H3ABioNet, the pan African Bioinformatics Network \cite{Mulder_2015}, is making strides towards bridging the bioinformatics training gap in Africa by designing and offering a 3 month multiple-delivery-mode training course, Introduction to Bioinformatics (IBT), across all its nodes including Sudan \cite{Gurwitz_2017}. The IBT model blends local in-person tutoring sessions with the online delivery of course materials from remote course instructors via the course website (https://training.h3abionet.org/IBT_2017/), the learning management system, Vula (http://www.cilt.uct.ac.za/cilt/vula ), and the open source videoconferencing system, mconf (https://mconf.sanren.ac.za/). 
The present study assesses the efficiency, effectiveness and relevance of the 2017 iteration of the IBT training model from the learner's and local teaching assistants' perspectives in the H3ABioNet Node of Sudan based at the University of Khartoum. Through 3 surveys for learners at different points in the course, and another survey for the course local staff, we investigated the factors contributing to a successful training experience.  Our results agree with empirical data suggesting that  local group discussions improved the accessibility of the course material to the students \cite{Yousef_2015}, and also that these tutoring sessions were facilitated by volunteering previous IBT alumni \cite{Murugesan_2017}.  Also, the fact that the course was developed while keeping the African context in mind made the content relevant to the local learners, and hence the training aligned and satisfied their expectations \cite{castillo2015moocs}. We believe that our local setting is similar to others in less developed countries, so we we further reflect upon aspects like classroom environment and recruitment of participants to maximize outcomes.