JMIR Publications

ABSTRACT

Background:

Continuous medical education and training of professionals are crucial to ensure quality health care. Low-resource countries in Sub-Saharan Africa struggle with a high disparity between urban and rural areas concerning access to educational resources. While e-Learning enables a wide distribution of educational content, it depends on infrastructure that is oftentimes limited in rural areas.

Objective:

This study aimed at assessing e-Learning-related knowledge, attitude, practice, and access to infrastructure (KAP-I) among health professionals in primary health care settings in Oromia, Central and Southern Ethiopia.

Methods:

We conducted a quantitative questionnaire-based cross-sectional study based on the knowledge, attitudes, and practice framework, and additional items on infrastructural requirements in April 2023. We included 398 health professionals (response rate 94.5%). Our participants were employed in general and primary hospitals, health centers or health posts. A multivariable logistic regression was performed on selected sociodemographic factors to estimate their influence on health professionals’ self-reported KAP-I.

Results:

More than half of our respondents (52.0%) reported feeling confident about their understanding of e-Learning and doing online searches, both for general (62,1%) and medical-related content (63,1%). Higher levels of education were associated with better knowledge (adjusted odds ratio=AOR=2.32; 95% CI 1.45, 3.68). Regardless of financial and personal efforts, we observed a generally positive attitude. Almost half of the interviewees (43.2%) reported using the internet daily, 16.8% never used the internet. Respondents with higher education and income levels (AOR=1.31; 95% CI 1.06, 1.62) demonstrated higher practice scores (AOR=2.56; 95% CI 1.57, 4.16). Women, however, exhibited lower practice scores (AOR=0.44; 95% CI 0.27, 0.71). Regular access to an internet-enabled device was reported by 43.5% of the participants. Smartphones were the primarily used device (67.3%). Obstacles restricting internet access commonly included limited internet availability (35.7%) and high costs (47.7%). Respondents with better education (AOR=1.56; 95% CI 0.98, 2.46) and higher income (AOR=1.50; 95% CI 1.21, 1.85) had increased access to infrastructure, while it was less accessible for women (AOR=0.48; 95% CI 0.30, 0.77).

Conclusions:

Health professionals in Ethiopia have a positive attitude towards e-Learning in medical education. To improve accessibility, investments in the digital infrastructure and personal knowledge and practice are necessary, especially supporting women and those with lower income. Due to its broad availability, e-Learning programs should in smartphone-use.