## 3 Findings of Feedback and Readiness Survey  
The questionnaire-based survey had the participation of 27 general practitioners that completed the survey with a 66% response rate. Average age of participating MPs was 44 years with an average of 15 years of medical practice experience in a primary healthcare setting. A great degree of variation is found in the MPs' assessment of a facilitator's knowledge about a subject and gave an average score of 7.4 with a range 0 to 10. Similarly, a comparable level of variation was also found in the ratings of MPs for their satisfaction with the quality of training provided to them at the time of induction (i.e., mean score was 7 and range was 3 to 10). One respondent suggested improvement in a training facilitation role and said that:  
\"Facilitator should engage all participants and provide training in such a way that all participants understand it easily\". In total, 44% of the MPs (n = 12) were discouraged with the length of the course and found it increasingly difficult to participate in 6-h long daily sessions for three days. More than half (n = 16) found it practically difficult to attend three days of training. Only 6 MPs were comfortable with a classroom-based training arrangement. One of the MPs explained his experience as:  
\"daily requirement for participation in training should be of two hours, because it becomes increasingly difficult to participate in long training sessions and shutting down clinical practice during that time\". Another MP referred that \"Basic (induction) training should be arranged in classroom-based settings while refresher trainings can be arranged at a clinic, because in basic training more time and concentration is required which one will not be able to assign due to patient load\". One MP provided a suggestion on changing the training approach and said that \"Overall quality of training was good; however, refresher sessions should be conducted on a regular basis with use of pre- and post-test to assess change in knowledge\". Other suggestions included a scenario-based feedback session, manifestation and management of high-risk groups, and a session on behavior change communication strategies. All of the MPs use mobile phone or computer for gaining medical knowledge either on a daily basis (n = 20) or occasionally (n = 7). However, all the MPs agreed that technology and need-based training modules will work better for them. Almost all of the MPs (n = 24) think that training provided at their clinic is more feasible and all the MPs (n = 27) liked the idea of an in-App quiz to assess learning outcomes. Further, 26 MPs thought that learning through game will improve their engagement and they identified different learning needs, such as diagnosis for TB (n = 7), treatment protocol (n = 10), and case management (n = 10). Twenty-four of the participating MPs thought that game scores from participating MPs will have a motivational effect, however, one MP said:  
\"I will not be comfortable to share my scores in game as my colleagues may develop a negative perception about me, however, I also think that it can motivate you to participate if you are performing well and you know that others will see your scores\". One MP, having 65 years of age, said:  
\"In this mature age, we are generally afraid of technology related things because of our age, but I think whenever I overcame this fear in the past, I received great benefit from the use of technology. So, I think a technology-based training solution is a need of time and we should eliminate our fears pertaining to technology\". All the participating MPs expressed their interest in prototype testing and liked the idea of accrediting this training course with the Pakistan Medical and Dental Council (a regulatory authority in Pakistan). Further, 80% of the MPs think that technology-based training methodology is better than classroom-based training methodology.