Development of pediatric acute care education (PACE): An adaptive electronic learning (e-learning) environment for healthcare providers in Tanzania
Globally, inadequate healthcare provider (HCP) proficiency with evidence-based guidelines contributes to millions of newborn, infant, and child deaths each year. HCP guideline proficiency would improve patient outcomes. Conventional (in person) HCP in-service education is limited in 4 ways: reach, s...
| Main Authors: | , , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2023-07-01
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| Series: | Digital Health |
| Online Access: | https://doi.org/10.1177/20552076231180471 |
| _version_ | 1797771656911912960 |
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| author | Peter Andrew Meaney Adolfine Hokororo Theopista Masenge Joseph Mwanga Florence Salvatory Kalabamu Marc Berg Boris Rozenfeld Zachary Smith Neema Chami Namala Mkopi Castory Mwanga Ambrose Agweyu |
| author_facet | Peter Andrew Meaney Adolfine Hokororo Theopista Masenge Joseph Mwanga Florence Salvatory Kalabamu Marc Berg Boris Rozenfeld Zachary Smith Neema Chami Namala Mkopi Castory Mwanga Ambrose Agweyu |
| author_sort | Peter Andrew Meaney |
| collection | DOAJ |
| description | Globally, inadequate healthcare provider (HCP) proficiency with evidence-based guidelines contributes to millions of newborn, infant, and child deaths each year. HCP guideline proficiency would improve patient outcomes. Conventional (in person) HCP in-service education is limited in 4 ways: reach, scalability, adaptability, and the ability to contextualize. Adaptive e-learning environments (AEE), a subdomain of e-learning, incorporate artificial intelligence technology to create a unique cognitive model of each HCP to improve education effectiveness. AEEs that use existing internet access and personal mobile devices may overcome limits of conventional education. This paper provides an overview of the development of our AEE HCP in-service education, Pediatric Acute Care Education (PACE). PACE uses an innovative approach to address HCPs’ proficiency in evidence-based guidelines for care of newborns, infants, and children. PACE is novel in 2 ways: 1) its patient-centric approach using clinical audit data or frontline provider input to determine content and 2) its ability to incorporate refresher learning over time to solidify knowledge gains. We describe PACE's integration into the Pediatric Association of Tanzania's (PAT) Clinical Learning Network (CLN), a multifaceted intervention to improve facility-based care along a single referral chain. Using principles of co-design, stakeholder meetings modified PACE's characteristics and optimized integration with CLN. We plan to use three-phase, mixed-methods, implementation process. Phase I will examine the feasibility of PACE and refine its components and protocol. Lessons gained from this initial phase will guide the design of Phase II proof of concept studies which will generate insights into the appropriate empirical framework for (Phase III) implementation at scale to examine effectiveness. |
| first_indexed | 2024-03-12T21:39:49Z |
| format | Article |
| id | doaj.art-c2e55744dca642b08abe81a511211b5d |
| institution | Directory Open Access Journal |
| issn | 2055-2076 |
| language | English |
| last_indexed | 2024-03-12T21:39:49Z |
| publishDate | 2023-07-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | Digital Health |
| spelling | doaj.art-c2e55744dca642b08abe81a511211b5d2023-07-27T05:03:32ZengSAGE PublishingDigital Health2055-20762023-07-01910.1177/20552076231180471Development of pediatric acute care education (PACE): An adaptive electronic learning (e-learning) environment for healthcare providers in TanzaniaPeter Andrew Meaney0Adolfine Hokororo1Theopista Masenge2Joseph Mwanga3Florence Salvatory Kalabamu4Marc Berg5Boris Rozenfeld6Zachary Smith7Neema Chami8Namala Mkopi9Castory Mwanga10Ambrose Agweyu11 , Pediatrics, Palo Alto, CA, USA , Pediatrics, Mwanza, Tanzania Pediatric Association of Tanzania, Dar Es Salaam, Tanzania Department of Pediatrics, Hubert Kairuki Memorial University, Pediatrics, Dar Es Salaam, Tanzania , Pediatrics, Palo Alto, CA, USA Area 9 Lyceum, Educational Design, Chestnut Hill, PA, USA , Pediatrics, Palo Alto, CA, USA , Pediatrics, Mwanza, Tanzania , Pediatrics, Dar Es Salaam, Tanzania Department of Pediatrics, Simiyu District Hospital, Pediatrics, Simiyu, Tanzania Department of Infectious Disease and Epidemiology, London School of Hygiene and Tropical Medicine, Infectious Disease Epidemiology, Nairobi, KenyaGlobally, inadequate healthcare provider (HCP) proficiency with evidence-based guidelines contributes to millions of newborn, infant, and child deaths each year. HCP guideline proficiency would improve patient outcomes. Conventional (in person) HCP in-service education is limited in 4 ways: reach, scalability, adaptability, and the ability to contextualize. Adaptive e-learning environments (AEE), a subdomain of e-learning, incorporate artificial intelligence technology to create a unique cognitive model of each HCP to improve education effectiveness. AEEs that use existing internet access and personal mobile devices may overcome limits of conventional education. This paper provides an overview of the development of our AEE HCP in-service education, Pediatric Acute Care Education (PACE). PACE uses an innovative approach to address HCPs’ proficiency in evidence-based guidelines for care of newborns, infants, and children. PACE is novel in 2 ways: 1) its patient-centric approach using clinical audit data or frontline provider input to determine content and 2) its ability to incorporate refresher learning over time to solidify knowledge gains. We describe PACE's integration into the Pediatric Association of Tanzania's (PAT) Clinical Learning Network (CLN), a multifaceted intervention to improve facility-based care along a single referral chain. Using principles of co-design, stakeholder meetings modified PACE's characteristics and optimized integration with CLN. We plan to use three-phase, mixed-methods, implementation process. Phase I will examine the feasibility of PACE and refine its components and protocol. Lessons gained from this initial phase will guide the design of Phase II proof of concept studies which will generate insights into the appropriate empirical framework for (Phase III) implementation at scale to examine effectiveness.https://doi.org/10.1177/20552076231180471 |
| spellingShingle | Peter Andrew Meaney Adolfine Hokororo Theopista Masenge Joseph Mwanga Florence Salvatory Kalabamu Marc Berg Boris Rozenfeld Zachary Smith Neema Chami Namala Mkopi Castory Mwanga Ambrose Agweyu Development of pediatric acute care education (PACE): An adaptive electronic learning (e-learning) environment for healthcare providers in Tanzania Digital Health |
| title | Development of pediatric acute care education (PACE): An adaptive electronic learning
(e-learning) environment for healthcare providers in Tanzania |
| title_full | Development of pediatric acute care education (PACE): An adaptive electronic learning
(e-learning) environment for healthcare providers in Tanzania |
| title_fullStr | Development of pediatric acute care education (PACE): An adaptive electronic learning
(e-learning) environment for healthcare providers in Tanzania |
| title_full_unstemmed | Development of pediatric acute care education (PACE): An adaptive electronic learning
(e-learning) environment for healthcare providers in Tanzania |
| title_short | Development of pediatric acute care education (PACE): An adaptive electronic learning
(e-learning) environment for healthcare providers in Tanzania |
| title_sort | development of pediatric acute care education pace an adaptive electronic learning e learning environment for healthcare providers in tanzania |
| url | https://doi.org/10.1177/20552076231180471 |
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