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Designing and Developing Online Training for Diabetes Prevention Program Coaches Using an Integrated Knowledge

Kaela D Cranston1, Natalie J Grieve1, Tineke E Dineen1

  • 1Faculty of Health and Social Development, University of British Columbia, Kelowna, BC, Canada.

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|January 26, 2024
PubMed
Summary

An e-learning platform was developed for Small Steps for Big Changes (SSBC) coaches to improve type 2 diabetes prevention training. This technology-enhanced learning (TEL) approach ensured the platform was usable and acceptable to users.

Keywords:
diabetese-learninge-learning educationend userframeworkknowledge translationplatformprediabetic statepreventionprogram evaluationtype 2 diabetesusability

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Area of Science:

  • Health Professions Education
  • Technology-Enhanced Learning
  • Diabetes Prevention

Background:

  • e-Learning offers flexibility and convenience, making it a popular alternative to in-person training.
  • A systematic approach is crucial for effectively transferring in-person training to e-learning platforms.
  • Ensuring e-learning effectiveness and learner acceptance requires careful planning and execution.

Purpose of the Study:

  • To develop an e-learning platform for Small Steps for Big Changes (SSBC) type 2 diabetes prevention program coaches.
  • To enhance the viability and accessibility of coach training through technology.
  • To adapt in-person training content and delivery for an effective online format.

Main Methods:

  • An integrated knowledge translation approach within the technology-enhanced learning (TEL) evaluation framework was employed.
  • Needs analysis involved focus groups with coaches, meetings with the research team, and review of prior training effectiveness.
  • Usability testing was conducted with previously trained coaches and the research team to refine the platform.

Main Results:

  • Key components from in-person training, like motivational interviewing, were retained; culturally safe care delivery was added.
  • The e-learning platform design included 7 modules with narrated videos, interactive activities, a mock session, and a knowledge test.
  • Usability testing confirmed high learnability, efficiency, memorability, and satisfaction, with minor issues resolved.

Conclusions:

  • The integrated knowledge translation approach successfully developed a usable and acceptable e-learning training platform for SSBC coaches.
  • Involving end-users throughout the development process is key to creating engaging and effective e-learning solutions.
  • Future research will focus on user satisfaction, learning outcomes, and implementation viability.