DIGITAL RESOURCES FOR TUBERCULOSIS
An online guide on the use of digital technologies for TB programmes
Tuberculosis (TB) remains a global public health threat. Information and communication technology presents opportunities to address this challenge on different fronts. TB programmes and technical partners worldwide have been on the forefront of efforts to try out innovative approaches to public health challenges. These have included digital technologies. In 2015, WHO released its vision on how to engage digital health in support of the End TB Strategy released that same year.
This website provides quick links to practical advice on the implementation of various technologies in support of different components of TB programmes. The site is organised along the four broad functions into which digital technologies are classified for this purpose.
Person-centred care
TB treatment requires daily administration of medicines for months. Improved communication between people in care and their healthcare givers could increase patient engagement to adhere to treatment. Beyond digital medication adherence support, other approaches mediated by digital technologies can help improve TB care. These include methods to mediate cash or other enablers to reward treatment completion, computer-aided detection of TB on chest radiography, worker to worker telemedicine, and information resources to people in care.
Programme management
Delivering more data, more quickly and easily, with better quality and in an accessible format that allows a more thorough analysis are the potential benefits of adopting electronic systems for recording and reporting. This could have a transformative effect on the means to monitor different components of TB programmes. One such example is the influence of a well-functioning digital laboratory information systems on timely access to test results. Another is the warehousing and stock-management of TB drugs and consumables: up-to-date information can be used to alert staff automatically about impending drug stock-outs and expiry dates so that the purchase and delivery of drugs and laboratory supplies could be more targeted and timely. Indicators can be identified to characterise the performance of different elements of TB programme management.
| Sections on | Content | Link to |
|---|---|---|
| Planning an Information Systems Project: A Toolkit for Public Health Managers | A resource to plan and implement ICT for health information systems, drawing on lessons learned from collaborative work between WHO and PATH to help optimize the vaccine supply chain | https://www.who.int/publications/i/item/9789241505345 |
| Electronic recording and reporting for tuberculosis care and control | Practical guide for countries planning to introduce electronic recording and reporting systems, or to enhance existing systems | https://www.who.int/publications/i/item/9789241564465 |
| Integrated Health Tool for planning and costing, TB module (IHT:TB) | Assessing costs, health impact, scenario comparisons and financing strategies for TB | http://tb.integratedhealthtool.org/ |
Surveillance and monitoring
Public health surveillance involves the continuous and systematic collection, analysis and interpretation of health-related data for planning, implementation and evaluation of public health practices.WHO encourages countries to adopt case-based digital TB surveillance which store individual-level records linked to each health facility. This enables:
- reductions in the recording and reporting workload of frontline workers;
- better data quality;
- faster access to data at all levels;
- more flexible data analysis such as disaggregation by multiple variables;
- enhanced use of data through record linkage between databases.
| Sections on | Content | Link to |
|---|---|---|
| Definitions and reporting framework for tuberculosis – 2013 revision: updated December 2014 and January 2020 | Revised TB case and treatment outcomes definitions and reporting template | https://www.who.int/publications/i/item/9789241505345 |
| TB digital packages | Digital version of the aggregate quarterly reports defined in the ‘Definitions and Reporting Framework for Tuberculosis’ and Digital version of the TB case-based surveillance based on the standard paper TB register as specified by the minimum recording and reporting standards recommended by WHO. | https://www.who.int/data/data-collection-tools/health-service-data/toolkit-for-routine-health-information-system-data/modules https://dhis2.org/metadata-package-downloads/#tb |
| Electronic recording and reporting for tuberculosis care and control | Practical guide for countries planning to introduce electronic recording and reporting systems, or to enhance existing systems | https://www.who.int/publications/i/item/9789241564465 |
| Understanding and using tuberculosis data | Guidance on recommended approaches to the analysis of TB notification data, data from surveillance of anti-TB drug resistance and mortality data | https://www.who.int/publications/i/item/9789241548786 |
| Standards and benchmarks for tuberculosis surveillance and vital registration | Assessment checklist for TB surveillance and vital registration systems and the user guide to carry out the associated checklist of standards and benchmarks | https://www.who.int/publications/i/item/9789241506724 |
| WHO Toolkit for Routine Health Information Systems Data | A set of capacity-building resources to optimize analysis and use of routine facility data and represents a collaborative effort among multiple WHO programmes and partners | https://www.who.int/data/data-collection-tools/health-service-data/toolkit-for-routine-health-information-system-data/modules |
eLearning
eLearning or online learning has become an increasingly popular and effective method of learning, especially with advancements in technology and the widespread availability of the internet. eLearning provides learners with the flexibility to study at their own pace and according to their own schedule. Learners can access course materials and resources from anywhere and anytime, making it convenient for working professionals with busy schedules. eLearning can also be used as part of blended learning. Blended learning is an educational approach that combines traditional face-to-face instruction with online learning activities. It can be particularly useful in higher education and professional development programs. WHO offers online courses that are open to everyone worldwide. The OpenWHO platform hosts online courses on various health-related topics. For tuberculosis, the courses can be found in the End TB channel in OpenWHO.
End TB Course Series
“How to” guide on building your own eLearning courses
Developing online courses requires careful planning and consideration to create effective learning experiences for participants. Here is an overview of the steps involved in developing online courses. It is important to keep in mind that developing online courses is an iterative process.
- Identify the target audience: Determine your target audience and their characteristics. Consider their prior knowledge, skill levels, and any specific requirements they may have. This information will help you tailor the course content and delivery methods accordingly.
- Define course objectives: Start by clearly defining the learning objectives of your course. What do you want participants to achieve or learn by the end of the course? This will serve as the foundation for course development.
- Content creation: Develop the course content based on the defined objectives. Break down the content into modules or lessons, ensuring a logical flow and progression. Content can be presented in several ways: e.g., video lectures, screens, reading materials, quizzes. Consider interactive activities, such as exercises and case studies, and downloadable resources to enhance engagement.
- Select a suitable online platform to host and deliver your course. Online platforms may provide features like course organization, student tracking, assessments, and discussion forums.
- Structure the course: Organize the course content within the online platform. Create a clear course structure, including modules, lessons, and subtopics. Ensure that the course navigation is user-friendly and easy to follow.
- Develop assessments: Design assessments that align with the course objectives. This can include quizzes, assignments, or case studies.
- Launch and Iterate: Once the course is ready, launch it to your target audience. Monitor course uptake, track engagement, and gather feedback regularly. Use this feedback to improve and update the course.
- Evaluation and continuous improvement: Regularly assess the effectiveness of your course through participant feedback. Analyze the data to identify areas of improvement and make necessary revisions to enhance the course's quality and impact.
Links to other WHO resources
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