Qualitative assessment of a virtual cardiovascular medical education program in Haiti

Local physicians in-training experiences

Bibliographic Data

ID22425255
AuthorsMarwa Ilali (0000-0002-2574-1134, McGill University Health Centre), Virginie Clavel (McGill University), Veronika Panagiotou (Point Park University), Mlka Mengesha (California University of Pennsylvania), Giovanni Léon Policard (University of Haiti), Carmene Altagracia Moïse (Hôpital Universitaire Dupuytren), Tamara Petit-Homme (L'Hôpital Universitaire Justinien), David Etienne (0000-0001-6388-7241, University of Haiti), Abdul Cadri (0000-0002-4993-6737, McGill University Health Centre), Eliezer Dade (0000-0002-3060-8434, Hôpital Universitaire Dupuytren), Calixte Dawson (0000-0001-7162-0088, Hôpital Universitaire Dupuytren), Michel Ibrahim (0000-0001-9624-0698), Veauthyleau Saint-Joy (IAC (United States), corresponding author), Veauthyelau Saint-Joy, Norrisa Haynes (0000-0001-8028-7133, Terre des Hommes)
Year2026
Publication date2026-06-29
Open AccessYes
TypeARTICLE
VenueBMC Medical Education (JOURNAL)
Journal identifiersISSN: 1472-6920 • E-ISSN: 1472-6920
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1186/s12909-025-06763-1
PMID42374418
OpenAlexW4392452273
LanguageEN
References cited2

BACKGROUND: Haiti faces challenges in accessing equitable healthcare and medical education due to limited resources. Cardiovascular disease burden is high, necessitating a well-trained cardiovascular workforce. The International Cardiology Curriculum Accessible by Remote Distance Learning (ICARDs) program, launched in 2019, addresses this need by providing virtual cardiovascular education. This study aimed to explore the perceptions and experiences of internal medicine residents and physicians participating in the ICARDs program, focusing on their expectations, facilitators, barriers, and recommendations for improvement. A qualitative research approach was adopted, conducting three focus groups with participants in three different hospitals across Haiti. METHODS: The study utilized a Unified Theoretical Framework of Learning Theories as a structured framework to identify themes. A deductive content analysis was employed to identify barriers and facilitators and valuable information from participants' responses. RESULTS: Participants expressed high expectations and reported positive experiences with the ICARDs program. They acknowledged its positive impact on patient care and the development of their medical skills. However, some concerns were raised regarding course content and irregularities in the program. CONCLUSIONS: The ICARDs program fulfills participants' expectations for cardiovascular education and fosters a supportive community. To enhance its effectiveness, addressing content concerns and infrastructure limitations is essential. The study's findings provide valuable insights for program organizers to tailor the ICARDs program and better meet the participants' needs.

Geography · Medical education · Qualitative research · Sociology · Virtual reality · Virtual training · Computer Science · Global Health and Surgery · Medicine · Psychology · Telemedicine and Telehealth Implementation · Artificial Intelligence

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