How to educate health care professionals in developing countries? A Brazilian experience

Guerra, Carla Morales; Ramos, Mônica Parente; Penna, Virginia Zagallo; Goto, Janaína Midori; Santi, Leandro Queiroz; Stempliuk, Valeska; Sallas, Janaina; Medeiros, Eduardo Alexandrino

doi:10.1016/j.ajic.2009.09.015

Cited by 6 publications

(8 citation statements)

References 7 publications

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“…Participants in the study showed knowledge acquisition by improvements in their performance during the assessment ( p -value < 0.001) 21 . Studies verified a significant positive impact on knowledge of professional healthcare providers after being submitted to an intervention in other health domains using the method of distance education 14, 15, 16…”

Section: Discussionmentioning

confidence: 76%

“…Its educational resources allow interaction, shared experience, improvement of knowledge in different health areas and can affect a large number of professionals in different regions of the country. In addition, studies have demonstrated the effectiveness of this approach by educational interventions targeting professional healthcare providers 13, 14, 15, 16. Despite the relevance of distance courses, no studies were found in the literature that investigate the impact of distance education on the management of sickle cell disease.…”

Section: Introductionmentioning

confidence: 99%

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Knowledge of professional healthcare providers about sickle cell disease: Impact of a distance education course

Diniz

Pagano

Fernandes

et al. 2019

Hematology, Transfusion and Cell Therapy

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ObjectiveTo assess the impact of the distance education course “Sickle Cell Disease: Primary Health Care Line” on knowledge acquisition of professional healthcare providers.MethodsA cross-sectional study was conducted with a quantitative approach at the Educational and Support Center for Hemoglobinopathies (Cehmob-MG), state of Minas Gerais, Brazil, in 2016. One hundred and fifty-three out of 300 professional healthcare providers were invited to participate in the proposed distance course. Of the participating professional healthcare providers, 72 (47%) successfully concluded the course (Group A), whereas 81 (53%) did not complete their course assignments and did not meet the minimum requirements for regular attendance (Group B). Knowledge acquisition was assessed with the Knowledge of Sickle Cell Disease Instrument, DFConhecimento, applied using the web tool eSurv. Univariate analysis by Poisson regression was employed to assess the influence of sociodemographic variables on the DFConhecimento score and to select variables to compose the initial multivariate regression model (p-value < 0.20). The analysis was performed in the statistical programming environment R.ResultsThe average score was 9.76 for Group A and 6.54 for Group B. The two groups were considered statistically different (p-value < 0.05) for all items with the proportion of correct items being greater in Group A. Professional healthcare providers who concluded the course had a significantly higher DFConhecimento score (45%) when compared to those who did not successfully conclude the course.ConclusionParticipation in a distance education course on sickle cell disease had a positive impact on the acquisition of knowledge about the disease by professional healthcare providers.

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Section: Discussionmentioning

confidence: 76%

Section: Introductionmentioning

confidence: 99%

Knowledge of professional healthcare providers about sickle cell disease: Impact of a distance education course

Diniz

Pagano

Fernandes

et al. 2019

Hematology, Transfusion and Cell Therapy

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“…We found that e-learning could be a valuable tool to provide updated medical information to healthcare colleagues in developing countries, enabling them to engage in continuous learning when there are limited teaching resources ( 11 , 12 ). Lectures previously given were assembled on a secure file share internet platform, Box.com, as a means to review prior lectures at any given time and to continuously engage in virtual medical education.…”

Section: Methodsmentioning

confidence: 99%

Implementation of a phased medical educational approach in a developing country

Holm¹,

Burkhartzmeyer

2015

Global Health Action

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ObjectiveHealthcare provider education can serve as one method for improving healthcare in developing countries. Working with providers at St Luke Hospital in Haiti, we developed a phased educational approach through partnership development, face-to-face teaching, and virtual educational tools.DesignOur novel approach included three phases: direct patient care, targeted education, and utilization of the train-the-trainer model. Our end goal was an educational system that could be utilized by the local medical staff to continually improve their medical knowledge, even after our educational project was completed. We implemented pre- and post-lecture evaluations during our teaching phase to determine whether the education provided was effective and beneficial. Additionally, we provided medical lectures on a shared file internet platform, Box.com, during the train-the-trainer phase to allow healthcare providers in Haiti to access the educational content electronically.ResultsIn total, 47 lectures were given to 150 medical providers, including nurses, physicians, and pharmacists. Pre- and post-lecture evaluations were administered. The mean was 30.63 (14.40) for pre-lecture evaluations and 93.36 (9.80) for post-lecture evaluations indicating improvement out of a total of 100 possible points. Our collaborative Box.com account contains 214 medical education lectures available for viewing as a constant resource to St Luke Hospital staff. Thus far, 20 of the 43 (47%) Haitian medical providers have viewed lectures, with an average of 5.6 lectures viewed per person. Qualitative data suggest that these methods improved communication between healthcare staff, promoted better ways of triaging patients, and improved job satisfaction.ConclusionsA phased educational approach can improve healthcare workers’ knowledge through partnership in a developing country. Educating local providers is one way of ensuring that in-country healthcare staff will improve their medical knowledge and expertise.

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“…The E-learning may also be an important educational tool to reduce costs in updating information, especially in developing country, where teaching resources are limited. It allows the exchange of experiences between professionals, promotes simultaneous knowledge acquisition by a large number of participants, and reaches people in remote areas (9) . There are some potential limitations of the E-learning method in this study.…”

Section: Characteristicsmentioning

confidence: 99%

E-learning as a complement to presential teaching of blindness prevention: a randomized clinical trial

Lira¹,

Felix²,

Chaves³

et al. 2013

Rev. bras.oftalmol.

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Objective: To investigate if E-learning material improves the basal student knowledge level before attending the presential class of blindness prevention (BP) and if helps to fix this information one-month RESUMOObjetivo: Avaliar se um material disponibilizado através de E-learning antes de aulas presenciais de prevenção da cegueira (PC) melhora o nível de conhecimento basal dos estudantes, e ajuda a manter esse conteúdo um mês após a aula. Métodos: Estudantes do quarto ano do curso médico foram aleatoriamente sorteados para ter aulas presenciais de PC (grupo tradicional = GT) ou ter aulas presenciais precedidas de material adicional por E-learning (grupo E-learning = GEL). Este material foi enviado por correio eletrônico uma semana antes da aula presencial. Os estudantes foram submetidos a testes de múltipla escolha com sete questões (com três alternativas cada) imediatamente antes da aula presencial, imediatamente após a aula, e um mês após a aula. Os três testes tiveram as mesmas questões: entretanto, as respostas foram distribuídas em sequências diferentes. O desfecho primário foi a nota do pré-teste. Os desfechos secundários foram as notas dos pós-teste imediato e do pós-teste tardio. Resultados: Entre os 120 alunos do quarto ano de medicina, uma amostra aleatória de 34 alunos foi selecionada para o grupo GT e 34 alunos para o grupo GEL. Os dois grupos obtiveram nota similar no pós-teste imediato (GT=6.8 e GEL=6.9; P<.754), porém diferenças estatisticamente significativas no pré-teste (GT=3.6 e GEL=4.7; P<.001), e no pós-teste tardio (GT=6.1 e GEL=6.8; P<.001). Conclusão: Os resultados do pré-teste e do pós-teste tardio sugerem que o E-learning pode ser um complemento eficiente do ensino presencial de prevenção da cegueira.

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How to educate health care professionals in developing countries? A Brazilian experience

Cited by 6 publications

References 7 publications

Knowledge of professional healthcare providers about sickle cell disease: Impact of a distance education course

Knowledge of professional healthcare providers about sickle cell disease: Impact of a distance education course

Implementation of a phased medical educational approach in a developing country

E-learning as a complement to presential teaching of blindness prevention: a randomized clinical trial

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