A public health e-learning master’s programme with a focus on health workforce development targeting francophone Africa: the University of Geneva experience

Abstract

BackgroundShortage of a competent public health workforce is as a worldwide problem. The situation is especially bad in sub-Saharan Africa. In 2008, the World Health Organization and the Global Health Workforce Alliance launched a call for proposals for a public health training programme with an emphasis on health workforce development specifically targeting Africa. Our article presents the development, implementation and evaluation of an e-learning Master of Advanced Studies in Public Health on Workforce Development. The project was developed in collaboration with academic partner institutions of 10 French-speaking African countries and local/regional/HQ WHO offices.MethodsA five-step approach was adopted. First, a needs assessment study was done in the target countries, with identification of priority health issues. Second, student and tutor selection was done in collaboration with local WHO offices, health authorities and partner universities. Third, the e-platform was developed and a training workshop for tutors was organized. Fourth, the learning objectives were derived from the needs assessment study and an interactive educational approach was adopted. Fifth, the participation of students, their perception of the programme, their performance on assignments and community outcomes were monitored.ResultsThe needs assessment allowed the identification of 12 priority health issues (trauma related to road accidents, maternal and child health, HIV/AIDS, mental heath, food and malnutrition, health resource management, infectious diseases, access to essential drugs, chronic diseases, health promotion, ageing and violence/conflicts) of which 10 were studied through the lens of the key public health disciplines (epidemiology, human resources, health project/service planning, health policy, communication, health economics/management, informatics and ethics/human rights), each validated through a certifying examination. Student participation, measured through connection hits (total: 58 256; mean: 168/student/module) and posted messages (total: 5994; mean: 18/student/module), was good, and global satisfaction was high (7.7/10). Twenty-nine students out of 37 obtained their master’s degree from the University of Geneva. Outcomes reported include career development, strengthening of inter-country networks and common projects.ConclusionsKeys to the success of the programme were the enthusiasm and commitment of students, the availability of the coordination team, the simplicity of the electronic platform and the support of local/regional/WHO offices. Yet, the sustainability of the programme is not assured.

Use of Learning Analytics Data in Health Care–Related Educational Disciplines: Systematic Review (Preprint)

“…to the learning platforms [13,[18][19][20][21][22][23]. Of these, three studies only recorded connections to the platform or folder and not the specific learning items contained within [18,19,21].…”

“…handouts, book chapters, journal articles, slides) [12,18,[20][21][22][23][26][27][28][29], onlinetests/quizzes [20,22,23,26,[29][30][31][32][33], and URL links to external online resources [20,22,23,29].…”

“…Five studies did not include objective learning outcomes [18,21,26,28,29]. Among these five papers, one reported self-efficacy perceptions from students [26] while another paper mentioned it did monitor assessments and students completed exams [18] but did not subject this data to any statistical analysis.…”

“…Among these five papers, one reported self-efficacy perceptions from students [26] while another paper mentioned it did monitor assessments and students completed exams [18] but did not subject this data to any statistical analysis. The remaining four papers did not include any learning outcome variables in the study designs.…”

Preditores da aprendizagem e instrumentos de transferência de treinamento: um estudo com profissionais da saúde pública

“…Os resultados de um curso de mestrado em saúde pública promovido para profissionais de saúde africanos foram avaliados por Chastonay et al (2015). A pesquisa mostrou que a ação educacional subsidiou efeitos positivos tanto para os treinandos como para a comunidade, visto que os profissionais, após concluirem o curso, obtiveram promoção profissional e os projetos desenvolvidos ao longo da ação educacional foram implementados na comunidade.…”