Except where otherwise noted, this work is available under a  Creative Commons Attribution 3.0 License . Copyright © 2011 ...
CHALLENGE <ul><li>The inadequate density and distribution of healthcare providers negatively affects health outcomes aroun...
Source: World Health Organization.  Working Together for Health: The World Health Report 2006 . WHO Publications: Geneva. ...
Source: World Health Organization.  Working Together for Health: The World Health Report 2006 . WHO Publications: Geneva. ...
CONTEXT:FACULTY CAPACITY <ul><li>A key barrier is the lack of instructor capacity to teach basic and clinical sciences.  <...
CONTEXT: CROWDED WARD ROUDNS <ul><li>http://www.youtube.com/watch?v=iFjJe8ZJkJU  (1 min, KNUST Student) </li></ul>Ward Rou...
<ul><li>Kwame Nkrumah University of Science and Technology (KNUST) (Ghana) </li></ul><ul><li>Peter Donkor </li></ul><ul><l...
WHY OER? When you look in textbooks it’s difficult to find African cases. The cases may be pretty similar but sometimes it...
WHAT IS “THE NETWORK”? <ul><li>The mission of the African Health OER Network is to advance health education in Africa by u...
HISTORY OF THE NETWORK
PARTICIPANT MAP - INDIVIDUALS 85 Individuals Signed Declaration of Support http://batchgeo.com/map/d70937ef6be461a35712748...
PARTICIPANT MAP - ORGANIZATIONS http://batchgeo.com/map/a70a5bf6278d936e23737b968fc5317c 19 Organizations Signed Declarati...
APPROACH <ul><li>The Network is building the  socio-technical infrastructure  to draw in more African and, eventually, glo...
ACTIVITIES: TRAINING/WORKSHOPS OER Africa Convening, 2011. Photo by: Saide.
ACTIVITIES: MENTORING/CONSULTING Photo by: Re-ality ( Flickr ) Photo by: Sara Grajeda ( Flickr ) Students in line for comp...
ACTIVITIES: PLATFORMS & DISTRIB. Power outages are common. Bandwidth is very expensive.  OER is distributed offline and on...
ACTIVITIES: PLATFORMS & DISTRIB. University of Malawi Kamuzu College of Nursing. Photo by: Saide.
 
IMPACT <ul><li>University of Ghana </li></ul><ul><li>http://www.youtube.com/watch?v=p_U9zyMZnpY   </li></ul><ul><li>(2 min...
IMPACT RESEARCH
IMPACT <ul><li>Participants are interested in connecting with colleagues at other institutions for the purpose of sharing ...
FEATURED INSTITUTION: KNUST  <ul><li>Kwame Nkrumah University of Science and Technology </li></ul>Kwame Nkrumah University...
OER at KNUST - Outline <ul><li>Early efforts and use </li></ul><ul><li>Impact of OER on quality of health education </li><...
OER at KNUST <ul><li>Beginning activities in College of Health Sciences </li></ul><ul><li>Internal and external collaborat...
EARLY EFFORTS AND USE http://oer.knust.edu.gh   Images by: Kwame Nkrumah University of Science and Technology.
Impact of OER on quality of health education <ul><li>Teacher-centred to learner-centred  </li></ul><ul><li>Meet needs of a...
BENEFITS of OER <ul><li>Improved quality in education </li></ul><ul><ul><li>Boost in the use of innovative teaching and le...
WAY FORWARD <ul><li>Policy implementation and structured development of OER  </li></ul><ul><li>Scalability  </li></ul><ul>...
CONCLUDING REMARKS <ul><li>OER is seen as means to streamlining health education, not an end in itself. </li></ul><ul><li>...
HOW TO GET INVOLVED AT U-M <ul><li>For those involved in health education projects abroad through research, study abroad, ...
QUESTIONS <ul><li>Email:  </li></ul><ul><li>[email_address] </li></ul><ul><li>Websites </li></ul><ul><li>http://www.oerafr...
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Capacity Building through a Collaborative Health Network: The African Health Open Educational Resources Network

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On October 7, 2011, Kathleen Ludewig Omollo (University of Michigan) and Nadia Tagoe (Kwame Nkrumah University of Science and Technology) presented to the University of Michigan students in the SI 575 Community Informatics Seminar.

The mission of the African Health OER Network is to advance health education in Africa by using open educational resources (OER) developed by and targeted toward Africans in order to share knowledge, address curriculum gaps, and support communities around health education. The project began in 2008 with five institutions in Ghana and South Africa but we continue to draw in more African participants with the goal of building a continent-wide Network. This presentation will explore the rationale for harnessing OER in the health sector, the motivations for forming the Network, the services and activities of the Network, and the initial outcomes and lessons learned. Guest Nadia Tagoe will speak about the health OER project at Kwame Nkrumah University of Science and Technology in Ghana, one of the founding institutional partners.

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  • Begin with brief introductions: Kathleen, 2010 graduate of SI and the School of Public Policy. Involved in Winter 2008 pilot of dScribe
  • America has the highest percentage of the global healthcare workforce, has the highest relative health expenditures, and among the lowest percentage of Global disease burden. In contrast, Africa represents the lowest percentage of the global healthcare workforce, has the lowest relative health expenditures, and among the highest percentage of Global disease burden.
  • World Health Organization’s recommends of 2.0 doctors and 2.5 nurses per 1000 people. In Ghana, for example, there are only 0.15 doctors and 0.92 nurses per 1,000 Ghanaians, which is well below the WHO recommendation. Ghana ranks among the lowest for healthcare worker density and among the highest in overall mortality. What these charts don’t show, is the disparity in health care access within countries. For example, access to hospitals and physicians is harder in the rural areas of upper peninsula of Michigan than it is here in Ann Arbor. In Africa, hospitals and many healthcare workers are concentrated in the urban areas. There is significantly lower access to healthcare in the rural areas
  • The Ghanaian government aims to triple the number of healthcare workers, but according to a study by Dr. Frank Anderson from University of Michigan, the Ghanaian medical schools can only admit 30% of qualified applicants due to limited faculty size.
  • ~75 US ~180 Ghana ~130 South Africa ~30 Malawi ~17 Kenya
  • 19 Organizations Signed Declaration of Support • OER Africa • University of Michigan • Kwame Nkrumah University of Science and Technology • University of Ghana • University of Cape Town • University of the Western Cape • University of Malawi • Makerere University • EBW Healthcare • Global Health Informatics Partnership • MedEdPORTAL
  • Workshops on: Why OER How to create OER How to find OER How can we promote OER at home institutions and externally
  • We provided ongoing mentorship on OER production and policy to participants through user guides, onsite consultation, email, and conference calls OER request facility
  • Capacity Building through a Collaborative Health Network: The African Health Open Educational Resources Network

    1. 1. Except where otherwise noted, this work is available under a Creative Commons Attribution 3.0 License . Copyright © 2011 The Regents of the University of Michigan and Kwame Nkrumah University of Science and Technology. Building Capacity through a Collaborative Health Network Kathleen Ludewig Omollo, U-M Nadia Tagoe, KNUST October 7, 2011 U-M SI 575 Guest Talk
    2. 2. CHALLENGE <ul><li>The inadequate density and distribution of healthcare providers negatively affects health outcomes around the globe. This is especially true in Sub-Saharan Africa. </li></ul>
    3. 3. Source: World Health Organization. Working Together for Health: The World Health Report 2006 . WHO Publications: Geneva. 2006.
    4. 4. Source: World Health Organization. Working Together for Health: The World Health Report 2006 . WHO Publications: Geneva. 2006.
    5. 5. CONTEXT:FACULTY CAPACITY <ul><li>A key barrier is the lack of instructor capacity to teach basic and clinical sciences. </li></ul><ul><ul><li>Example: Ghana medical schools can only admit 30% of qualified applicants. </li></ul></ul><ul><li>This is complicated by the duplication of effort in developing learning materials. </li></ul>
    6. 6. CONTEXT: CROWDED WARD ROUDNS <ul><li>http://www.youtube.com/watch?v=iFjJe8ZJkJU (1 min, KNUST Student) </li></ul>Ward Rounds. Photo by: University of Ghana. Ward Rounds at Kwame Nkrumah University of Science and Technology. Photo by: Cary Engleberg
    7. 7. <ul><li>Kwame Nkrumah University of Science and Technology (KNUST) (Ghana) </li></ul><ul><li>Peter Donkor </li></ul><ul><li>Pro Vice Chancellor, former Provost of the College of Health Sciences </li></ul><ul><li>http://www.youtube.com/watch?v=AR31aCaj60Q </li></ul><ul><li>(90 seconds) </li></ul>WHY OER? Kwame Nkrumah University of Science and Technology. Photo by: The Regents of the University of Michigan
    8. 8. WHY OER? When you look in textbooks it’s difficult to find African cases. The cases may be pretty similar but sometimes it can be confusing when you see something that you see on a white skin so nicely and very easy to pick up, but on the dark skin it has a different manifestation that may be difficult to see. Sometimes it is difficult for the students to appreciate when they see a clinical case that involves an African. I think that [locally developed] OER will go a long way in helping the students appreciate the cases that we see in our part of the world. -Richard Phillips, lecturer, Department of Internal Medicine, KNUST Kwame Nkrumah University of Science and Technology.
    9. 9. WHAT IS “THE NETWORK”? <ul><li>The mission of the African Health OER Network is to advance health education in Africa by using open educational resources (OER) developed by and targeted toward Africans in order to share knowledge, address curriculum gaps, and support communities around health education. </li></ul>
    10. 10. HISTORY OF THE NETWORK
    11. 11. PARTICIPANT MAP - INDIVIDUALS 85 Individuals Signed Declaration of Support http://batchgeo.com/map/d70937ef6be461a3571274817b590a52
    12. 12. PARTICIPANT MAP - ORGANIZATIONS http://batchgeo.com/map/a70a5bf6278d936e23737b968fc5317c 19 Organizations Signed Declaration of Support • OER Africa • University of Michigan • Kwame Nkrumah University of Science and Technology • University of Ghana • University of Cape Town • University of the Western Cape • University of Malawi • Makerere University • EBW Healthcare • Global Health Informatics Partnership • MedEdPORTAL
    13. 13. APPROACH <ul><li>The Network is building the socio-technical infrastructure to draw in more African and, eventually, global participants, while also developing models of collaboration and sustainability that can be replicated in other regions of the world. </li></ul>
    14. 14. ACTIVITIES: TRAINING/WORKSHOPS OER Africa Convening, 2011. Photo by: Saide.
    15. 15. ACTIVITIES: MENTORING/CONSULTING Photo by: Re-ality ( Flickr ) Photo by: Sara Grajeda ( Flickr ) Students in line for computer lab at University of Ghana Photo by: The Regents of the University of Michigan ( flickr ) Dkscully ( flickr )
    16. 16. ACTIVITIES: PLATFORMS & DISTRIB. Power outages are common. Bandwidth is very expensive. OER is distributed offline and online by authoring institutions and the two Network co-facilitators, OER Africa and U-M. Learn more: http://www.youtube.com/watch?v=qMiObNC3KYI (12 minutes)
    17. 17. ACTIVITIES: PLATFORMS & DISTRIB. University of Malawi Kamuzu College of Nursing. Photo by: Saide.
    18. 19. IMPACT <ul><li>University of Ghana </li></ul><ul><li>http://www.youtube.com/watch?v=p_U9zyMZnpY </li></ul><ul><li>(2 min) </li></ul>University of Ghana. Photo by: The Regents of the University of Michigan.
    19. 20. IMPACT RESEARCH
    20. 21. IMPACT <ul><li>Participants are interested in connecting with colleagues at other institutions for the purpose of sharing knowledge. </li></ul><ul><li>At least 5 institutions have used or adapted OER from elsewhere. </li></ul><ul><li>Two institutions have successfully integrated students into the design process for OER, freeing up faculty time for other activities. </li></ul>
    21. 22. FEATURED INSTITUTION: KNUST <ul><li>Kwame Nkrumah University of Science and Technology </li></ul>Kwame Nkrumah University of Science and Technology.
    22. 23. OER at KNUST - Outline <ul><li>Early efforts and use </li></ul><ul><li>Impact of OER on quality of health education </li></ul><ul><li>Benefits of OER </li></ul><ul><li>Way forward </li></ul>Images by: Kwame Nkrumah University of Science and Technology.
    23. 24. OER at KNUST <ul><li>Beginning activities in College of Health Sciences </li></ul><ul><li>Internal and external collaboration </li></ul><ul><li>Policy initiatives </li></ul><ul><li>Voluntary participation by faculty </li></ul><ul><li>Content and Design by facult &media specialists </li></ul><ul><li>Clearing, Review and Quality Assurance or dScribing by media specialists </li></ul><ul><li>Publication, Interoperability and Access </li></ul>
    24. 25. EARLY EFFORTS AND USE http://oer.knust.edu.gh Images by: Kwame Nkrumah University of Science and Technology.
    25. 26. Impact of OER on quality of health education <ul><li>Teacher-centred to learner-centred </li></ul><ul><li>Meet needs of all types of learners; self-paced learning </li></ul><ul><li>Improved teaching of complex processes </li></ul><ul><li>Improved clinical instruction i.e. bedside, theatre, etc. </li></ul><ul><li>Quality faculty-student interaction </li></ul><ul><li>Provide learning resources beyond current curriculum </li></ul>Ward Rounds. Photo by: University of Ghana. Cary Engleberg
    26. 27. BENEFITS of OER <ul><li>Improved quality in education </li></ul><ul><ul><li>Boost in the use of innovative teaching and learning modes e.g. audio and visual interfaces </li></ul></ul><ul><ul><li>Complements the teacher-learner interaction instead of replacing it </li></ul></ul><ul><li>Policy development and institutional ownership </li></ul><ul><li>Supplement a relative shortage of print resources </li></ul><ul><li>Institutional networking and sharing of resources </li></ul><ul><li>KNUST contributing to global knowledge base </li></ul>
    27. 28. WAY FORWARD <ul><li>Policy implementation and structured development of OER </li></ul><ul><li>Scalability </li></ul><ul><ul><li>Current efforts limited to health OER </li></ul></ul><ul><ul><li>Address identified challenges </li></ul></ul><ul><li>Promote usage </li></ul><ul><li>Sustainable funding and investment </li></ul><ul><li>Wider stakeholder involvement, MOE, MOH </li></ul><ul><li>Impact evaluation </li></ul>
    28. 29. CONCLUDING REMARKS <ul><li>OER is seen as means to streamlining health education, not an end in itself. </li></ul><ul><li>African colleagues have specialized knowledge that may be useful to health professionals worldwide. </li></ul>Photos by: Kwame Nkrumah University of Science and Technology.
    29. 30. HOW TO GET INVOLVED AT U-M <ul><li>For those involved in health education projects abroad through research, study abroad, or volunteer activities, you can openly license any materials that you create and/or refer the Network to your African collaborators. </li></ul><ul><li>For those who teach or study related health or policy classes, point them to the Network as a place that could be used for supplemental material, especially for tropical diseases and methods used in resource-constrained environments. Comment on the resources (e.g. YouTube) and/or let me know how you're using them and general feedback. </li></ul><ul><li>For the tech-inclined students who have ideas about how to add innovative delivery (e.g. mobile) or interaction to the content, there is large collection of openly licensed content that they can remix and repurpose. Let me know if you do any remixes so that I can recognize them and inform the authors. </li></ul>
    30. 31. QUESTIONS <ul><li>Email: </li></ul><ul><li>[email_address] </li></ul><ul><li>Websites </li></ul><ul><li>http://www.oerafrica.org/healthoer (primary) </li></ul><ul><li>http://open.umich.edu/education/med/oernetwork/ </li></ul>

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