GLOBALIZATION BRINGS US TOGETHER IN AN ONLINE LEARNING ERA: THE IMPORTANCE OF TRANSLATION FOR INCLUSION, ACCESSIBILITY AND KNOWLEDGE SHARING

B. Barrette¹, A.L. Ager¹, S. Cunningham¹, T. Lowe¹, R. Lowe¹

¹Physiopedia, London, United Kingdom

Background: In today’s reality, globalization and development of online learning has facilitated the sharing of knowledge between healthcare professionals in support of a healthier world. Since the majority of online learning is offered in English, a large number of rehabilitation professionals remain unable to access these resources. When Ukrainian rehabilitation professionals, who work and learn in Ukrainian mainly, found themselves in a conflict situation and in great need of online evidence-based training resources, language proved to be a barrier to accessibility. With the World Health Organization drawing attention to the profound unmet need for rehabilitation worldwide, it is imperative that language does not become a limitation for professional development for all rehabilitation professionals around the globe.

Purpose: To explore the impact of translation of online professional development coursework on the engagement and the ability to extend access to continuing education for rehabilitation professionals in the Ukraine.

Methods: With a mission to provide universal and equitable access to all physiotherapy knowledge, Physiopedia Plus, an online learning platform for rehabilitation professionals recognized the urgency for evidence-based knowledge to be readily available in Ukrainian. On 18 March 2022, Plus published a program of nine, comprehensive, targeted courses on Rehabilitation in Disaster and Conflict and translated to Ukrainian with the use of translation software and plug-ins, as well as a Translation Team of healthcare professionals proficient in Ukrainian. Thematic analysis of engagement data and testimonials will be presented.

Results: The preliminary data reflected that, within a two-month period (18 March - 13 May 2022), when available only in English, the Rehabilitation in Disasters and Conflict courses were accessed by 534 rehabilitation professionals. 29% of these professionals were from Ukraine. Then when available in Ukrainian, for a similar period of 2 months (13 July - 14 September 2022), the same courses were accessed by 267 rehabilitation professionals of which 49% were from Ukraine. In terms of learning activities accessed, 729 out of 2804 (26%) were in Ukrainian. Further information will be presented regarding the engagement data for this program, comparing access to translated versus non-translated learning activities and qualitative data in the form of knowledge-user feedback and testimonials on the impact of available translation.

Conclusions: When given the opportunity to learn in their own language, Ukrainian rehabilitation professional’s engagement radically increased. The translation of online learning material to Ukrainian allowed professionals in the country to access essential knowledge and skills related to their unique situation. Globalization, sharing knowledge, and working together to tackle professional challenges is the future. We have the means to make rehabilitation knowledge accessible to all. Using innovative technology and an efficient translation process has shown to greatly support our will to empower rehabilitation professionals around the globe.

Implications: With online learning capability, comes great possibilities. We are internationally developing new ideas of uniformity in terminology, guidelines, collecting information, but also expertise that come with sharing ideas and knowledge. For this, one has to consider not only the communication technologies but also language. Let’s include the whole world in our conversation and achieve greatness.

Funding acknowledgements: Funded by the support of the American people through the United States Agency for International Development (USAID) through ReLAB-HS.

Keywords:
Online learning
Accessibility
Language

Topics:
Globalisation: health systems, policies & strategies
Education
Disaster management

Did this work require ethics approval? Yes

Institution: Johns Hopkins University School of Public Health

Committee: Institutional Review Board

Ethics number: IRB No. 21399