Resources and Training Models to Strengthen the Gender Competency of Family Planning Providers: A case example from Ghana comparing in-person, blended, and virtual training

Resources and Training Models to Strengthen the Gender Competency of Family Planning Providers: A case example from Ghana comparing in-person, blended, and virtual training
Citation: Andrinopoulos, K. Wisniewski, J. & Koko, E. (2024). Resources and Training Models to Strengthen the Gender Competency of Family Planning Providers: A Case Example from Ghana Comparing in-person, blended, and virtual training models. Chapel Hill, NC, USA: Data for Impact.
Abstract: Gender competency refers to the knowledge, attitudes, and skills that family planning (FP) providers need to acquire and use to help clients overcome gender-related barriers to achieving their reproductive health goals. The United States Agency for International Development (USAID) supported the development of a provider self-assessment tool and eLearning course that can be used in trainings to strengthen gender competency among FP providers. This activity explored how to design trainings using these resources to inform future trainings conducted by the Ghana Health Services (GHS) Division of Family Planning, and as a model for other similar contexts. FP providers participated in three training modalities: in-person, blended, and virtual. Feedback was gathered through surveys and group discussions.

While all providers in the in-person and blended modalities completed the eLearning course, only 65% of virtual participants did so. Higher levels of peer-to-peer engagement in the in-person and blended formats may have increased accountability and helped contextualize global content to the local setting. The virtual training offered flexibility and broader access, but poor internet connectivity was a significant barrier, requiring some participants to complete the training during their off-hours or travel to areas with better connectivity. Provider self-assessment tool scores increased after taking the eLearning course for all three training modalities. Future training using these resources should be tailored based on providers’ internet access, digital literacy, and preference.
Shortname: SR-24-238
Author(s): Katherine Andrinopoulos, Janna Wisniewski, Evelyn Koko
Year: 2024
Language: English
Region(s): GHANA