Experiences and perceptions of online continuing professional development among clinicians in sub-Saharan Africa
Abstract Background Limitations in healthcare worker (HCW) capacity compound the burden of dual TB and HIV epidemics in sub-Saharan Africa. To fill gaps in knowledge and skills, effective continuing profession development (CPD) initiatives are needed to support practicing HCWs reach high standards o...
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| Format: | Article |
| Language: | English |
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BMC
2017-12-01
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| Series: | Human Resources for Health |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s12960-017-0266-4 |
| _version_ | 1828376181011906560 |
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| author | Caryl Feldacker Sheena Jacob Michael H. Chung Anya Nartker H. Nina Kim |
| author_facet | Caryl Feldacker Sheena Jacob Michael H. Chung Anya Nartker H. Nina Kim |
| author_sort | Caryl Feldacker |
| collection | DOAJ |
| description | Abstract Background Limitations in healthcare worker (HCW) capacity compound the burden of dual TB and HIV epidemics in sub-Saharan Africa. To fill gaps in knowledge and skills, effective continuing profession development (CPD) initiatives are needed to support practicing HCWs reach high standards of care. e-learning opportunities can bring expert knowledge to HCWs in the field and provide a flexible learning option adaptable to local settings. Few studies provide insight into HCW experiences with online CPD in the developing country context. Methods An online survey using both close-ended and free response was conducted to HCWs in sub-Saharan Africa who completed the University of Washington (UW) School of Medicine online graduate course, “Clinical Management of HIV.” Associations between respondent characteristics (age, gender, rural/urban, job title) and learning preferences, course barriers, and facilitators with an emphasis on online courses were examined using chi-square. Covariates significant at the p < 0.05 were analyzed using multivariable logistic regression. Responses to open-ended comments were analyzed using simplified grounded theory. Results Of 2,299 former students, 464 (20%) HCWs completed surveys from 13 countries: about half were women. Physicians (33%), nurses (27%), and clinical officers (30%) responded mostly from urban areas (67%) and public institutions (69%). Sixty-two percent accessed the online course from work, noting that slow (55%) or limited (41%) internet as well as lack of time (53%) were barriers to course completion. Women (p < 0.001) and HCWs under age 40 (p = 0.007) were more likely to prefer learning through mentorship than men or older HCWs. Respondents favored group discussion (46%), case studies (42%), and self-paced Internet/computer-based learning (39%) and clinical mentorship (37%) when asked to choose 3 preferred learning modalities. Free-response comments offered additional positive insights into the appeal of online courses by noting the knowledge gains, the flexibility of format, a desire for recognition of course completion, and a request for additional online coursework. Conclusions Online CPD opportunities were accepted across a diverse group of HCWs from sub-Saharan Africa and should be expanded to provide more flexible opportunities for self-initiated learning; however, these need to be responsive to the limited resources of those who seek these courses. |
| first_indexed | 2024-04-14T07:55:57Z |
| format | Article |
| id | doaj.art-a4473212b66a4d6eac31d36255446861 |
| institution | Directory Open Access Journal |
| issn | 1478-4491 |
| language | English |
| last_indexed | 2024-04-14T07:55:57Z |
| publishDate | 2017-12-01 |
| publisher | BMC |
| record_format | Article |
| series | Human Resources for Health |
| spelling | doaj.art-a4473212b66a4d6eac31d362554468612022-12-22T02:05:03ZengBMCHuman Resources for Health1478-44912017-12-011511810.1186/s12960-017-0266-4Experiences and perceptions of online continuing professional development among clinicians in sub-Saharan AfricaCaryl Feldacker0Sheena Jacob1Michael H. Chung2Anya Nartker3H. Nina Kim4International Training and Education Center for Health (I-TECH)International Training and Education Center for Health (I-TECH)Department of Global Health, University of WashingtonDepartment of Global Health, University of WashingtonDepartment of Global Health, University of WashingtonAbstract Background Limitations in healthcare worker (HCW) capacity compound the burden of dual TB and HIV epidemics in sub-Saharan Africa. To fill gaps in knowledge and skills, effective continuing profession development (CPD) initiatives are needed to support practicing HCWs reach high standards of care. e-learning opportunities can bring expert knowledge to HCWs in the field and provide a flexible learning option adaptable to local settings. Few studies provide insight into HCW experiences with online CPD in the developing country context. Methods An online survey using both close-ended and free response was conducted to HCWs in sub-Saharan Africa who completed the University of Washington (UW) School of Medicine online graduate course, “Clinical Management of HIV.” Associations between respondent characteristics (age, gender, rural/urban, job title) and learning preferences, course barriers, and facilitators with an emphasis on online courses were examined using chi-square. Covariates significant at the p < 0.05 were analyzed using multivariable logistic regression. Responses to open-ended comments were analyzed using simplified grounded theory. Results Of 2,299 former students, 464 (20%) HCWs completed surveys from 13 countries: about half were women. Physicians (33%), nurses (27%), and clinical officers (30%) responded mostly from urban areas (67%) and public institutions (69%). Sixty-two percent accessed the online course from work, noting that slow (55%) or limited (41%) internet as well as lack of time (53%) were barriers to course completion. Women (p < 0.001) and HCWs under age 40 (p = 0.007) were more likely to prefer learning through mentorship than men or older HCWs. Respondents favored group discussion (46%), case studies (42%), and self-paced Internet/computer-based learning (39%) and clinical mentorship (37%) when asked to choose 3 preferred learning modalities. Free-response comments offered additional positive insights into the appeal of online courses by noting the knowledge gains, the flexibility of format, a desire for recognition of course completion, and a request for additional online coursework. Conclusions Online CPD opportunities were accepted across a diverse group of HCWs from sub-Saharan Africa and should be expanded to provide more flexible opportunities for self-initiated learning; however, these need to be responsive to the limited resources of those who seek these courses.http://link.springer.com/article/10.1186/s12960-017-0266-4Medical educatione-LearningOnline educationHealthcare worker qualitySub-Saharan AfricaContinuing professional development |
| spellingShingle | Caryl Feldacker Sheena Jacob Michael H. Chung Anya Nartker H. Nina Kim Experiences and perceptions of online continuing professional development among clinicians in sub-Saharan Africa Human Resources for Health Medical education e-Learning Online education Healthcare worker quality Sub-Saharan Africa Continuing professional development |
| title | Experiences and perceptions of online continuing professional development among clinicians in sub-Saharan Africa |
| title_full | Experiences and perceptions of online continuing professional development among clinicians in sub-Saharan Africa |
| title_fullStr | Experiences and perceptions of online continuing professional development among clinicians in sub-Saharan Africa |
| title_full_unstemmed | Experiences and perceptions of online continuing professional development among clinicians in sub-Saharan Africa |
| title_short | Experiences and perceptions of online continuing professional development among clinicians in sub-Saharan Africa |
| title_sort | experiences and perceptions of online continuing professional development among clinicians in sub saharan africa |
| topic | Medical education e-Learning Online education Healthcare worker quality Sub-Saharan Africa Continuing professional development |
| url | http://link.springer.com/article/10.1186/s12960-017-0266-4 |
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