Publications

The global burden of preterm birth was approximately 13.4 million in 2020 (9·9% of all births), of which Southern Asia and Sub-Saharan Africa accounted for 65% [1]. As prematurity continues to be the most significant cause of neonatal and under-5 mortality worldwide, the development of structured educational interventions for healthcare professionals (HCPs) is crucial for improved quality of care and outcomes in these vulnerable newborns, especially in resource-limited settings [2]. The scarcity of comprehensive training packages focused on preterm care is a significant lacuna in our health system. Effective training of HCPs must integrate evidence-based clinical protocols, simulation-based learning to enhance practical skills, and context-specific learning that acknowledges the diverse challenges faced by HCPs in diverse healthcare settings. While digital learning platforms enable wider dissemination of training materials, they are more effective when complemented by hands-on skill development and self-assessment.

The study by Thukral et al. published in IJP, addresses this existing gap through a comprehensive educational learning package for care of preterm infants. This work involved a rigorous approach - including content creation, teaching-learning methodology, extensive content review by a group of internal and external experts, pre-field testing and incorporation of constructive feedback provided by participants into the package. The entire package was disseminated through printed format, web-based E-learning platform, smart phone app thus ensuring accessibility to maximum HCPs. The package content was organized into ten learning modules with clear predefined objectives and structured learning. The study material was disseminated through six workshops that ran over 2.5 d. The implementation strategy combined didactic learning and workshops with hands-on training that reiterates the importance of both knowledge acquisition and skill development. A five-point Likert scale and open-ended comments were used to assess users’ satisfaction with the modules. Among the 208 participants,188 provided feedback. There was a significant improvement in self-reported proficiency (34% pre-workshop to 92% post-workshop). This suggests that there was a perceived gain in competency amongst learners, and nearly 80% of participants were satisfied with the content quality and organization. Hence, this package seems acceptable and useful in the Indian context [3].

The “preterm baby package” represents a well-structured, easily accessible, free of cost, comprehensive E-learning module that addresses the training needs of HCPs through self-directed learning opportunities and incorporates learner feedback. It is noteworthy that the authors involved frontline users and their feedback in content development, that helps in guiding how educational interventions can be designed to meet actual needs rather than presumed ones [3]. This approach provides valuable insights for policymakers regarding the integration of quality improvement and skill-building initiatives. There is also evidence supporting in-service neonatal emergency care courses to improve health professionals’ treatment of seriously ill babies in the short term [4]. The authors appropriately acknowledge the limitations of their evaluation methodology, including potential response bias from online surveys. However, as per user feedback, this seems to be a suitable and feasible learning tool [3]. In addition, exploring sustainable models for ongoing mentorship could enhance the durability of the training effects. The investment in comprehensive training packages represents one of the most promising strategies for improving preterm care, particularly in regions with higher burden of preterm births. There is still a need for examining the short-term and long-term effects of implementation of this package across diverse healthcare settings, that may help identify the adaptations and revisions needed for different contexts and settings.