Collaborative global health E-learning: A Massive Open Online Course experience of young family doctors

Hoedebecke, Kyle; Mahmoud, Mohammad; Yakubu, Kenneth; Kendir, Candan; D’Addosio, Rosanna; Bakola, Maria; Borhany, Tasneem; Oladunni, Osunsanya; Kareli, Ana; Gökdemir, Özden; Mariani, Yusianmar; Silva, Joana Guerra da Costa e; Nobre, Maria João; Babic, Ivana; Córdova, Yasmin; Vega, İsabella Vanorio

doi:10.4103/jfmpc.jfmpc_186_18

Cited by 19 publications

(40 citation statements)

References 5 publications

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“…Most articles (25/31, 81%) used texting, mobile instant messaging, or SMS text messaging to provide continuing education content either as a stand-alone intervention or in addition to other digital learning tools and blended learning formats (eg, coupling SMS text messaging with traditional face-to-face learning) [ 8 , 15 - 17 , 30 - 38 , 40 , 41 , 43 , 45 , 46 , 48 - 52 , 55 , 56 ]. WhatsApp was the most commonly used platform among the studies that used messaging services (17/31, 55%) [ 8 , 15 , 30 - 34 , 36 , 37 , 43 , 46 , 48 , 50 - 52 , 55 , 56 ]. Telephone calls were included in 16% (5/31) of the studies and were primarily used between students and mentors to discuss and reinforce learning content and for students to obtain feedback from mentors [ 16 , 41 , 45 , 46 , 53 ].…”

Section: Resultsmentioning

confidence: 99%

“…Web-based courses that facilitated web-based interactive discussions and commentary were used in 19% (6/31) of the studies [ 1 , 42 - 46 ]. Of these 6 studies, 3 (50%) coupled web-based courses with social media platforms such as Facebook, Twitter, and Google groups, which served as an adjunct to the course in facilitating learning and peer interaction and engagement [ 1 , 43 , 44 ]. A total of 3% (1/31) of the studies used Facebook as the sole platform in both providing educational content and facilitating discussions between peers and mentors [ 39 ] ( Multimedia Appendix 3 ).…”

Section: Resultsmentioning

confidence: 99%

“…Articles that measured student engagement (16/31, 52%) within the mobile-social learning platforms reported high levels of use among students [ 1 , 15 , 31 , 33 , 36 - 39 , 43 - 45 , 48 , 50 - 52 , 55 ]. However, the association between levels of engagement and learning outcomes varied among the studies.…”

Section: Resultsmentioning

confidence: 99%

“…Abiodun et al [ 37 ] noted that, although students were highly engaged within WhatsApp groups, there were no significant associations between the frequency of reading messages and social-professional outcome measures. Among the studies that coupled web-based learning modules with social media interaction and discussions through Facebook and WhatsApp, module completion rates were significantly higher compared with standard massive open web-based course completion [ 1 , 30 , 43 , 44 ].…”

Section: Resultsmentioning

confidence: 99%

“…Interventions that fostered peer engagement and interaction through messaging and discussion forums found that participants viewed the interactive component and commentary as beneficial [ 1 , 15 , 30 , 32 , 34 , 38 - 40 , 42 - 44 , 46 , 49 - 52 , 54 , 57 ]. CPD programs that were augmented with social media found that peer support was facilitated through social media platforms, which allowed for real-time interactions and peer feedback and greater understanding of course material [ 1 , 30 , 43 , 44 ]. The inclusion of a peer support network was suggested by students in a study that solely focused on virtual mentorship for cervical cancer screening among nurses and did not include a virtual peer-to-peer interaction component [ 40 ].…”

Section: Resultsmentioning

confidence: 99%

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Mobile-Social Learning for Continuing Professional Development in Low- and Middle-Income Countries: Integrative Review

Guillaume¹,

Troncoso²,

Duroseau³

et al. 2022

JMIR Med Educ

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Background Access to continuing professional development (CPD) for health care workers in low- and middle-income countries (LMICs) is severely limited. Digital technology serves as a promising platform for supporting CPD for health care workers by providing educational content virtually and enabling virtual peer-to-peer and mentor interaction for enhanced learning. Digital strategies for CPD that foster virtual interaction can increase workforce retention and bolster the health workforce in LMICs. Objective The objective of this integrative review was to evaluate the evidence on which digital platforms were used to provide CPD to health care workers and clinical students in LMICs, which was complemented with virtual peer-to-peer or mentor interaction. We phrased this intersection of virtual learning and virtual interaction as mobile-social learning. Methods A comprehensive database and gray literature search was conducted to identify qualitative, quantitative, and mixed methods studies, along with empirical evidence, that used digital technology to provide CPD and virtual interaction with peers or mentors. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines were followed. Eligible articles were written in English, conducted in an LMIC, and used a mobile device to provide CPD and facilitate virtual peer-to-peer or mentor interaction. Titles, abstracts, and full texts were screened, followed by an assessment of the quality of evidence and an appraisal of the articles. A content analysis was then used to deductively code the data into emerging themes. Results A total of 750 articles were identified, and 31 (4.1%) were included in the review. SMS text messaging and mobile instant messaging were the most common methods used to provide continuing education and virtual interaction between peers and mentors (25/31, 81%). Across the included articles, participants had high acceptability for using digital platforms for learning and interaction. Virtual peer interaction and mentorship were found to contribute to positive learning outcomes in most studies (27/31, 87%) through increased knowledge sharing, knowledge gains, improved clinical skills, and improved service delivery. Peer-to-peer and mentor interaction were found to improve social support and reduce feelings of isolation (9/31, 29%). There were several challenges in the implementation and use of digital technology for mobile-social learning, including limited access to resources (eg, internet coverage and stable electricity), flexibility in scheduling to participate in CPD, and sociobehavioral challenges among students. Conclusions The summary suggests that mobile-social learning is a useful modality for curriculum dissemination and skill training and that the interface of mobile and social learning serves as a catalyst for improved learning outcomes coupled with increased social capital.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

Mobile-Social Learning for Continuing Professional Development in Low- and Middle-Income Countries: Integrative Review

Guillaume¹,

Troncoso²,

Duroseau³

et al. 2022

JMIR Med Educ

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Massive open online courses (MOOCs) in genomic variant interpretation: An innovative education strategy for the growing genetic counselor workforce

Coad,

Joekes,

Rudnicka

et al. 2023

Journal of Genetic Counseling

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The growth in genomic testing in healthcare requires a highly trained specialist workforce to ensure evidence based clinical germline variant interpretation. Genetic counselors form a core part of the clinical genomics multidisciplinary team (MDT) and represent a growing workforce participating in variant interpretation from data analysis to the patient consultation. Standardized, high‐quality variant interpretation training for Genetic Counselors has historically been ad hoc and variable, with existing programs lacking capacity to reach the entire workforce. To address the requirement for scalable variant interpretation training for genomics healthcare professionals (HCPs), two Massive Open Online Courses (MOOCs) were developed. We analyzed the data from 17 Genetic counselors, as part of an evaluation cohort completing the first run of these MOOCs. Overall genetic counselors enjoyed the courses, felt they were clinically relevant and would recommend them to colleagues. Common challenges amongst the genetic counseling workforces included utilizing relevant databases and finding time in the workday to complete training. These findings suggest MOOCs could be an acceptable option to ensure a consistent and transferrable high standard of training, complimentary to existing curricula. They also hold the potential to facilitate large‐scale education to update the genetic counseling workforce when changes in variant interpretation guidance occur.

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A Review of the Literature on Virtual Learning Environments for Professionals in Primary Health Care

et al. 2019

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Collaborative global health E-learning: A Massive Open Online Course experience of young family doctors

Cited by 19 publications

References 5 publications

Mobile-Social Learning for Continuing Professional Development in Low- and Middle-Income Countries: Integrative Review

Mobile-Social Learning for Continuing Professional Development in Low- and Middle-Income Countries: Integrative Review

Massive open online courses (MOOCs) in genomic variant interpretation: An innovative education strategy for the growing genetic counselor workforce

A Review of the Literature on Virtual Learning Environments for Professionals in Primary Health Care

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