Workshop: Female Genital Schistosomiasis (FGS) (2023, French language) (version 1.0)

Title Data set from the Workshop: Female Genital Schistosomiasis (FGS) (2023, French language) (version 1.0) Research audience Health professionals from all system levels, funders, and learning architects interested in innovative digital peer learning approaches to address health inequities related to neglected tropical diseases and build resilient health systems. Credits Author The Geneva Learning Foundation Av. Louis-Casaï 18, 1209 Genève, Switzerland [e-mail] Principal investigator Kari Eller, Department of Lifelong Education, Administration, and Policy, University of Georgia [e-mail] (Under the direction of Karen E. Watkins, Professor, Department of Lifelong Education, Administration, and Policy, University of Georgia, [e-mail]) Corresponding author Charlotte Mbuh, The Geneva Learning Foundation [e-mail] Project partners The Geneva Learning Foundation: Reda Sadki, Charlotte Njua Mbuh, Kari Eller Bridges to Development: Julie Jacobson, Amy Nwoku, Nicole Vecchio, and Caroline Pensotti Theoretical framework This dataset builds upon the theoretical framework developed by Reda Sadki through his research and practice predating the creation of The Geneva Learning Foundation in 2016. Key concepts in this framework include digital networks as learning infrastructure, knowledge creation through informal and incidental learning strategies, and scale enhancement (Cope & Kalantzis, 2013; Schön, 1995; Watkins & Marsick, 1993, 1997; Wenger et al., 2011). Recent publications on the model include Eller (2025), Umbelino-Walker et al. (2024), and Watkins et al. (2022). Roles and responsibilities - Design: Reda Sadki - Implementation (sample collection): Reda Sadki, Charlotte Mbuh - Processing: Charlotte Mbuh - Anonymization: Charlotte Mbuh, Nicole Vecchio - Data cleaning: Charlotte Mbuh, Nicole Vecchio - Investigation: Reda Sadki, Charlotte Njua Mbuh, Kari Eller, Julie Jacobson, Amy Nwoku, Nicole Vecchio, and Caroline Pensotti - Submission: Kari Eller - Theoretical framework: Reda Sadki Funding sources or sponsorship that supported the data collection The END Fund (https://end.org/) funded the 2023 FGS workshop. Kari Eller's doctoral research was supported by a grant funding from The Geneva Learning Foundation (TGLF) (https://www.learning.foundation). Recommended citation The Geneva Learning Foundation, 2023. Anonymized Data set from the Workshop: Female Genital Schistosomiasis (FGS) (2023, French language) (version 1.0) [Data Set]. The Geneva Learning Foundation. DOI: 10.5281/zenodo.15441098 Description of the sample File list -2023 FGS_Phase 1_Data Set_Anonymous: Deidentified participant responses in English (application, n=1686; pre survey, n=786; post survey, n=330). The Geneva Learning Foundation, 27 June 2023. -2023 FGS_Phase 2_Data Set_Anonymous: Deidentified participant responses in English (pre survey, n=145; week 1, n=86; week 2, n=79; post survey, n=71). The Geneva Learning Foundation, 12 December 2023. Relationship between files Participant index numbers from the 2023 FGS_Phase 1 and 2023 FGS_Phase 2 data sets can be connected. Related data sets None Other publicly accessible locations of the data This data set does not exist in any other publicly accessible locations. Purpose and objectives Primary goal of the survey/data collection Data were collected from health professionals at all system levels interested in participating in the Workshop: Female Genital Schistosomiasis (FGS) in 2023. These data were used to select participants. For both phases, participants completed pre- and post-course surveys developed by The Geneva Learning Foundation. These surveys included both quantitative and qualitative elements. The pre-course survey established baseline knowledge, competencies, and status, while the post-workshop survey assessed learners around a range of issues and provided participants with an opportunity to reflect on their experiences. Population and sample The target population was participants of the 2023 FGS workshop for Francophone Africa. Participants were selected based on their ability and availability to connect. Efforts were made to ensure diverse representation in gender, health system tiers, and professional roles, with a focus on donor-prioritized areas, particularly the Democratic Republic of the Congo. A total of 1,686 health professionals applied for Phase 1, out of which 786 participants from 19 countries were accepted. Of these, 255 participants completed Phase 1. For Phase 2, 145 participants applied, and 71 participants completed the course. Participants spoke French. Data collection and methodology Survey design and methods Data collection period: 07 March 2023 - 09 December 2023 The call for online applications to Phase 1 of the 2023 FGS workshop for francophone Africa was launched through the Geneva Learning Foundation’s FGS community, created in 2021, and disseminated through TGLF and Bridges networks. Participants received a link to complete the online pre- and post-surveys for each phase with a personalized email. In Phase 2, participants also received two additional personalized emails (one per week), asking them to 'check-in' or share their progress on meeting their action plan goal in online surveys. Participants could fill out the surveys at any time within the time frames listed below. Phase 1 pre survey: 07 March 2023 to 14 April 2023 Phase 1 post survey: 14 June 2023 to 26 June 2023 Phase 2 pre survey: 08 October 2023 to 25 October 2023 Phase 2, week 1 progress check-in: 07 November 2023 to 11 November 2023 Phase 2, week 2 progress check-in: 14 November 2023 to 17 November 2023 Phase 2 post survey: 24 November 2023 to 09 December 2023 The surveys were developed by The Geneva Learning Foundation. Events during data collection None Data processing and cleaning -Incomplete or inconsistent responses: Respondents could opt out of specific survey sections or skip questions. -Data transformations or imputations: Automated translation of French data was performed using [Google Translate] (https://translate.google.com/) -Treatment of outliers or extreme values: None Variables and measures The survey included Likert scale questions and open-ended qualitative texts based on the conceptual framework for Value Creation Stories (VCS) developed by Wenger et al. (2011). There are no derived or calculated variables. Items include Likert scale responses, multiple-choice questions, and open-text responses. Data quality and reliability All the responses outside of the indicated timeframes (see ## Survey design and methods) were excluded from the sample. Data privacy and anonymization Personally identifiable information/PII (i.e., participant name, province/state/region name) was removed. IDs were created to track participants' progress throughout the 2023 FGS workshop. Any PII found should be reported to [e-mail]. Data availability and accessibility This is the English data set (translated version) of the FGS workshop (2023). It is not available in other online locations. The French data set (original version) is available from The Geneva Learning Foundation Insights Unit ([e-mail]). Ethical considerations Ethical guidelines followed during data collection: TGLF’s research abides by the principles of the Cantonal Commission for Research Ethics (CCER), the Federal Law on Research on Human Beings (RS 810.30), the Swiss Human Research Act (HRA), and the Ordinance on Organisational Aspects of the Human Research Act (HRA Organisation Ordinance, OrgO-HRA). Informed consent and participant rights information: Participants confirmed their agreement to use their responses “for research, learning, evaluation, communication, and advocacy, in line with the Foundation’s mission.” Participants who did not want their responses used for research purposes were removed from the dataset. Copyright, license, and general disclaimer Version 1.0 (16 May 2025) reviewed internally. Citation: The Geneva Learning Foundation, 2023. Anonymized Data set from the Workshop: Female Genital Schistosomiasis (FGS) (2023, French language) (version 1.0) [Data Set]. The Geneva Learning Foundation. 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For named contributors, explicit permission has been obtained to associate their names with their submissions. For anonymous contributors, identities are withheld. This choice does not affect the contribution’s value or how it is used by TGLF. Contact: For general inquiries or questions, please contact us at [e-mail] https://www.learning.foundation/insights Images © 2025 The Geneva Learning Foundation Collection References Cope, B., Kalantzis, M., 2013. Towards a new learning: the scholar social knowledge workspace, in theory and practice. E-Learning and Digital Media, 10(4), 332–356. DOI: 10.2304/elea.2013.10.4.332 Eller, K., 2025. Enstorying global health landscapes of learning: a review and analysis of complexly coevolving practice (Publication No. pending) [Doctoral dissertation]. University of Georgia, ProQuest. Sadki, R., 2021. What does the changing nature of knowledge mean for global health? Learning to make a difference. Reda Sadki. DOI: 10.59350/zrprz-q3642 Sadki, R., 2023. What learning science underpins peer learning for Global Health? Learning to make a difference. Reda Sadki. DOI: 10.59350/wmnja-epd48 Sadki, R., 2024. How can we reliably spread evidence-based practices at the speed and scale modern health challenges demand? Learning to make a difference. Reda Sadki. DOI: 10.59350/cqxmj-3bd96 Sadki, R., 2024. Knowing-in-action: bridging the theory-practice divide in global health. Reda Sadki. DOI: 10.59350/4evj5-vm802 Schön, D.A., 1995. Knowing-in-action: the new scholarship requires a new epistemology. Change: The Magazine of Higher Learning 27, 27–34. DOI: 10.1080/00091383.1995.10544673 Siemens, G., 2006. Knowing knowledge. Lulu.com. https://www.lulu.com/shop/george-siemens/knowing-knowledge/paperback/product-545031.html The Geneva Learning Foundation, 2023. An invitation from The Geneva Learning Foundation and Bridges to Development–Special Event: Tackling Female Genital Schistosomiasis (FGS). https://www.learning.foundation/fgs The Geneva Learning Foundation, 2023. Atelier 2023: La bilharziose génitale chez la femme (BGF). Découvrez l’un des problèmes de santé sexuelle et reproductive les plus négligés en Afrique subsaharienne. https://www.learning.foundation/bilharziose-genitale-femme Umbelino-Walker, I., Szylovec, A.P., Dakam, B.A., Monglo, A., Jones, I., Mbuh, C., Brooks, A., 2024. Towards a sustainable model for a digital learning network in support of the Immunization Agenda 2030–A mixed methods study with a transdisciplinary component. PLOS Global Public Health, 4(12), e0003855. DOI: 10.1371/journal.pgph.0003855 Watkins, K.E., Marsick, V.J., 1993. Sculpting the learning organization: lessons in the art and science of systemic change. Jossey-Bass. Watkins, K.E., Marsick, V.J., 1997. Dimensions of the learning organization questionnaire. Partners for the Learning Organization. Watkins, K.E., Sandmann, L.R., Dailey, C.A., Li, B., Yang, S.-E., Galen, R.S., Sadki, R., 2022. Accelerating problem-solving capacities of sub-national public health professionals: an evaluation of a digital immunization training intervention. BMC Health Serv Res 22, 736. DOI: 10.1186/s12913-022-08138-4 Wenger, E., Trayner, B., de Laat, M., 2011. Promoting and assessing value creation in communities and networks: a conceptual framework (Rapport No. 18). Oitpen Universiteit, Ruud de Moor Centrum.