The 3-Os model for health capacity building
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The 3-Os model for health capacity building

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The 3-Os is an innovative Model of Learning: Onsite, Online & Ongoing. ...

The 3-Os is an innovative Model of Learning: Onsite, Online & Ongoing.

This presentation describes an action research change management approach to pilot and implement this new model for medical education/health professionals development as implementation researchers over time and distance.

The scale and sustainability of this model means it will reduce cost of health education at a distance and optimize knowledge and skills transfer through accelerating social and informal learning with Web 2.0 tools.

With the meta-learning design expertise of the 3-Os Consultation Team, we can facilitate the creation of a valuable LearnScape and high-performing Learning Communities -- across the world for connected, networked, social and informal learning, as a sustainable base for your organization to evolve and thrive in the 21st century networked connected reality.

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The 3-Os model for health capacity building The 3-Os model for health capacity building Presentation Transcript

  • The “3 O’s” Learning Model: Action Research for Continuous Professional/Medical Distance Education (CPDE) Education Intervention Proposal Gurmit Singh, M.Ed Educational Researcher & Consultant
  • Introduction
    • How can we…
      • Improve health workers access to education
      • Transfer of knowledge & skills
      • Transform training workshops to reflect the shift toward continuous learning
      • Improve engagement and motivation
      • Improve effectiveness as learning providers across time & distance
  • Goals
    • Develop HIV health professionals capacity
      • Improve practice
      • Improve patient outcomes
    • Improve Impact
      • Increase effectiveness in the response to the HIV/AIDS epidemic
      • Achieve Global Strategic Goals
  • Challenges
    • Limited Effectiveness of CME in getting evidence into practice
      • One-off injections of knowledge during workshops and conferences – training is not learning
      • Although we do needs assessment, there needs to be more follow up to implement what is taught.
    • Capacity Limitations
      • Resource limited settings have low capacity for continuous professional education
      • Need for cost-effective programmes at workplace
    • Balance improving organizational and global intervention effectiveness with meeting professional learning needs
      • Doing so sustainably and scalably
  • Introducing The 3 “O”s: Onsite, Online, Ongoing 48 tutors 3-4 tutors per LC (team-teaching + P2P OM ) 12 t utors + 108 members PHASES 1 2 3 4 July ’10- July ’11 July ’11- July ’ 12 July ’12- July ’13 July ‘13 -July ’14 1 W + 1 LC 3 W + 3 LC 9 W + 9 LC TBD 1 Course 3 courses 9 courses (2 new, 1 P1) (4 P1&P2, 5 new) PARTICIPANTS: Tutors + 12 Fellows + 1 Researcher) SME/Partner Agencies 1 Tutor + 12 Fellows 3 Tutors + 36 members (+ p2p OM) KEY: W = Workshops LC = online learning community of practice P2P OM = peer to peer online mentoring
  • Learning in the 21 st Century Continuous Professional Education, as opposed to Training
  • Changing Notions of Knowledge
    • Conceptions of knowledge and skills as situated, tacit and practice based
    • Learning = actionable & applied knowledge
      • Situated in learning ecologies
      • Collaborative
      • Contingent
      • Apprenticed
      • Reflective
      • Socially constructed through dialogue and contextual problem-solving
    • One-off injections are no longer valid in the new, net-world of learning through connected networks
  • Changing Notions of Knowledge
    • Evidence-based medicine depends on effective transfer of knowledge and skills in order to improve practice and health outcomes
    • How can one-off conferences & workshops sustain the transfer of learning and improve practice?
      • Must overcome time and distance constraints!
  • The Need for a Sustainable Solution
    • Health & education fields are searching for a scalable solution
    • Need to follow the trend and move to more systemic and sustainable interventions, rather than one-off workshops
    • Solution : change the concept of Continuing Medical Education (CME) to Continuing Professional Distance Education (CPDE)
  • CME vs. CPDE: Changing Concept of Health Professional Education Old CME New CPDE Setting Hospital/University At Practice & at a distance Framework Diplomas E-Portfolios Delivery Lectures Discussion, case-studies, problem-based learning. IT, blend Strengths Wise man on stage Relevance to practice, facilitator Availability One-off, random, not customised Internet, journals, flexible, personalised Pedagogy Didactic expert Constructivist, social & informal
  • What about technology?
    • E-learning, m-learning, e-health, m-health offer opportunities to reach hard-to-reach professionals who find it difficult to attend workshops or conferences
    • Using Web-based distance & flexible learning allow providers to reach more members and continue education beyond one-off conference workshops
    • Digital literacy skills are a priority for health professionals in 21 st century
    • Moves in this direction – e-mentoring, Resource Library, online communities
  • Why focus on Health Professionals Education now? The NEED!
    • Lack of skilled HIV Health Professionals is an obstacle to achieving Universal Access
    • Health Systems Strengthening – health workforce development is a key building block
    • Current education systems are not transferring skills to improve performance
    • Existing solutions to health education are obsolete
      • Technology plays an increasing role
        • Ex. MIT OCW, WikiEducator OER, Virtual Global Health Conference, MSH Virtual Forums, Oncology CoP, World Bank & Rockeffeller Foundation virtual project teams for innovative global problem-solving
  • Other important factors to consider
    • President Obama wants PEPFAR to train 140,000 health workers to scale-up treatment access
    • Pressures to respond to climate change movement & reduce the carbon footprint of conferences
    • Members & staff say in surveys that they want more access to quicker, personalised, self-directed, flexible learning opportunities at their own pace
    • Workshops of ‘Training and Hoping’ not a good return on investment due to lack of effectiveness of transfer (K, S, A) to improve practice & patient health outcomes
    • Effective education programmes require participation of learners in design & thinking, rather than current subject matter experts alone doing the curriculum with little thought for transfer & application
    • NIH calls for innovative models of medical education and implementation research capacity building
  • Make a Difference
    • Target Audience
      • Primarily clinicians & researchers
      • Large % from the global South
    • Vision
      • To build a worldwide force working together to sustain country HIV/AIDS responses
    • What do health systems need ?
      • More flexible, self-confident health professionals who are lifelong learners
      • ‘About 70% of professional learning is self-directed” (Cross, 1991)
  • Make a difference… Now
    • How?
    • Pay attention to issues of pedagogical design
    • Frame education around – policy priorities, address research & capacity gaps, and strategic goals and objectives related to on-going and summative assessment of members
    • Using e-learning to sustain transfer of K&S to improve performance across distance
    • Leverage existing workshops programme to scale through sharing curriculum devt. costs
  • A New Approach The 3 “O”s : Onsite, Online, Ongoing A Learning Model to Transform CME into Continuous Professional Distance Education
  • Intervention Proposal
    • We propose an educational intervention focused on developing health workers and faculty capacity in CPDE based on the 3 ‘O’s learning model, using change management action research to test the effectiveness of this model.
  • Project Design: Goals
    • Build health workers capacity for CPDE
    • Enrich professional culture as a global learning community
    • Engage participants through continuous learning communities beyond workshops
    • Optimize knowledge & skills transfer
    • Integrate ICT strategically into education programmes around scale-up
  • Key research question to investigate during the pilot:
    • Could a CPDE Approach to Educational Practice, based around PEPFAR programmes, with a 3‘O’s model - Onsite, Online and Ongoing – improve the effectiveness of HIV Health Professional workforce scaleably by strengthening the impact and delivery of medical and implementation research education?
  • Specific research questions:
    • Does the 3 ‘O’s model:
    • 1. Lead to an increase in the knowledge, skills and awareness of HIV medical, public health, and scientific research professionals who participate in these programmes? (Onsite)
    • 2. Enable participants to realise the key objectives of PEPFAR by encouraging engagement in ongoing web-based professional development, thus increasing their capacity to connect, contribute and collaborate, as well as to expand individual knowledge and skills? (Online)
    • 3. Assist participants to develop strategies for advocating, introducing and implementing effective, sustainable and scalable evidence-based HIV/AIDS interventions in their home regions, countries, and communities? (Ongoing)
  • The 3 “O”s: Action Research Project 48 tutors 3-4 tutors per LC (team-teaching + P2P OM ) 12 t utors + 108 members PHASES Y1 Y2 Y3 Y4 1 W + 1 LC 3 W + 3 LC 9 W + 9 LC TBD 1 Course 3 courses 9 courses (2 new, 1 P1) (4 P1&P2, 5 new) PARTICIPANTS: Tutors + 12 Fellows + 1 Researcher SME/Partner Agencies 1 Tutor + 12 Fellows 3 Tutors + 36 members (+ p2p OM) KEY: W = Workshops with 1 curriculum LC = online learning community of practice P2P OM = peer to peer online mentoring
  • Learn “Topic” in Workshop (1-2 days) in-country Select 12 Professional Fellows and conduct needs assessment Collaborative planning with tutors/partners/pps. Collect data from ongoing practice & S hare, Build online Learning Community Phase 1 Learn how to connect & learn online Try out Social Networking The 3 “O”s: 2011 & Beyond
  • How to manage risk?
    • Use change management action research model for pilot project – EMAR model (McPherson & Nunes, 2002)
    • Gradual evolution & orderly progress to ensure stakeholder consultation & members ownership & buy-in over time
    • Conduct communications & policy work with NIH/PEPFAR around this innovation to change HIV health professional education and capacity building practices as we know them
  • Philosophy Learning Model – 3 ‘O’s Pedagogical Tactics Pedagogical Strategy Task s Programme Learning Activities Learning Outcomes Course and Programme Evaluation Organisational Context –PEPFAR Action Taking Action Planning Action Evaluation Pedagogic Model Educational Setting – Workshops & Learning Communities Learning by Doing: The EMAR Model to Manage Organizational Change
  • Implementing the 3 “O”s: Who?
    • Iniitially piloted with group of 12 professional fellows
      • Chosen through competitive open application opportunity
      • Great marketing opportunity to generate excitement
      • Help establish proof of concept in Y1
    • An Advisory Group of HIV experts to collaborate in programme design and implementation.
    • Partner agencies & universities can be drawn in gradually
  • Implementing the 3 “O”s: When?
    • Timeline and scope: 3-4 years
    • Year 1: Establish proof of concept through CPDE for one topic
    • Year 2: Supervise 3 additional tutors for 3 new focus areas
    • Year 3: Current 3 tutors each train 4 additional tutors and focus areas
    • We will have 12 focus areas.. Imagine the scale!
  • Implementing the 3 “O”s: How?
    • Follow 1 cohort over 3 years with face-to-face workshops at conferences
    • Sustained with online learning community & social networking (blogs, wikis, mobile)
    • Action evaluation of ongoing improvements in practice
  • What’s in it for you?
    • Expand members’ engagement by developing their own learning solutions through participatory collaboration framework
    • Deliver strategic plan goals with one overarching learning model
    • Harness technology & new media intelligently by building
    • e-learning competence among membership
    • Innovate to take NIH IS/PEPFAR into the 21 st century
    • Build partnerships with top-notch academic partners
    • Play a leadership role in health professional education compared to competitors
    • Improve organization educational effectiveness for sustainable impact on members practice
    • Higher return from investment in education than one-off workshops
    • Deepen staff & stakeholders ownership of strategy
  • What’s in it for participants?
    • Receive support in
      • Distance learning with Web 2.0 technologies
      • Clinical management
      • Improving self-paced practical skills building through participation in communities of practice
    • Credits towards CPDE
    • Grow to become health professional leaders and improve practice to cascade to their peers
  • What’s in it for faculty?
    • Receive support in transition to e-learning
      • Planning, design & delivery
      • Online mentoring & tutoring skills
      • Improving their learning and engagement as educators through action research
    • Pride & satisfaction as 21 st century health educators
    • Grow to become educational leaders in curriculum and pedagogical design for CPDE
    • Increase loyalty to your Programs as fellows and grantees
  • Potential for Other Spin-Off Benefits
    • Develop a new IT in Medical Education Module, get it accredited with UK/US university as a CPDE programme for HIV professionals
    • Replicate in African universities (Ethiopia, S o uth Africa, Malawi, Uganda, etc.) through CPDE Partnerships
    • Provide consultancy to build capacity of regional institutes as we improve the 3 ‘O’s model & share our lessons from pilot
  • Summary
    • Using the 3 “O”s Model, you can…
      • Address the problem of transfer of knowledge & skills
      • Improve PEPFAR learning experiences for members by enabling & equipping rapid knowledge sharing & skills development on-the-job, practice-relevant, at distance, continuously
      • Develop your economic viability through better product design
      • Solve health systems problem & create a world-changing innovation as a social enterprise
      • Imagine an integrated global HIV health professionals education system
      • Initiate policy & advocacy activities to promote a new way of learning to realise Universal Access
    • In times of change, the 3 ‘O’s is an innovation for new problems that transform how we currently educate ourselves
  • Thank you for your attention Please share your thoughts and reactions in an open discussion