Hemodialysis

Chair: Prof Hesham Elsayed (Egypt)
Co-Chair: Prof Francois Kaze (Cameroon)

Committee Members:

1. Prof Awobusuyi (Nigeria)

2. Zaheera Cassimjee (South Africa)

3. Dr MAH Sidi Mohamed (Mauritania)

4. Dr Foussény Diakite (Guinee)

5. Ephrem Berhe Beyene (Ethiopia)

6. Dr Hocein Dkhissi (Morocco)

7. Dr Sokwala (Kenya)

Terms of Reference
A comprehensive, hands-on hemodialysis curriculum training is necessary for effective learning and optimal patient care.

Digital technology has greatly influenced the learning culture in medicine and nephrology in recent years. Modern learners appropriately referred to as ‘digital natives’ respond favorably to this cultural change. The internet has allowed easy and wide dissemination of knowledge via various online platforms such as medical blogs, podcasts, social media, and online educational modules.

Hemodialysis curriculum that uses multiple learning methods (online blackboard videos, live lectures, video recorded lectures) had favorable attitudes towards learning kidney Diseases and Hemodialysis from Basics to advanced techniques.

1. E-learning. However, its conceptual framework describes using web-based instructional tools that prioritize a learner-centered approach i.e. allow for interactivity
2. Flexibility and wider dissemination.
3. Transcend space and time boundaries.
4. Allow reuse and repetitive review; and
5. Aspire to improve learner engagement, satisfaction, and knowledge acquisition.
   ‘Technology enhanced learning’ (TEL) requires clearly defined learning objectives and organized technical designing that prioritizes interactivity and learner participation. E-teaching requires skilled e-teachers i.e. educators who are proficient at either creating e-learning tools or selecting and recommending pre-existing tools appropriate for their learners. It can be costly and time consuming and requires sophisticated resources.

The Hemodialysis online curriculum for the AFRAN Nephrologists is intended for being inspired by more than just information on a web.

1. Allows for independent learning in an unintimidating environment.
2. Allows repetitive review and reuse.
3. Flexibility of learning schedule
4. Wider dissemination
5. Interactive features to enhance learner engagement and knowledge testing.
6. Can be utilized for teaching others.
7. The lectures as well discussion and Q&A will be recorded in a video formatting.
   When available , the Physical training courses will be planned for whom will carries the HD responsibilities in different AFRAN countries , the initiation of different centers for education as a Hub will also be prepared to reach the goals of perfections of HD units managements.

The content for the E-learning tools is presented in a methodical, step- by-step manner using multiple learning modalities. The first part of the modules focuses on concept learning, which is delivered via animated and narrated videos, designed in Microsoft PowerPoint. These videos facilitate enhanced visualization of concepts and appeal to both the visual and audio learners. We believe that animation is a powerful teaching tool for our modules. Animation allows information to be processed easily by creating a mental model to build information on . It allows one to package the cognitive load in a ‘brain friendly manner’ allowing effective transmission of large amounts of information while maintaining successful comprehension and assimilation. Using animated videos; we will discuss solute transport in HD, diffusion, convection, ultrafiltration, extracorporeal circuit, hemodialysis machines, HD provision models from basics to advances in Hemodialysis field. Adequacy, access examination and stenosis, and other access complications, etc.