Abstract

TUPE683 - Poster Exhibition

Promoting knowledge sharing, adaptation and use: an evidence-based approach

D. Davies-Deis, S. Mazursky, L. Mwaikambo

Johns Hopkins Bloomberg School of Public Health Center for Communication Programs, Knowledge for Health (K4Health) Project, Baltimore, United States

Background: Access to useful health information remains limited in the developing world (Pakenham-Walsh and Bukachi, 2009; Pandita and Singh, 2008). When health professionals need answers, they require access to timely and reliable information from credible sources. One of the ways of improving this access to timely information and strengthening the public health profession is to use eLearning.
To meet the diverse capacity building needs of strategic information officers and program managers, the Center for Communication Programs at Johns Hopkins University (JHUˑCCP), was selected to design and implement an asynchronous eLearning platform in 2007.
Methods: In 2010-2011, the JHU∙CCP/K4Health Project conducted the first comprehensive, phased evaluation of the eLearning platform to determine the reach, use, and usefulness of it. The evaluation phases included a literature review, expert interviews, and analysis of data from October 2005 to April 2010; an online survey with 1,822 respondents; and 26 in-depth interviews.
Results: As of April 20, 2010, the eLearning platform had reached over 50,000 registered learners. Learners earned a total of 53,268 certificates and represented 184 countries. Of the 15,245 learners who successfully completed a course, 19% were USAID staff.
Learners from Nigeria, the US, and Kenya received the largest number of certificates (6,137), amounting to 40% of all learners. Of the top 30 countries receiving certificates, 15 were located in sub-Saharan Africa, followed by 8 Asian countries.
In-depth interview respondents reported that the courses were valuable sources of knowledge and often the only sources of updated information that they have access to.
Learners reported that they applied course knowledge by developing, updating, implementing, and evaluating programs and plans, using information for meetings and conferences, developing guides and handouts (sometimes self-translated) for health and social workers, and for advocacy efforts.
Conclusions: The Global Health eLearning platform is a leader in transferring evidence-based knowledge to learners in developing countries.
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