Exploring three approaches to offer distance learning courses through a social network of health researchers in three African countries (original) (raw)
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Principles and Practice of Clinical Research Journal, 2020
Introduction: Critical thinking is an ideal tool for evaluating information as a guiding action. With the conjunct use of the internet and applied pedagogy, PPCR looks to develop its alumni's superior cognitive skills. We aim to characterize alumni and their experiences in the Dominican Republic for over nine years. Method: This descriptive, cross-sectional study used a survey instrument formatted with closed and semi-closed questions, which was sent to each participant's email. The survey had two segments, the first with twelve questions related to the participant's personal information and characteristics related to their background education and profession. The second section evaluated satisfaction during their participation in the PPCR course. Results: Out of a total of 62 graduates from 2012 to 2019, data was collected from 52 participants, of which 92% are medical doctors. The mean age was 36 years, with a predominance of the female gender (56%). The vast majority of participants are Dominican (90%), with a postgraduate program (61.2%). More than half carry out university teaching activities (54%), and a part of them continued to be affiliated in the program as Teaching Assistants, performing pedagogical assistance tasks (38%). The global satisfaction rate was high (92%), with a low dropout rate (2%). Conclusions: Based on our study's characteristics, this course is estimated to be a novel element capable of promoting scientific production and promoting clinical research activities in developing countries. It creates connections and exploits virtuality to improve knowledge through the critical analysis of information. This experience plays a prominent role in the enrichment of many teachers by providing them with methodological tools, developing the excellent training of educators.
2020
BACKGROUND In the face of growing modernity, open and distance learning (ODeL) has been thought of as playing an important role in increasing access to medical education worldwide. There is a robust evidence base demonstrating its cost effectiveness in comparison with conventional class- based teaching; however, the transitioning to this new paradigm of learning for medical related courses has been difficult in low income countries. While there are efforts to increase internet access to healthcare professionals, not much is known about the availability, acceptability and effectiveness of ODeL in East African countries OBJECTIVE The objective of this scoping review is to understand whether ODeL programs for medical education exists, how they are implemented, their acceptability and impacts METHODS The scoping review methodology employs the strategies developed by Arksey and O’Malley (15). The search strategy will be co-developed by the research team and applied in different formal an...
Creative Education
We aimed to determine whether a Case-Based Collaborative Learning (CBCL) curriculum, developed from the clinical experience of U.S.-based clinicians in collaboration with Rwandan medical faculty, is acceptable, feasible to implement, and effective as a virtual educational tool for medical students in a resource-limited, global health setting. In this CBCL distance learning education, students were actively engaged and understood the case material and asked probing and insightful questions. Course evaluations showed that 106 of the 120 total student responses (88.3%) said that the difficulty level was "about right", while only 11/120 (9.2%) said it was "too easy" and 3/120 (2.5%) said it was "too hard" providing evidence that even though the cases were largely based on clinical encounters at an American academic medical center, they are understandable, and at the appropriate level of difficulty for Rwanda-based medical students. Qualitative analysis from student comments found the CBCL method most helpful for students to develop diagnostic frameworks, and the practice of clinical reasoning using CBCL was engaging and interactive. This method of a virtual, international CBCL approach, was feasible, effective, and acceptable for students. A large majority of students found the sessions to be of appropriate difficulty and engaging.
Background: As blended learning (BL; a combination of face-to-face and e-learning methods) becomes more commonplace, it is important to assess whether students find it useful for their studies. ARCADE HSSR and ARCADE RSDH (African Regional Capacity Development for Health Systems and Services Research; Asian Regional Capacity Development for Research on Social Determinants of Health) were unique capacity-building projects, focusing on developing BL in Africa and Asia on issues related to global health. Objective: We aimed to evaluate the student experience of participating in any of five ARCADE BL courses implemented collaboratively at institutions from Africa, Asia, and Europe. Design: A post-course student survey with 118 students was conducted. The data were collected using email or through an e-learning platform. Data were analysed with SAS, using bivariate and multiple logistic regression. We focused on the associations between various demographic and experience variables and student-reported overall perceptions of the courses. Results: In total, 82 students responded to the survey. In bivariate logistic regression, the course a student took [p00.0067, odds ratio (OR)00.192; 95% confidence interval (CI): 0.058Á0.633], male gender of student (p00.0474, OR00.255; 95% CI: 0.066Á0.985), not experiencing technical problems (pB0.001, OR017.286; 95% CI: 4.629Á64.554), and reporting the discussion forum as adequate for student needs (p00.0036, OR00.165; 95% CI: 0.049Á0.555) were found to be associated with a more positive perception of BL, as measured by student rating of the overall helpfulness of the e-learning component to their studies. In contrast, perceiving the assessment as adequate was associated with a worse perception of overall usefulness. In a multiple regression, the course, experiencing no technical problems, and perceiving the discussion as adequate remained significantly associated with a more positively rated perception of the usefulness of the online component of the blended courses. Discussion: The results suggest that lack of technical problems and functioning discussion forums are of importance during BL courses focusing on global health-related topics. Through paying attention to these aspects, global health education could be provided using BL approaches to student satisfaction.
Evaluation of a learner-designed course for teaching health research skills in Ghana
BMC Medical Education, 2007
In developing countries the ability to conduct locally-relevant health research and high quality education are key tools in the fight against poverty. The objective of our study was to evaluate the effectiveness of a novel UK accredited, learner-designed research skills course delivered in a teaching hospital in Ghana.
Developing a distance learning programme for the Public Health Masters-University of Bedfordshire
g-casa.com
The last decade has seen an acceptance that technology is here to stay and if Higher Education Institutions (HEI's) ignore this they do so 'at their peril' (Sloman, 2001). Aware of this the University of Bedfordshire have recognised that in order to expand and transform the traditional learning experience, for both students and teachers, they must embrace e-technologies and rise to the challenges these present. This need was further highlighted following an audit to establish why a large number of students who had shown an interest in the Public Health Masters did not enrol for this course. This audit, of a group of potential students, clearly indicated that the demographics of postgraduate students is changing. Amongst the group a large number were mature students, with slightly more females, who would need to juggle family responsibilities with a return to study.
Research Square (Research Square), 2022
Background: Inequities in health outcomes across contexts are in part attributable to gaps in available medical training programs particularly impacting low-and middle-income countries. Shifting education resources online presents an opportunity to democratize access but presents challenges. Quality in digital scholarship is crucial to prevent learners' consumption of misinformation, while ensuring continued scholarly contribution from medical educators. Quality indicators typical for journals do not neatly apply to online resources and remain biased against those facing resource constraints. Similarly, widely applied peer-review processes for online learning content are lacking or inconsistent. Methods: Partners developed and implemented a 12-month, case-based discussion webinar series addressing Oxygen Therapy and Critical Care for healthcare workers facing the COVID-19 pandemic. Using the survey responses from webinar panelists across the globe, this project evaluated whether 3 criteria were met by panelists to serve as peer-reviewers and evaluated the quality of the blended-learning program by applying Glassick's standards of scholarship and the 13 quality indicators for online content developed by Lin et.al. Results: There was a response rate of 72%. Fifty-six percent of respondents were from high-income countries and 44% were from low-and middle-income countries. Most panelists met criteria set for peerreviewers, although criteria were met more often by those from high-income countries. Most respondents perceived preparation of materials for the blended-learning sessions as extremely adequate, appropriate, and effective. The online content was evaluated highly across the three domains of content, credibility, and design. Conclusions: The Oxygen Therapy and Critical Care series was well-received by learners and panelists alike. Quality across all indicators was deemed high for both the blended-learning and the online learning components. De ning quality indicators assists in both prospective design of online learning and during peer-review processes. The process of using webinar panelists as peer-reviewers is feasible, appropriate and presents opportunities for experts from low-and middle-income countries.
Assessing Online Courses in Health Education
Advances in Medical Education, Research, and Ethics
Internet-based health education is being used increasingly around the world for two related purposes: 1) to train a global health workforce of nurses, physicians, health educators, and other health workers, and 2) to educate the public about disease prevention and management (e.g., in outbreaks of SARS in China and Ebola in Africa). Assessment of online health education is vital to maintain quality control and to share best practices. Online health education has been found to have significant positive effects on e-learners, comparable to those of traditional face-to-face instruction. In developing countries where there is a critical shortage of health workers, distance education is needed to train large numbers of health workers rapidly and effectively. In developed countries, online health education is a cost-effective means of providing access to 1) higher education for individuals who are employed full time and wish to pursue training in the health professions, 2) workplace conti...