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Abstract

Purpose: This study was conducted to assess the acceptability, facilitators and barriers to video-based learning (VBL) among community health officers (CHOs)-in-training and tutors in a Nigerian school, prior to the introduction of a video-based curriculum.

Methods: This was a mixed-methods cross-sectional study conducted among CHOs and tutors at the CHO training school of the Lagos University Teaching Hospital (LUTH). A survey assessed students’ acceptability of VBL using an adapted framework that integrated Diffusion of Innovation Theory and Technology Acceptance Model. Six key informant interviews and two focus group discussions were conducted among tutors and students respectively. Quantitative data was analysed descriptively with STATA version 15 while qualitative data was analyzed thematically using NVivo software version 14.

Results: The total acceptance score for VBL from the survey was 83.3%, ranging from 52.9% in the computer anxiety construct to 82.9% in the behavioural intention construct. Didactic lectures were mostly used to teach in the school. VBL was acceptable to the students and tutors because it helps recall, can be referred to later, and is convenient. Students and tutors said provision of electricity, electronic gadgets (laptops, projectors, video players), good Wi-Fi, and alternative electric power sources would facilitate VBL. Common barriers to VBL were poor internet connectivity, cost of data, poor supply of electricity, and the need to have good devices.

Conclusion: Ministries of education and Ministries of Health need to integrate VBL into community health workers training due to its benefits in enhancing learning and memory. There should be adequate provision of electricity and stable internet connections to provide an enabling environment. Tutors should ensure engaging content of videos and develop relevant skills for VBL.

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