Building HIV healthcare worker capacity through telehealth in Vietnam

Pollack, Todd; Nhung, Vo Thi Tuyet; Vinh, Dang Thi Nhat; Hao, Duong Thi; Trang, Lê Thị; Duc, Pham Anh; Kính, Nguyễn Văn; Dung, Nguyễn Thị; Dung, Duong Lan; Ninh, Nguyen Thi; Huyen, Ho Thi Thanh; Huy, Vo Xuan; Hai, Duong Minh; Khanh, Truong Huu; Hien, Nguyen Thi Thu; Khuong, Pham Tram An; Trong, Nguyen The; Lâm, Nguyễn Văn; Phinh, Vu Ngoc; Phương, Đỗ Thị Mỹ; Duat, Nguyen Duc; Liêm, Nguyễn Thanh; Bình, Nguyễn Thanh; Nguyen, Kevin; Yen, Le N goc; Cosimi, Lisa A.

doi:10.1136/bmjgh-2019-002166

Cited by 16 publications

(35 citation statements)

References 31 publications

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“…Among the included articles, sub-Saharan Africa (28/31, 90%) was the most represented geographical region [ 1 , 8 , 15 - 17 , 30 - 52 ]. Countries in Southeast Asia were represented in 10% (3/31) of the studies [ 45 , 53 , 54 ], and 3% (1/31) of the studies included participants across Africa, Asia, and South America [ 1 ]. A wide array of health care cadres was targeted across the studies, including nurses, physicians, midwives, community health workers, public health specialists, hospital administrators, and health officers.…”

Section: Resultsmentioning

confidence: 99%

Mobile-Social Learning for Continuing Professional Development in Low- and Middle-Income Countries: Integrative Review

Guillaume¹,

Troncoso²,

Duroseau³

et al. 2022

JMIR Med Educ

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Background Access to continuing professional development (CPD) for health care workers in low- and middle-income countries (LMICs) is severely limited. Digital technology serves as a promising platform for supporting CPD for health care workers by providing educational content virtually and enabling virtual peer-to-peer and mentor interaction for enhanced learning. Digital strategies for CPD that foster virtual interaction can increase workforce retention and bolster the health workforce in LMICs. Objective The objective of this integrative review was to evaluate the evidence on which digital platforms were used to provide CPD to health care workers and clinical students in LMICs, which was complemented with virtual peer-to-peer or mentor interaction. We phrased this intersection of virtual learning and virtual interaction as mobile-social learning. Methods A comprehensive database and gray literature search was conducted to identify qualitative, quantitative, and mixed methods studies, along with empirical evidence, that used digital technology to provide CPD and virtual interaction with peers or mentors. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines were followed. Eligible articles were written in English, conducted in an LMIC, and used a mobile device to provide CPD and facilitate virtual peer-to-peer or mentor interaction. Titles, abstracts, and full texts were screened, followed by an assessment of the quality of evidence and an appraisal of the articles. A content analysis was then used to deductively code the data into emerging themes. Results A total of 750 articles were identified, and 31 (4.1%) were included in the review. SMS text messaging and mobile instant messaging were the most common methods used to provide continuing education and virtual interaction between peers and mentors (25/31, 81%). Across the included articles, participants had high acceptability for using digital platforms for learning and interaction. Virtual peer interaction and mentorship were found to contribute to positive learning outcomes in most studies (27/31, 87%) through increased knowledge sharing, knowledge gains, improved clinical skills, and improved service delivery. Peer-to-peer and mentor interaction were found to improve social support and reduce feelings of isolation (9/31, 29%). There were several challenges in the implementation and use of digital technology for mobile-social learning, including limited access to resources (eg, internet coverage and stable electricity), flexibility in scheduling to participate in CPD, and sociobehavioral challenges among students. Conclusions The summary suggests that mobile-social learning is a useful modality for curriculum dissemination and skill training and that the interface of mobile and social learning serves as a catalyst for improved learning outcomes coupled with increased social capital.

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Section: Resultsmentioning

confidence: 99%

Mobile-Social Learning for Continuing Professional Development in Low- and Middle-Income Countries: Integrative Review

Guillaume¹,

Troncoso²,

Duroseau³

et al. 2022

JMIR Med Educ

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“…Besides, healthcare providers must comply with the policy of MOH about participating in continuing education with at least 48-h within 2 years to maintain their work permit certificates. In fact, the continuous learning applied the ECHO model had improved the capacity of HIV healthcare workers in Vietnam a great deal that 90% of participants wanted to participate in the next courses [ 7 ]. Another study also indicated that the pediatric care providers improved their professional knowledge and skill after following Project ECHO training [ 15 , 22 ].…”

Section: Discussionmentioning

confidence: 99%

“…Thus, as the Project ECHO has to run by its resource in the future, it is essential to examine the factors that impact the program’s sustainability. Although previous studies have mentioned the feasibility and acceptability of Project ECHO [ 6 , 14 , 15 , 20 ], few researchers have studied the sustainability of the program [ 7 , 39 ]. To ensure the sustainability of Project ECHO, the financial issue is crucial because the project has to invest in human resources, devices and the online network [ 39 , 40 ].…”

Section: Discussionmentioning

confidence: 99%

“…Although Hostutler et al conducted a study on pediatricians, this study only looked at improving physicians’ practice behavior after participating in Project ECHO [ 15 ]. In Vietnam, the tele-health project adapted Project ECHO was conducted to build HIV healthcare worker capacity [ 7 ]. This project was evaluated as successfully implemented and scaled up to improve healthcare worker capacity in HIV patient care.…”

Section: Introductionmentioning

confidence: 99%

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Feasibility, acceptability, and sustainability of Project ECHO to expand capacity for pediatricians in Vietnam

Nhung

Kien²,

Lan

et al. 2021

BMC Health Serv Res

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Background The Project Extension for Community Healthcare Outcomes (ECHO) model is considered a platform for academic medical centers to expand their healthcare workforce capacity to medically underserved populations. It has been known as an effective solution of continuing medical education (CME) for healthcare workers that used a hub-and-spoke model to leverage knowledge from specialists to primary healthcare providers in different regions. In this study, we aim to explore the views of healthcare providers and hospital leaders regarding the feasibility, acceptability, and sustainability of Project ECHO for pediatricians. Methods This qualitative study was conducted at the Vietnam National Children’s Hospital and its satellite hospitals from July to December 2020. We conducted 39 in-depth interviews with hospital managers and healthcare providers who participated in online Project ECHO courses. A thematic analysis approach was performed to extract the qualitative data from in-depth interviews. Results Project ECHO shows high feasibility when healthcare providers find motivated to improve their professional knowledge. Besides, they realized the advantages of saving time and money with online training. Although the courses had been covered fully by the Ministry of Health’s fund, the participants said they could pay fees or be supported by the hospital’s fund. In particular, the expectation of attaining the CME-credited certificates after completing the course also contributes to the sustainability of the program. Project ECHO’s online courses should be improved if the session was better monitored with suitable time arrangements. Conclusions Project ECHO model is highly feasible, acceptable, and sustainable as it brings great benefits to the healthcare providers, and is appropriate with the policy theme of continuing medical education of the Ministry of Health. We recommend that further studies should be conducted to assess the impact of the ECHO program, especially for patient and community outcomes.

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“…In recent years, a number of projects have initiated and implemented digital health services in large urban hospitals, including teleradiology, teleconsultation, telediagnosis, and videoconferencing. Examples of these initiatives include raising disease awareness and encouraging people to adopt heathier behaviors [65][66][67][68][69], improving accessibility to health care services among disadvantaged and vulnerable target groups [70][71][72], and upskilling health care workers [73][74][75][76][77][78][79][80].…”

Section: Opportunitiesmentioning

confidence: 99%

Patient-Centered Care: Transforming the Health Care System in Vietnam With Support of Digital Health Technology

Dang¹,

Nguyen²,

Minh³

et al. 2021

J Med Internet Res

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Background Over the recent decades, Vietnam has attained remarkable achievements in all areas of health care. However, shortcomings including health disparities persist particularly with a rapidly aging population. This has resulted in a shift in the disease burden from communicable to noncommunicable diseases such as dementia, cancer, and diabetes. These medical conditions require long-term care, which causes an accelerating crisis for the health sector and society. The current health care system in Vietnam is unlikely to cope with these challenges. Objective The aim of this paper was to explore the opportunities, challenges, and necessary conditions for Vietnam in transforming toward a patient-centered care model to produce better health for people and reduce health care costs. Methods We examine the applicability of a personalized and integrated Bespoke Health Care System (BHS) for Vietnam using a strength, weakness, opportunity, and threat analysis and examining the successes or failures of digital health care innovations in Vietnam. We then make suggestions for successful adoption of the BHS model in Vietnam. Results The BHS model of patient-centered care empowers patients to become active participants in their own health care. Vietnam’s current policy, social, technological, and economic environment favors the transition of its health care system toward the BHS model. Nevertheless, the country is in an early stage of health care digitalization. The legal and regulatory system to protect patient privacy and information security is still lacking. The readiness to implement electronic medical records, a core element of the BHS, varies across health providers and clinical practices. The scarcity of empirical evidence and evaluation regarding the effectiveness and sustainability of digital health initiatives is an obstacle to the Vietnamese government in policymaking, development, and implementation of health care digitalization. Conclusions Implementing a personalized and integrated health care system may help Vietnam to address health care needs, reduce pressure on the health care system and society, improve health care delivery, and promote health equity. However, in order to adopt the patient-centered care system and digitalized health care, a whole-system approach in transformation and operation with a co-design in the whole span of a digital health initiative developing process are necessary.

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Building HIV healthcare worker capacity through telehealth in Vietnam

Cited by 16 publications

References 31 publications

Mobile-Social Learning for Continuing Professional Development in Low- and Middle-Income Countries: Integrative Review

Mobile-Social Learning for Continuing Professional Development in Low- and Middle-Income Countries: Integrative Review

Feasibility, acceptability, and sustainability of Project ECHO to expand capacity for pediatricians in Vietnam

Patient-Centered Care: Transforming the Health Care System in Vietnam With Support of Digital Health Technology

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