Evidence map›Paper›PMID 37486898›Full record

ArticlePLOS global public health2023

Comparing in-person, blended and virtual training interventions; a real-world evaluation of HIV capacity building programs in 16 countries in sub-Saharan Africa.

E Kiguli-Malwadde, M Forster, A Eliaz, J Celentano, E Chilembe, I D Couper, E T Dassah, M R De Villiers, O Gachuno, C Haruzivishe and 12 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in PLOS global public health, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.

0numbers the graph read from it
0cells of the map it votes in
6citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

6 citing papers in PubMed.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

22 authors.

E Kiguli-MalwaddeAfrican Center for Global Health and Social Transformation, Kampala, Uganda.
M ForsterInstitute for Global Health Sciences, University of California, San Francisco, California, United States of America.ORCID https://orcid.org/0000-0002-1104-2359
A EliazDepartment of Medicine, Stanford University School of Medicine, Stanford, California, United States of America.
J CelentanoInstitute for Global Health Sciences, University of California, San Francisco, California, United States of America.ORCID https://orcid.org/0000-0001-6279-8052
E ChilembeKamuzu College of Nursing, University of Malawi, Kamuzu, Malawi.
I D CouperDepartment of Global Health, Ukwanda Centre for Rural Health, Stellenbosch University, Stellenbosch, South Africa.
E T DassahSchool of Public Health, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana.
M R De VilliersDepartment of Global Health, Ukwanda Centre for Rural Health, Stellenbosch University, Stellenbosch, South Africa.
O GachunoFaculty of Medicine, Department of Obstetrics and Gynecology, University of Nairobi, Nairobi, Kenya.ORCID https://orcid.org/0000-0001-5367-8462
C HaruzivisheFaculty of Health Sciences, University of Zimbabwe College of Health Sciences, Harare, Zimbabwe.ORCID https://orcid.org/0000-0003-3189-1363
J KhanyolaUniversity of Global Health Equity, Kigali, Rwanda.
S MartinInstitute for Global Health Sciences, University of California, San Francisco, California, United States of America.
K MotlhatlhediFaculty of Medicine, Department of Family Medicine and Public Health, University of Botswana, Botswana.
R MubuukeSchool of Medicine, Makerere University, Kampala, Uganda.ORCID https://orcid.org/0000-0001-9930-9443
K A MtetaKilimanjaro Christian Medical University College, Kilimanjaro, Tanzania.
P MoabiScott College of Nursing, Morija, Lesotho.
A RodriguesFaculty of Medicine, Eduardo Mondlane University, Maputo, Mozambique.
D SearsDepartment of Medicine, Division of Infectious Diseases, University of California, San Francisco, California, United States of America.ORCID https://orcid.org/0000-0003-3854-6482
F SemitalaFaculty of Medicine, Department of Family Medicine and Public Health, University of Botswana, Botswana.
D von ZinkernagelInstitute for Global Health Sciences, University of California, San Francisco, California, United States of America.
M J A ReidInstitute for Global Health Sciences, University of California, San Francisco, California, United States of America.ORCID https://orcid.org/0000-0001-6777-9619
F SulemanSchool of Health Sciences, University of KwaZulu-Natal, Durban, South Africa.

Funding

African Association for Health Professions Education and ResearchR25TW011217 · FIC · INFECTIOUS DISEASES INSTITUTE · PI ADEJUMO, PRISCA, NACHEGA, JEAN BISIMWA · 2018 to 2023
$3.9M
FIC NIH HHS R25 TW011217
6 · The paper itself

Abstract

We sought to evaluate the impact of transitioning a multi-country HIV training program from in-person to online by comparing digital training approaches implemented during the pandemic with in-person approaches employed before COVID-19. We evaluated mean changes in pre-and post-course knowledge scores and self-reported confidence scores for learners who participated in (1) in-person workshops (between October 2019 and March 2020), (2) entirely asynchronous, Virtual Workshops [VW] (between May 2021 and January 2022), and (3) a blended Online Course [OC] (between May 2021 and January 2022) across 16 SSA countries. Learning objectives and evaluation tools were the same for all three groups. Across 16 SSA countries, 3023 participants enrolled in the in-person course, 2193 learners participated in the virtual workshop, and 527 in the online course. The proportions of women who participated in the VW and OC were greater than the proportion who participated in the in-person course (60.1% and 63.6%, p<0.001). Nursing and midwives constituted the largest learner group overall (1145 [37.9%] vs. 949 [43.3%] vs. 107 [20.5%]). Across all domains of HIV knowledge and self-perceived confidence, there was a mean increase between pre- and post-course assessments, regardless of how training was delivered. The greatest percent increase in knowledge scores was among those participating in the in-person course compared to VW or OC formats (13.6% increase vs. 6.0% and 7.6%, p<0.001). Gains in self-reported confidence were greater among learners who participated in the in-person course compared to VW or OC formats, regardless of training level (p<0.001) or professional cadre (p<0.001). In this multi-country capacity HIV training program, in-person, online synchronous, and blended synchronous/asynchronous strategies were effective means of training learners from diverse clinical settings. Online learning approaches facilitated participation from more women and more diverse cadres. However, gains in knowledge and clinical confidence were greater among those participating in in-person learning programs.

Identifiers

PMID37486898
PMCPMC10365303

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Registered trials

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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.