Evidence-Based Best Practices in Designing and Developing Quality eLearning for the Public Health and Health Care Workforce

Abd‐Hamid, Nor Hashidah; Walkner, Laurie

doi:10.1177/2373379917692818

Cited by 12 publications

(15 citation statements)

References 3 publications

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“…40 Interactive exercises provide immediate feedback, assisting with knowledge retention. 52 Combining online content with in-person approaches allows participants to ask questions, collaborate and understand the content better than in more passive engagement (e.g. reading static content on a screen).…”

Section: Equitymentioning

confidence: 99%

Preferred modalities for delivering continuing education to the public health workforce: a scoping review

Archer

Berry

Bajwa

et al. 2020

Health Promot Chronic Dis Prev Can

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Introduction:Continuing education (CE) can help public health professionals maintain and further develop their knowledge and skills to adapt to the changing public health landscape. This scoping review aims to identify the preferred modalities for delivering CE to public health professionals and to determine how equity has been incorporated into public health training. Methods:Using the PRISMA extension for Scoping Reviews as a guide, we searched four databases for peer-reviewed primary research studies that evaluated public health workforce CE modalities. Results:The review included 33 studies published between 1 January 2000 and 6 August 2019 from over 11 countries. Most articles broadly described their training audience as public health professionals employed by government or non-governmental organizations. Delivery methods included online, in-person or blended learning (combining online and in-person instruction). Learners strongly preferred self-directed approaches. Organizational support, including protected time for professional development during work hours, was an important enabler of training completion. Commonly cited barriers included course duration and a high number of contact hours. Conclusion:Findings suggest that there is no single preferred training modality. We identified three elements that influence modality preference: design, delivery and organizational support. Modality should be determined by participants' location, needs and previous experiences to ensure the content is relevant and delivered in a way that equips learners to apply the knowledge gained.These resources and supports can be delivered in part through continuing education (CE) courses. 3 In Canada, for example, reviews of the public health system in the early 2000s called for a renewed commitment to public health at federal, provincial and territorial levels to strengthen

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Section: Equitymentioning

confidence: 99%

Preferred modalities for delivering continuing education to the public health workforce: a scoping review

Archer

Berry

Bajwa

et al. 2020

Health Promot Chronic Dis Prev Can

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“…E-learning has become a widely used method for training to enhance knowledge, skills, motivation and attitudes amongst healthcare workers, with increasing acceptance and satisfaction by users during recent years [16]. The evaluation results reported here show a high level of learner completion and satisfaction.…”

Section: Discussionmentioning

confidence: 71%

Global e-Learning in Early Nutrition and Lifestyle for International Healthcare Professionals: Design and Evaluation of the Early Nutrition Specialist Programme (ENS)

et al. 2021

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Background: Every encounter a healthcare professional has with new or expecting parents offers an opportunity for addressing improved early nutrition and lifestyle. Evidence-based qualification programmes via e-learning offer valuable tools for attenuating the world’s huge double burden of both under- and overnutrition in early childhood. We evaluated use and learner satisfaction of a global e-learning programme on early nutrition and lifestyle addressing international healthcare professionals. Methods: We implemented the Early Nutrition Specialist Programme (ENS) with six interactive e-learning courses on early nutrition building on more than ten years of experience with global e-learning platforms, expert knowledge and an international network in the subject field. We collected descriptive and explorative evaluation data on usage and learner satisfaction with a questionnaire and log data over three years among 4003 learners from 48 countries. Results: Results show high completion of the ENS programme, with 85.5% of learners finalizing the programme after enrollment into the first of six courses. Very good results were provided for learner satisfaction with the courses (96.7% of users), for increasing understanding of the topic (97.4%) and matching the indicated time investment (94.4%). Most predominant themes in the open text fields of user feedback questionnaires were “Increase interactivity or number of audio-visuals”, “Content suggestions or more examples” and “Technical (quality) issues or navigation problems”. Conclusions: The ENS programme evaluation shows high completion rates and level of satisfaction by learners from numerous countries. The different needs for Continuing Medical Education (CME) of healthcare professionals in diverse healthcare system settings can be met by a joint e-learning qualification programme. Further optimizations will be implemented based on user feedback. More research with a learning analytics approach may help to further identify the most effective and efficient didactic and pedagogic elements of e-learning.

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“…This model, which is highly adaptable across settings and applications, emphasizes a learner-based approach that relies on the continuous evolution of courses through feedback from diverse stakeholders. It has been previously applied in the development of eLearning courses for the public health and health care workforce, generating a series of best practices [ 24 ] that benefited the development of the health inequality monitoring courses.…”

Section: Course Design Development and Implementationmentioning

confidence: 99%

Health Inequality Monitoring channel on OpenWHO: capacity strengthening through eLearning

Bergen

Kirkby

Baptista

et al. 2022

Int J Equity Health

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Background Health inequality monitoring can generate important evidence to inform and motivate changes to policy, programmes and practices. However, the potential of health inequality monitoring practices to quantify inequalities between population subgroups and track progress on the advancement of health equity is under-realized. Capacity strengthening on health inequality monitoring can play an important role in enhancing political will for the generation and use of disaggregated data and for wider adoption of this practice to inform health decision-making. There is a lack of widely available and accessible training materials related to health inequality monitoring that may be used by a range of stakeholders. Objective In this paper, we describe the design, development and implementation of the Health Inequality Monitoring channel on the OpenWHO eLearning platform. We discuss the anticipated impact and potential opportunities for these eLearning courses to contribute to strengthened health inequality monitoring practices. Results The Health Inequality Monitoring channel on the OpenWHO platform is a self-directed learning environment, designed to meet the immediate learning needs of users. The channel contains three series of courses: health inequality monitoring foundations courses; topic-specific health inequality monitoring courses; and health inequality monitoring skill building courses. Courses are primarily targeted to monitoring and evaluation officers, data analysts, academics and researchers, public health professionals, medical and public health students, and others with a general interest in health data and inequality monitoring. Conclusions WHO eLearning courses on health inequality monitoring are addressing the need for capacity strengthening in the collection, analysis and reporting of inequality data. They introduce learners to the foundational concepts, best practices, tools and skills required to conduct health inequality monitoring. The courses on the Health Inequality Monitoring channel demonstrate how technical information can be simplified and presented to broad audiences in a manner that is highly accessible to learners. The Health Inequality Monitoring channel on OpenWHO is an innovative and necessary addition to existing tools and resources to support the advancement of health equity.

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Evidence-Based Best Practices in Designing and Developing Quality eLearning for the Public Health and Health Care Workforce

Cited by 12 publications

References 3 publications

Preferred modalities for delivering continuing education to the public health workforce: a scoping review

Preferred modalities for delivering continuing education to the public health workforce: a scoping review

Global e-Learning in Early Nutrition and Lifestyle for International Healthcare Professionals: Design and Evaluation of the Early Nutrition Specialist Programme (ENS)

Health Inequality Monitoring channel on OpenWHO: capacity strengthening through eLearning

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