Abstract
BackgroundQuality human resources constitute an essential pillar of an effective health system. This paper analyzes the outcomes of blended learning for post-Ebola capacity strengthening of health professionals in Guinea.MethodsTwo courses lasting 3 months each (7–8 modules) were developed and implemented: one in Primary Health Care (eSSP) and the other in Sexual and Reproductive Health Services Management (eSSR). Both eSSP and eSSR courses were offered online on the Moodle platform, followed by a face-to-face capacity-building workshop. A cross-sectional study using a mixed-methods approach was conducted in 2018–19. As outcomes, we described learners’ sociodemographic characteristics, course completion and success, and perceptions of the courses and support from the instructors, analyzed the factors associated with learners’ successful completion and reported on learners’ feedback on their blended learning experience. Quantitative data were analyzed using the STATA 15 software, and qualitative data were analyzed through content analysis.ResultsOverall, 282 health professionals were enrolled for both eSSP and eSSR courses. The completion rate was 69.5% (196/282). The success rate for learners who completed the courses was 80% (156/196), and the overall success rate for enrollees was 55% (156/282). The dropout and abstention rates were 22 and 9%, respectively. On both eSSP and eSSR courses, the success rate of women enrolled was higher than or equal to men’s. The success rate of medical doctors enrolled (53% for eSSP and 67% for eSSR) was higher than for other health professionals, in particular nurses (9% for eSSP) and midwives (40% for eSSR). Course type was associated with success (AOR = 1.93; 95% CI = 1.15–3.24). Most learners strongly agreed that the courses are relevant for targeted health professionals (81 to 150/150), pdf course materials are well-structured and useful (105/150), the content of the modules is relevant, comprehensible, and clear (90/150), self-assessment quizzes are helpful (105/150), summative assessment assignments are relevant (90/150), the course administrators and IT manager were responsive to learners’ concerns (90/150), they will recommend the courses to colleagues and friends (120/150).ConclusionTwo blended courses for capacity strengthening of health professionals were successfully developed and implemented in Guinea.
Highlights
Quality human resources constitute an essential pillar of an effective health system
There is limited evidence on e-learning or blended learning course completion and success rates when it comes to Africa
As outcomes of this blended learning, the paper 1) describes learners’ sociodemographic characteristics, course completion and success, and perceptions of the courses and support from the instructors, 2) analyzes the factors associated with learners’ successful completion, and 3) reports on learners’ feedback on their blended learning experience. Setting This blended learning experience was piloted in Guinea, a West African country with approximately 12 million inhabitants, 64% of whom live in rural areas [22, 23]
Summary
Quality human resources constitute an essential pillar of an effective health system. There is limited evidence on e-learning or blended learning course completion and success rates when it comes to Africa. A recent evaluation of a blended learning course for building workforce capacity for effective use of health information systems in Namibia and Tanzania reported a 73% completion rate of e-learning modules [14]. Another assessment of a blended learning course on tuberculosis for front-line healthcare professionals in Ethiopia showed a higher completion rate (90%) of the online component [15]
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