Thirty-six Assistant Medical Officer students were trained during the course in two groups using different training approach: individual computer learning and LCD projected teaching. The facilitator student ratio for ICATT learning/teaching was 1:9 in the individual group and 1:6 in the LCD group. The facilitator student ratio in clinical practice sessions was 1:4 in both groups. Of the total 60 working hours 31 (50.8%) were devoted to work with ICATT, 21.5 hours (35.8%) to clinical practice sessions; remaining 13.4% of time was devoted to opening and closing sessions and activities complementing the ICATT training (e.g. tests, reviews, role plays, drills). Eleven observers were present during the training course.

Preliminary evaluation of the course was presented at the wrap up meeting that took place in Ifakara on 5 November. Both training methods used were successful and the evaluation has shown that at the end of the course the participants of both groups had IMCI knowledge and clinical skills required. The data presented and feedback from the observers, facilitators, and students were discussed and conclusions and recommendations made. The overall comments on the IMCI training player were positive. Some pedagogical adaptation of the ICATT training player will however be needed. Detailed evaluation of the training course will be provided by the Ifakara Research Institute.

The need for facilitator aid/guidelines for each type of training was express early in the training course. ICATT training support Part 2: Guidelines for computer training and classroom activities ICATT version 1 provides options for various training configurations. Global ICATT team started to revise these general guidelines to develop two specific facilitator aids – one for facilitated individual learning and one for LCD projected teaching. Feedback received on the aid from several of the observers will be used to finalize the tool. Full report about the course is available from WHO CAH/HQ.