Project ECHO

Arora, Sanjeev; Kalishman, Summers; Thornton, Karla; Komaromy, Miriam; Katzman, Joanna G.; Struminger, Bruce; Rayburn, William F.; Bradford, Andrea

doi:10.1097/ceh.0000000000000172

Cited by 105 publications

(29 citation statements)

References 8 publications

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“…It reduces travel and time away from work, improves access to consultation and mentoring from experts, facilitates peer-to-peer learning, 32 reduces professional isolation 33 and helps health workers fulfil their CME requirements. 19 Our experience demonstrates the feasibility, scalability and acceptability of this approach in a resource-limited setting and provides a model for other countries.…”

Section: Programme Significancementioning

confidence: 73%

“…Accrediting telehealth programmes to provide CME is a potential mechanism to ensure financial sustainability of the programme. 19 BMJ Global Health lessons leArnT And ImPlemenTATIon CHAllenges Access to high-speed internet for health workers and healthcare facilities is common in Vietnam. As a result, significant potential exists for the health system to use online training and mentoring to build and maintain the health workforce.…”

Section: Programme Significancementioning

confidence: 99%

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Building HIV healthcare worker capacity through telehealth in Vietnam

et al. 2020

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Development of a robust technical assistance system is an essential component of a sustainable HIV response. Vietnam’s National HIV Program is transitioning from a largely donor-funded programme to one primarily supported by domestic resources. Telehealth interventions are increasingly being used for training, mentoring and expert consultation in high-resource settings and hold significant potential for use as a tool to build HIV health worker capacity in low and middle-income countries. We designed, implemented and scaled up a novel HIV telehealth programme for Vietnam, with the goal of building a sustainable training model to support the country’s HIV workforce needs. Over a 4-year period, HIV telehealth programmes were initiated in 17 public institutions with participation of nearly 700 clinical sites across 62 of the 63 provinces in the country. The telehealth programme was used to deliver certificate training courses, provide clinical mentoring and case-based learning, support programme implementation, provide coaching in quality improvement and disseminate new guidelines and policies. Programme evaluation demonstrated improved health worker self-reported competence in HIV care and treatment and high satisfaction among the programme participants. Lessons learnt from Vietnam’s experience with telehealth can inform country programmes looking to develop a sustainable approach to HIV technical assistance and health worker capacity building.

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Section: Programme Significancementioning

confidence: 73%

Section: Programme Significancementioning

confidence: 99%

Building HIV healthcare worker capacity through telehealth in Vietnam

et al. 2020

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“…Project ECHO (Extension for Community Healthcare Outcomes) is one example of a Web-based platform for peer-based training and learning that is currently being used by the NCI for cancer control and prevention training among LMIC-based participants. 13,14 All of these training approaches (train-the-trainer, online, and peer based) have the potential to more rapidly advance capacity in cancer prevention and control in LMICs.…”

Section: Discussionmentioning

confidence: 99%

Subsequent Cancer Prevention and Control Activities Among Low- and Middle-Income Country Participants in the US National Cancer Institute’s Summer Curriculum in Cancer Prevention

Vogel

Morgan

Duncan

et al. 2019

JGO

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PURPOSEA dramatic shift in the burden of cancer from high-income countries to low- and middle-income countries (LMICs) is predicted to occur over the next few decades. An effective response requires a range of approaches to capacity building in cancer prevention and control in LMICs, including training of cancer prevention and control professionals. Toward this end, the US National Cancer Institute includes LMIC-based participants in its Summer Curriculum in Cancer Prevention, which is an annual, short-term in-person training program.METHODSIn 2015 and 2016, the US National Cancer Institute fielded a survey to all Summer Curriculum alumni who were based in LMICs when they participated in the program, between 1998 and 2015. Its aims were to learn about subsequent engagement in cancer prevention and control in LMICs and attribution of activities/accomplishments to participation in the Summer Curriculum in Cancer Prevention.RESULTSRespondents (N = 138) worked in academia/research (n = 61), health care (n = 41), and health policy/Ministries of Health (n = 36) in all six world regions. Most respondents (90.6%) worked in the same LMIC as when they participated in the Summer Curriculum in Cancer Prevention. When asked about activities/accomplishments completed as a result of participation, 92.8% reported at least one cancer prevention and control practice activity/accomplishment, 81.2% reported at least one cancer research activity/accomplishment, and 44.2% reported authoring one or more peer-reviewed publications. Reported ways that the Summer Curriculum in Cancer Prevention contributed to these activities/accomplishments were emphasizing a public health approach; focusing on research priorities, methods, and scientific writing; and highlighting the importance of research and publications. Finally, 79.7% of respondents reported using Summer Curriculum in Cancer Prevention materials to train others.CONCLUSIONThese findings have implications for the design of future training initiatives for LMIC-based cancer prevention and control professionals.

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“…The ECHO model is facilitated by ECHO Hubs, which are sites outside the ECHO Institute that utilize the model, must be approved and receive training from the Institute, and have to adhere to multiple procedural guidelines[ 4 ]. Hubs offer programs or tracks (vernacular differs by Hub) that provide telementoring and case-based learning to support continuing education, specialty training, and transfer of knowledge and skills needed to resolve complex clinical conditions[ 5 ]. A typical program might offer 60–90 minute sessions that include both a brief didactic learning presentation and collaborative review of 1 or more participant-submitted cases[ 6 ].…”

Section: Introductionmentioning

confidence: 99%

Reflections on project ECHO: qualitative findings from five different ECHO programs

Agley

Delong

Janota

et al. 2021

Medical Education Online

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Project ECHO (Extension for Community Healthcare Outcomes) was developed in 2003 as an innovative model to facilitate continuing education and professional development. ECHO emphasizes ‘moving knowledge, not people.’ To accomplish this, ECHO programs use virtual collaboration and case-based learning to allow practitioners, including those in rural and underserved areas, to receive specialist training. The ECHO model has expanded rapidly and is now used in 44 countries. Preliminary research on ECHO’s efficacy and effectiveness has shown promising results, but evidence remains limited and appropriate research outcomes have not been clearly defined. To improve the evidence basis for ECHO, this study of 5 ECHO programs (cancer prevention/survivorship, integrated pain management, hepatitis C, HIV, and LGBTQ+ health care elucidated actionable insights about the ECHO programs and directions in which future evaluations and research might progress. This was a qualitative study following COREQ standards. A trained interviewer conducted 10 interviews and 5 focus groups with 25 unique, purposively sampled ECHO attendees (2 interviews and 1 focus group for each of the 5 programs). Data were transcribed verbatim and analyzed using the general inductive approach, then reviewed for reliability. We identified four major categories (reasons to join ECHO, value of participating in ECHO, ways to improve ECHO, and barriers to participation) composed of 23 primary codes. We suggest that thematic saturation was achieved, and a coherent narrative about ECHO emerged for discussion. Participants frequently indicated they received valuable learning experiences and thereby changed their practice; rigorous trials of learning and patient-level outcomes are warranted. This study also found support for the idea that the ECHO model should be studied for its role in convening communities of practice and reducing provider isolation as an outcome in itself. Additional implications, including for interprofessional education and model evolution, were also identified and discussed.

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Project ECHO

Cited by 105 publications

References 8 publications

Building HIV healthcare worker capacity through telehealth in Vietnam

Building HIV healthcare worker capacity through telehealth in Vietnam

Subsequent Cancer Prevention and Control Activities Among Low- and Middle-Income Country Participants in the US National Cancer Institute’s Summer Curriculum in Cancer Prevention

Reflections on project ECHO: qualitative findings from five different ECHO programs

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