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Pre-course online cases for the world health organization's basic emergency care course in Uganda: A mixed methods analysis

INTRODUCTION: The Ministry of Health - Uganda implemented the World Health Organization's Basic Emergency Care course (BEC) to improve formal emergency care training and address its high burden of acute illness and injury. The BEC is an open-access, in-person, short course that provides compreh...

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Autores principales: Friedman, Alexandra, Wallis, Lee A., Bullick, Julia C., Cunningham, Charmaine, Kalanzi, Joseph, Kavuma, Peter, Osiro, Martha, Straube, Steven, Tenner, Andrea G.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: African Federation for Emergency Medicine 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9048077/
https://www.ncbi.nlm.nih.gov/pubmed/35505667
http://dx.doi.org/10.1016/j.afjem.2022.03.005
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author Friedman, Alexandra
Wallis, Lee A.
Bullick, Julia C.
Cunningham, Charmaine
Kalanzi, Joseph
Kavuma, Peter
Osiro, Martha
Straube, Steven
Tenner, Andrea G.
author_facet Friedman, Alexandra
Wallis, Lee A.
Bullick, Julia C.
Cunningham, Charmaine
Kalanzi, Joseph
Kavuma, Peter
Osiro, Martha
Straube, Steven
Tenner, Andrea G.
author_sort Friedman, Alexandra
collection PubMed
description INTRODUCTION: The Ministry of Health - Uganda implemented the World Health Organization's Basic Emergency Care course (BEC) to improve formal emergency care training and address its high burden of acute illness and injury. The BEC is an open-access, in-person, short course that provides comprehensive basic emergency training in low-resource settings. A free, open-access series of pre-course online cases available as downloadable offline files were developed to improve knowledge acquisition and retention. We evaluated BEC participants’ knowledge and self-efficacy in emergency care provision with and without these cases and their perceptions of the cases. METHODS: Multiple Choice Questions (MCQs) and Likert-scale surveys assessed 137 providers’ knowledge and self-efficacy in emergency care provision, respectively, and focus group discussions explored 74 providers’ perceptions of the BEC course with cases in Kampala in this prospective, controlled study. Data was collected pre-BEC, post-BEC and six-months post-BEC. We used liability analysis and Cronbach alpha coefficients to establish intercorrelation between categorised Likert-scale items. We used mixed model analysis of variance to interpret Likert-scale and MCQ data and thematic content analysis to explore focus group discussions. RESULTS: Participants gained and maintained significant increases in MCQ averages (15%) and Likert-scale scores over time (p < 0.001). The intervention group scored significantly higher on the pre-test MCQ than controls (p = 0.004) and insignificantly higher at all other times (p > 0.05). Nurses experienced more significant initial gains and long-term decays in MCQ and self-efficacy than doctors (p = 0.009, p < 0.05). Providers found the cases most useful pre-BEC to preview course content but did not revisit them post-course. Technological difficulties and internet costs limited case usage. CONCLUSION: Basic emergency care courses for low-resource settings can increase frontline providers’ long-term knowledge and self-efficacy in emergency care. Nurses experienced greater initial gains and long-term losses in knowledge than doctors. Online adjuncts may enhance health professional education in low-to-middle income countries.
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spelling pubmed-90480772022-05-02 Pre-course online cases for the world health organization's basic emergency care course in Uganda: A mixed methods analysis Friedman, Alexandra Wallis, Lee A. Bullick, Julia C. Cunningham, Charmaine Kalanzi, Joseph Kavuma, Peter Osiro, Martha Straube, Steven Tenner, Andrea G. Afr J Emerg Med Original Article INTRODUCTION: The Ministry of Health - Uganda implemented the World Health Organization's Basic Emergency Care course (BEC) to improve formal emergency care training and address its high burden of acute illness and injury. The BEC is an open-access, in-person, short course that provides comprehensive basic emergency training in low-resource settings. A free, open-access series of pre-course online cases available as downloadable offline files were developed to improve knowledge acquisition and retention. We evaluated BEC participants’ knowledge and self-efficacy in emergency care provision with and without these cases and their perceptions of the cases. METHODS: Multiple Choice Questions (MCQs) and Likert-scale surveys assessed 137 providers’ knowledge and self-efficacy in emergency care provision, respectively, and focus group discussions explored 74 providers’ perceptions of the BEC course with cases in Kampala in this prospective, controlled study. Data was collected pre-BEC, post-BEC and six-months post-BEC. We used liability analysis and Cronbach alpha coefficients to establish intercorrelation between categorised Likert-scale items. We used mixed model analysis of variance to interpret Likert-scale and MCQ data and thematic content analysis to explore focus group discussions. RESULTS: Participants gained and maintained significant increases in MCQ averages (15%) and Likert-scale scores over time (p < 0.001). The intervention group scored significantly higher on the pre-test MCQ than controls (p = 0.004) and insignificantly higher at all other times (p > 0.05). Nurses experienced more significant initial gains and long-term decays in MCQ and self-efficacy than doctors (p = 0.009, p < 0.05). Providers found the cases most useful pre-BEC to preview course content but did not revisit them post-course. Technological difficulties and internet costs limited case usage. CONCLUSION: Basic emergency care courses for low-resource settings can increase frontline providers’ long-term knowledge and self-efficacy in emergency care. Nurses experienced greater initial gains and long-term losses in knowledge than doctors. Online adjuncts may enhance health professional education in low-to-middle income countries. African Federation for Emergency Medicine 2022-06 2022-04-20 /pmc/articles/PMC9048077/ /pubmed/35505667 http://dx.doi.org/10.1016/j.afjem.2022.03.005 Text en © 2022 The Authors. Published by Elsevier B.V. on behalf of African Federation for Emergency Medicine. https://creativecommons.org/licenses/by/4.0/This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Original Article
Friedman, Alexandra
Wallis, Lee A.
Bullick, Julia C.
Cunningham, Charmaine
Kalanzi, Joseph
Kavuma, Peter
Osiro, Martha
Straube, Steven
Tenner, Andrea G.
Pre-course online cases for the world health organization's basic emergency care course in Uganda: A mixed methods analysis
title Pre-course online cases for the world health organization's basic emergency care course in Uganda: A mixed methods analysis
title_full Pre-course online cases for the world health organization's basic emergency care course in Uganda: A mixed methods analysis
title_fullStr Pre-course online cases for the world health organization's basic emergency care course in Uganda: A mixed methods analysis
title_full_unstemmed Pre-course online cases for the world health organization's basic emergency care course in Uganda: A mixed methods analysis
title_short Pre-course online cases for the world health organization's basic emergency care course in Uganda: A mixed methods analysis
title_sort pre-course online cases for the world health organization's basic emergency care course in uganda: a mixed methods analysis
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9048077/
https://www.ncbi.nlm.nih.gov/pubmed/35505667
http://dx.doi.org/10.1016/j.afjem.2022.03.005
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