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The World Health Organization (WHO) is a specialized agency of the United Nations based in Geneva. The WHO has many initiatives that center around health. Primarily, they lead global efforts to expand universal health coverage using science-based policies and programs. They are also responsible for shaping health research agendas and developing norms and standards.
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Competency-based education and training for Community Health Workers: a scoping review.

Marium A Sultan1, Emily Miller1, Roosa Sofia Tikkanen2

  • 1Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA.

BMC Health Services Research
|February 18, 2025
PubMed
Summary

Competency-based education for Community Health Workers (CHWs) shows promise but is mostly studied in small, high-income programs. Tailoring training to CHW needs is key for effective practice transfer.

Keywords:
Community Health WorkersCompetency-based EducationEducationHealth WorkforceScoping ReviewTraining

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Area of Science:

  • Public Health
  • Medical Education
  • Health Workforce Development

Background:

  • Community Health Workers (CHWs) are vital for global health service delivery.
  • Competency-based learning programs enhance the application of learned skills in practice.
  • This review examines the literature on competency-based education for CHW training.

Purpose of the Study:

  • To characterize published literature on competency-based education in CHW training.
  • To identify how, by whom, and in what ways CHWs are trained using competency-based education.
  • To determine the extent of evidence and identify gaps in competency-based CHW training.

Main Methods:

  • Scoping review of peer-reviewed literature (January 2010–March 2023).
  • Searched EMBASE, OVID Medline, Web of Science, and CINAHL databases.
  • Included 236 out of 713 reviewed articles; analyzed descriptively due to heterogeneity.

Main Results:

  • Literature is concentrated in high-income countries, particularly the USA, focusing on small-scale interventions.
  • Effective strategies include tailoring content for low-literacy CHWs, local cultural contexts, and co-designing curricula.
  • 'Promotive and preventive services' was the most common practice area; 'personal safety' was least common.
  • Training often lacked information on institutional support, professionalization, and career progression.

Conclusions:

  • Significant academic interest exists in competency-based education for CHWs, but it's mainly in small, ad hoc programs in high-income settings.
  • Training programs must align with CHWs' practical realities and job requirements.
  • Further research is needed to assess the impact of education design on competency acquisition and maintenance.