Experiential learning for primary healthcare workers in low- and middle-income countries: a scoping review protocol

Abstract

Background Improving the quality of primary healthcare services is one of the global health priorities. Literature shows that the incompetency of healthcare providers has the potential to negatively affect the quality of the services provided. Experiential learning is one of the educational models that can be used to help improve healthcare service delivery. The main objective of this study is to systematically map literature on the evidence of experiential learning for primary healthcare workers in low- and middle-income countries (LMICs). Methods This systematic scoping review’s search strategy will involve the following electronic databases: PubMed, Google Scholar, EBSOhost (Academic search complete, Health Source: Nursing/Academic Addition, MEDLINE) and open access for unpublished theses and dissertations. Websites such as the World Health Organization (WHO) and the departments of health website will be searched for policies and guidelines on experiential learning training programs. Following title searching, two-independent reviewers will conduct screening of abstracts and full articles. The screenings will be guided by the eligibility criteria. Data will be extracted from the included studies and the emerging themes will be analysed. The review team will analyse the implications of the findings in relation to the research question and aim of the study. The Mixed Method Appraisal Tool (MMAT) will be employed for quality appraisal of included studies. Discussion We anticipate finding a significant number of studies on the applications of experiential learning in resource-limited settings. Findings will be disseminated through publication in a peer-reviewed journal, peer presentations as well as presentations at relevant conferences.

Primary care pharmacists’ knowledge and perception of Inflammatory Bowel Disease: a cross-sectional study in Australia.

“…Active learning strategies, such as experiential learning where experiences and observations are conceptualised into practice, have shown to be more effective as they allow for hands-on practice and reflection (Chamane, Kuupiel & Mashamba-Thompson 2019;Lavallee et al 2021;The Health Foundation UK 2012). Pharmacists are responsible for their own self-directed learning and maintaining continuing professional development as part of their professional practice.…”

“…To determine pharmacists' perceived level of confidence relating to IBD, respondents were asked to complete a pre-and post-self-evaluation of five components related to IBD management included in the knowledge domain of the questionnaire. This self-evaluation is based on experiential learning, a holistic educational philosophy by David Kobased on the individual's experiences influencing their education, learning and understanding of new knowledge (Chamane, Kuupiel & Mashamba-Thompson 2019). Questions were largely formatted as binary (yes/no), multiple choice, 5-point Likert scale responses, ranking and open-ended text.…”

An ethnographic study evaluating emergency obstetric care education and training in a remote, fragile region of Southeast Asia: Study protocol

“…The application of ELT provides a useful approach to evaluate EmOC education and training in this context as it provides a blend of traditional and hands‐on learning. ELT may offer opportunities for developing skills in continuing professional development (CPD), which is often neglected in LMIC settings (Chamane et al., 2019 ). Therefore, this study will also evaluate the acceptability of ELT in terms of the program's contribution to life‐long learning.…”

Mapping Evidence of Experiential learning for Primary Health Care Workers in Low-and-Middle-Income Countries: A Scoping Review

“…Scoping reviews have become an increasingly popular approach for synthesizing research evidence, they are also useful in mapping existing literature and identifying research gaps to guide future research (Arksey & O'Malley, 2005). The protocol of this scoping review was developed and accepted for peer-review and publication (Chamane, Kuupiel, & Mashamba-Thompson, 2019). This scoping review is part of a larger implementation research study, which is aimed at determining the feasibility of implementing an experiential learning training programme for point-of-care (POC) diagnostics in PHC clinics in rural KwaZulu-Natal, South Africa.…”