The Applicability of eLearning in Community-Based Rehabilitation

Abstract

Community-based rehabilitation (CBR) strives to enhance quality of life for individuals with disabilities and their families by increasing social participation and equalizing opportunities in the global south. Aligning with the Sustainable Development Goals, CBR also aims to address the high rates of poverty faced by individuals with disability. Empowerment, a pillar of CBR, involves strengthening the capacity of people with disabilities, their families, and their communities to ensure reduction of disparities. This article outlines a scoping review that guided by the question: "What is known from the existing literature about the applicability of eLearning for capacity building in CBR?" This review did not uncover literature related to eLearning in CBR; however findings suggest that other disciplines, not explicitly tied to CBR, currently use eLearning to educate and empower professionals in the global south. We argue that eLearning technology could be an effective and sustainable solution for CBR programming in the global south for capacity development. Such technology could increase individuals with disabilities' access to education and could provide opportunities for wider dissemination of knowledge, beyond typical funding cycles. With a goal of informing future CBR practice in eLearning, this article concludes by highlighting key lessons taken from other disciplines that have utilized eLearning in the global south.

Implementing and Sustaining Brief Addiction Medicine Interventions with the Support of a Quality Improvement Blended-eLearning Course: Learner Experiences and Meaningful Outcomes in Kenya

“…However, these issues are addressable, for example, with offline eLearning (Rasmussen et al, 2014 ), as eDATA-K participants did. Encouragingly, Internet infrastructure, speed, and reliability, as well as access to computers, smartphones, and tablets, continue to improve globally rapidly (Bahia & Suardi, 2019 ; Dagys et al, 2015 ; Gomez, 2014 ; Kebaetse et al, 2014 ; Marrinan et al, 2015 ; Parent & Cruickshank, 2009 ; Sissine et al, 2014 ; The World Bank, 2020 ). Accordingly, LMICs are developing more eLearning programs (Atkins et al, 2016 ; Kebaetse et al, 2014 ; Marrinan et al, 2015 ; Suliman et al, 2018 ; Tarus et al, 2015 ).…”

“…Blended-eLearning (online learning complemented with face-to-face activities) could offer an effective and potentially cost-effective option to provide relevant training (George et al, 2014 ; Hew & Cheung, 2014 ; Lewis et al, 2014 ; Liu et al, 2016 ; Maloney et al, 2012 ; Maloney et al, 2015 ; Marrinan et al, 2015 ; Sandars, 2010 ; Shorbaji et al, 2015 ; Sinclair et al, 2015 ; Walsh et al, 2010 ), even in LMICs, as technological access and user-capability improve (Bahia & Suardi, 2019 ; Dagys et al, 2015 ; Gomez, 2014 ; Kebaetse et al, 2014 ; Marrinan et al, 2015 ; Parent & Cruickshank, 2009 ; Sissine et al, 2014 ; The World Bank, 2020 ). To date, most eLearning research relates to imparting clinical competencies, with few studies on teaching QI or leadership, and most of those limited studies focus on the Institute for Health Care Improvement (IHI) online Open School (Bonnes et al, 2017 ; Mehta & Sharma, 2018 ; Suliman et al, 2018 ).…”

Training Needs of Community-based Rehabilitation Workers for the Effective Implementation of CBR Programmes

“…Interestingly, Yeung et al (2017) identified internet use as a contemporary issue for CBR workers, highlighting the benefits of internet access for them; and this could be particularly beneficial in providing access to ongoing professional development. The scoping review of Dagys et al (2015) on the applicability of e-Learning in CBR found that e-Learning could be a useful method for capacity building because of its efficiency, cost effectiveness, sustainability, and accessibility. The WHO's recent development of an on-line training programme, INCLUDE, seeks to foster a global CBR learning community and provide practical training tools, irrespective of location or context (WHO, n.d.).…”

“…The WHO's recent development of an on-line training programme, INCLUDE, seeks to foster a global CBR learning community and provide practical training tools, irrespective of location or context (WHO, n.d.). However, e-Learning is not without its challenges, particularly in lowincome countries, due to limited technical infrastructure and familiarity with technology as well as cultural and language barriers, and CBR workers need further training in basic internet skills (Yeung et al, 2011;Dagys et al, 2015). Internet access is particularly pertinent with regard to evidence-based practice (EBP), providing CBR workers with up-to-date information and research that can inform their practice.…”

Blended-eLearning Impact on Health Worker Stigma Toward Alcohol, Tobacco, and Other Psychoactive Substance Users

“…eLearning can occur anywhere where the necessary tools are available, minimizing expensive travel or time away from work or other obligations, that are amplified by traditional in-person teaching methods. eLearning is deemed an important strategy for training health workers, especially considering the increasing availability of information technology (internet, computer, smartphones) even in LMICs (Bahia & Suardi, 2019;Dagys et al, 2015;Kebaetse et al, 2014;Marrinan et al, 2015;Sissine et al, 2014;The World Bank, 2020;Ballew et al, 2013). eLearning could be particularly attractive to LMICs, which have very limited human resources to deliver health services and an enormous need for training to address various prevalent health conditions not previously treated in the majority of their population.…”