Resolve to Save Lives, an Initiative of Vital Strategies, New York, NY, USA.
African Field Epidemiology Network (AFENET), Abuja, Nigeria.
BMC Public Health. 2022 Mar 21;22(1):551. doi: 10.1186/s12889-022-12943-1.
Health workers (HWs) in Africa face challenges accessing and learning from existing online training opportunities. To address these challenges, we developed a modular, self-paced, mobile-ready and work-relevant online course covering foundational infection prevention and control (IPC) concepts. Here, we evaluate the first pilot of this course, conducted with HWs in Nigeria.
We used a learner-centered design and prototyping process to create a new approach to delivering online training for HWs. The resulting course comprised 10 self-paced modules optimized for use on mobile devices. Modules presented IPC vignettes in which learning was driven by short assessment questions with feedback. Learners were recruited by distributing a link to the training through Nigeria-based email lists, WhatsApp groups and similar networks of HWs, managers and allied professionals. The course was open to learners for 8 weeks. We tracked question responses and time on task with platform analytics and assessed learning gains with pre- and post-testing. Significance was evaluated with the Wilcoxon signed-rank test, and effect size was calculated using Cohen's d.
Three hundred seventy-two learners, with roles across the health system, enrolled in the training; 59% completed all 10 modules and earned a certificate. Baseline knowledge of foundational IPC concepts was low, as measured by pre-test scores (29%). Post-test scores were significantly higher at 54% (effect size 1.22, 95% confidence interval 1.00-1.44). Learning gains were significant both among learners with low pre-test scores and among those who scored higher on the pre-test. We used the Net Promoter Score (NPS), a common user experience metric, to evaluate the training. The NPS was + 62, which is slightly higher than published scores of other self-paced online learning experiences.
High completion rates, significant learning gains and positive feedback indicate that self-paced, mobile-ready training that emphasizes short, low-stakes assessment questions can be an effective, scalable way to train HWs who choose to enroll. Low pre-test scores suggest that there are gaps in IPC knowledge among this learner population.
非洲的卫生工作者（HWs）在获取和学习现有在线培训机会方面面临挑战。为了解决这些挑战，我们开发了一个模块化、自我指导、适用于移动设备且与工作相关的在线课程，涵盖基础感染预防和控制（IPC）概念。在这里，我们评估了在尼日利亚对卫生工作者进行的该课程的首次试点。
我们使用以学习者为中心的设计和原型制作过程来创建一种新的方法，为 HWs 提供在线培训。该课程由 10 个自我指导模块组成，这些模块针对移动设备进行了优化。模块中呈现了 IPC 小插图，学习者通过带有反馈的简短评估问题来驱动学习。通过在尼日利亚的电子邮件列表、WhatsApp 群组和类似的 HWs、经理和相关专业人员网络中分发培训链接来招募学习者。该课程向学习者开放了 8 周。我们使用平台分析跟踪问题响应和任务时间，并使用预测试和后测试评估学习收益。使用 Wilcoxon 符号秩检验评估显著性，使用 Cohen 的 d 计算效应大小。
有 372 名来自整个卫生系统各个岗位的学习者注册了该培训；59%的人完成了所有 10 个模块并获得了证书。基础 IPC 概念的基线知识水平较低，这反映在预测试成绩（29%）中。后测成绩显著提高，达到 54%（效应大小 1.22，95%置信区间 1.00-1.44）。低预测试分数的学习者和预测试分数较高的学习者的学习收益均有显著提高。我们使用了常见的用户体验指标，即净推荐值（NPS）来评估培训。NPS 为+62，略高于其他自我指导在线学习经验的公布分数。
高完成率、显著的学习收益和积极的反馈表明，强调简短、低风险评估问题的自我指导、适用于移动设备的培训可以成为一种有效且可扩展的培训 HWs 的方法，前提是他们选择注册。低预测试分数表明，在这个学习者群体中存在 IPC 知识差距。
