Learning, Leadership and Organization Development Program, Mary Frances Early College of Education, University of Georgia, 850 College Station Rd, Athens, GA, USA.
College of Public Health, University of Georgia, 100 Foster Rd, Athens, GA, USA.
BMC Health Serv Res. 2022 Jun 2;22(1):736. doi: 10.1186/s12913-022-08138-4.
This article reports an evaluation of the Immunization Training Challenge Hackathons (ITCH), invented by The Geneva Learning Foundation (TGLF) for national and sub-national immunization staff who strive to develop the knowledge and capacity of others to improve immunization program performance. ITCH, a fully-digital program focused on networked collaborative problem-solving between peers, provided an "opt-in" activity for learners in the Teach to Reach (T2R) Accelerator Program designed to improve training effectiveness in the immunization sphere.
Conducted by a team from the University of Georgia, this mixed method evaluation consisted of thematic analysis of recorded sessions and open-ended comments; and statistical analyses of application and follow-up survey data. The evaluation focused on what was learned and how ITCH participants implemented what they learned. Key stakeholder interviews provided supplemental data about program intent and results. ITCH consisted of 17 30-min sessions held in 2020, in English and French, with 581 participating at least once out of 1,454 enrolled in the overall program. Challenge owners and respondents came from 15 African and Asian countries and spanned different roles with differing scope.
Over 85% [n = 154] of survey respondents [n = 181, a 31% response rate] indicated they were able to implement what they learned from the ITCH sessions. A majority [n = 139, 76.7%] reported finding the sessions useful. Issues with poor connectivity and the timing of the live meetings impeded some in their ability to participate, a problem compounded by consequences of the pandemic. The ITCH process constituted of learning or coming to consciousness simultaneously of four types of learning - participants realizing how much they could learn from each other (peer learning), experiencing the power of defying distance to solve problems together (remote learning), and feeling a growing sense of belonging to a community (social learning), emergent across country borders and health system levels (networked learning).
Based on evaluation findings, it was concluded that ITCH demonstrated an effective scalable, informal, non-didactic, experience-led, fast-paced, peer learning design. A focus on community engagement and developing brokering skills was recommended.
本文报告了免疫培训挑战赛黑客松（ITCH）的评估结果，该活动由日内瓦学习基金会（TGLF）为国家和次国家免疫工作人员设计，旨在培养他们向他人传授知识和能力的能力，从而提高免疫规划的绩效。ITCH 是一个完全数字化的项目，专注于同行之间的网络协作式问题解决，为旨在提高免疫领域培训效果的“教学促进计划”（T2R）加速项目中的学习者提供了一项“选择加入”活动。
由佐治亚大学的一个团队进行的这项混合方法评估包括对记录会议和开放式评论的主题分析；以及对应用程序和后续调查数据的统计分析。评估重点关注参与者学到了什么以及他们如何实施所学内容。主要利益相关者访谈提供了有关项目意图和结果的补充数据。ITCH 由 2020 年举行的 17 次 30 分钟会议组成，使用英语和法语，共有 1454 名参与者，其中 581 名至少参加过一次。挑战赛的所有者和参与者来自 15 个非洲和亚洲国家，涵盖了不同角色和不同范围。
超过 85%[n=154]的调查受访者[n=181，响应率为 31%]表示他们能够实施从 ITCH 会议中学到的内容。大多数[n=139，76.7%]表示会议很有用。较差的网络连接和实时会议的时间安排问题阻碍了一些人的参与能力，而大流行的后果则使问题更加复杂。ITCH 过程包括同时学习或意识到四种类型的学习——参与者意识到彼此可以相互学习的程度（同伴学习）、体验一起克服距离解决问题的力量（远程学习）、以及对跨越国界和卫生系统级别的社区的归属感（社会学习），这些学习在社区中涌现。
基于评估结果，可以得出结论，ITCH 展示了一种有效的可扩展、非正式、非说教、以经验为导向、快节奏、同伴学习设计。建议注重社区参与和培养中介技能。
