Abstract
BackgroundDistance learning may be useful for building health research capacity. However, evidence that it can improve knowledge and skills in health research, particularly in resource-poor settings, is limited. We compared the impact and acceptability of teaching two distinct content areas, Biostatistics and Research Ethics, through either on-line distance learning format or traditional on-site training, in a randomized study in India. Our objective was to determine whether on-line courses in Biostatistics and Research Ethics could achieve similar improvements in knowledge, as traditional on-site, classroom-based courses.MethodsSubjects: Volunteer Indian scientists were randomly assigned to one of two arms.Intervention: Students in Arm 1 attended a 3.5-day on-site course in Biostatistics and completed a 3.5-week on-line course in Research Ethics. Students in Arm 2 attended a 3.5-week on-line course in Biostatistics and 3.5-day on-site course in Research Ethics. For the two course formats, learning objectives, course contents and knowledge tests were identical.Main Outcome Measures: Improvement in knowledge immediately and 3-months after course completion, compared to baseline.ResultsBaseline characteristics were similar in both arms (n = 29 each). Median knowledge score for Biostatistics increased from a baseline of 49% to 64% (p < 0.001) 3 months after the on-site course, and from 48% to 63% (p = 0.009) after the on-line course. For the on-site Research Ethics course, median score increased from 69% to 83% (p = 0.005), and for the on-line Research Ethics course from 62% to 80% (p < 0.001). Three months after the course, median gains in knowledge scores remained similar for the on-site and on-line platforms for both Biostatistics (16% vs. 12%; p = 0.59) and Research Ethics (17% vs. 13%; p = 0.14).ConclusionOn-line and on-site training formats led to marked and similar improvements of knowledge in Biostatistics and Research Ethics. This, combined with logistical and cost advantages of on-line training, may make on-line courses particularly useful for expanding health research capacity in resource-limited settings.
Highlights
Distance learning may be useful for building health research capacity
Participants in Arm 1 traveled to Lucknow, India for a 3.5-day classroom training in Biostatistics, and a week later participated from their own home or office settings in a 3.5-week on-line training course in Research Ethics (Figure 1)
Before attending the Biostatistics and Research Ethics courses, each participant completed a short course about on-line learning methods; this helped confirm that they had adequate computer hardware and internet bandwidth required for effective participation in on-line courses
Summary
Distance learning may be useful for building health research capacity Evidence that it can improve knowledge and skills in health research, in resource-poor settings, is limited. We compared the impact and acceptability of teaching two distinct content areas, Biostatistics and Research Ethics, through either on-line distance learning format or traditional on-site training, in a randomized study in India. On-line learning has been widely utilized for education in the US and other developed country settings [4] In these settings, much research has been undertaken to assess the effectiveness of online training in diverse fields. Much research has been undertaken to assess the effectiveness of online training in diverse fields These studies have shown that well-designed online medical education courses result in knowledge gains similar to, and at times superior to, traditional classroom teaching [5,6]. Several guidelines and reviews on the subject of elearning and design of content for such training have been published [9-11]
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