M-phone impact on practical training: role of m-phone as part of the educative method for training local health workers of rural areas of developing countries

Bellina, Livia; Azzolina, Giovanni; Nucatola, Ilenia; Maggio, Annalisa; Consiglio, Francesco; Ingrassia, Roberto; Vitrano, Fabrizio; Carrabino, Riccardo

doi:10.1007/s12553-013-0073-4

Cited by 8 publications

(3 citation statements)

References 5 publications

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“…This experience highlighted a satisfactory level of competence in a rural hospital laboratory team in evidencing positive children, but several difficulties in identifying Plasmodium species, which is a major issue for all microscopists in any diagnostic setting. This difficulty may be overcome by improving the current practice of microscopy through the use of available on-loan sets of thick and thin malaria smears, self-testing for competency in malaria microscopy [ 21 ], and newer and more sophisticated assays and technical platforms, such as that used by the local team: a m-phone practical training [ 22 ].…”

Section: Discussionmentioning

confidence: 99%

Malaria in children of Tshimbulu (Western Kasai, Democratic Republic of the Congo): epidemiological data and accuracy of diagnostic assays applied in a limited resource setting

Gabrielli

Bellina²,

Milardi

et al. 2016

Malar J

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BackgroundThe literature data on malaria in Western Kasai, DRC, are limited and inadequate. A recent molecular survey there has detected Plasmodium ovale and Plasmodium malariae as mixed infections with Plasmodium falciparum. In Tshimbulu, Western Kasai, during a humanitarian initiative designed to provide children with free preventive screening and to reduce the local high malaria death rate, accurate species identification was performed, in order to collect unambiguous epidemiological data and to evaluate the reliability of locally applied diagnostics.MethodsFinger pricks provided fresh blood for microscopic analysis (MA), for rapid diagnostic test (RDT) and for molecular diagnostics (MD). MA and RDT were first performed by the local team and then a re-interpretation of the results (on the same slides and on RDT’s taken pictures) was conducted in Italy, where MD were performed.ResultsThe analysis was conducted on 306 children; RDT found 80.9 % as P. falciparum-positive (37.4 % as two-band positive, P. falciparum single infection). MA identified a further four children as positive to P. falciparum and six co-infections with P. ovale. The second RDT evaluation confirmed a similar infection rate (78.2 %) but interpreted as two-band positive a significantly higher share of tests (56.8 %). MA confirmed 80.0 % of the children as malaria positive and, in addition to P. falciparum, identified P. malariae (13.8 %), P. vivax (3.4 %) and P. ovale (2.4 %), and detected Babesia microti in 19 smears. MD confirmed all of the species found (Babesia microti included), classified as mono-infection with P. falciparum a rate of spots comparable to MA revision, and identified all P. ovale as Plasmodium ovale wallikeri. The RDT used locally proved 93.1 % sensitive and 92.1 % specific for P. falciparum.ConclusionsThe malaria prevalence among the children and the presence of four Plasmodium species, highlighted in this study, identified a sanitary issue which proved to be more alarming than expected, as it was worsened by the unpredictable presence of P. vivax and Babesia microti (never before reported in DRC). Each diagnostic tool showed its point of weakness. Therefore, the most correct approach is by the combined use of different, locally available, diagnostic tools.

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Section: Discussionmentioning

confidence: 99%

Malaria in children of Tshimbulu (Western Kasai, Democratic Republic of the Congo): epidemiological data and accuracy of diagnostic assays applied in a limited resource setting

Gabrielli

Bellina²,

Milardi

et al. 2016

Malar J

Self Cite

View full text Add to dashboard Cite

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“…User perceptions and acceptability of digital training have broadly been found to be positive. FLHWs have found digital training programmes easy to use and the content easy to understand15–17 and relevant 18. However, few studies have conducted in-depth examination of FLHW perspectives on mLearning, including how FLHWs with different profiles engage with the technology and content, motivation and hesitation around a new form of training, appropriateness of content, perceived impact, and how FLHWs compare digital to face-to-face options.…”

Section: Introductionmentioning

confidence: 99%

’[We] learned how to speak with love’: a qualitative exploration of accredited social health activist (ASHA) community health worker experiences of the Mobile Academy refresher training in Rajasthan, India

Scott

Ummer²,

Chamberlain³

et al. 2022

BMJ Open

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IntroductionMobile Academy is a mobile-based training course for India’s accredited social health activist (ASHA) community health workers (CHW). The course, which ASHAs access by dialling a number from their phones, totals 4 hours of audio content. It consists of 11 chapters, each with their own quiz, and provides a cumulative pass or fail score at the end. This qualitative study of Mobile Academy explores how the programme was accessed and experienced by CHWs, and how they perceive it to have influenced their work.MethodsWe conducted in-depth interviews (n=25) and focus group discussions (n=5) with ASHAs and other health system actors. Open-ended questions explored ASHA perspectives on Mobile Academy, the course’s perceived influence on ASHAs and preferences for future training programmes. After applying a priori codes to the transcripts, we identified emergent themes and grouped them according to our CHW mLearning framework.ResultsASHAs reported enjoying Mobile Academy, specifically praising its friendly tone and the ability to repeat content. They, and higher level health systems actors, conceived it to primarily be a test not a training. ASHAs reported that they found the quizzes easy but generally did not consider the course overly simplistic. ASHAs considered Mobile Academy’s content to be a useful knowledge refresher but said its primary benefit was in modelling a positive communications approach, which inspired them to adopt a kinder, more ‘loving’ communication style when speaking to beneficiaries. ASHAs and health system actors wanted follow-on mLearning courses that would continue to compliment but not replace face-to-face training.ConclusionThis mLearning programme for CHWs in India was well received by ASHAs across a wide range of education levels and experience. Dial-in audio training has the potential to reinforce topical knowledge and showcase positive ways to communicate.

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“…Studies examining other technologies such as tablet-based or computer-based methods have similarly shown improvements in knowledge and quality of care. [11][12][13][14][15][16][17] Despite the immense potential of mLearning programmes, evidence on available deployments to date is largely constrained to small scale pilots 18 and focused on impact, with limited reporting on programmatic reach or user engagement. India has the largest number of digitally enabled FLHWs globally.…”

Section: Introductionmentioning

confidence: 99%

Examining the reach and exposure of a mobile phone-based training programme for frontline health workers (ASHAs) in 13 states across India

et al. 2021

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Mobile phones are increasingly used to facilitate in-service training for frontline health workers (FLHWs). Mobile learning (mLearning) programmes have the potential to provide FLHWs with high quality, inexpensive, standardised learning at scale, and at the time and location of their choosing. However, further research is needed into FLHW engagement with mLearning content at scale, a factor which could influence knowledge and service delivery. Mobile Academy is an interactive voice response training course for FLHWs in India, which aims to improve interpersonal communication skills and refresh knowledge of preventative reproductive, maternal, neonatal and child health. FLHWs dial in to an audio course consisting of 11 chapters, each with a 4-question true/false quiz, resulting in a cumulative pass/fail score. In this paper, we analyse call data records from the national version of Mobile Academy to explore coverage, user engagement and completion. Over 158 596 Accredited Social Health Activists (ASHAs) initiated the national version, while 111 994 initiated the course on state-based platforms. Together, this represents 41% of the estimated total number of ASHAs registered in the government database across 13 states. Of those who initiated the national version, 81% completed it; and of those, over 99% passed. The initiation and completion rates varied by state, with Rajasthan having the highest initiation rate. Many ASHAs made multiple calls in the afternoons and evenings but called in for longer durations earlier in the day. Findings from this analysis provide important insights into the differential reach and uptake of the programme across states.

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M-phone impact on practical training: role of m-phone as part of the educative method for training local health workers of rural areas of developing countries

Cited by 8 publications

References 5 publications

Malaria in children of Tshimbulu (Western Kasai, Democratic Republic of the Congo): epidemiological data and accuracy of diagnostic assays applied in a limited resource setting

Malaria in children of Tshimbulu (Western Kasai, Democratic Republic of the Congo): epidemiological data and accuracy of diagnostic assays applied in a limited resource setting

’[We] learned how to speak with love’: a qualitative exploration of accredited social health activist (ASHA) community health worker experiences of the Mobile Academy refresher training in Rajasthan, India

Examining the reach and exposure of a mobile phone-based training programme for frontline health workers (ASHAs) in 13 states across India

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