Conclusions
stroke
STROKE
This systematic review demonstrates that different educational interventions have the potential to deliver positive results for speciality stroke care education in low-resource settings for hospital-based healthcare professionals. A “train-the-trainer” approach to education was deemed to have the most potential, with technology use also being promising. Regardless of resources, basic education for the development of knowledge on stroke and its care should be considered as a minimum requirement. Multidimensional approaches that implement elements from multiple educational themes for care improvement may not have as much potential as other approaches. We ultimately recommend further research that focuses on designing educational interventions within communities of practice, so that the impacts of local contexts in design may be considered.