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<p>Online and hybrid pediatric oncology training programs, such as the St. Jude Global Academy’s Neuro-Oncology Training Seminar (NOTS), aim to address gaps in educational opportunities. This study examined the online components of the 2022 and 2023 NOTS, using mixed methods to assess strengths, limitations, and areas for improvement specific to the distance learning components. NOTS participants are required to complete 9&#xa0;weeks of online modules. Participants were invited to evaluate their online learning experience which included both quantitative and qualitative measures related to participant perceptions of the course. Descriptive statistics were used to analyze quantitative results, and qualitative responses underwent thematic analysis. A total of 153 participants from 30 institutions participated in the online modules of the 2022 and 2023 NOTS. Among all participants, 106 (69.1%) completed the online course with a passing score of 70% or higher, and 83 completed the online evaluation. Pre-recorded lectures, rated highly by 73.5% of respondents, were appreciated for their content quality and flexibility. Live meetings were also of importance, with many participants requesting an expansion of interactive online sessions in future iterations of NOTS. Participants also felt the online learning activities (e.g., research projects and case discussions) were important and recommended more frequent knowledge assessments throughout the online modules and long-term follow-up. While most participants found the course duration of online components appropriate, some suggested adjustments to pacing and improved access to content. This study expands on the potential of technology-facilitated pediatric hematology-oncology education in LMICs by offering flexible and accessible learning formats. The findings suggest that blended learning models, interactive content, and incorporating peer and expert feedback can enhance knowledge retention and learner satisfaction among online participants.</p>

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Online Outcomes of a Pediatric Neuro-Oncology Course for Multidisciplinary Healthcare Professionals in Low- and Middle-Income Countries

  • 期刊论文

  • 发表日期：

    2025年6月30日

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  • Fair Berg,
  • Allyson Andujar,
  • Georgia Chatman,
  • Carlos Rodríguez-Galindo,
  • Ibrahim Qaddoumi,
  • Daniel C. Moreira

摘要

Online and hybrid pediatric oncology training programs, such as the St. Jude Global Academy’s Neuro-Oncology Training Seminar (NOTS), aim to address gaps in educational opportunities. This study examined the online components of the 2022 and 2023 NOTS, using mixed methods to assess strengths, limitations, and areas for improvement specific to the distance learning components. NOTS participants are required to complete 9 weeks of online modules. Participants were invited to evaluate their online learning experience which included both quantitative and qualitative measures related to participant perceptions of the course. Descriptive statistics were used to analyze quantitative results, and qualitative responses underwent thematic analysis. A total of 153 participants from 30 institutions participated in the online modules of the 2022 and 2023 NOTS. Among all participants, 106 (69.1%) completed the online course with a passing score of 70% or higher, and 83 completed the online evaluation. Pre-recorded lectures, rated highly by 73.5% of respondents, were appreciated for their content quality and flexibility. Live meetings were also of importance, with many participants requesting an expansion of interactive online sessions in future iterations of NOTS. Participants also felt the online learning activities (e.g., research projects and case discussions) were important and recommended more frequent knowledge assessments throughout the online modules and long-term follow-up. While most participants found the course duration of online components appropriate, some suggested adjustments to pacing and improved access to content. This study expands on the potential of technology-facilitated pediatric hematology-oncology education in LMICs by offering flexible and accessible learning formats. The findings suggest that blended learning models, interactive content, and incorporating peer and expert feedback can enhance knowledge retention and learner satisfaction among online participants.