Twelve tips for creating online learning units for the health professions in low-and middle-income countries

Abstract

Health professions educators in low-and middle-income countries are often sceptical about developing online learning units. This scepticism stems from the belief that online programmes are limited in developing clinical competence, and there are concerns about digital proficiency and resource availability. A social constructivist approach in designing online work-based learning units may overcome such scepticism. In this article, we use our experience in developing an online learning unit for healthcare education to suggest 12 tips for developing online learning units in a low-and middle-income context. The tips are nested in a ‘promoting theory-practice integration framework’ and include context, establishing communities of learning and practice, establishing foundational knowledge, practise in a work-based environment, and showcasing attainment of learning outcomes. By integrating the guidelines and framework, healthcare educators will be better equipped to develop online learning units and contribute to learning.

Keywords:

• Constructivism
• low-and middle-income countries
• online learning
• work-based

Disclosure statement

The authors report there are no competing interests to declare.

Additional information

Funding

This work was supported by the National Research Foundation [138461].

Notes on contributors

Karli Brittz

Karli Brittz is a scholar in digital culture and media studies. She is a postdoctoral candidate in the School of the Arts at the University of Pretoria, where she teaches Visual Culture Studies and Digital Culture and Media. Karli obtained a PhD in Visual Studies from the School of the Arts at the University of Pretoria. Karli received the NIHSS award for best digital humanities visualisation project in 2021. Her main research and teaching interests are the complexities of being human in the digital age, as well as critically considering digital culture in relation to teaching and learning.

Yvonne Botma

Yvonne Botma is an emeritus professor at the School of Nursing, University of the Free State. Her research focuses on the transfer of learning, specifically the educational design component of the transfer of learning model. The design element includes simulation, virtual realities, and online learning.

Tanya Heyns

Tanya Heyns is a professor at the Department of Nursing Science, University of Pretoria, South Africa. Her educational involvement includes the education and training of post-graduate programmes, focussing predominantly on Critical Care Nursing, including Emergency Nursing. She completed her PhD at the University of South Africa in 2008 and specialised in critical care and emergency care nursing. Tanya’s research interest lies in the area of practice development.