Peer Review Report For: Translation of health sciences curricula into indigenous languages in sub-Saharan Africa: a scoping review protocol [version 1; peer review: 1 approved]

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Introduction This scoping review aims to map the current status, challenges, and best practices in translating health sciences curricula into indigenous languages in Sub-Saharan Africa. While learning in one’s native language enhances comprehension and retention, there is limited synthesis of translation practices in the region. The review will examine which indigenous languages are represented in curricula, what aspects of the curricula have been translated, and the methodologies employed in translation efforts. Methods The review will follow the JBI methodology for scoping reviews and adhere to the PRISMA-ScR guidelines. Relevant literature will be sourced from MEDLINE, EMBASE, ERIC, African Journals Online (AJOL), and African Index Medicus, alongside gray literature from organizational websites and government repositories. Three independent reviewers will screen titles, abstracts, and full texts, with data extracted using a customized form aligned with the research questions. The analysis will identify patterns, trends, and gaps in current translation practices. Results This review will provide insights for educational institutions, policymakers, and researchers, offering recommendations for improving healthcare education accessibility in Sub-Saharan Africa. It will inform evidence-based guidelines for curriculum translation and highlight areas for further research. Discussion Understanding translation practices and identifying challenges will support efforts to enhance the delivery of healthcare education and reduce health disparities in indigenous communities. The findings will help inform policy and practice aimed at improving health education access, cultural inclusivity, and the overall effectiveness of health curricula in the region. The scoping review has been registered on OSF: https://doi.org/10.17605/OSF.IO/AU2SD

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