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Accepted for/Published in: JMIR Formative Research

Date Submitted: Aug 13, 2021
Open Peer Review Period: Aug 13, 2021 - Oct 8, 2021
Date Accepted: Mar 25, 2022
(closed for review but you can still tweet)

The final, peer-reviewed published version of this preprint can be found here:

Development of a Blended Learning Approach to Delivering HIV-Assisted Contact Tracing in Malawi: Applied Theory and Formative Research

Rosenberg NE, Tembo TA, Simon KR, Mollan K, Rutstein SE, Mwapasa V, Masiano S, Huffstetler HE, Go V, Kim MH

Development of a Blended Learning Approach to Delivering HIV-Assisted Contact Tracing in Malawi: Applied Theory and Formative Research

JMIR Form Res 2022;6(4):e32899

DOI: 10.2196/32899

PMID: 35438644

PMCID: 9066333

Development of a blended learning approach to delivering HIV assisted contact tracing in Malawi: Applied theory and formative research

  • Nora Ellen Rosenberg; 
  • Tapiwa A Tembo; 
  • Katherine R Simon; 
  • Katie Mollan; 
  • Sarah E Rutstein; 
  • Victor Mwapasa; 
  • Steven Masiano; 
  • Hanna E Huffstetler; 
  • Vivian Go; 
  • Maria H Kim

ABSTRACT

Despite progress towards the UNAIDS “95-95-95” targets (95% of HIV-positive persons tested, 95% of tested persons on treatment, and 95% of treated persons virally suppressed), a gap remains in achieving the first 95% target. Assisted contact tracing (ACT), in which health workers support HIV-positive indexes to recruit their contacts (sexual partners and children) for HIV testing, efficiently identify HIV-positive persons in need of treatment. ACT is recommended in the World Health Organization’s 2016 guidance, and although many countries, including Malawi, began implementing ACT, testing outcomes in routine settings have been worse than those in trial settings. To bridge the gap between research and practice and support scale-up in Malawi, a set of implementation strategies (“implementation package”) was developed using frameworks and theories. First, the Consolidated Framework for Implementation Research (CFIR) guided qualitative research to identify key barriers and facilitators to intervention delivery. Limited clinic coordination and health worker capacity to address the complexities of ACT were identified as key barriers; ongoing individual training and group problem-solving were identified as facilitators. Next, the theory of expertise, social cognitive theory and principles of continuous quality improvement informed the development of the implementation package to address these barriers and facilitators. Finally, human-centered design principles guided the translation of the implementation package from in-person to digital delivery. This trajectory highlights the key roles behavioral theories, implementation frameworks, and technology can play in bringing an evidence-based intervention, such as ACT, to scale in a low-income setting like Malawi.


 Citation

Please cite as:

Rosenberg NE, Tembo TA, Simon KR, Mollan K, Rutstein SE, Mwapasa V, Masiano S, Huffstetler HE, Go V, Kim MH

Development of a Blended Learning Approach to Delivering HIV-Assisted Contact Tracing in Malawi: Applied Theory and Formative Research

JMIR Form Res 2022;6(4):e32899

DOI: 10.2196/32899

PMID: 35438644

PMCID: 9066333

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