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Training in emerging advances in chronic hepatitis C infection in Pakistan: the Teach - Pak project

Authors Ismail FW, Abid S, Mawani M, Jafri W, Hamid SS

Received 18 August 2017

Accepted for publication 15 November 2017

Published 9 February 2018 Volume 2018:9 Pages 99—106

DOI https://doi.org/10.2147/AMEP.S149479

Checked for plagiarism Yes

Review by Single-blind

Peer reviewers approved by Dr Robert Robinson

Peer reviewer comments 2

Editor who approved publication: Dr Anwarul Azim Majumder


Faisal W Ismail, Shahab Abid, Minaz Mawani, Wasim Jafri, Saeed S Hamid

Department of Medicine, Section of Gastroenterology, The Aga Khan University, Karachi, Pakistan

Purpose: Viral hepatitis B and C represent the primary health challenge confronting Asia and Pakistan. With direct-acting antiviral therapy for hepatitis C, patients will be treated by general physicians (GPs) and will need training through continuing medical education (CME). Blended learning is a combination of didactic teaching with online, self-paced learning, and it has not been evaluated as a CME tool for general physicians. We aimed to compare the change in physician’s knowledge about chronic viral hepatitis following a blended learning educational program.
Methods: Participants enrolled in a 6 week blended learning program comprising three modules, each of 2 weeks duration. These were: 1) epidemiology and prevention of viral hepatitis; 2) diagnosis and assessment of hepatitis; and 3) treatment of hepatitis. Activities were primarily web based with some face-to-face interactive sessions. All study material was available on the Teach - Pak website. Discussions, questions, and comments were encouraged. An overall pre- and postintervention knowledge assessment was performed, in addition to individual module assessments.
Results: A total of 48 participants completed the program; 39 passed (81.25%). The participants were from diverse backgrounds with variable previous training. The pass rate rose from 16.1% at the start of the program to 81.2% at the conclusion. The mean pretest score was 26.0 (standard deviation =4.36), while the mean posttest score was 34.6 (standard deviation =5.15), showing an increase in the mean score of 8.56 points. Eighty four percent had completed at least one credit hour for CME as compared to those who did not pass the posttest (44.4% p-value =0.02). No significant differences in results of posttest were observed in the categories of participant’s age, years since graduation, or years of experience. The participants were satisfied with the blended learning mode of teaching.
Conclusion: Blended learning is an efficient way to impart hepatitis CME to a diverse group of postgraduate physicians.

Keywords: blended learning, CME, hepatitis, postgraduate physicians, teaching

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