Enablers& barriers to online and e-learning for health professionals in Pakistan: a formative research.

Abstract

Objective: To design a continuous professional development programme pertaining to integrated nutrition, health, and Water, Sanitation and Hygiene interventions for health professionals (HP).

Methods: The cross-sectional study was conducted from January 1 to April 30, 2024, in Lahore, Pakistan, after approval from the ethics review committee of the Institute of Clinical Psychology, University of Management and Technology, Lahore. The sample was raised from among students of either gender aged 18-26 years studying at various public and private universities in Lahore. Data was collected using the Attachment Styles Scale, Dating Violence Scale, Self-Criticism Scale and the Psychosocial and Emotional Reactions Scale. Data was analysed using SPSS 25.

Results: Of the 1,768 publications identified, 41(2.3%) were analysed in detail. Of the 15 key informants interviewed, 7(46.6%) were HPs, while 4(26.7%) each were police-makers and facilitators or designers of online modules. Under the two broad categories of "enablers" and "barriers", five subthemes emerged for each. The subthemes related to enablers included personal, content and design, quality of facilitators, peer connectivity, and social networking. The subthemes related to barriers were structural, cultural, curricular and content, human resources, and financial.

Conclusion: In Pakistan, the corona virus disease-2019 pandemic brought about a forced digital transformation for health professions students. Blended learning emerged as an effective e-learning model. To inform the development, implementation and sustainability of online continuous professional development of health professionals, a guiding framework comprising various elements, like financing mechanism, appropriate materials and activities, communication strategy, and an evaluation process, incorporating regulatory perspective, contextual factors and clear objectives is essential.