scholarly journals RE-AIMing COVID-19 online learning for medical students: a massive open online course evaluation

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yusuf Yilmaz ◽  
Ozlem Sarikaya ◽  
Yesim Senol ◽  
Zeynep Baykan ◽  
Ozan Karaca ◽  
...  
Keyword(s):  
Public Health ◽  
Medical Students ◽  
Clinical Training ◽  
Medical Schools ◽  
Course Evaluation ◽  
Online Course ◽  
Accurate Information ◽  
Free Text ◽  
Massive Open Online ◽  
Massive Open Online Course

Abstract Background Clinical training during the COVID-19 pandemic is high risk for medical students. Medical schools in low- and middle-income countries (LMIC) have limited capacity to develop resources in the face of rapidly developing health emergencies. Here, a free Massive Open Online Course (MOOC) was developed as a COVID-19 resource for medical students working in these settings, and its effectiveness was evaluated. Methods The RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework was utilized to evaluate the effectiveness of MOOC in teaching medical students about COVID-19. The data sources included the student registration forms, metrics quantifying their interactions within the modules, students’ course feedback, and free-text responses. The data were collected from the Moodle learning management system and Google analytics from May 9 to September 15, 2020. The research team analyzed the quantitative data descriptively and the qualitative data thematically. Results Among the 16,237 unique visitors who accessed the course, only 6031 medical students from 71 medical schools registered, and about 4993 (83% of registrants) completed the course, indicating high levels of satisfaction (M = 8.17, SD = 1.49) on a 10-point scale. The mean scores of each assessment modules were > 90%. The free-text responses from 987 unique students revealed a total of 17 themes (e.g., knowing the general information on COVID-19, process management of the pandemic in public health, online platform use, and instructional design) across the elements of the RE-AIM framework. Mainly, the students characterized the MOOC as well-organized and effective. Conclusions Medical students learned about COVID-19 using a self-paced and unmonitored MOOC. MOOCs could play a vital role in the dissemination of accurate information to medical students in LMIC in future public health emergencies. The students were interested in using similar MOOCs in the future.

scholarly journals Learning from each other in the COVID-19 pandemic

2020 ◽  
Vol 5 ◽  
pp. 105
Author(s):  
Anna C. Seale ◽  
Maryirene Ibeto ◽  
Josie Gallo ◽  
Olivier le Polain de Waroux ◽  
Judith R. Glynn ◽  
...  
Keyword(s):  
Public Health ◽  
Social Constructivism ◽  
Tropical Medicine ◽  
Online Course ◽  
London School ◽  
Open Education ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Communities Of Learners ◽  
Health Messaging

The increase in cases of coronavirus disease 2019 (COVID-19) worldwide has been paralleled by increasing information, and misinformation. Accurate public health messaging is essential to counter this, but education may also have a role. Early in the outbreak, The London School of Hygiene & Tropical Medicine partnered with FutureLearn to develop a massive open online course (MOOC) on COVID-19. Our approach was grounded in social constructivism, supporting participation, sharing uncertainties, and encouraging discussion. The first run of the course included over 200,000 participants from 184 countries, with over 88,000 comments at the end of the three-week run. Many participants supported each other’s learning in their responses and further questions. Our experience suggests that open education, and supporting the development of communities of learners, can complement traditional messaging, providing a sustainable approach to countering the spread of misinformation.

Evaluation of a massive open online course for just-in-time training in resource-limited settings: evidence from a COVID-19 course for healthcare workers (Preprint)

2020 ◽  
Author(s):  
Matthew Charles Strehlow ◽  
Kelly Zhang Aluri ◽  
Jamie Sewan Johnston ◽  
Charles G Prober ◽  
Peter Corrigan Acker ◽  
...  
Keyword(s):  
Public Health ◽  
Online Courses ◽  
Course Completion ◽  
Online Course ◽  
Massive Open Online ◽  
Final Exam ◽  
Middle Income ◽  
Middle Income Countries ◽  
Massive Open Online Course ◽  
The Impact

BACKGROUND The COVID-19 pandemic created an urgent global need for healthcare worker (HCW) training. Initial COVID-19-related online courses focused primarily on training public health workers and physicians caring for patients in intensive care units (ICUs). However, in resource-constrained settings, nurses and general practitioners are responsible for providing most COVID-19 patient medical care, typically lacking the training and equipment necessary to manage complex, critically ill patients. In these environments, early recognition and interventions to prevent patient deterioration are essential to optimizing outcomes. We developed a massive open online course (MOOC) for HCWs in resource-constrained settings aimed at training bedside providers caring for patients with COVID-19. OBJECTIVE This study evaluates the impact of this MOOC by assessing HCW course engagement, knowledge, confidence in caring for COVID-19 patients, and user experience. METHODS From May thru June of 2020, the course was rapidly developed by a team of physicians, educators, medical illustrators, and education technology staff, and was subsequently launched on two online platforms in July 2020. The approximately 4-hour course comprises 6 video-based modules with accompanying handouts. Student knowledge was assessed using pre- and post-module quizzes and a final exam, while demographics and user experience were evaluated by pre- and post-course surveys and data collected through the platforms. RESULTS From July 17th to September 24th, 30,859 students enrolled, 18,818 started, and 7,101 completed the course. Most participants worked in healthcare (86%) and resided in lower middle- (36%) or upper middle- (21%) income countries. Higher course completion rates were observed among learners who were from upper middle-income (aOR 1.152 [95% CI 1.019-1.303]) and lower middle-income countries (aOR 1.229 [95% CI 1.104-1.368]). Significant knowledge gains were observed from pre-module (mean 56% [SD 17%]) to post-module quizzes (80% [SD 15%], P<.001), and from pre-module quizzes to the final exam (78% [SD 17%], P<.001). After course completion, participants reported increased self-efficacy regarding the course objectives, with a 0.63 mean increase on a 4-point scale (95% CI [0.60,0.66]). Overall, there was high satisfaction with the course experience, with 93% of participants reporting they would recommend the course to others. CONCLUSIONS This study demonstrates the potential of MOOCs to rapidly provide access to emerging medical knowledge during a public health crisis, particularly for HCWs in high- and middle-income countries. Further research is required to understand the impact of such online courses on patient care and how to better reach learners in low-income countries.

scholarly journals Learning from each other in the COVID-19 pandemic

2021 ◽  
Vol 5 ◽  
pp. 105
Author(s):  
Anna C. Seale ◽  
Maryirene Ibeto ◽  
Josie Gallo ◽  
Olivier le Polain de Waroux ◽  
Judith R. Glynn ◽  
...  
Keyword(s):  
Public Health ◽  
Social Constructivism ◽  
Tropical Medicine ◽  
Online Course ◽  
London School ◽  
Open Education ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Health Messaging

The increase in cases of coronavirus disease 2019 (COVID-19) worldwide has been paralleled by increasing information, and misinformation. Accurate public health messaging is essential to counter this, but education may also have a role. Early in the outbreak, The London School of Hygiene & Tropical Medicine partnered with FutureLearn to develop a massive open online course (MOOC) on COVID-19. Our approach was grounded in social constructivism, supporting participation, sharing uncertainties, and encouraging discussion. The first run of the course included over 200,000 participants from 184 countries, with over 88,000 comments at the end of the three-week run. Many participants supported each other’s learning in their responses and further questions. Our experience suggests that open education can complement traditional messaging, potentially providing a sustainable approach to countering the spread of misinformation in public health.

scholarly journals Could a massive open online course be part of the solution to sport-related concussion? Participation and impact among 8368 registrants

2020 ◽  
Vol 6 (1) ◽  
pp. e000700
Author(s):  
Pierre Fremont ◽  
Kathryn Schneider ◽  
Anne Laroche ◽  
Carolyn Emery ◽  
Keith Yeates
Keyword(s):  
Public Health ◽  
Leisure Activities ◽  
French Language ◽  
Online Course ◽  
Public Health Issue ◽  
Massive Open Online ◽  
Public Health Burden ◽  
The Public ◽  
Massive Open Online Course ◽  
The Impact

ObjectivesA massive open online course (MOOC) has the potential to help address the public health burden of concussion across all levels of sport and leisure activities. The main objectives of this study were to document the volume of participation and to estimate the impact of a MOOC on concussion protocol implementation.MethodsBetween April 2016 and October 2018, four editions of a French-language MOOC on concussion were presented. Each of the six modules contains a section presenting the main learning content and a section proposing a reflective process to support the implementation of a concussion protocol in the participant’s environment. The proportion of registrants who achieved successful completion of the course was the main outcome. Surveys were also used to document the types of participants and their intent to implement or update a protocol.ResultsThirty per cent of 8368 registrants successfully completed the course. Of the 3061 participants who completed a survey about their background, 58.8% were healthcare professionals, 16.3% were sport or school stakeholders, and 10.1% were parents or persons who sustained a concussion. Of the 1471 participants who completed a survey about their intent to implement or update a concussion protocol in their environment, 39.4% answered positively.ConclusionThis study describes the first use of a MOOC to address the issue of concussion. The experience of a French-language MOOC shows promising results supporting the use of this innovative educational strategy as part of the solution to the public health issue of concussion.

sentiment analysis on massive open online course evaluation

2021 ◽  
Author(s):  
Xiaowei Yan ◽  
Guangmin Li ◽  
Qian Li ◽  
Jiejie Chen ◽  
Wenjing Chen ◽  
...  
Keyword(s):  
Sentiment Analysis ◽  
Course Evaluation ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

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