Smartphone accessible audiology modules: improving access to basic ear and hearing health education for primary care providers in Tanzania.
Objective: To develop and pilot test a combined-learning intervention for Tanzanian primary healthcare workers on ear and hearing care (EHC), comprising five self-led smartphone-based modules and in-person workshops. Design: The intervention was piloted with primary healthcare workers in Tanzania. P...
| Publicado en: | International Journal of Audiology Vol. 65; no. 4; pp. 491 - 501 |
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| Autores principales: | , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Apr2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194752672&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194752672 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14992027 JW2 jtl: International Journal of Audiology issn: 14992027 maglogo: Y pubinfo: dt: Apr2026 vid: 65 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 194752672 187806409 194752672 194752672 10.1080/14992027.2025.2549462 194752672 ppf: 491 ppct: 10 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Smartphone accessible audiology modules: improving access to basic ear and hearing health education for primary care providers in Tanzania. aug: au: Kruglik, Christopher P. Komanya, James D. Yungert, Sabina Shemsi, Halima N. Shelembi, Annastazia M. Buname, Gustave E. Waterworth, Christopher J. Jacobson, Lia K. affil: University of Vermont, Larner College of Medicine, Burlington, Vermont, USA sug: subj: Ear Care Education Audiology Smartphone Health Personnel Education Education, Continuing Learning Methods Mobile Applications Seminars and Workshops Curriculum Development Primary Health Care Human Funding Source Male Female Adult Tanzania Pilot Studies Questionnaires Attitude of Health Personnel Professional Competence Cerumen Removal Curriculum Otoscopy Education Professional Knowledge Hearing Disorders Prevention and Control Hearing Disorders Therapy Ear Diseases Therapy Task Shifting Audiometry, Pure-Tone Education Acoustic Impedance Tests Education Ear Anatomy and Histology Community Health Services Descriptive Statistics Comparative Studies Summated Rating Scaling Data Analysis Software T-Tests McNemar's Test Decision Making, Clinical Ear Diseases Education Hearing Disorders Education Professional Development Pretest-Posttest Design Ear Diseases Diagnosis Hearing Disorders Diagnosis Adult: 19-44 years Male Female ab: Objective: To develop and pilot test a combined-learning intervention for Tanzanian primary healthcare workers on ear and hearing care (EHC), comprising five self-led smartphone-based modules and in-person workshops. Design: The intervention was piloted with primary healthcare workers in Tanzania. Pre- and post-training surveys assessed knowledge, confidence, and attitudes towards EHC via Likert scales. Statistical analysis (paired t-tests, McNemar tests) evaluated outcomes; p < 0.05 was considered statistically significant. Study sample: 24 local Tanzanian primary healthcare workers. Results: Post-training, participants showed significant improvements in EHC education and skills, including auditory pathology and anatomy (p < 0.01), cerumen extraction (p < 0.01), infection prevention protocols (p < 0.01), otoscopy (p = 0.02), paediatric referral protocols (p = 0.02), diagnostic identification of common otologic conditions (p < 0.01), and management of ear discharge (p < 0.01). However, confidence in interpreting audiograms (p = 0.08) and tympanograms (p = 0.19) remained unchanged, with participants requesting further hands-on training. Conclusions: Smartphone-based learning paired with in-person training effectively enhanced practical EHC skills among primary healthcare workers, supporting task-shifting in low-resource settings. Perceived gaps in interpreting audiological tests highlight the need for further hands-on training. This model demonstrates scalability potential, particularly with rising smartphone access in Africa. Future iterations should prioritise longitudinal competency assessments and adaptive content to address clinical interpretation challenges, advancing equitable EHC delivery. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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