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

Abstract

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.

Empowering Health Care Education Through Learning Analytics: In-depth Scoping Review

“…The contents of the various studies examined in this review can be classified into 4 broad categories: (1) static materials, (2) dynamic materials or multimedia, (3) discussion forum materials, and (4) assessment materials (Table S3 in Multimedia Appendix 1 ). A total of 62% (40/65) of studies reported 1 or 2 types of digital education content [ 3 , 24 , 26 - 63 ], 28% (18/65) of studies reported 3 types [ 25 , 64 - 80 ], and the remaining 11% (7/65) of studies reported all 4 types [ 81 - 87 ].…”

“…Static materials are any type of digital education content that does not contain interactive elements. These include articles [ 81 ], guidelines [ 25 ], class notes [ 64 ], websites [ 26 ], case descriptions [ 27 ], glossaries of terms [ 28 ], images [ 65 ], slide decks [ 66 ], and books [ 82 ]. A total of 45% (29/65) of papers discussed providing static materials and outlining what specific materials were available for learners to view or read [ 25 - 29 , 42 , 58 , 60 , 61 , 63 - 70 , 72 - 74 , 76 - 78 , 80 - 82 , 84 - 86 ].…”

“…Students can actively engage in their learning process and develop important communication skills while posting, commenting, liking, and collaborating with other students on course content [ 83 ]. In total, 35% (23/65) of papers presented the use of a discussion forum to support student learning, although the materials used in the papers were not specified [ 3 , 36 - 38 , 48 - 51 , 54 , 59 , 62 , 64 , 71 - 73 , 75 , 81 - 87 ]. Understandably, each forum has its own set of category-based threads that are visible to all the learners in a course.…”

“…Learners’ perceptions of when, how, and what they are assessed on affect how they learn. Assessment materials include drag and drop, fill in the blanks, true or false [ 81 ], matching, freehand drawing, labeling [ 68 , 74 ], flash cards [ 35 , 40 ], quizzes [ 75 ], multiple-choice questions (MCQs) [ 84 ], problem-based learning [ 85 ], practical tests [ 39 ], assignments [ 84 ], short answers [ 86 ], and essays [ 41 ]. Most assessment materials were administered at the end of a module or course so that educators could determine how much students have learned and retained and whether learning objectives have been met [ 4 , 25 ].…”

Is E-Learning the Way Forward to Ensure the Provision of Accurate, Consistent and Up-To-Date Nutrition-Related Messages Across Population Groups?

“…The constructivist theory suggests that learners construct their knowledge best when allowed to play an active role in their learning process [6]. [7], in recognition of both the substantive role nutrition plays in the developmental origins of adult health and disease and the opportunity that every contact with a new or expecting parent offers for healthcare professionals to improve early nutrition, developed a global e-learning programme for healthcare professionals, the Early Nutrition Specialist (ENS) programme. To date, this programme consisting of six courses with expected learning outcomes to support best breastfeeding practices, the appropriate use of formula milk, monitoring growth and development, best practice when introducing solids, the role of long-chain PUFAs in development and disease prevention, and the emerging role of human milk oligosaccharides in immunity, has been delivered to over 5,000 healthcare professionals across nearly 50 countries.…”