Building Sustainable Capacity in Health Research through e-Learning in Resource Constrained Countries

Author(s):  
Manu Gupta

Social determinants like income level, nutrition, education, occupation, gender, and poverty influence the health status of individual, resulting in wide disparities in the health status of different socio-economic groups. Efforts to reduce health inequities can be strengthened by incorporating a Social Determinants of Health approach in creating Health Care policy. This will require an increase in the number of scientists in low and middle-income countries, with the necessary skills. This chapter focuses on a novel capacity building approach, adopted by a European Union funded project, entitled “Asian Regional Capacity Development for Research on Social Determinants of Health”. The project uses innovative educational technologies to deliver education and training that would be helpful in building new research training capacity on social determinants of health, in low and middle-income countries. The capacity building approach adopted by the project, will reduce brain drain, is more climate friendly and also encourage gender equity within low and middle-income country-based training.

PLoS ONE ◽  
2012 ◽  
Vol 7 (3) ◽  
pp. e33466 ◽  
Author(s):  
Krishna M. Palipudi ◽  
Prakash C. Gupta ◽  
Dhirendra N. Sinha ◽  
Linda J. Andes ◽  
Samira Asma ◽  
...  

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Michael J. Penkunas ◽  
Shiau Yun Chong ◽  
Emma L. M. Rhule ◽  
Evangelia Berdou ◽  
Pascale Allotey

AbstractEfficacious health interventions tested through controlled trials often fail to show desired impacts when implemented at scale. These challenges can be particularly pervasive in low- and middle-income settings where health systems often lack the capacity and mechanisms required for high-quality research and evidence translation. Implementation research is a powerful tool for identifying and addressing the bottlenecks impeding the success of proven health interventions. Implementation research training initiatives, although growing in number, remain out of reach for many investigators in low- and middle-income settings, who possess the knowledge required to contextualize challenges and potential solutions in light of interacting community- and system-level features. We propose a realigned implementation research training model that centers on team-based learning, tailored didactic opportunities, learning-by-doing, and mentorship.


Evaluation ◽  
2018 ◽  
Vol 25 (2) ◽  
pp. 224-244 ◽  
Author(s):  
Ebenezer Owusu-Addo ◽  
Andre M. N. Renzaho ◽  
Ben J. Smith

Cash transfers are a widely adopted social policy initiative for addressing poverty and vulnerability. Cash transfers’ exponential growth in low- and middle-income countries provides a unique opportunity to advance our understanding of how they work to impact the social determinants of health. This article reports on a realist qualitative approach to developing an initial program theory about the role of cash transfers in tackling the social determinants of health. A set of 12 initial hypotheses regarding how cash transfers might work to address the social determinants of health were developed from the data. Cash transfer key mechanisms of change found in the study included political will and leadership and news media framing at the macro level, collaboration and intersectoral working at the meso level, and household motivation, empowerment, choice making, awareness raising and risk-taking behaviour at the micro level. This study has developed initial hypotheses that can be tested and refined in future studies using a realist approach.


2020 ◽  
Author(s):  
Pascal Launois ◽  
Dermot Maher ◽  
Edith Certain ◽  
Bella Ross ◽  
Michael J. Penkunas

Abstract Background Implementation research (IR) can play a critical role in the delivery of disease control interventions, particularly in low- and middle-income countries (LMICs). The growing demand for IR training has led to the development of a range of training programs and university courses, the majority of which can not be accessed by learners in LMICs. This article reports on the evaluation of a massive open online course (MOOC) developed by the Special Programme for Research and Training in Tropical Diseases hosted by the World Health Organization on the topic of IR with a focus on infectious diseases of poverty. This study followed Kirkpatrick’s Model to evaluate training programs with a specific focus on post-training changes in behavior. Methods MOOC participants were invited to take part in an anonymous online survey examining their IR knowledge and how they applied it in their professional practice approximately 1-1.5 years after completing the MOOC. The survey contained 43 open-ended, multiple choice and Likert-type questions. Descriptive statistics were calculated for the quantitative data and responses to the open-ended questions were thematically coded. Results A total of 748 MOOC participants responded to the survey. The demographic profile of the survey respondents aligned with that of the MOOC participants, with nearly 70% of respondents originating from Africa. Responses to the quantitative and open-ended survey questions revealed that respondents’ IR knowledge had improved to a large extent as a result of the MOOC, and that they used the knowledge and skills gained in their professional lives frequently. Respondents most often cited changes in their conceptual understanding of IR and understanding of the research process as substantial areas of change influenced by participating in the MOOC. Conclusions These findings indicate that the MOOC was successful in targeting learners from LMICs, in strengthening their IR knowledge and in contributing to their ability to apply it in their professional practice. The utility of MOOCs for providing IR training to learners in LMICs, where implementation challenges are encountered often, makes this platform an ideal standalone learning tool or one that could be combined with other training formats.


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