadership, and problem-solving skills; and (4) influence of environmental constraints and systemic supports on collaboration. Participants reported increased confidence and teamwork abilities, but highlighted ongoing challenges from heavy workloads and limited institutional support. Focus groups emphasized organizational barriers, while interviews provided deeper insights into personal growth and readiness for collaboration. Embedding collaborative skill development within a research training program in Zambia enhances both personal growth and research quality. Egalitarian team environments, structured mentorship, and peer learning were identified as critical facilitators, while entrenched hierarchies and lack of protected time remained significant barriers in Zambian academic and clinical environments. Purposefully designed, inclusive, and well-supported collaboration initiatives improve team effectiveness and professional satisfaction. Sustained institutional policies, research training, and adaptive team structures are essential for lasting interdisciplinary engagement. While these strategies may be relevant to other low-resource or sub-Saharan African contexts facing similar barriers, their impact is closely tied to specific local conditions and institutional structures. Future adaptation should be tailored to each country’s unique setting, workforce, and policy landscape for research training programs that intentionally cultivate collaboration to drive innovation and improve health outcomes.