Abstract:
Purpose: Clinical pathways are a means of translating universal clinical guidelines into local protocols to
inform clinical practice. This study aimed to evaluate the effectiveness of using a blended learning approach for
providing instruction and building competency on the development of breast cancer clinical pathways, using the
guidelines from the National Cancer Control Network (NCCN). Methods: A one-group pretest-post test design
was used for this study. Participants included healthcare providers and students in Nigeria, who were recruited
through social media and professional organizations. The intervention was an online course delivered through
Google Classroom, followed by two-day workshops at three locations. Data collection involved pre and post-tests
scores from the online course, self-reported evaluation, as well as objective grading of in-person group projects.
Results: Over 400 individuals joined the online course while 90 participated in the in-person workshops. Most
participants (259/408, 63%) had no prior experience with online education, with an average age of 27.46 (±9.25)
years. Data analysis revealed significant increases in mean knowledge scores across all groups from pretest
(M=12.76, SE = 0.60) to post test (M =17.25, SE =0.38) p<0.001. Self-reported evaluation showed higher
scores regarding chemotherapy administration for blended learning participants. Objective competence scores
in developing clinical pathways ranged from 63% to 87%, across three sites. Conclusion: Findings reveal that
both an online course alongside in-person workshops can be effective strategies for improving the knowledge
and competence respectively of healthcare professionals on clinical pathways development. Participants in the
blended learning component demonstrated significantly greater improvement in self-reported confidence scores.
We recommend further studies to compare the relative strengths and limitations of these strategies.
