ArticleJMIR medical education2016
Enabling Access to Medical and Health Education in Rwanda Using Mobile Technology: Needs Assessment for the Development of Mobile Medical Educator Apps.
Article in JMIR medical education, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers, 2 of them syntheses that pooled it.
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Who cites it
17 citing papers in PubMed, 2 syntheses or guidelines pooled it, 33 citations in OpenAlex.
- How primary healthcare workers obtain information during consultations to aid safe prescribing in low-income and lower middle-income countries: a systematic review.BMJ global health · 2020Pooled it
- Influences on the Implementation of Mobile Learning for Medical and Nursing Education: Qualitative Systematic Review by the Digital Health Education Collaboration.Journal of medical Internet research · 2019Pooled it
- Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial.Journal of medical Internet research · 2018Trial
- Students' Learning Outcomes in a Virtual Microscopic Online and Face-to-Face Anatomy Course: Cross-Over Comparative Study.JMIR medical education · 2026Article
- Translation and Validation of the User Version of the Mobile Application Rating Scale Into the Polish Language: Cross-Sectional Methodological Study.JMIR formative research · 2026Article
- Evaluation of Mobile Apps Used among Medical Students for Learning and Education: A Mixed-Method Concurrent Triangulation Approach.Applied clinical informatics · 2024Article
- Using e-modules for acquisition of complex diabetes skills in diabetes care providers in Rwanda.PLOS global public health · 2024Article
- Article
- On the advantages and disadvantages of virtual continuing medical education: a scoping review.Canadian medical education journal · 2023Article
- Global Plastic Surgery: A Review of the Field and a Call for Virtual Training in Low- and Middle-Income Countries.Plastic surgery (Oakville, Ont.) · 2023Article
- Online learning for continuous professional development of healthcare workers: an exploratory study on perceptions of healthcare managers in Rwanda.BMC medical education · 2022Article
- A scoping review of the use of e-learning and e-consultation for healthcare workers in low- and middle-income countries and their potential complementarity.Journal of the American Medical Informatics Association : JAMIA · 2022Article
- A framework for designing medical devices resilient to low-resource settings.Globalization and health · 2021Article
- Effective Adoption of Tablets for Psychodiagnostic Assessments in Rural Burundi: Evidence for the Usability and Validity of Mobile Technology in the Example of Differentiating Symptom Profiles in AMISOM Soldiers 1 Year After Deployment.Frontiers in public health · 2021Article
- Rwandan nursing students' knowledge, attitudes and application of evidence-based practice.Curationis · 2020Article
- A Checklist for Implementing Rural Pathways to Train, Develop and Support Health Workers in Low and Middle-Income Countries.Frontiers in medicine · 2020Article
- A Primer on the Role of iPhone Apps in Medical and Radiology Education and How to Develop Them.Journal of medical education and curricular developmentReview
Corrections and comments
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Authors and funding
11 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundLack of access to health and medical education resources for doctors in the developing world is a serious global health problem. In Rwanda, with a population of 11 million, there is only one medical school, hence a shortage in well-trained medical staff. The growth of interactive health technologies has played a role in the improvement of health care in developed countries and has offered alternative ways to offer continuous medical education while improving patient's care. However, low and middle-income countries (LMIC) like Rwanda have struggled to implement medical education technologies adapted to local settings in medical practice and continuing education. Developing a user-centered mobile computing approach for medical and health education programs has potential to bring continuous medical education to doctors in rural and urban areas of Rwanda and influence patient care outcomes.
objectiveThe aim of this study is to determine user requirements, currently available resources, and perspectives for potential medical education technologies in Rwanda.
methodsInformation baseline and needs assessments data collection were conducted in all 44 district hospitals (DHs) throughout Rwanda. The research team collected qualitative data through interviews with 16 general practitioners working across Rwanda and 97 self-administered online questionnaires for rural areas. Data were collected and analyzed to address two key questions: (1) what are the currently available tools for the use of mobile-based technology for medical education in Rwanda, and (2) what are user's requirements for the creation of a mobile medical education technology in Rwanda?
resultsGeneral practitioners from different hospitals highlighted that none of the available technologies avail local resources such as the Ministry of Health (MOH) clinical treatment guidelines. Considering the number of patients that doctors see in Rwanda, an average of 32 patients per day, there is need for a locally adapted mobile education app that utilizes specific Rwandan medical education resources. Based on our results, we propose a mobile medical education app that could provide many benefits such as rapid decision making with lower error rates, increasing the quality of data management and accessibility, and improving practice efficiency and knowledge. In areas where Internet access is limited, the proposed mobile medical education app would need to run on a mobile device without Internet access.
conclusionsA user-centered design approach was adopted, starting with a needs assessment with representative end users, which provided recommendations for the development of a mobile medical education app specific to Rwanda. Specific app features were identified through the needs assessment and it was evident that there will be future benefits to ongoing incorporation of user-centered design methods to better inform the software development and improve its usability. Results of the user-centered design reported here can inform other medical education technology developments in LMIC to ensure that technologies developed are usable by all stakeholders.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.