Search

Background: Mothers attending prevention of mother-to-child transmission (PMTCT) of HIV clinics seem to lack knowledge on many aspects of PMTCT, among which is breastfeeding. Breastfeeding recommendations in PMTCT have changed several times over the years leaving some confused and doubtful of what is currently recommended. One method shown to help improve their knowledge and acceptance of PMTCT recommendations is the use of peer educators. We sought to determine if mothers engage in discussions with other mothers during clinics and how these engagements influence trust in PMTCT recommendations. Methods: We interviewed 524 mothers with children under two years enrolled in PMTCT clinics in Kilimanjaro, Tanzania. We selected 5 clinics with the highest numbers of PMTCT enrolment from each district in the region. In each clinic, over a one-month period, we recruited all mothers attending the PMTCT clinic. We collected information on their engagement in discussions regarding PMTCT during clinics and how they perceived the information from their peers in relation to that from healthcare providers. Results: Fifty-five percent of the mothers reported engaging in peer discussions. Of the 90 (17%) mothers who reported noticing a change in PMTCT recommendations, 33 (36.7%) reported trusting previous recommendations more. A greater proportion (52.9%) of mothers who engaged in peer discussions reported trusting the information from peers more than that from healthcare workers. Conclusions: Peers have a great influence on mothers, which is concerning when their knowledge shared is outdated. Harnessing their influence and training them on current recommendations might be key to improving adherence to PMTCT recommendations. [ABSTRACT FROM AUTHOR]

Training a skilled healthcare workforce is an essential part in reaching the United Nations Sustainable Development Goal to end preventable deaths in children and neonates. The greatest burden of mortality lies in low and lower-middle income countries (LLMIC). Short term, in-service courses have been implemented in many LLMIC to improve the quality of care delivered, but the evaluation methods of these courses are inconsistent. Studies describing evaluations of course and outcome measures were included if the course lasted seven days or less with postgraduate participants, included paediatric or neonatal acute or emergency training and was based in a LLMIC. This narrative review provides a detailed description of evaluation methods of course content, delivery and outcome measures based on 'Context, Input, Process and Product' (CIPP) and Kirkpatrick models. 5265 titles were screened with 93 articles included after full-text review and quality assessment. Evaluation methods are described: context, input, process, participant satisfaction, change in learning, behaviour, health system infrastructure and patient outcomes. Outcomes, including mortality and morbidity, are rightly considered the fundamental aim of acute-care courses in LLMIC. Course evaluation can be difficult, especially with low resources, but this review outlines what can be done to guide future course organisers in providing well-conducted courses with consistent outcome measures for maximum sustainable impact. [ABSTRACT FROM AUTHOR]

Background: Community engagement and involvement (CEI) in research usually depends on face-to-face interactions. However, the COVID-19 pandemic prevented such interactions because of national lockdowns and social distancing. This paper highlights the ways in which early career researchers from East Africa tackled CEI activities during the pandemic., Methods: We provide four case examples that illustrate how early-career researchers based in Kenya, Uganda and Tanzania, deployed different approaches and initiatives to community-engaged research during the pandemic to encourage participation and uptake of research findings., Results: All the three early-career researchers attempted to use virtual/digital means to implement the CEI. However, in each country, this attempt was unsuccessful because of poor connectivity, as well as many poorer students lacking access to telephones and computers. Nevertheless, the researchers effectively engaged the students using different activities (making up songs, drawing comics, and taking part in quizzes) once the schools reopened., Conclusion: These results highlight the complexity of implementing community engagement and involvement in health research when face-to-face interaction is not possible. The findings are relevant to researchers who wish to incorporate community engagement in their research and initiatives., Competing Interests: No competing interests were disclosed., (Copyright: © 2023 K. Milugo T et al.)