ArticleBMC medical education2025
A blended learning approach for capacity strengthening to improve the quality of integrated HIV, TB, and malaria services during antenatal and postnatal care in LMICs: a feasibility study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
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Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it.
- National continuous professional development programmes for midwifery educators and their effectiveness in low-and-middle-income-countries: a systematic review.BMC medical education · 2025Pooled it
- Cost-Effectiveness of a Blended Learning Training Approach for Health Care Workers Conducting HIV Index Case Testing in Malawi: Secondary Economic Analysis of a Cluster-Randomized Controlled Trial.JMIR medical education · 2026Trial
- Digital Training for Lay Health Care Workers' Knowledge and Skills in HIV Index Case Testing: Cluster Randomized Trial.JMIR medical education · 2026Trial
- Outcomes of Digital Training for Community Health Workers in Low- and Middle-Income Countries: Scoping Review.JMIR medical education · 2026Article
- Turning the tide against malaria in high-burden African countries: Trends, threats, and solutions.PLOS global public health · 2026Article
- Foundational digital literacy training for frontline immunization officers: lessons from implementing the electronic stock management tool across selected comprehensive health centers in Sierra Leone.Frontiers in digital health · 2025Article
- Evaluation of the feasibility of a midwifery educator continuous professional development (CPD) programme in Kenya and Nigeria: a mixed methods study.BMC medical education · 2024Article
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Authors and funding
19 authors.
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No grant is acknowledged in the PubMed record.
Abstract
backgroundThe blended learning (BL) approach to training health care professionals is increasingly adopted in many countries because of high costs and disruption to service delivery in the light of severe human resource shortage in low resource settings. The Covid-19 pandemic increased the urgency to identify alternatives to traditional face-to-face (f2f) education approach. A four-day f2f antenatal care (ANC) and postnatal care (PNC) continuous professional development course (CPD) was repackaged into a 3-part BL course; (1) self-directed learning (16 h) (2) facilitated virtual sessions (2.5 h over 3 days) and (3) 2-day f2f sessions. This study assessed the feasibility, change in healthcare providers' knowledge and costs of the BL package in Nigeria, Tanzania, and Kenya.
methodsA mixed methods design was used. A total of 89 healthcare professionals, were purposively selected. Quantitative data was collected through an online questionnaire and skills assessments, analyzed using STATA 12 software. Qualitative data was collected through key informant interviews and focus group discussions, analysed using thematic analysis.
resultsMajority of participants (86%) accessed the online sessions using a mobile phone from home and health facilities. The median (IQR) time of completing the self-directed component was 16 h, IQR (8, 30). A multi-disciplinary team comprising of 42% nurse-midwives, 28% doctors, 20% clinical officers and 10% other healthcare professionals completed the BL course. Participants liked the BL approach due to its flexibility in learning, highly educative/relevant content, mixing of health worker cadres and CPD points. Aspects that were noted as challenging were related to personal log-in details and network connectivity issues during the self-directed learning and facilitated virtual sessions respectively.
conclusionThe blended learning approach to ANC-PNC in-service training was found to be acceptable, feasible and cost less to implement compared to face-to-face training approach in the study settings. The BL training approach was effective in improving the knowledge and skills of healthcare providers who participated in the training.
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