E-LEARNING FOR IMPROVING TB MANAGEMENT IN GEORGIA

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1 Eastern Europe Southern Africa Asia E-LEARNING FOR IMPROVING TB MANAGEMENT IN GEORGIA Tamar Gabunia MD, MPH, Chief of party USAID Georgia Tuberculosis Prevention Project, University Research Co. LLC February 2015

2 Background Georgia is among 27 high MDR TB Burden countries TB services are delivered by private outpatient care providers and 5 TB hospitals Professionals responsible for TB care are: TB specialist (Phtysiatrists)-200 TB nurses-200 Family Physicians-2200 (1per 2000 population) General Practice Nurses (1 per 2000 population) Public Health Specialists-100 Managers-30

3 Framework for postgraduate training of health professionals Postgraduate training for health professionals is voluntary There is no legal framework in Georgia mandating participation in continuous medical education (CME) programs for professional certification or accreditation CME interventions in TB are exclusively donor funded Examples of CME interventions within USAID Georgia TB Prevention Program: Short term modular courses in a small group setting Periodic publications (printed and web-based) with case scenarios and clinical solutions elearning

4 Why e-learning? Fast technologic development and increasing access to internet based-resources Allows learners to choose most convenient time for taking the course Less costly as compared to classroom courses Opportunity for self-teaching Attractive for private health care providers as does not require employees absence during regular working hours

5 Enabling factors for implementing e-tb Learning initiatives E-Health Strategy adopted by the Government of Georgia In 2013 Health facility owners are encouraged to invest in IT infrastructure as electronic financial reporting is required by the Social Service Agency (Public Purchaser) for reimbursement within the State programs USAID TB Prevention project provided computers to all TB service providers

6 Key stakeholders in TB e-learning initiative Private TB care Providers Medical Universities and Students National Center for TB and Lung Diseases TB patients and their families National Center for Disease Control TB physicians and Nurses TB and Family Medicine Professional Association

7 e-learning modalities within TPP TB module for physicians Clinical case scenarios with self assessment questions for physicians Access to evidence based resources in Georgian language TB modules for patients eature=youtu.be

8 Key characteristics of online e-tb courses for Physicians Organized around key TB care components (9 Modules) Self-assessment of knowledge through MCQs Web based and on CDs Attractive visual and voice effects Length 1hour and 30 minutes Available in Georgian language Can be easily accessed no initial registration required Easy to navigate

9 Key characteristics of online e-tb course for patients Organized around key questions Developed in local language Text is accompanied by a voice Android application for mobile devices Length 19 minutes Can be used for self learning Can be used by health professionals during patient education and counseling If used by a health professional the module is time and geo tagged for quality assurance

10 e-tb module users September 2013-January 2015 Sessions : 5611 Users: 3999 Page views: % New Visitors 71% Returning visitors

11 Challenges Without a registration function impossible to track individual users and their performance Resources are required for updating the content IT infrastructure and internet access is not guaranteed to all potential users Many physicians lack very basic computer skills 257 rural family physicians were surveyed in 2014 about ways of keeping their competencies up to date 18% of them reported using e-tb learning module for updating their knowledge in the areas of interest

12 Sustainability Donor support is diminishing Adequate legal framework for continues professional development Professional associations and medical universities can play a key role in promoting e-learning: (a) Technical Content development capacity is available internally (b) IT companies with relevant competencies are available locally (c ) alternative funding sources for the e-learning product development and maintenance have yet to be identified

13 Thank you!