Approche eLearning pour le renforcement des capacités des professionnels de santé en Guinée : une expérience post-Ebola

Millimouno, Tamba Mina; Délamou, Alexandre; Kourouma, Karifa; Kolié, Jean Michel; Manet, Hawa; Baldé, Aissatou Thoupia; Béavogui, Abdoul Habib; Roegiers, Sara; Garcia, Marlon; Tsunami, Carlos Kiyan; Damme, Wim Van; Delvaux, Thérèse

doi:10.3917/spub.205.0537

Cited by 4 publications

(9 citation statements)

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“…The development and implementation of the courses were funded by the Belgian Development Agency (Enabel), and the Directorate-General for Development Cooperation and Humanitarian Aid (DGD). More details on the Guinean context and the actual development of the courses have been provided earlier ( 16 , 17 ). The first two courses on Primary Health Care (eSSP) and Management of Sexual and Reproductive Health Services (eSSR) addressed the local health system context.…”

Section: Methodsmentioning

confidence: 99%

“…Thus, the main focus of this study was to evaluate (1) reasons for dropout and abstention, (2) change(s) in work behavior reported by learners following the training, and (3) the impact of the work behavior change on the achievements of the organizations or services where the learners work. (16,17). The first two courses on Primary Health Care (eSSP) and Management of Sexual and Reproductive Health Services (eSSR) addressed the local health system context.…”

Section: Introductionmentioning

confidence: 99%

“…Three blended learning courses were developed and implemented in Guinea. Evaluations of the first two courses (eSSP and eSSR) have already been reported ( 16 , 17 ). However, these reports primarily focused on completion and success rates, factors associated with success, and learners' perceptions (reactions) of the training (levels 1 and 2 of the Kirkpatrick model) ( 16 , 17 ).…”

Section: Introductionmentioning

confidence: 99%

“…Evaluations of the first two courses (eSSP and eSSR) have already been reported ( 16 , 17 ). However, these reports primarily focused on completion and success rates, factors associated with success, and learners' perceptions (reactions) of the training (levels 1 and 2 of the Kirkpatrick model) ( 16 , 17 ). Moreover, reasons for dropout and abstention among training participants, the change in their work behavior (level 3), and the impact of this behavior change on the results of their organizations (level 4) were not assessed.…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of Three Blended Learning Courses to Strengthen Health Professionals' Capacity in Primary Health Care, Management of Sexual and Reproductive Health Services and Research Methods in Guinea

Millimouno¹,

Delvaux

Kolié³

et al. 2022

Front. Digit. Health

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BackgroundThree blended courses on Primary Health Care (eSSP), Management of Sexual and Reproductive Health Services (eSSR), and Research Methods (eMR) were developed and implemented between 2017 and 2021 by the Maferinyah National Training and Research Center in Rural Health, a training and research institution of the Ministry of Health in Guinea. The study objectives were to evaluate the reasons for dropout and abstention, the learners' work behavior following the training, and the impact of the behavior change on the achievements of learners' organizations or services.MethodsWe evaluated the three implemented courses in 2021, focusing on levels 3 and 4 of the Kirkpatrick training evaluation model. Quantitative and qualitative data were collected through an open learning platform (Moodle), via an electronic questionnaire, during the face-to-face component of the courses (workshops), and at learners' workplaces. Descriptive statistics and thematic analysis were performed for quantitative and qualitative data, respectively.ResultsOut of 1,016 applicants, 543 including 137 (25%) women were enrolled in the three courses. Over the three courses, the completion rates were similar (67–69%) along with 20–29% dropout rates. Successful completion rates were 72% for eSSP, 83% for eMR and 85% for eSSR. Overall success rate (among all enrollees) ranged from 50% (eSSP) to 58% (eSSR). The majority (87%) of the learners reported applying the knowledge and skills they acquired during the courses through activities such as supervision (22%), service delivery (20%), and training workshops (14%). A positive impact of the training on utilization/coverage of services and increased revenues for their health facilities were also reported by some trainees.ConclusionThese findings showed fair success rates and a positive impact of the training on learners' work behavior and the achievements of their organizations.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Evaluation of Three Blended Learning Courses to Strengthen Health Professionals' Capacity in Primary Health Care, Management of Sexual and Reproductive Health Services and Research Methods in Guinea

Millimouno¹,

Delvaux

Kolié³

et al. 2022

Front. Digit. Health

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“…Eight modules were developed for the eSSR course (Introduction to Sexual and Reproductive Health (SRH), Local Health System, SRH data management, monitoring of a health area, quality and integration of care in SRH, Community approaches in SRH, SRH Promotion, and Gender and rights in SRH). A detailed description of the training design and implementation process has been published elsewhere [ 29 ]. A team from CNFRSR was first trained in e-learning through a blended learning program at ITM.…”

Section: Methodsmentioning

confidence: 99%

Outcomes of blended learning for capacity strengthening of health professionals in Guinea

Millimouno¹,

Délamou

Kourouma³

et al. 2021

BMC Med Educ

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Background Quality human resources constitute an essential pillar of an effective health system. This paper analyzes the outcomes of blended learning for post-Ebola capacity strengthening of health professionals in Guinea. Methods Two courses lasting 3 months each (7–8 modules) were developed and implemented: one in Primary Health Care (eSSP) and the other in Sexual and Reproductive Health Services Management (eSSR). Both eSSP and eSSR courses were offered online on the Moodle platform, followed by a face-to-face capacity-building workshop. A cross-sectional study using a mixed-methods approach was conducted in 2018–19. As outcomes, we described learners’ sociodemographic characteristics, course completion and success, and perceptions of the courses and support from the instructors, analyzed the factors associated with learners’ successful completion and reported on learners’ feedback on their blended learning experience. Quantitative data were analyzed using the STATA 15 software, and qualitative data were analyzed through content analysis. Results Overall, 282 health professionals were enrolled for both eSSP and eSSR courses. The completion rate was 69.5% (196/282). The success rate for learners who completed the courses was 80% (156/196), and the overall success rate for enrollees was 55% (156/282). The dropout and abstention rates were 22 and 9%, respectively. On both eSSP and eSSR courses, the success rate of women enrolled was higher than or equal to men’s. The success rate of medical doctors enrolled (53% for eSSP and 67% for eSSR) was higher than for other health professionals, in particular nurses (9% for eSSP) and midwives (40% for eSSR). Course type was associated with success (AOR = 1.93; 95% CI = 1.15–3.24). Most learners strongly agreed that the courses are relevant for targeted health professionals (81 to 150/150), pdf course materials are well-structured and useful (105/150), the content of the modules is relevant, comprehensible, and clear (90/150), self-assessment quizzes are helpful (105/150), summative assessment assignments are relevant (90/150), the course administrators and IT manager were responsive to learners’ concerns (90/150), they will recommend the courses to colleagues and friends (120/150). Conclusion Two blended courses for capacity strengthening of health professionals were successfully developed and implemented in Guinea.

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How has Guinea learnt from the response to outbreaks? A learning health system analysis

et al. 2023

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IntroductionLearning is a key attribute of a resilient health system and, therefore, is central to health system strengthening. The main objective of this study was to analyse how Guinea’s health system has learnt from the response to outbreaks between 2014 and 2021.MethodsWe used a retrospective longitudinal single embedded case study design, applying the framework conceptualised by Sheikh and Abimbola for analysing learning health systems. Data were collected employing a mixed methods systematic review carried out in March 2022 and an online survey conducted in April 2022.ResultsThe 70 reports included in the evidence synthesis were about the 2014–2016 Ebola virus disease (EVD), Measles, Lassa Fever, COVID-19, 2021 EVD and Marburg virus disease. The main lessons were from 2014 to 2016 EVD and included: early community engagement in the response, social mobilisation, prioritising investment in health personnel, early involvement of anthropologists, developing health infrastructure and equipment and ensuring crisis communication. They were learnt through information (research and experts’ opinions), action/practice and double-loop and were progressively incorporated in the response to future outbreaks through deliberation, single-loop, double-loop and triple-loop learning. However, advanced learning aspects (learning through action, double-loop and triple-loop) were limited within the health system. Nevertheless, the health system successfully controlled COVID-19, the 2021 EVD and Marburg virus disease. Survey respondents’ commonly reported that enablers were the creation of the national agency for health security and support from development partners. Barriers included cultural and political issues and lack of funding. Common recommendations included establishing a knowledge management unit within the Ministry of Health with representatives at regional and district levels, investing in human capacities and improving the governance and management system.ConclusionOur study highlights the importance of learning. The health system performed well and achieved encouraging and better outbreak response outcomes over time with learning that occurred.

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Approche eLearning pour le renforcement des capacités des professionnels de santé en Guinée : une expérience post-Ebola

Cited by 4 publications

References 4 publications

Evaluation of Three Blended Learning Courses to Strengthen Health Professionals' Capacity in Primary Health Care, Management of Sexual and Reproductive Health Services and Research Methods in Guinea

Evaluation of Three Blended Learning Courses to Strengthen Health Professionals' Capacity in Primary Health Care, Management of Sexual and Reproductive Health Services and Research Methods in Guinea

Outcomes of blended learning for capacity strengthening of health professionals in Guinea

How has Guinea learnt from the response to outbreaks? A learning health system analysis

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