Abstract
[Objective] To evaluate the implementation of E-learning continuing medical education (CME) programs, analyse the barriers and facilitators during the implementation process, and provide policy recommendations based on the evidence from the China-Gates Foundation TB Control Program. [Methods] Routine monitoring data were collected through the project office. In-depth interviews, focus group discussion with project management personnel, teachers, and trainees (N=78), and staff survey (baseline N=555, final N=757) were conducted in selected pilot areas at the provincial, municipal, and county/district levels in the three project provinces (Zhejiang, Jilin, and Ningxia). [Results] By the end of June 2019, the national and provincial remote training platforms had organized 98 synchronous learning activities, with an average of 173.2 people (standard deviation, SD=49.8) per online training session, 163.3 people (SD=41.2) per online case discussion. In the pilot area, 64.5% of TB health workforce registered the asynchronous learning platform, and 50.1% obtained their professional certifications. Participants agreed that E-learning CME was more economical, has better content as well as more flexible work schedules. However, the project still faced challenges in terms of unmet learning needs, disorganized governance, insufficient hardware and software, unsupported environment, and lack of incentive mechanisms. [Conclusions] Our results suggested that it’s feasible to conduct large scale E-learning continuing medical education activities in the three project provinces of China. Training content and format are key facilitators of the program implementation, while the matching the supply/demand of training, organizational coordination, internet technology, motivations, and sustainability are key barriers.