A Blended-Learning Course for a Global Health Workforce: Evaluation of Quality Indicators and a Peer-Review Process for Online Learning

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Background: Inequities in health outcomes across contexts are in part attributable to gaps in available medical training programs particularly impacting low- and middle-income countries. Shifting education resources online presents an opportunity to democratize access but presents challenges. Quality in digital scholarship is crucial to prevent learners’ consumption of misinformation, while ensuring continued scholarly contribution from medical educators. Quality indicators typical for journals do not neatly apply to online resources and remain biased against those facing resource constraints. Similarly, widely applied peer-review processes for online learning content are lacking or inconsistent. Methods: Partners developed and implemented a 12-month, case-based discussion webinar series addressing Oxygen Therapy and Critical Care for healthcare workers facing the COVID-19 pandemic. Using the survey responses from webinar panelists across the globe, this project evaluated whether 3 criteria were met by panelists to serve as peer-reviewers and evaluated the quality of the blended-learning program by applying Glassick’s standards of scholarship and the 13 quality indicators for online content developed by Lin et.al.Results: There was a response rate of 72%. Fifty-six percent of respondents were from high-income countries and 44% were from low- and middle-income countries. Most panelists met criteria set for peer-reviewers, although criteria were met more often by those from high-income countries. Most respondents perceived preparation of materials for the blended -learning sessions as extremely adequate, appropriate, and effective. The online content was evaluated highly across the three domains of content, credibility, and design.Conclusions: The Oxygen Therapy and Critical Care series was well-received by learners and panelists alike. Quality across all indicators was deemed high for both the blended-learning and the online learning components. Defining quality indicators assists in both prospective design of online learning and during peer-review processes. The process of using webinar panelists as peer-reviewers is feasible, appropriate and presents opportunities for experts from low- and middle-income countries.