Introduction: Between 2020 and 2022, our team developed and facilitated a remote engagement training program for veterinarians in Algeria on community engagement to prevent transboundary animal disease (TADs) and implement biosecurity. Through this remote engagement with two cohorts, participants received critical knowledge on identifying and reporting TADs that have zoonotic and economic consequences, biosafety, biosecurity, and sample handling and transportation. Additionally, participants were introduced to active learning training techniques that can be utilized during engagements with non-technical and low-literacy stakeholders working with livestock. Following the completion of the remote training, the team continued this engagement through a remote mentorship program supporting participants to continue the development of their community engagement plans and training materials.
Methods: The trainings were conducted via Zoom for experienced, highly-trained scientific professionals. The goals and objectives of the training included identify TADs; develop knowledge and skills to training local small farmers in general biosafety and biosecurity practices; reduce disease transmission between animals, reduce zoonotic diseases transmission to veterinarians and farmers and improve the identification and reporting of TADS. Although the training was remote, trainings included a variety of interactive components and active learning techniques, including group white boarding sessions, facilitated scenarios, Q&A, teach-back presentations, polling, and breakout sessions. Participants’ knowledge was assessed via survey, designed to gauge their level of knowledge before beginning the training. Throughout the training, pre- and post-training assessments were then used to their assess comprehension of the material and effectiveness of the training.
Results: Participants demonstrated significant knowledge gained in multiple areas, including recognition of clinical presentation, diagnosis, transmission, prevention, biosecurity and biosafety measures, economic impact, and sample collection. They developed and implemented community engagement plans intended to disseminate this knowledge among livestock holders in their community. Additionally, they built relationships with colleagues who could provide future support. Perhaps most importantly, the participants demonstrated the importance of building networks of support for community engagement.
Conclusion: Overall, the remote training as very successful. Although there were challenges to implementing biosecurity principles outside of the laboratory environment, there are advantages to remote learning. Participants were highly motivated and interested in learning about the subject material. Participants were incredibly engaged throughout the program; this was enhanced by the active learning techniques used. Facilitators also discussed active learning as an intentional tool at the very start of the process, so participants better understood the pedagogy of the tools. This led to more interaction from the participants throughout the duration of the program. Adaptations for training in critical knowledge and active learning techniques in a remote learning platform can be effective in engaging participants, increasing retention, allowing practice of training skills, and encouraging relationship-building within the training cohorts.