Objective/Hypothesis: We aimed to determine whether an 8-week online training program for developing skills in short course development and delivery was effective in establishing locally driven, sustainable, evidence-based training for Bangladeshi hand therapists. Materials and Methods: Five Bangladeshi therapists from a rehabilitation center participated in the course, which was facilitated online by an Australian university. They completed 8 prerecorded modules over a 3-month period and were assessed in situ on their ability to deliver a hand therapy tutorial to their peers. A qualitative explanatory case study design was used to evaluate outcomes, drawing on data gathered from precourse, postcourse, and 1-year follow-up surveys, observations (including interactions during the course and final participant presentations), and a postcourse focus group. Results: The course achieved 6 of its 9 objectives, with all participants satisfactorily planning and delivering an evidence-based interactive tutorial to their peers. Participants noted improved competence and confidence in searching for evidence, and developing and executing a teaching plan. This was sustained at 1-year review. The key theme was a shift in participants’ concept of learning from being an expert-driven to a self-driven exercise. Enablers were multimodal teaching techniques, the presence of a local leader, and the establishment of informal peer support. Barriers were logistical issues such as access to reliable Internet services, and late delivery of course materials. Conclusions: Online distance education can be effective in producing sustainable change in practitioner skills in developing countries. Future programs would benefit from a blended learning approach incorporating “face-to-face” instructor contact.
