Institutional Preparedness for E-Learning in Healthcare Professions Education: A Case of Mulungushi University School of Medicine and Health Sciences

Abstract

Background and Objectives: In a bid to enhance e-Learning at Mulungushi University School of Medicine and Health Sciences in Kabwe - Zambia, the Strengthening Health Professional Workforce Education Programs for Improved Quality Health Care in Zambia (SHEPIZ) project in 2020, conducted an evaluation of Mulungushi University’s level of preparedness for e-Learning as an initial step towards building the university’s capacity. This article therefore, provides a systematic description of the evaluation process, lessons learnt and implications for the future in enhancing e-Learning programmes at Mulungushi University School of Medicine and Health Sciences. Methods: The evaluation process took a two-phased approach. The first phase involved a desk review of the literature on e-learning evaluation that informed the development of a framework to be used in the evaluation process. In the second phase, actual data was gathered through key informant interviews, and thorough physical assessment of ICT infrastructure. Results: Consequent to the desk review, a modified five (5) criteria evaluation framework was developed that considered key factors around organisational arrangements, Managerial approach, Technical and interface integration, Educational requirements and Logistic support. An evaluation of the five critical factors demonstrated that Mulungushi University School of Medicine and Health Sciences had inadequate ICT infrastructure with low internet bandwidth, and lack of on-site technical support for the effective implementation of e-learning programmes. Lessons Learnt and Recommendations: Some of the lessons learnt were that use of an evaluation framework to assess an institution’s readiness for the adoption of e-learning was essential and that implementing e-learning programs might be difficult in the absence of on-site ICT technical staff and critical ICT infrastructure. Some of the recommendations made were that: Mulungushi University needed to conduct a self-assessment using the critical factors framework; have technical staff on site for system maintenance; give lecturers and students the necessary training and assistance to enable them use e-learning resources effectively. Conclusion: Evaluation of Mulungushi University revealed that most of the critical factors for e-Learning had not been fully addressed and the modified critical components framework could be a useful tool for institutional self-evaluation as an antecedent to effective delivery of the e-Learning programs.