Using eLearning Technology to Support Sustainable and Standardized EMR System Training

Jen Antilla1, Anya Nartker2, Charles Atelu1, Veronica Muthee1, Nancy Puttkammer1, George Owiso1, Willis Akhwale1

Background

In 2010, Ministry of Health, partners, and I-TECH developed a curriculum on EMR system use

Since 2012, this curriculum has provided select health care workers at 341 facilities with off-site or on-site classroom training on KenyaEMR use

Using KenyaEMR at point-of-care and staff turnover has led to an increase in demand for KenyaEMR training at a low cost

eLearning technologies can potentially expand the reach of KenyaEMR system user training

Background

"E-Learning refers to anything delivered, enabled, or mediated by electronic technology for the explicit purpose of learning." *

Best practices for implementing distance or eLearning include:

Select eLearning technologies according to the setting and knowledge or skills to be developed

eLearners need continuous support and monitoring

Blended approaches that include face-to-face orientation/instruction is crucial, especially for content involving practical skills

Ensure that any eLearning technology runs on hardware/software available at sites

*American Society for Training and Development (ASTD)

Background: Curriculum Review

UW/I-TECH conducted a curriculum review in October 2013

Purpose: to determine the feasibility of converting existing classroom sessions

to eLearning formats

make recommendations of appropriate eLearning technologies and strategies for maximizing usage.

Results used to develop and implement a phased strategy for integrating eLearning technology into the current mentorship model for training EMR system users.

Strategy: Builds on Existing Strengths

KenyaEMR eLearning Strategy builds on the following strengths:

The existing KenyaEMR User curriculum is strong enough in its current state to require fewer resources to convert to eLearning (i.e.: no need to develop learning objectives, content, etc)

Facility Champion Mentors are in an ideal position to orient, motivate, and monitor health care workers working through eLearning sessions as context to hands-on system OJT.

MOH/I-TECH have established mechanisms (review meetings) through which facilitators, county and facility leadership, and champion mentors can be oriented to eLearning technologies as they become available

The eLearning technology can be made available on a variety of eLearning platforms and as a part of the KenyaEMR software package.

Strategy: Uses Recommended eLearning technology

Videos and self-paced, asynchronous modules Can both be done at participants’ own pace

Do not require an internet connection

Videos for demonstrating KenyaEMR features Can be recorded as features are introduced and enhanced

Self-paced, asynchronous modules for theoretical content Focuses on standard content that supports quality EMR system use

Based on existing curriculum sessions

Sessions prioritized for conversion based on feedback from facilitators, users, and content experts

Results

Seven video “job aids” developed in December 2013 Focus on features to

enroll patients in the HIV program

record data from HIV initial and follow up visits,

track patients’ ART history

Available through the KenyaEMR application

Does not require an internet connection

Two self-paced, asynchronous modules developed in March 2015 “Using EMR Data for Decision Making”

“Improving and Maintaining the Quality of EMR System Data.”

Available on the local KenyaEMR server

Can be loaded onto other platforms

Conclusion

Health care workers drive their own learning by

watching demonstrations on using key features of KenyaEMR,

completing lessons on improving data quality and using KenyaEMR data for decision-making

Champion Mentors facilitate learning

introduce KenyaEMR and the eLearning technologies to health care workers

guide and target their face-to-face time on other KenyaEMR topics, such as security and troubleshooting.