REAPing the benefits: development and use of a structured evaluation framework to codify learning resources for Global Health professionals

Abstract Background The learning opportunities for global health professionals have expanded rapidly in recent years. diverse array of learners and wide range course quality underscore the need an improved vetting process to better match with appropriate opportunities. Methods We developed a framework assess overall by determining performance across four defined domains Relevance, Engagement, Access, Pedagogy (REAP). applied this catalogue participants enrolled Sustaining Technical Analytic Resources (STAR) project, leadership training program. Results STAR activities database included total 382 courses, workshops, web-based resources which fulfilled 531 competencies three levels: core, content, skill. Relevance: majority were at understanding or practicing level all competency (486/531, 91.5%). Engagement: Many lacked any peer engagement (202/531, 38.0%) had limited no faculty (260/531, 49.0%). Access: plurality courses offered on demand (227/531, 42.7%) highly flexible pace (240/531, 45.2%). Pedagogy: Of that assessment, most matched activity objectives (217/531, 40.9%). Conclusions Through applying REAP project catalogue, we found many online meaningful peers. Further development structured providing flexibility access, levels advancement engage apply are needed field health.