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Development of pediatric acute care education (PACE): An adaptive electronic learning (e-learning) environment for healthcare providers in Tanzania
Globally, inadequate healthcare provider (HCP) proficiency with evidence-based guidelines contributes to millions of newborn, infant, and child deaths each year. HCP guideline proficiency would improve patient outcomes. Conventional (in person) HCP in-service education is limited in 4 ways: reach, s...
Autores principales: | , , , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
SAGE Publications
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10387696/ https://www.ncbi.nlm.nih.gov/pubmed/37529543 http://dx.doi.org/10.1177/20552076231180471 |
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author | Meaney, Peter Andrew Hokororo, Adolfine Masenge, Theopista Mwanga, Joseph Kalabamu, Florence Salvatory Berg, Marc Rozenfeld, Boris Smith, Zachary Chami, Neema Mkopi, Namala Mwanga, Castory Agweyu, Ambrose |
author_facet | Meaney, Peter Andrew Hokororo, Adolfine Masenge, Theopista Mwanga, Joseph Kalabamu, Florence Salvatory Berg, Marc Rozenfeld, Boris Smith, Zachary Chami, Neema Mkopi, Namala Mwanga, Castory Agweyu, Ambrose |
author_sort | Meaney, Peter Andrew |
collection | PubMed |
description | Globally, inadequate healthcare provider (HCP) proficiency with evidence-based guidelines contributes to millions of newborn, infant, and child deaths each year. HCP guideline proficiency would improve patient outcomes. Conventional (in person) HCP in-service education is limited in 4 ways: reach, scalability, adaptability, and the ability to contextualize. Adaptive e-learning environments (AEE), a subdomain of e-learning, incorporate artificial intelligence technology to create a unique cognitive model of each HCP to improve education effectiveness. AEEs that use existing internet access and personal mobile devices may overcome limits of conventional education. This paper provides an overview of the development of our AEE HCP in-service education, Pediatric Acute Care Education (PACE). PACE uses an innovative approach to address HCPs’ proficiency in evidence-based guidelines for care of newborns, infants, and children. PACE is novel in 2 ways: 1) its patient-centric approach using clinical audit data or frontline provider input to determine content and 2) its ability to incorporate refresher learning over time to solidify knowledge gains. We describe PACE's integration into the Pediatric Association of Tanzania's (PAT) Clinical Learning Network (CLN), a multifaceted intervention to improve facility-based care along a single referral chain. Using principles of co-design, stakeholder meetings modified PACE's characteristics and optimized integration with CLN. We plan to use three-phase, mixed-methods, implementation process. Phase I will examine the feasibility of PACE and refine its components and protocol. Lessons gained from this initial phase will guide the design of Phase II proof of concept studies which will generate insights into the appropriate empirical framework for (Phase III) implementation at scale to examine effectiveness. |
format | Online Article Text |
id | pubmed-10387696 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | SAGE Publications |
record_format | MEDLINE/PubMed |
spelling | pubmed-103876962023-08-01 Development of pediatric acute care education (PACE): An adaptive electronic learning (e-learning) environment for healthcare providers in Tanzania Meaney, Peter Andrew Hokororo, Adolfine Masenge, Theopista Mwanga, Joseph Kalabamu, Florence Salvatory Berg, Marc Rozenfeld, Boris Smith, Zachary Chami, Neema Mkopi, Namala Mwanga, Castory Agweyu, Ambrose Digit Health Policy and Practice Globally, inadequate healthcare provider (HCP) proficiency with evidence-based guidelines contributes to millions of newborn, infant, and child deaths each year. HCP guideline proficiency would improve patient outcomes. Conventional (in person) HCP in-service education is limited in 4 ways: reach, scalability, adaptability, and the ability to contextualize. Adaptive e-learning environments (AEE), a subdomain of e-learning, incorporate artificial intelligence technology to create a unique cognitive model of each HCP to improve education effectiveness. AEEs that use existing internet access and personal mobile devices may overcome limits of conventional education. This paper provides an overview of the development of our AEE HCP in-service education, Pediatric Acute Care Education (PACE). PACE uses an innovative approach to address HCPs’ proficiency in evidence-based guidelines for care of newborns, infants, and children. PACE is novel in 2 ways: 1) its patient-centric approach using clinical audit data or frontline provider input to determine content and 2) its ability to incorporate refresher learning over time to solidify knowledge gains. We describe PACE's integration into the Pediatric Association of Tanzania's (PAT) Clinical Learning Network (CLN), a multifaceted intervention to improve facility-based care along a single referral chain. Using principles of co-design, stakeholder meetings modified PACE's characteristics and optimized integration with CLN. We plan to use three-phase, mixed-methods, implementation process. Phase I will examine the feasibility of PACE and refine its components and protocol. Lessons gained from this initial phase will guide the design of Phase II proof of concept studies which will generate insights into the appropriate empirical framework for (Phase III) implementation at scale to examine effectiveness. SAGE Publications 2023-07-24 /pmc/articles/PMC10387696/ /pubmed/37529543 http://dx.doi.org/10.1177/20552076231180471 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by-nc/4.0/This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage). |
spellingShingle | Policy and Practice Meaney, Peter Andrew Hokororo, Adolfine Masenge, Theopista Mwanga, Joseph Kalabamu, Florence Salvatory Berg, Marc Rozenfeld, Boris Smith, Zachary Chami, Neema Mkopi, Namala Mwanga, Castory Agweyu, Ambrose Development of pediatric acute care education (PACE): An adaptive electronic learning (e-learning) environment for healthcare providers in Tanzania |
title | Development of pediatric acute care education (PACE): An adaptive electronic learning
(e-learning) environment for healthcare providers in Tanzania |
title_full | Development of pediatric acute care education (PACE): An adaptive electronic learning
(e-learning) environment for healthcare providers in Tanzania |
title_fullStr | Development of pediatric acute care education (PACE): An adaptive electronic learning
(e-learning) environment for healthcare providers in Tanzania |
title_full_unstemmed | Development of pediatric acute care education (PACE): An adaptive electronic learning
(e-learning) environment for healthcare providers in Tanzania |
title_short | Development of pediatric acute care education (PACE): An adaptive electronic learning
(e-learning) environment for healthcare providers in Tanzania |
title_sort | development of pediatric acute care education (pace): an adaptive electronic learning
(e-learning) environment for healthcare providers in tanzania |
topic | Policy and Practice |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10387696/ https://www.ncbi.nlm.nih.gov/pubmed/37529543 http://dx.doi.org/10.1177/20552076231180471 |
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