Building workforce capacity for effective use of health information systems: Evaluation of a blended eLearning course in Namibia and Tanzania

Rudd, Kristina E.; Puttkammer, Nancy; Antilla, Jennifer; Richards, Janise; Heffron, Matthew; Tolentino, Herman D.; Jacobs, Daniel J.; Katjiuanjo, Puumue; Prybylski, Dimitri; Shepard, Mark; Kumalija, John Claud; Katuma, Happiness Lazaro; Leon, Beatus K.; Mgonja, Neema Gabriel; Santas, Xenophon

doi:10.1016/j.ijmedinf.2019.08.005

Cited by 12 publications

(11 citation statements)

References 7 publications

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“…We found a similar course completion rate (70%) to that of a blended learning course for building workforce capacity for effective use of health information systems in Namibia and Tanzania (73%) (26), but less than a tuberculosis course completion rate (90%) in Ethiopia (27). Nonetheless, our findings align with those of studies that highlighted avenues to enhance the completion rate on online courses, though many other studies reported lower completion and success results (28)(29)(30)(31).…”

Section: Discussionsupporting

confidence: 79%

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: Discussionsupporting

confidence: 79%

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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“…Li and Wang [41] showed the satisfaction of undergraduate students in distance education courses. Rudd et al [42] supported the efficiency of distance education versus face-to-face learning as both graduates had the same opportunity in finding jobs. Jowsey et al [43] revealed the effectiveness of distance courses in training, enriching experiences, and minimizing costs compared to the traditional approach.…”

Section: How Learners Assessed Distance Educationmentioning

confidence: 99%

Virtualization of Higher Education during COVID-19: A Successful Case Study in Palestine

et al. 2021

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The purpose of the study is to explore students’ and faculty members’ responses to universities’ migration from face-to-face to online instruction as a result of the coronavirus (COVID-19) crisis. To this extent, a qualitative approach was used for data collection and involved a number of qualitative methods: an open-ended question survey, focus group discussion, social media data, and university reports. Additionally, a thematic analysis was used for data analysis. The findings of the study reveal that students and faculty members were overwhelmed and stressed at the beginning, but as they started to acclimate to it, faculty members were satisfied. However, students seemed to be dissatisfied with this new approach to learning. Furthermore, faculty members and students both mentioned different challenges they had faced. The study reports on the technological tools used to mitigate the emerging challenges of both students and faculty members. Evaluating and assessing students was a main challenge for faculty members as the study analyzes the assessment and evaluation tools that they use in their online teaching. Comparative studies from Palestine and other countries are suggested for future research.

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“…We found a similar course completion rate (70%) with that of a blended learning course for building workforce capacity for effective use of health information systems in Namibia and Tanzania (73%) [ 14 ]. In contrast, the course completion rate found on a blended learning course on tuberculosis for front-line health care professionals in Ethiopia (90%) was much higher than ours [ 15 ].…”

Section: Discussionmentioning

confidence: 89%

“…There is limited evidence on e-learning or blended learning course completion and success rates when it comes to Africa. A recent evaluation of a blended learning course for building workforce capacity for effective use of health information systems in Namibia and Tanzania reported a 73% completion rate of e-learning modules [ 14 ]. Another assessment of a blended learning course on tuberculosis for front-line healthcare professionals in Ethiopia showed a higher completion rate (90%) of the online component [ 15 ].…”

Section: Introductionmentioning

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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Building workforce capacity for effective use of health information systems: Evaluation of a blended eLearning course in Namibia and Tanzania

Cited by 12 publications

References 7 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

Virtualization of Higher Education during COVID-19: A Successful Case Study in Palestine

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

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