Critical success factors for the implementation and adoption of e-learning for junior health care workers in Dadaab refugee camp Kenya

Burkardt, Aude Dinah; Krause, Nicerine; Velarde, Minerva Rivas

doi:10.1186/s12960-019-0435-8

Cited by 17 publications

(21 citation statements)

References 14 publications

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“…Students in Kakuma were mentored by MGH students through continuous online exchanges. The absence of an academic hierarchy and the fact that most students belonged to the same age group facilitated the ease of discussions, as also observed in other online peer-to-peer learning experiences [ 11 ]. Besides learning together about the content of the MOOC, interactions between these two groups of students were culturally enriching and illustrated the complexity of public health problems of the camp to those students based in Geneva.…”

Section: Discussionmentioning

confidence: 89%

“…Although MOOCs have mostly attracted people who live in developed countries [ 6 ], they also offer learning opportunities to underserved regions of the world [ 7 ]. MOOCs are currently used in refugee camps in Jordan, Kenya, Lebanon, and Turkey (e.g., Edraak, Jamiya Project, Kiron Open Higher Education, and InZone) [ [8] , [9] , [10] , [11] ] covering domains such as business, engineering, computer science, and social science. Yet, limitations in internet connectivity, learning infrastructure and equipment (e.g., computers), and digital literacy, together with a permanent social insecurity for learners, challenge the scale-up, sustainability and impact of many of these MOOC-based educational programmes [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

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One Health education in Kakuma refugee camp (Kenya): From a MOOC to projects on real world challenges

et al. 2020

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Today, the world counts millions of refugees but only a fraction of them have access to higher education. Despite the multiple public health problems in refugee camps and the need to build local capacities to prevent and combat them, University level courses in public health are largely unavailable for refugees. This paper describes the development, implementation and evaluation of an innovative two-module blended-learning programme on One Health in Kakuma refugee camp (Kenya). This programme combines: (I) Interdisciplinary and multi-expert MOOC on “ Global Health at the Human-Animal-Ecosystem interface ”; (II) peer-to-peer learning involving students from University of Geneva Master of science in Global Health and research collaborations around specific and locally-relevant problems; (III) online mentoring and lecturing by experts from the Institute of Global Health of the University of Geneva in Kakuma. A total of 67 refugees applied to Module 1; 15 started the Module 1 in October 2017, of these 14 completed it and 6 passed the exams, finally five students started the Module 2 in October 2018 which they all passed in February 2019. Five student-led collaborative projects were developed focusing on the conception of a community-based monitoring system for prevalent diseases in the camp. With such a pedagogic approach, the programme provides an overview on Global Health challenges at the human-animal-ecosystem interface and the importance of the One Health approach, and introduces students to scientific research through interdisciplinary and international collaborations and innovation. The high number of applicants and positive feedback from students in Kakuma show the interest in One Health education in the camp. This learning experience ultimately aims at building local knowledge and capacity fostering “One Health” champions to reinforce local and national health system. This framework for One Health education could be potentially scaled up to other camps in Africa and the world.

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Section: Discussionmentioning

confidence: 89%

Section: Introductionmentioning

confidence: 99%

One Health education in Kakuma refugee camp (Kenya): From a MOOC to projects on real world challenges

et al. 2020

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“…With this in mind, we acknowledge that the lack of or reduced empowerment of female students negatively impacted their performance in the oral exam. This difference was not realized as strongly in the control group; the difference in score between males and females was 4.6% ( P =.40) and not significant [ 33 ].…”

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Basic Medical Training for Refugees via Collaborative Blended Learning: Quasi-Experimental Design

Lovey¹,

O’Keeffe²,

Petignat³

2021

J Med Internet Res

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Background Globally, there is an excess of 68.5 million people who have been forced to leave their homes and seek sanctuary elsewhere because of poverty, persecution, conflict, violence, and human rights violations. Although international humanitarian responses usually focus on ensuring that the basic needs of these people are being met, there is growing attention on the role that development-oriented interventions can play in the longer term. Higher education in a refugee context is one such intervention that can equip refugees with the knowledge and skills they need to serve their communities and move forward. Objective This study aims to evaluate the outcomes and effectiveness of the University of Geneva InZone-Raft Basic Medical Training Course in the Kakuma refugee camp in Kenya compared with a previous incarnation of the same course in the Dadaab refugee camp in Kenya. Methods We used a quasi-experimental design to compare the posttest scores of both inequivalent student groups: control group (n=18) and intervention group (n=16). Factors that influenced refugee students’ knowledge acquisition, the amount of knowledge they acquired, and their academic outcomes were assessed, and the pedagogical evolution of the project is presented. Results We found that the Kakuma intervention course yielded better outcomes and was more effective in terms of learning than the Dadaab control course. Of the 16 students who took part in the intervention course, 10 (63%) completed the program successfully and received accreditation from the University of Geneva. We observed that they received new knowledge well and scored higher on all learning modalities than those in the control course. Comparison of written and oral examinations between the courses showed statistical significance for the intervention group in written and oral exams (two-tailed: P=.006 and P=.05; one-tailed: P=.003 and P=.03, respectively). The Kakuma course was not effective in addressing electricity and internet access problems, nor in reducing the challenge of tight deadlines in the syllabus. Pedagogical adjustments to the intervention course improved student involvement, with higher participation rates in quizzes (10/11, 91%), and overall satisfaction and learning. Conclusions The intervention group—with an improved mode of delivery, better contextualized content, and further interaction—reached a higher level of medical knowledge acquisition and developed more complex questions on medical topics than the control group. The positive outcome of this project shows that given the right resources and support, refugees can contribute to the improvement and development of health care in their communities. Nonetheless, a more focused effort is necessary to meet the educational needs of refugee learners and better understand their living conditions.

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“…Of the 27 students initially recruited, 18 completed the course and were included in the statistical analysis. Reasons for dropping out included relocation of non-Somali refugees to Kakuma camp, return to Somalia, relocation to other countries, and family problems [33] (Multimedia Appendix 3). Demographic data (age, sex, and country of origin) and educational attainment data were collected from all participants during the application process.…”

Section: Samplingmentioning

confidence: 99%

Basic Medical Training for Refugees via Collaborative Blended Learning: Quasi-Experimental Design (Preprint)

Lovey¹,

O’Keeffe²,

Petignat³

2020

Preprint

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BACKGROUND The world is currently witnessing its highest rates of refugees and displaced persons, with more than 68.5 million people worldwide forced to leave their homes due to persecution, conflict, violence and other human rights violations. International emergency responses have mostly focused on ensuring basic needs such as health, nutrition, and basic education are met. With little end in sight to the majority of refugee crises, there is an increasing realization that longer term solutions are needed to empower young people caught up in these protracted situations. As refugee camps across the world grow exponentially, tertiary education has the potential to provide a solution that could empower refugees and help fill qualified staff shortages in camps, especially in camp health services that aim to satisfy some basic needs of their populations. OBJECTIVE With the advancement of new technologies and easier access to the Internet, higher education has evolved to become a more attainable goal than ever before. Many across the world can now access online and blended learning courses, in situations, such as refugee camps, where brick and mortar higher education is not an option. With this in mind, the University of Geneva’s InZone–Raft project has implemented a blended learning course in Kakuma refugee camp to train 16 students in basic medical studies. METHODS This study focuses on the implementation, pedagogical evolution and impact of this project by looking at factors that influence the students’ knowledge acquisition, the amount of knowledge they acquired, and comparing student outcomes in the course with a previous course in Kakuma. RESULTS Of the 16 students who started the course, 10 received 6 ECTS for successful completion of the course. Overall, it was found that new knowledge was well received by the students, who scored higher in all learning modalities compared to students who took part the previous course. Pedagogical adjustments were also found to improve student involvement in the course, with higher participation rates and better overall satisfaction observed. CONCLUSIONS This project has provided refugees with high-level basic medical training in a challenging environment. This student cohort reached a high level of medical knowledge and was able to develop complex questions on medical topics. In addition, their excellent results in the quizzes and final exams prove that their new knowledge has been well received. This training allows refugees to integrate into the health services in the camp and will have a positive impact on the shortage of staff in the region. In addition, implementation in other refugee camps should be undertaken CLINICALTRIAL NA

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Critical success factors for the implementation and adoption of e-learning for junior health care workers in Dadaab refugee camp Kenya

Cited by 17 publications

References 14 publications

One Health education in Kakuma refugee camp (Kenya): From a MOOC to projects on real world challenges

One Health education in Kakuma refugee camp (Kenya): From a MOOC to projects on real world challenges

Basic Medical Training for Refugees via Collaborative Blended Learning: Quasi-Experimental Design

Basic Medical Training for Refugees via Collaborative Blended Learning: Quasi-Experimental Design (Preprint)

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