Enablers and Barriers of a Cross-Cultural Geriatric Education Distance Training Programme: The Singapore-Uganda Experience

Geriatrics

HuiJin Toh¹  Edith Akankwasa²  Shallon Musimenta²  XinYing Chua³  PhilipLin Kiat Yap³  WaiJia Tam³  MimaikaLuluina Ginting³  NgocHuong Lien Ha³  Nongluck Pussayapibul³  JamesAlvin Yiew Hock Low³  DujeepaD. Samarasekera⁴ 

[1] Department of Geriatric Medicine, 90 Yishun Central, Khoo Teck Puat Hospital, Singapore 768828, Singapore;Mildmay Uganda, Kampala, Uganda;Yishun Central 2, Geriatric Education and Research Institute, Singapore 768024, Singapore;Yong Loo Lin School of Medicine, Center for Medical Education, National University of Singapore, Singapore 119077, Singapore;

关键词: videoconferencing;    cultural competency;    geriatric education;    distance learning;    health professional education;   

DOI  :  10.3390/geriatrics5040061

来源: DOAJ

【 摘 要 】

Background: By 2050, 80% of the world’s older population will reside in developing countries. There is a need for culturally appropriate training programs to increase awareness of eldercare issues, promote knowledge of how to better allocate resources to geriatric services, and promulgate elder-friendly policies. A monthly distance geriatric education programme between a public hospital in Singapore and health institute in Uganda was implemented. This study explored the enablers and barriers to the delivery of culturally appropriate geriatric education programmes via a videoconferencing platform. Methods: We conducted 12 in-depth interviews with six teachers from Singapore and six learners from Uganda. The interviews were audio-recorded, transcribed and analyzed using an inductive thematic approach to analysis with the aid of the NVivo software. Results: Enablers included inter-personal real-time interactions between teachers and learners whereas misaligned perceptions of cross-cultural differences between Singaporean teachers and Ugandan learners were a barrier. Rapport building, teacher motivation and institutional support were perceived to contribute to the programme’s sustainability. Overall, Ugandan learners perceived that the training improved knowledge, skills, attitude and practice of geriatric care. Participants suggested that future initiatives consider aligning cross-cultural perceptions between partners, conducting a training needs analysis, exploring complementary modes of information dissemination, and allotting time for more interaction, thereby reinforcing mutual sharing. Adequate publicity and appropriate incentivisation may also better sustain the programme. Conclusions: Our findings suggest that cross-cultural training via a videoconferencing platform was feasible. Our results inform planners of future distance educational programmes of how to improve standards of cross-cultural competency and forge promising international partnerships.

【 授权许可】

Unknown