Objective: An adaptation of the newborn hearing screening personnel certification course to an online platform started development in June 2020. It was then implemented in July 2020. The current study aimed to evaluate the initial implementation of the online adaptation of the universal newborn hearing screening certification course among participants. Methods: Through a concurrent mixed-methods research design, the study triangulated program outcomes, course evaluation, and key informant interviews of participants from July to November 2020 to evaluate the initial implementation of the course. Results: The certification course participants had an overall positive experience with the initial implementation of the online adaptation. Only a minority of participants expressed their dissatisfaction with the course evaluation form. Moreover, the key informant interviews showed more detailed areas of improvement. Conclusion Despite the course's high ratings and administrative strengths, the use and features of Canvas as a learning management system were needed for participants to maximize the course. Furthermore, improvements in the presentation of the lectures and increasing the interactivity and engagement of the learning materials were recommendations in the refinement of the online course.
Education, Distance

Background: Universal newborn hearing screening is mandated in the Philippines through the Universal Newborn Hearing Screening and Intervention Act of 2009 (RA 9709). Newborn hearing screening (NBHS) centers are required to perform screening tests, compile and submit data on screened newborns, and advise parents on the subsequent steps after NBHS. Objective: The study aimed to conduct a survey of the implementation of the Universal Newborn Hearing Screening and Intervention Program (UNHSIP) in the different regions of the country; and assess the information technology (IT) capabilities of hearing centers. Methods: Fifty-one NBHS centers across twelve regions were surveyed through on-site inspections in 2016. Data was gathered on the centers’ testing capability, staffing, access to specialists, use of local protocols, connectivity, and IT capabilities. Results: All surveyed centers followed the recommended protocols of the Manual of Operations of the Universal Newborn Hearing Screening and Intervention Act of 2009 (RA 9709). Among the 12 regions visited, only five (41.67%) had Category C centers with confirmatory testing and early amplification services as recommended. Majority of facilities (96.1%) were staffed by trained and certified personnel. A small percentage had access to subspecialists such as clinical audiologists (39.2%) and speech-language pathologists (23.5%). All facilities had computer access, but only 58.8% had internet access. Majority (94.1%) of the centers visited were not using the recommended data submission methods, specifically the use of registry cards and the online registry. Only 27.5% of centers had data on newborns who underwent confirmatory testing or early intervention. Conclusion Facilities were found to be compliant to NBHS screening protocols and majority complied with certification requirements for staff; but were found to be non-compliant with use of registry cards or the online registry. Majority of centers were able to contact the parents of neonates who did not pass newborn screening, but had no system to track outcomes. Lack of confirmatory and early intervention services in identified areas emphasize the need for development of regional centers. It is recommended that measures to improve the utilization of the online registry are taken.
Neonatal Screening

Objective. The current paper aimed to discuss developing the online newborn hearing screening certification course and revisions made from pre-pandemic face-to-face strategies to the online implementation in response to COVID-19 limitations. Furthermore, it aimed to create recommendations for the refinement of the course.

Methods. The development of the adaptation consisted of document review, focus group discussions among program faculty before and after implementation, which covered the demand for the certification course, opportunities for adaptation, situational limitations, and online implementation advantages and concerns. In addition, a cost-benefit analysis of the online course was done.

Results. The certification course was developed within a month and retained the same learning objectives going into an online implementation. One significant change was the addition of a local experience module which allowed for the participation of regional newborn hearing screening coordinators. More resources were required from both instructors and learners to implement successfully. Due to the asynchronous nature of the online course, the evaluation scheme was adapted accordingly. However, teaching strategies were limited. The pricing of the course was also not optimal.

Conclusion. Although there were merits in adapting the certification course to the online learning platform, there were areas for refinement. These were the alignment of all course modules to learning objectives, the addition of varied teaching methods, and the revision of pricing for the course.