Post-Academic Masters Course in Management of Transfusion Medicine: Why the Difference in Access to the eLearning Between Countries?
| Autor: | Smit Sibinga, Cornelis, Greener, S, Rospigliosi, A |
|---|---|
| Přispěvatelé: | University of Groningen |
| Jazyk: | angličtina |
| Rok vydání: | 2011 |
| Předmět: | |
| Zdroj: | PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2, 776-779 STARTPAGE=776;ENDPAGE=779;TITLE=PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2 |
| Popis: | Health care includes supportive services such as laboratory, radiology and blood transfusion. Blood safety and sustainability of the blood supply is increasingly organized on a WHO advocated nationally supported principle where regional blood procurement centres supply hospitals. To manage such regional or national blood supply centres, leadership development is paramount. Since 2004, WHO has initiated a specific post-academic Masters course focused on management of Transfusion Medicine (MMTM). This MMTM course is largely based on eLearning (distance learning principle). Approach - Since the eLearning course became operational in 2006 there have been registered two dozens of qualified fellows from a variety of developing countries and a few more advanced countries. Fellows are provided personal electronic instructions how to access once all criteria including acceptance of a proper post-academic dissertation proposal have been met. The access codes are personal and not public and need to be archived during the course to guarantee a continued access over time. Fellows were followed during the eLearning period and their progress monitored and evaluated. Specific attention was given to the ease of handling the e-environment and its related e-technicalities. Fundamental are access to internet, uninterrupted power supply, consistence of use of a computer (PC or laptop) and computer literacy. Results - Most of the fellows come from developing parts of the world, predominantly sub-Saharan Africa. There are distinct differences in country infrastructure and e-environment. Although academically qualified (in-country University diploma's) a majority is not familiar with e-technology and computer handling other than some internet exploring and basic office functions like Word and PPT. Accessibility awareness is not really developed. Major obstacles encountered are - inconsistent internet access due to supplier problems; unreliable power supply due to poor and incompetent infrastructure; virus contamination of lap tops and PCs due to frequent uncontrolled use of memory sticks in internet cafe's and through friends and relatives; poor and not maintained firewall conditions; mediocre computer literacy, particularly when skills beyond basic office functions are required; lap top and PC breakdown due to uncontrolled working conditions and improper working environments; Conclusions - As fellows are scattered around the world, and live in developing societies with a limited e-and ICT teaching infrastructure, it would be appropriate to include in the eLearning package an instructive e-module on how to handle and manage the eLearning tools, how to manage day-to-day problems of access and downloading, as well as re-access for e. g. e-exams and access to new modules in the course. Such instructive e-module would contribute to a better accessibility awareness leading to a more easy and customer friendly e-access. |
| Databáze: | OpenAIRE |
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