Leveraging e-Learning technology to enhance pre-service training for healthcare trainees in Ghana: evidence from a pilot project and pointers to policy reforms

Abstract

Background E-Learning solutions are increasingly being advocated to augment existing traditional teaching and learning efforts in health training institutions. Unfortunately, these emerging technologies rarely focus on health sciences education within the context of public universities, hence the need for this study. This project evaluated experiences of healthcare trainees with a pilot e-Learning project (SMART e-Learning project) initiated in one of Ghana’s public universities in 2017. The study used a mixed methods cross-sectional approach among 363 healthcare trainees. Data collection was between 17th October, 2019 to 3rd December, 2019. Data was analysed descriptively and test for variable differences done using Pearson Chi-square and Fisher’s Exact for categorical variables. Wilcoxon Mann-Whitney test was used to test for differences in the Likert scale items. Additionally, rotated varimax factor analysis was performed for the health trainees’ rated satisfaction factors. Results Out of 446 respondents who consented to participate in the study, 363 responses were complete and valid, representing a response rate of 81 %. Most frequently used e-learning facilities by healthcare trainees were: writing interim assessments (IAs) (82 %) while the least used function was live chating with faculty (5 %). Challenges associated with the e-learning pilot project were: limited workspace in the pilot computer laboratory (33 %), slow internet/intranet speed (29 %) and limited capacity of teaching and ICT staff to support users (28 %). Conclusions There is the need to engage relevant stakeholders at the University, ministries of health and education through policy dialogues to develop statutory e-Learning guidelines for health educational institutions of higher learning to complement existing traditional teaching and learning approaches.

User satisfaction with information and communication technologies in nursing and midwifery schools in sub-Saharan Africa: A systematic review

“…[14] An article discussing the use of devices to access the e-learning facility highlighted that the most reliable were computer lab desktops, personal mobile phones, personal laptops, and personal tablets. [15] However, it was found that the most common means used by students to access the internet was their smartphone or tablet. [14,[16][17][18] It also appears that half the students belonged to average households.…”

“…[14] Published by Sciedu Press In a university with a computer laboratory, some respondents used computers belonging to the school to access the Internet (63%). [15] In some studies, there was no structure dedicated to digital innovation tools, [15] and in many regions, the Internet was not widely available or accessible. [10] Mbah, whose study focused on nursing educators, found that teachers had laptops.…”

“…[14] The most commonly used cell phone functions are playing/listening to music, making calls, connecting to social networks, and studying. [15] In addition, many of those surveyed used at least five apps a day and WhatsApp daily. [14] Reading e-books, using mobile apps for learning, collaborating online for learning, taking notes during audio/video lessons, checking/sending emails, accessing educational content, and searching for educational resources are appropriate behaviors of mobile learning technology users.…”

“…However, the intelligent electronic blackboard and interactive educational CD-ROM were not used. [10] 3.5.3 Teaching content using information and communication technologies The provision of educational content (e-books, links to database articles, distribution of course updates) [15] and searching for information on the Internet followed by reading [14] have been identified as e-learning content. In addition, the most frequently used e-learning functions are writing interim assessments, downloading learning materials, downloading class assignments, chatting live with lecturers, and chatting live with other students.…”

English

“…Despite the use of ICT, its advantages seem to be undermined by delimiting factors. From the management perspective, Alhassan et al (2021) and Larbi-Apau (2011), reported on inadequate funds to carry out the needed ICT infrastructure expansions, inadequate human resources, and inadequate lecturers with the requisite capacity, knowledge and skills to integrate technology into teaching. Equally challenging is students' low pedagogical use of ICT and low pre-university enrolment knowledge in computer literacy (Adarkwah, 2021;Buabeng-Andoh & Issifu, 2015).…”