Using advanced information and communication technologies to advance oncology education in Africa.
Using advanced information and communication technologies to advance oncology education in Africa.
复制标题
DOI：
10.3332/ecancer.2021.1211
复制
发表时间：
2021
影响因子：
1.8
通讯作者：
Ngwa W
中科院分区：
文献类型：
--
作者：
Asana L;Irabor C;Seppo S;Jean C;Ngoma T;Elzawawy A;Ngwa W
最近的工作突出了信息和通信技术（ICT）在推进全球肿瘤学教育、研究和护理方面的巨大潜力。COVID-19疫情使开发有效的在线教育方法变得更加重要。在这里，我们评估了在非洲有效实施ICT驱动的肿瘤学教育的准备情况，兴趣和潜在模式。在非洲癌症研究和培训组织（AORTIC）以前工作的基础上，进行了一项调查，以评估肿瘤学卫生专业人员使用在线自我评估工具的电子学习（e-Learning）准备情况。所评估的电子学习准备情况的组成部分包括使用计算机、互联网、适当的带宽和兴趣。作为一个实际测试模式，通过全球肿瘤学大学合作教育平台实施了一个信息和通信技术资源密集型放射肿瘤学培训方案。分析的结果，挑战和机遇，从这些讨论推进在线肿瘤学教育在非洲。调查显示，超过92%的卫生专业人员可以使用电脑、笔记本电脑或其他技术，使他们能够参与在线教育。超过45%的肿瘤健康专业人员已经参加了某种形式的在线教育。对在线教育的兴趣超过93%。有效的肿瘤学在线学习模式包括同步和异步的短期继续教育课程以及长期学位和住院医生课程。在GO-U平台使用的协作放射肿瘤学培训模式之后，技能水平显著提高。非洲有能力在肿瘤学方面成功实施电子学习，这与AORTIC等先前工作的结果一致。机构和政府需要在资源和政策变化方面进行更多投资，以促进有效的在线肿瘤学培训的实施。强烈建议有目的地让具有相关文化背景的散居国外的肿瘤学卫生专业人员参与目前的一些合作努力，以帮助将人才外流转化为人才循环。
Recent work has highlighted the tremendous potential of information and communication technologies (ICTs) in advancing global oncology education, research and care. The COVID-19 pandemic has made the development of effective approaches for online education even more crucial. Here we assessed the readiness, interest and potential models for effective implementation of ICT-powered oncology education in Africa. Building on previous work by the African Organisation for Research and Training in Cancer (AORTIC), a survey was conducted to assess the electronic learning (e-Learning) readiness of oncology health professionals using an online self-assessment tool. Components of e-Learning readiness assessed include access to computers, Internet, appropriate bandwidth and interest. As a practical test model, an ICT resource-intensive radiation oncology training programme was implemented via the Global Oncology University (GO-U) collaborative education platform. An analysis of results, challenges and opportunities resulting from these is discussed for advancing online oncology education in Africa. The survey showed over 92% of health professionals have access to computers, laptops or other technology that can allow them to participate in online education. Over 45% of oncology health professionals have already participated in some form of online education. Interest in online education was over 93%. Models for effective online learning in oncology include synchronous and asynchronous short-term courses for continuous education and long-term degree and residency programmes. There was a significant increase in skills level following the collaborative radiation oncology training model used by the GO-U platform. Africa has the capacity to implement successful e-Learning in oncology, which is consistent with findings in previous work such as the AORTIC. Greater investment by institutions and governments is needed in terms of resources and policy changes to facilitate the implementation of effective online oncology training. Purposeful engagement of diaspora oncology health professionals with relevant cultural backgrounds as with some current collaborative efforts is highly recommended in helping turn brain drain into brain circulation.