Bridging the divide: sustainability and relevance of a distance learning module for clinical officers in Tanzania

Abstract

This paper reports on work by a team from Wales, supported by UNESCO Cymru‐Wales, to develop a distance learning module for Tanzanian clinical officers (COs) on the syndromic management and counselling of sexually transmissible infection (STI) and HIV patients. Preparation included documentary analysis and a questionnaire survey to ascertain COs’ learning needs regarding STIs and HIV and AIDS. The module design was influenced by needs identified around counselling, syndromic management, drugs management, laboratory diagnosis, health education, resources, staffing and service morale. Framework criteria for the module design were based on sensitivity to COs’ needs in the Tanzanian context while introducing modern approaches to continuing professional development and distance learning. Continuing dialogue with Tanzanian partners avoided the assumption of simple transfer of educational technologies and expertise. Potential problems for implementation and evaluation of the STI module were: limited training infrastructure and resources; maintaining module relevance and sustainability; promoting learner engagement; assuring the quality of tutor support; assessing learner achievement; and bridging educational aims and values of the partners.

Keywords:

• distance learning
• continuing professional development
• clinical officers
• HIV and AIDS
• Tanzania