Mixed-Methods Evaluation of Mobile Health Adaptive Learning Training for Pediatric Healthcare Workers in Tanzania

项目摘要 低收入和中等收入国家（LMICs）的可治愈疾病导致数百万儿童死亡， 年由世界卫生组织创建的循证指南（EBG）显示出改善 LMIC中的儿科患者的治疗结果，并减少这种可承受的疾病负担。现有EBG的利用 然而，在医疗工作者（HCW）中差异很大，并导致死亡率增加。移动的 技术已经改变了公共卫生的许多方面，但尚未充分利用于保健妇女培训。 自适应学习，它使用电子算法向学习者提供个性化的内容， 在资源丰富的环境中提高学习效率，并可加强中低收入国家的移动的培训平台。 为了评估这些工具在解决中低收入国家现有教育差距方面的有效性，我们设计了一个 在现有EBG的基础上，为中低收入国家的儿科疾病管理提供自适应电子学习课程。 我们假设，自适应电子学习课程将增加HCW的EBG知识， 护理严重疾病的儿童和知识的学习者的看法将告知创造和 未来的电子学习活动。 我们将在坦桑尼亚姆万扎的一组儿科HCW中进行混合方法研究。定量 研究设计将是前瞻性随机化平行组双盲，分配比为1：1。所有 参加者将完成一个电子学习课程的优先内容领域， 持份者干预组的参与者将获得适应性电子学习课程， 对照组将接受非适应性电子学习课程。知识获取将使用 标准平均效应量比较课程前和课程后知识评估。半结构化和 将使用随机抽样的定量参与者进行小组访谈，以确定HCW习惯， 与电子学习干预有关的看法。成功完成拟议的研究将 作为开发创新解决方案和低成本实施战略的基础 旨在改善全世界重病儿童的护理。

PROJECT ABSTRACT Preventable illness in low- and middle-income countries (LMICs) contributes to millions of pediatric deaths each year. Evidence-based guidelines (EBG) created by the World Health Organization are shown to improve outcomes for pediatric patients in LMICs and reduce this amenable burden of disease. Utilization of existing EBG is highly variable among healthcare workers (HCWs), however, and contributes to increased mortality. Mobile technology has transformed many aspects of public health, but is yet to be fully leveraged for HCW training. Adaptive learning, which uses electronic algorithms to deliver individualized content to learners, promotes increased learning efficiency in high-resource settings and could strengthen mobile training platforms in LMICs. To evaluate the efficacy of these tools in addressing the existing educational gap in LMICs, we designed an adaptive electronic learning curriculum based on existing EBG for the management pediatric illness in LMICs. We hypothesize that an adaptive electronic learning curriculum will increase HCW knowledge of EBG for the care of serious illness in children and that knowledge of learner perceptions will inform the creation and implementation of future electronic learning interventions. We will conduct a mixed-methods study among a cohort of pediatric HCWs in Mwanza, Tanzania. Quantitative study design will be prospective randomized parallel-group double- blinded with an allocation ratio of 1:1. All participants will complete an electronic learning curriculum on priority content areas as defined by local stakeholders. Participants in the intervention arm will receive an adaptive electronic learning curriculum, and controls will receive a non-adaptive electronic learning curriculum. Knowledge acquisition will be measured using standard mean effect size comparing pre- and post-curriculum knowledge assessments. Semi-structured and group interviews with a random sample of quantitative participants will be used to determine HCW habits and perceptions relating to electronic learning interventions. Successful completion of the proposed research will serve as the foundation for the development of innovative solutions and low-cost implementation strategies aimed at improving the care of seriously ill children worldwide.