Training
CHHI trains cohorts, not individuals. A cohort deploys together, keeps its cohort supervision for the length of a career, and supplies the faculty for the cohort behind it.
Step 01
Candidates are drawn from the local government areas the cohort will serve, with weighting for applicants from communities that currently have no resident clinician at all. Someone with family, land and worship in a place is not deciding every year whether to stay there.
Step 02
Rotations run through partner teaching hospitals with visiting faculty and structured remote instruction. The disease burden trainees learn on is the burden they will treat: malaria, sickle cell, hypertension, obstetric emergency, tuberculosis, an accelerating diabetes and stroke caseload.
Step 03
Every clinical cohort trains alongside the chaplaincy cohort. Clinicians learn to recognise spiritual distress and refer it; chaplains learn where the clinical line is and do not cross it. Both learn to work with the pastors, imams and traditional leaders who are already the first call in most communities.
Step 04
A clinician arrives to a site already running AMDana on IPMS, with a stock line, a referral pathway, a named supervising physician and a salary that is actually paid on schedule. Most retention failures are not vocation failures. They are logistics failures.
Step 05
Deployment is to the home community or its catchment, on a service commitment matched to the training investment, with the practice, housing and progression to make staying the rational choice rather than the sacrificial one.
Step 06
Monthly case review, remote specialist backup, funded continuing education, and a route to teaching in the next cohort. Year three is when isolated clinicians leave; year three is where this model spends its attention.
Tracks
A functioning clinic is not a stack of individually excellent professionals. It is a team that trained together and knows how the others think under pressure.
Post-qualification clinical training with rotations through partner teaching hospitals, structured remote instruction, and a defined service commitment on deployment.
Skilled attendance, obstetric emergency readiness, newborn care and the triage judgement that decides when a referral has to happen now rather than tomorrow.
The front line in communities without a resident clinician: screening, chronic-disease follow-up, immunisation, referral and the trust that only a neighbour has.
Clinical pastoral formation — bereavement, medical ethics, confidentiality, the boundary with clinical advice, and multi-faith practice — trained alongside the clinical cohort.
Records, scheduling, supply, billing and reporting on AMDana and IPMS, so a site is operationally ready on the day its clinicians arrive.
The graduates who teach the next cohort, plus diaspora and international faculty on defined rotations through the IGPC pathway.
Academic collaboration
Curriculum design, surgical training capacity, research methods and evaluation are developed with academic partners — currently in engagement or discussion with Global Surgery University, the Johns Hopkins Global Alliance Program, The G4 Alliance and the International Global Physicians Coalition. The intent in every case is the same: build the capability inside Nigeria rather than export the data out of it.
Faculty exchange runs in both directions on defined rotations. Diaspora physicians teach and supervise without having to relocate permanently, and without displacing the local faculty a sustainable institution depends on.
Where each relationship standsTell us your discipline, your qualification status and the community you come from. Applications are reviewed on a rolling basis.
