东非地区麻醉教育者在线师资发展课程的知识、态度和实践评估。

Evaluation of Knowledge, Attitudes, and Practice in an Online Faculty Development Course for Anesthesia Educators in East Africa.

机构信息

Dr. Kejela: Assistant Professor, Department of Anesthesiology, Jimma University, Jimma, Ethiopia. Dr. Tesfaye: Assistant Professor, Department of Anesthesiology, Bahir Dar University, Bahir Dar, Ethiopia. Dr. Getachew: Assistant Professor, Department of Anesthesiology, Bahir Dar University, Bahir Dar, Ethiopia. Dr. Rose: Global Health Education Specialist, Vanderbilt University Medical Center, Institute for Global Health, Nashville, Tennessee. Winful: Graduate Student, Department of Anthropology, Vanderbilt University, Nashville, Tennessee. Dr. Eyayu: Assistant Professor, Department of Anesthesiology, Critical Care and Pain Medicine, Yekatit 12 Hospital Medical College, Addis Ababa, Ethiopia. Dr. Martin: Associate Professor, Institute for Global Health, Vanderbilt University Medical Center, Nashville, Tennessee. Dr. Sileshi: Associate Professor, Department of Anesthesiology, Vanderbilt University Medical Center, Nashville, Tennessee.

出版信息

J Contin Educ Health Prof. 2023 Oct 1;43(4):274-278. doi: 10.1097/CEH.0000000000000493. Epub 2023 Apr 25.

DOI:10.1097/CEH.0000000000000493

PMID:37185663

Abstract

INTRODUCTION

Faculty in low-resourced communities often have limited training on teaching and learning. An innovative, online, 13-week course using a flipped classroom model was developed for junior faculty anesthesiologists at teaching hospitals in East Africa and piloted in Ethiopia and Tanzania.

METHODS

Quantitative and qualitative data were collected and analyzed to evaluate potential change in participants' knowledge, skills, and attitudes as well as the feasibility of e-learning in the region.

RESULTS

Analysis of data revealed that top areas of change in participants' knowledge were in the flipped classroom approach (increased by 79%), effective mentoring practices (67%), and elements of effective course goals and objectives (58%). Leading areas of change in skills were in developing goals and objectives (72%), using case-based learning (67%), and engaging learners through PowerPoint (64%). Change in attitudes was largest in the areas of effective mentoring and strong leadership (27%), using course and lecture learning objectives (26%), and student-centered learning theory (26%). Qualitative data revealed that participants were satisfied with the course; found the structure, presentations, and delivery methods to be effective; and appreciated the flexibility of being online but experienced challenges, particularly in connectivity.

DISCUSSION

This evaluation demonstrated the efficacy of using e-learning in East Africa and highlights the innovation of online faculty development in a region where it has not been done before. By using participants as future instructors, this course is scalable in the region and worldwide, and it can help address limited access to training by providing a critical mass of trainers competent in teaching, mentoring, and leading.

摘要

简介

资源匮乏社区的教师通常在教学方面的培训有限。本研究为东非教学医院的青年麻醉科教师开发了一个创新性的、使用翻转课堂模式的、为期 13 周的在线课程，并在埃塞俄比亚和坦桑尼亚进行了试点。

方法

收集和分析了定量和定性数据，以评估参与者的知识、技能和态度的潜在变化，以及该地区电子学习的可行性。

结果

数据分析显示，参与者知识方面的主要变化领域是翻转课堂方法（增加了 79%）、有效的指导实践（67%）和有效课程目标和目的的要素（58%）。技能方面的主要变化领域是制定目标和目的（72%）、使用基于案例的学习（67%）和通过 PowerPoint 吸引学习者（64%）。态度方面的最大变化是有效的指导和强有力的领导（27%）、使用课程和讲座学习目标（26%）以及以学生为中心的学习理论（26%）。定性数据显示，参与者对课程感到满意；发现结构、演示和交付方法是有效的；并欣赏在线学习的灵活性，但遇到了挑战，特别是在连接方面。