Problem-based, peer-to-peer global mental health e-learning between the UK and Somaliland: a pilot study

Area of Science:

• Global Mental Health
• Medical Education
• Digital Health

Background:

• The World Health Organization's mhGAP intervention guide (mhGAP-IG) is crucial for front-line health workers in low- and middle-income countries (LMICs).
• The potential of digital technologies to enhance global mental health education via the mhGAP-IG remains understudied.
• Remote problem-based learning (PBL) offers a scalable solution for cross-cultural health education.

Purpose of the Study:

• To evaluate a peer-to-peer global mental health e-learning program (Aqoon) utilizing PBL and the mhGAP-IG.
• To assess the impact of digital PBL on medical students' attitudes toward psychiatry and cross-cultural understanding.

Main Methods:

• Twelve pairs of UK and Somaliland medical students participated in the Aqoon program.
• Participants engaged in self-directed online PBL tutorials via the Medicine Africa website, focusing on mhGAP-IG modules.
• Mixed-methods surveys, including the Attitudes Toward Psychiatry (ATP-30) instrument, were administered pre- and post-program.

Main Results:

• Significant improvements in median ATP-30 scores were observed in both Somaliland (82.0 to 95.0, p=0.003) and UK students (82.0 to 95.0, p=0.011).
• Qualitative feedback highlighted the value of peer interaction and learning about cultural differences.
• Somaliland students were motivated by clinical learning, while UK students prioritized global health education.

Conclusions:

• Digital PBL is an innovative method to extend the reach of the mhGAP-IG to healthcare students in LMICs.
• This model demonstrates a potential solution to educational resource limitations in LMICs through digital platforms and PBL.
• Future research should explore the adaptation of this model for non-medical healthcare students to address global mental health workforce challenges.