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Mixed Reality for Education MRE Implementation and Results in Online Classes for Engineering
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Barriers to Applying Knowledge Gained Through an Implementation Research Massive Open Online Course: An Explanatory

Michael J Penkunas1, Bella Ross2, Charlotte Pana Scott3,4

  • 1Special Programme for Research and Training in Tropical Diseases (TDR), WHO, Geneva, Switzerland.

Inquiry : a Journal of Medical Care Organization, Provision and Financing
|November 16, 2024
PubMed
Summary

Learners in low- and middle-income countries face barriers applying implementation research (IR) knowledge from massive open online courses (MOOCs). Addressing individual, organizational, and systemic challenges is key to improving IR training effectiveness.

Keywords:
evaluationimplementation researchinfectious diseases of povertyonline training

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Area of Science:

  • Health Systems Research
  • Global Health Education
  • Implementation Science

Background:

  • Massive Open Online Courses (MOOCs) offer accessible training in implementation research (IR).
  • Limited access to quality IR training persists in low- and middle-income countries (LMICs).
  • The Special Program for Research and Training in Tropical Diseases developed a free IR MOOC to address this gap.

Purpose of the Study:

  • To identify barriers encountered by participants in applying knowledge gained from an IR MOOC.
  • To explore these barriers among learners in LMICs.
  • To inform improvements in online implementation research training.

Main Methods:

  • Qualitative study involving 23 semi-structured interviews with MOOC participants.
  • Interviews conducted across French, Spanish, and English language sessions.
  • Data analyzed using a general inductive approach.

Main Results:

  • Barriers were identified at individual, organizational, community, and health authority levels.
  • Individual barriers included needs for advanced training and expert mentorship.
  • Organizational, community, and health authority barriers involved lack of understanding, resistance, limited roles, and insufficient funding/awareness.
  • Course completion challenges included language, deadlines, connectivity, and lack of localized examples.

Conclusions:

  • Online IR training must be complemented by practical application opportunities.
  • Enhancing expert guidance, language accessibility, and diverse case studies is crucial.
  • Networking opportunities are vital for connecting learners with practitioners and knowledge application.
  • Addressing identified barriers can improve the effectiveness of IR training programs in LMICs.