Supporting Capacity Building in Health Service Provision in Eritrea via Distance Learning Master's Programmes: The Challenges and Rewards

Autor/inn/en	Corlett, Joanne; Martindale, Linda
Titel	Supporting Capacity Building in Health Service Provision in Eritrea via Distance Learning Master's Programmes: The Challenges and Rewards
Quelle	In: International Review of Research in Open and Distributed Learning, 18 (2017) 5, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Foreign Countries; Developing Nations; Capacity Building; Health Services; Health Education; Distance Education; Graduate Students; Masters Programs; Qualitative Research; Medical Students; Electronic Learning; Focus Groups; Resilience (Psychology); Self Esteem; Skill Development; Lifelong Learning; Case Studies; Interpersonal Competence; Interviews; Eritrea + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Health service; Gesundheitsdienst; Gesundheitswesen; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Distance study; Distance learning; Fernunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Qualitative Forschung; Self-esteem; Selbstaufmerksamkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Life-long learning; Lebenslanges Lernen; Case study; Fallstudie; Case Study; Interpersonale Kompetenz; Interviewing; Interviewtechnik
Abstract	A qualitative study investigating the experiences and effects on practice of Eritrean healthcare professionals studying for a postgraduate degree by distance learning is reported. The programme is delivered via online learning together with in-country teaching visits. Two focus group discussions with 19 postgraduate students were conducted. Online learning is challenging due to intermittent connectivity and power cuts, but students have developed their own solutions to overcoming these difficulties. Thematic analysis generated four themes. Students who are embedded within the Eritrean context are experiencing a process of self-development, both academic and personal. This self-growth is facilitating the development of resilience and confidence building, enabling students to have a positive influence on health service provision, thus impacting on the Eritrean context. Students are developing life-long skills that will support the continuing development of healthcare systems in Eritrea long after they have completed their distance learning programme. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01