Abstract
BackgroundRecent work has highlighted the tremendous potential of information and communication technologies (ICTs) in advancing global oncology education, research and care. The COVID-19 pandemic has made the development of effective approaches for online education even more crucial. Here we assessed the readiness, interest and potential models for effective implementation of ICT-powered oncology education in Africa.MethodsBuilding on previous work by the African Organisation for Research and Training in Cancer (AORTIC), a survey was conducted to assess the electronic learning (e-Learning) readiness of oncology health professionals using an online self-assessment tool. Components of e-Learning readiness assessed include access to computers, Internet, appropriate bandwidth and interest. As a practical test model, an ICT resource-intensive radiation oncology training programme was implemented via the Global Oncology University (GO-U) collaborative education platform. An analysis of results, challenges and opportunities resulting from these is discussed for advancing online oncology education in Africa.ResultsThe survey showed over 92% of health professionals have access to computers, laptops or other technology that can allow them to participate in online education. Over 45% of oncology health professionals have already participated in some form of online education. Interest in online education was over 93%. Models for effective online learning in oncology include synchronous and asynchronous short-term courses for continuous education and long-term degree and residency programmes. There was a significant increase in skills level following the collaborative radiation oncology training model used by the GO-U platform.ConclusionAfrica has the capacity to implement successful e-Learning in oncology, which is consistent with findings in previous work such as the AORTIC. Greater investment by institutions and governments is needed in terms of resources and policy changes to facilitate the implementation of effective online oncology training. Purposeful engagement of diaspora oncology health professionals with relevant cultural backgrounds as with some current collaborative efforts is highly recommended in helping turn brain drain into brain circulation.
Highlights
Recent work has highlighted the tremendous potential of information and communication technologies (ICTs) in advancing global oncology education, research and care
Building on the findings of this assessment, a practical test on implementing an online oncology training that is ICTs resource-intensive was conducted in 2018–2019. This included a radiation oncology training programme implemented via the ICT-powered Global Oncology University (GO-U) collaborative education platform that included practical real-time treatment planning experience
A 56 Kbps connection speed was deemed feasible for asynchronous virtual oncology education and a minimum of 1 Mbps broadband connection speed for synchronous visual/audio learning
Summary
Recent work has highlighted the tremendous potential of information and communication technologies (ICTs) in advancing global oncology education, research and care. The cancer burden is projected to rise dramatically over the coming years with survival rates that are amongst the lowest relative to other world regions 2030 [1] This is exacerbated by the dearth in oncology health professionals. A few initiatives like the Global Health Service Partnership employ traditional face-to-face education and training options [2]. This often necessitates extended travel and disruption of work, causing time and financial expenses that could be prohibitive or impractical for trainers in some regions [2]
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