Abstract

Existing medical curricula and continuing professional development for infectious diseases have been largely driven by materials from higher-income countries and exclude teaching about FGS. In 2023, The Geneva Learning Foundation’s peer learning-to-action model was used to create a multi-country virtual training program to address this gap and empower local healthcare workers in endemic countries. During Phase 1, participants learned about FGS and developed an action plan to address it. In Phase 2, participants received support in implementing their action plans. To explore the learning approach and its ability to reach a diverse set of health care workers, we conducted a mixed methods study framed in the theoretical lens of connectivism. Quantitative and qualitative data were collected through online surveys, analyzed separately, and then integrated. Healthcare workers from 19 Francophone African countries, representing all levels of the health system, participated in Phase 1. Over two-thirds of Phase 1 participants reported an increase in FGS technical knowledge and trained 2,675 colleagues. About 85% of the Phase 1 participants found the peer review process beneficial, generating new ideas that strengthened their action planning. Phase 1 course completion was not significantly associated with profession or organization where a participant worked. Social/external connections led to personal growth and high-level professional impacts. The networks formed created valuable support systems for participants, and training certification led to opportunities for role expansion and promotion. 255 and 71 participants completed Phase 1 and 2, respectively. All participants reported engaging and teaching 49,088 community members about FGS. Peer connections and local knowledge exchange addressed immediate educational needs across health system levels and promoted local action. The virtual peer learning-to-action model successfully reached diverse learners, equipping them with knowledge they directly applied to challenging problems in their contexts, effectively decolonizing the approach to FGS.

Authors:

Kari Eller, Kelechi Amy Nwoku, Reda Sadki, Nicole Vecchio, Caroline Pensotti, Charlotte Njua Mbuh, Julie Jacobson