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Leveraging massive open online courses to expand quality of healthcare education to health practitioners in Rwanda
Improving the quality of healthcare delivery is increasingly a global health priority. However, quality improvement training opportunities that provide theoretical foundations and basic skills for patient safety and other quality initiatives have been limited or historically out of reach, especially...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BMJ Publishing Group
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6863671/ https://www.ncbi.nlm.nih.gov/pubmed/31799443 http://dx.doi.org/10.1136/bmjoq-2018-000532 |
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author | Scott, Kirstin Woody Dushime, Theophile Rusanganwa, Vincent Woskie, Liana Attebery, Clint Binagwaho, Agnes |
author_facet | Scott, Kirstin Woody Dushime, Theophile Rusanganwa, Vincent Woskie, Liana Attebery, Clint Binagwaho, Agnes |
author_sort | Scott, Kirstin Woody |
collection | PubMed |
description | Improving the quality of healthcare delivery is increasingly a global health priority. However, quality improvement training opportunities that provide theoretical foundations and basic skills for patient safety and other quality initiatives have been limited or historically out of reach, especially in low-and-middle income countries (LMICs). To address this gap, the Harvard Initiative on Global Health Quality (HIGHQ) created and launched a massive open online course (MOOC) in 2014 focused on patient safety and quality of care using the edX platform. More than 30 000 students from across 195 countries registered for the online course. This paper summarises an innovative educational partnership between the course team and one of these countries, Rwanda, to develop a blended-learning model to bolster participation in this new course among Rwandan healthcare professionals. Although a small country, Rwanda was among the top performing countries for attracting course registrants and was the leading country for the proportion of enrollees who ultimately completed the course. Further, half (21 of 42) of Rwanda’s district hospitals opted to appoint a PH555x course facilitator at their site to help lead regular meetings and discussions about the course content at their facility. The majority of Rwandan enrollees were health professionals (63%) and 81% reported that PH555x was their first experience taking an online course. Among those participating in the ‘flipped’ component at hospital sites, 94% reported that the course helped them to think of specific ways to improve healthcare quality at their facility. In this paper, we describe this innovative public–private educational model, challenges to implementation and lessons learned that may be helpful for future MOOC developers who wish to augment learning opportunities among healthcare professionals in LMICs. |
format | Online Article Text |
id | pubmed-6863671 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | BMJ Publishing Group |
record_format | MEDLINE/PubMed |
spelling | pubmed-68636712019-12-03 Leveraging massive open online courses to expand quality of healthcare education to health practitioners in Rwanda Scott, Kirstin Woody Dushime, Theophile Rusanganwa, Vincent Woskie, Liana Attebery, Clint Binagwaho, Agnes BMJ Open Qual Quality Education Report Improving the quality of healthcare delivery is increasingly a global health priority. However, quality improvement training opportunities that provide theoretical foundations and basic skills for patient safety and other quality initiatives have been limited or historically out of reach, especially in low-and-middle income countries (LMICs). To address this gap, the Harvard Initiative on Global Health Quality (HIGHQ) created and launched a massive open online course (MOOC) in 2014 focused on patient safety and quality of care using the edX platform. More than 30 000 students from across 195 countries registered for the online course. This paper summarises an innovative educational partnership between the course team and one of these countries, Rwanda, to develop a blended-learning model to bolster participation in this new course among Rwandan healthcare professionals. Although a small country, Rwanda was among the top performing countries for attracting course registrants and was the leading country for the proportion of enrollees who ultimately completed the course. Further, half (21 of 42) of Rwanda’s district hospitals opted to appoint a PH555x course facilitator at their site to help lead regular meetings and discussions about the course content at their facility. The majority of Rwandan enrollees were health professionals (63%) and 81% reported that PH555x was their first experience taking an online course. Among those participating in the ‘flipped’ component at hospital sites, 94% reported that the course helped them to think of specific ways to improve healthcare quality at their facility. In this paper, we describe this innovative public–private educational model, challenges to implementation and lessons learned that may be helpful for future MOOC developers who wish to augment learning opportunities among healthcare professionals in LMICs. BMJ Publishing Group 2019-11-06 /pmc/articles/PMC6863671/ /pubmed/31799443 http://dx.doi.org/10.1136/bmjoq-2018-000532 Text en © Author(s) (or their employer(s)) 2019. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ. This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/. |
spellingShingle | Quality Education Report Scott, Kirstin Woody Dushime, Theophile Rusanganwa, Vincent Woskie, Liana Attebery, Clint Binagwaho, Agnes Leveraging massive open online courses to expand quality of healthcare education to health practitioners in Rwanda |
title | Leveraging massive open online courses to expand quality of healthcare education to health practitioners in Rwanda |
title_full | Leveraging massive open online courses to expand quality of healthcare education to health practitioners in Rwanda |
title_fullStr | Leveraging massive open online courses to expand quality of healthcare education to health practitioners in Rwanda |
title_full_unstemmed | Leveraging massive open online courses to expand quality of healthcare education to health practitioners in Rwanda |
title_short | Leveraging massive open online courses to expand quality of healthcare education to health practitioners in Rwanda |
title_sort | leveraging massive open online courses to expand quality of healthcare education to health practitioners in rwanda |
topic | Quality Education Report |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6863671/ https://www.ncbi.nlm.nih.gov/pubmed/31799443 http://dx.doi.org/10.1136/bmjoq-2018-000532 |
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