@文章{信息:doi/10.2196/10222，作者="Barteit, Sandra和Jahn, Albrecht和Bowa, Annel和L{\"u}ders, Sigrid和Malunga, Gregory和Marimo, Clemence和Wolter, Sigrid和Neuhann, Florian"，标题="自主电子学习如何促进赞比亚医疗执业医师培训:混合方法研究试点阶段的评估"，期刊="JMIR Med Educ"，年="2018"，月=" 11月"，日="27"，卷="4"，数="2"，页数="e10222"，关键词="评价;医疗电子学习;干预;可持续性;有效性;采用;卫生保健工作者;农村卫生;背景:赞比亚面临着卫生工作者严重短缺的问题，特别是在农村地区。为了解决这一短缺问题，2002年在首都卢萨卡的Chainama健康科学学院启动了医疗执照计划。 The objective of the program was to alleviate the shortage of human resources in curative care. On-the-job training is conducted in decentralized teaching hospitals throughout Zambia. However, the program faces significant challenges such as shortages of senior medical instructors and learning materials. Objective: Our aim was to address these challenges by introducing a self-directed, e-learning platform with an offline tablet as part of a collaborative blended-learning intervention to supplement local teaching and training. Methods: The pilot phase of the e-learning platform was evaluated using a mixed-methods approach with a convergent parallel design. Various methods were employed to test the data's adequacy and potential for generating valid results. Methods included questionnaires according to the technology acceptance model and information system success model by DeLone and McLean, semistructured interviews, learner diaries, pretesting, the collection of usage data, exam results, demographics, and informal feedback. Outcome measures included usage, adoption, efficiency, acceptance, user-friendliness, and gained knowledge and skills. Results: In total, 52 students and 17 medical instructors participated in the pilot evaluation. The questionnaire results showed a high acceptance of the technology (>80{\%}) and high agreement (>75{\%}) with the e-learning platform. Semistructured interview results showed an overall appreciation of the e-learning intervention, but the need for more e-learning materials. Respondents identified a need for multimedia materials that transfer skills such as medical procedure visualization and interactive exercises to practice procedural knowledge. The learning diaries identified the lack of specific learning materials and potential shortcomings of existing learning materials. However, students were satisfied with the current e-learning content. The majority of students used the e-learning platform offline on their tablets; online e-learning was underutilized. Conclusions: The pilot phase of the tablet-based e-learning platform to support the self-directed learning intervention was well received and appreciated by students and medical instructors of Chainama College of Health Sciences. E-learning for knowledge acquisition appears to be adequate and feasible for this low-resource educational environment. Our evaluation results guide the further development of the full implementation of the e-learning platform in this educational setting. E-learning materials should reflect curriculum requirements, and additional multimedia and interactive content is needed, as well as improved integration and active participation from medical instructors in the e-learning processes. ", issn="2369-3762", doi="10.2196/10222", url="http://mededu.www.mybigtv.com/2018/2/e10222/", url="https://doi.org/10.2196/10222", url="http://www.ncbi.nlm.nih.gov/pubmed/30482744" }