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The WHO-TDR Dissemination and Implementation Massive Open Online Course (MOOC): Evaluation and Lessons Learned from Eight Low-and Middle-Income Countries
INTRODUCTION: Non-communicable diseases (NCDs) are a leading cause of morbidity and mortality in low-and middle-income countries (LMICs). Despite this, a lack of funding, training and mentorship for NCD investigators in LMICs exists. In an effort to gain knowledge and skills to address these gaps, p...
Autores principales: | , , , , , , , , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Journal Experts
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8996629/ https://www.ncbi.nlm.nih.gov/pubmed/35411340 http://dx.doi.org/10.21203/rs.3.rs-1455034/v1 |
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author | Rakhra, Ashlin Hooley, Cole Fort, Meredith Weber, Mary Beth Price, LeShawndra Nguyen, Hoa L. Ramirez, Manuel Muula, Adamson S. Hosseinipour, Mina Apusiga, Kingsley Davila-Roman, Victor Gyamfi, Joyce Adjei, Kezia Gladys Amaning Andesia, Josephine Fitzpatrick, Annette Launois, Pascal Baumann, Ana A. |
author_facet | Rakhra, Ashlin Hooley, Cole Fort, Meredith Weber, Mary Beth Price, LeShawndra Nguyen, Hoa L. Ramirez, Manuel Muula, Adamson S. Hosseinipour, Mina Apusiga, Kingsley Davila-Roman, Victor Gyamfi, Joyce Adjei, Kezia Gladys Amaning Andesia, Josephine Fitzpatrick, Annette Launois, Pascal Baumann, Ana A. |
author_sort | Rakhra, Ashlin |
collection | PubMed |
description | INTRODUCTION: Non-communicable diseases (NCDs) are a leading cause of morbidity and mortality in low-and middle-income countries (LMICs). Despite this, a lack of funding, training and mentorship for NCD investigators in LMICs exists. In an effort to gain knowledge and skills to address these gaps, participants from the Global Research on Implementation and Translation Science (GRIT), a consortium of studies in eight LMICs and their networks, attended the dissemination and implementation (D&I) massive open online course (MOOC) developed by the Special Programme for Research and Training in Tropical Diseases at the World Health Organization to strengthen D&I capacity building. Here, we report on the feasibility of this MOOC, which was implemented during the SARS COVID-19 pandemic from April- November 2020. METHODS: Participants completed pre- and post- training questionnaires to assess self-reported D&I competencies, general research skills, and research mentor access and quality. D&I competencies were measured by use of a scale developed for a US-based training program, with change in competency scores assessed by paired t test. We used univariate statistics to analyze the data for all other outcomes. RESULTS: Of the 247 participants enrolled, 32 (13%) completed all MOOC components. D&I competency scores suggest improvement for those who had complete pre- and post-assessments. Trainee’s average score on the full competency scale improved 1.45 points (0–5 scale) from pre- to post-test; all four subscales also showed evidence of improvements. There were small but not significant increases in competencies for grant writing, proposal/ manuscript writing and presentations from pre- to post-test assessment. 40% of trainees reported access to a research mentor and 12% reported access to a D&I specific mentor. Participants reported barriers (e.g., unstable internet access and challenges due to COVID-19) and facilitators (e.g., topical interests, collaboration with colleagues) to completing the MOOC. CONCLUSIONS: Although COVID-19 affected program usage and completion, the MOOC was feasible and effective, showing that among LMIC participants completing the course, there was improvement in D&I competency scores. Recommendations for future D&I trainings in LMICs should include 1) adding more topic specific modules (i.e., NCD research, general research skills) for scalability; 2) fostering more collaboration with participants across LMICs; and 3) establishing partnerships with D&I mentors for course participants. |
format | Online Article Text |
id | pubmed-8996629 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | American Journal Experts |
record_format | MEDLINE/PubMed |
spelling | pubmed-89966292022-04-12 The WHO-TDR Dissemination and Implementation Massive Open Online Course (MOOC): Evaluation and Lessons Learned from Eight Low-and Middle-Income Countries Rakhra, Ashlin Hooley, Cole Fort, Meredith Weber, Mary Beth Price, LeShawndra Nguyen, Hoa L. Ramirez, Manuel Muula, Adamson S. Hosseinipour, Mina Apusiga, Kingsley Davila-Roman, Victor Gyamfi, Joyce Adjei, Kezia Gladys Amaning Andesia, Josephine Fitzpatrick, Annette Launois, Pascal Baumann, Ana A. Res Sq Article INTRODUCTION: Non-communicable diseases (NCDs) are a leading cause of morbidity and mortality in low-and middle-income countries (LMICs). Despite this, a lack of funding, training and mentorship for NCD investigators in LMICs exists. In an effort to gain knowledge and skills to address these gaps, participants from the Global Research on Implementation and Translation Science (GRIT), a consortium of studies in eight LMICs and their networks, attended the dissemination and implementation (D&I) massive open online course (MOOC) developed by the Special Programme for Research and Training in Tropical Diseases at the World Health Organization to strengthen D&I capacity building. Here, we report on the feasibility of this MOOC, which was implemented during the SARS COVID-19 pandemic from April- November 2020. METHODS: Participants completed pre- and post- training questionnaires to assess self-reported D&I competencies, general research skills, and research mentor access and quality. D&I competencies were measured by use of a scale developed for a US-based training program, with change in competency scores assessed by paired t test. We used univariate statistics to analyze the data for all other outcomes. RESULTS: Of the 247 participants enrolled, 32 (13%) completed all MOOC components. D&I competency scores suggest improvement for those who had complete pre- and post-assessments. Trainee’s average score on the full competency scale improved 1.45 points (0–5 scale) from pre- to post-test; all four subscales also showed evidence of improvements. There were small but not significant increases in competencies for grant writing, proposal/ manuscript writing and presentations from pre- to post-test assessment. 40% of trainees reported access to a research mentor and 12% reported access to a D&I specific mentor. Participants reported barriers (e.g., unstable internet access and challenges due to COVID-19) and facilitators (e.g., topical interests, collaboration with colleagues) to completing the MOOC. CONCLUSIONS: Although COVID-19 affected program usage and completion, the MOOC was feasible and effective, showing that among LMIC participants completing the course, there was improvement in D&I competency scores. Recommendations for future D&I trainings in LMICs should include 1) adding more topic specific modules (i.e., NCD research, general research skills) for scalability; 2) fostering more collaboration with participants across LMICs; and 3) establishing partnerships with D&I mentors for course participants. American Journal Experts 2022-03-29 /pmc/articles/PMC8996629/ /pubmed/35411340 http://dx.doi.org/10.21203/rs.3.rs-1455034/v1 Text en https://creativecommons.org/licenses/by/4.0/This work is licensed under a Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/) , which allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator. The license allows for commercial use. https://creativecommons.org/licenses/by/4.0/License: This work is licensed under a Creative Commons Attribution 4.0 International License. Read Full License (https://creativecommons.org/licenses/by/4.0/) |
spellingShingle | Article Rakhra, Ashlin Hooley, Cole Fort, Meredith Weber, Mary Beth Price, LeShawndra Nguyen, Hoa L. Ramirez, Manuel Muula, Adamson S. Hosseinipour, Mina Apusiga, Kingsley Davila-Roman, Victor Gyamfi, Joyce Adjei, Kezia Gladys Amaning Andesia, Josephine Fitzpatrick, Annette Launois, Pascal Baumann, Ana A. The WHO-TDR Dissemination and Implementation Massive Open Online Course (MOOC): Evaluation and Lessons Learned from Eight Low-and Middle-Income Countries |
title | The WHO-TDR Dissemination and Implementation Massive Open Online Course (MOOC): Evaluation and Lessons Learned from Eight Low-and Middle-Income Countries |
title_full | The WHO-TDR Dissemination and Implementation Massive Open Online Course (MOOC): Evaluation and Lessons Learned from Eight Low-and Middle-Income Countries |
title_fullStr | The WHO-TDR Dissemination and Implementation Massive Open Online Course (MOOC): Evaluation and Lessons Learned from Eight Low-and Middle-Income Countries |
title_full_unstemmed | The WHO-TDR Dissemination and Implementation Massive Open Online Course (MOOC): Evaluation and Lessons Learned from Eight Low-and Middle-Income Countries |
title_short | The WHO-TDR Dissemination and Implementation Massive Open Online Course (MOOC): Evaluation and Lessons Learned from Eight Low-and Middle-Income Countries |
title_sort | who-tdr dissemination and implementation massive open online course (mooc): evaluation and lessons learned from eight low-and middle-income countries |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8996629/ https://www.ncbi.nlm.nih.gov/pubmed/35411340 http://dx.doi.org/10.21203/rs.3.rs-1455034/v1 |
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