Public health workers’ knowledge, attitude and practice regarding COVID-19: the impact of Field Epidemiology Training Program in the Eastern Mediterranean Region

Abstract

Background This study aimed to compare knowledge, attitude and practice (KAP) regarding COVID-19 between public health workers (PHWs) attended field epidemiology training program (FETP-trained) and those who did not attend FETP (non-FETP trained). Methods Multi-country cross-sectional survey was conducted among PHWs who participated in COVID-19 pandemic in 10 countries at EMR. Online questionnaire that included demographic information, KAP regarding COVID-19 pandemic was distributed among HCWs. Scoring system was used to quantify the answers, bivariate and Multivariate analysis performed to compare FETP-trained with non-FETP trained PHWs. Results Overall, 1337 PHWs participated, with 835 (62.4%) < 40 years of age, and 851 (63.6%) males. Of them, 423 (31.6%) had FETP, including that 189 (44.7%) had advanced level, 155 (36.6%) intermediate and 79 (18.7%) basic level training. Compared with non-FETP trained, FETP trained were older, having higher KAP scores. FETP participation was low in infection control, and PH laboratories. KAP mean scores for intermediate level attendees are comparable to advanced level. Conclusions FETP-trained are having better KAP than non-FETP PHWs. Expanding the intermediate level, maintain the Rapid Response training and introduce the laboratory component are recommended to maximize the benefit from FETP. Infection control, antimicrobial resistance and coordination are areas where training should include.

Continuing Contributions of Field Epidemiology Training Programs to Global COVID-19 Response

“…Refer to Table 1 for numbers in each region by survey. †Survey 1, Hu et al ( 10 ). ‡Regional programs serving multiple countries and four programs (Guinea-Bissau, Mozambique, Sierra Leone, and Yemen) that responded to the survey before the first COVID-19 case was reported in their country were not included in the calculation of days to survey response since first COVID-19 case was reported…”

“…The widespread and sustained response it required further emphasized the need for strengthened field epidemiology workforce capacity across all regions and levels of public health systems. Although recent reports feature FETPs’ response to COVID-19 ( 8 – 10 ), a need for global-level documentation remains. We sought to document and characterize the contributions of FETP trainees and graduates to COVID-19 preparedness and response around the globe at 13 months into the global pandemic.…”

Effectiveness of the self-regulation educational program in increasing knowledge about COVID-19 in Peruvian soldiers

“…The sequence of educational moments was fulfilled according to the stages of self-regulation of learning: planning, execution and self-reflection ( 16 ) ; assumptions raised in self-regulated learning raised from the socio-cognitive approach to learning.…”

“…Due to the impact of the pandemic on physical and psycho-emotional health, there is interest from the scientific community in improving knowledge, attitudes and practices about this disease through interventions that provide information and address concepts based on scientific evidence ( 14 ) , including strategies to raise awareness and use of education and communication technologies ( 15 ) . However, some interventions that include training only improve attitudes and practices, but not knowledge ( 16 ) .…”

Efectividad del Programa educativo de autorregulación en incrementar conocimientos sobre COVID-19 en militares

“…Debido al impacto que tiene la pandemia en la salud física y psicoemocional, existe interés de la comunidad científica en mejorar el conocimiento, actitudes y prácticas sobre esta enfermedad mediante intervenciones que brinden información y abordan conceptos basados en evidencia científica (14) , que incluyan estrategias de concientización y empleo de tecnologías de educación y comunicación (15) . Sin embargo, algunas intervenciones que incluyen entrenamientos solo mejoran las actitudes y prácticas, pero no los conocimientos (16) .…”