Department of Public Health & Global Health, Division of Infectious Diseases, Epidemiology, Biostatistics and Prevention Institute, University of Zurich, Zurich, Switzerland.
InZone, University of Geneva, Geneva, Switzerland.
J Med Internet Res. 2021 Mar 24;23(3):e22345. doi: 10.2196/22345.
Globally, there is an excess of 68.5 million people who have been forced to leave their homes and seek sanctuary elsewhere because of poverty, persecution, conflict, violence, and human rights violations. Although international humanitarian responses usually focus on ensuring that the basic needs of these people are being met, there is growing attention on the role that development-oriented interventions can play in the longer term. Higher education in a refugee context is one such intervention that can equip refugees with the knowledge and skills they need to serve their communities and move forward.
This study aims to evaluate the outcomes and effectiveness of the University of Geneva InZone-Raft Basic Medical Training Course in the Kakuma refugee camp in Kenya compared with a previous incarnation of the same course in the Dadaab refugee camp in Kenya.
We used a quasi-experimental design to compare the posttest scores of both inequivalent student groups: control group (n=18) and intervention group (n=16). Factors that influenced refugee students' knowledge acquisition, the amount of knowledge they acquired, and their academic outcomes were assessed, and the pedagogical evolution of the project is presented.
We found that the Kakuma intervention course yielded better outcomes and was more effective in terms of learning than the Dadaab control course. Of the 16 students who took part in the intervention course, 10 (63%) completed the program successfully and received accreditation from the University of Geneva. We observed that they received new knowledge well and scored higher on all learning modalities than those in the control course. Comparison of written and oral examinations between the courses showed statistical significance for the intervention group in written and oral exams (two-tailed: P=.006 and P=.05; one-tailed: P=.003 and P=.03, respectively). The Kakuma course was not effective in addressing electricity and internet access problems, nor in reducing the challenge of tight deadlines in the syllabus. Pedagogical adjustments to the intervention course improved student involvement, with higher participation rates in quizzes (10/11, 91%), and overall satisfaction and learning.
The intervention group-with an improved mode of delivery, better contextualized content, and further interaction-reached a higher level of medical knowledge acquisition and developed more complex questions on medical topics than the control group. The positive outcome of this project shows that given the right resources and support, refugees can contribute to the improvement and development of health care in their communities. Nonetheless, a more focused effort is necessary to meet the educational needs of refugee learners and better understand their living conditions.
在全球范围内，有超过 6850 万人因贫困、迫害、冲突、暴力和侵犯人权而被迫离开家园，寻求其他地方的避难所。尽管国际人道主义反应通常侧重于确保这些人的基本需求得到满足，但人们越来越关注发展导向干预措施在长期内可以发挥的作用。难民背景下的高等教育就是这样一种干预措施，它可以使难民获得服务社区和前进所需的知识和技能。
本研究旨在评估日内瓦大学 InZone-Raft 基础医学培训课程在肯尼亚卡卡马难民营的结果和效果，与该课程在肯尼亚达达阿布难民营的前身进行比较。
我们使用准实验设计比较了两组不同的学生的后测成绩：对照组（n=18）和干预组（n=16）。评估了影响难民学生知识获取、知识获取量和学业成绩的因素，并介绍了项目的教学演变。
我们发现，与达达阿布控制课程相比，卡卡马干预课程在学习方面取得了更好的结果，效果也更好。在参加干预课程的 16 名学生中，有 10 名（63%）成功完成了课程，并获得了日内瓦大学的认证。我们观察到，他们很好地接受了新知识，在所有学习模式上的得分都高于对照组。对课程的书面和口头考试进行比较，干预组在书面和口头考试中均具有统计学意义（双侧：P=.006 和 P=.05；单侧：P=.003 和 P=.03）。卡卡马课程在解决电力和互联网接入问题方面以及在减少课程大纲中紧迫期限的挑战方面均无效。对干预课程的教学调整提高了学生的参与度，测验的参与率更高（10/11，91%），整体满意度和学习效果也更好。
干预组采用改进的教学模式、更好地使内容与背景相适应并进一步互动，与对照组相比，获得了更高水平的医学知识，并就医学主题提出了更复杂的问题。该项目的积极成果表明，只要有适当的资源和支持，难民就可以为改善和发展其所在社区的医疗保健做出贡献。然而，仍有必要做出更有针对性的努力，以满足难民学习者的教育需求，并更好地了解他们的生活条件。
