scholarly journals Supporting newly graduated medical doctors in managing COVID-19: An evaluation of a Massive Open Online Course in a limited-resource setting

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257039
Author(s):  
Ardi Findyartini ◽  
Nadia Greviana ◽  
Chaina Hanum ◽  
Joseph Mikhael Husin ◽  
Nani Cahyani Sudarsono ◽  
...  
Keyword(s):  
Comprehensive Evaluation ◽  
Limited Resource ◽  
Online Course ◽  
Medical Doctors ◽  
Massive Open Online ◽  
Participant Satisfaction ◽  
Massive Open Online Course ◽  
Adequate Knowledge ◽  
Resource Setting ◽  
Post Test

Introduction Newly graduated medical doctors in their internships are positioned to strengthen the front line in combating COVID-19. We developed a Massive Open Online Course (MOOC) to equip them with adequate knowledge for COVID-19 management. This paper aims to analyze the MOOC and evaluate participant satisfaction and increase in knowledge after completing the course. Methods An observational study was conducted. Quantitative data were obtained from questionnaires and pre- and post-tests. Responses to open-ended questions of the questionnaires were collected. Analysis using the Quality Reference Framework was also completed. Results The MOOC consisted of fundamental knowledge of COVID-19 (Part A) and further enrichment (Part B), and the content was written in the Indonesian language. A total of 3,424 and 2,462 participants completed the course in August and November 2020, respectively. Most participants agreed that the platform was easy to navigate, the design was interesting, and the content was aligned with their needs. Pre- and post-test scores in Part A’s subjects increased significantly. Factors contributing to and inhibiting usability and areas for improvement were further highlighted. Discussion The use of a specific quality framework facilitated a comprehensive evaluation of the MOOC’s strengths, weaknesses, and areas for future improvements. The participants’ satisfaction and pre- and post-test results showed that the current MOOC holds great potential benefit for continuing education for medical interns joining the frontliners during the pandemic. Future implementation should consider increasing the quality of learning resources, scaling up the platform and its technical supports, and enhancing organizational supports.

scholarly journals Measuring online self-regulated learning among early-career medical doctors in a Massive Open Online Course on COVID-19

2022 ◽  
Vol 7 (1) ◽  
pp. 76-86
Author(s):  
Nadia Greviana ◽  
Dewi Anggraeni Kusumoningrum ◽  
Ardi Findyartini ◽  
Chaina Hanum ◽  
Garry Soloan
Keyword(s):  
Time Management ◽  
Early Career ◽  
Online Course ◽  
Medical Doctors ◽  
Massive Open Online ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Massive Open Online Course ◽  
Management Ability ◽  
Regulated Learning

Introduction: As significant autonomy is given in a Massive Open Online Course (MOOC), online self-regulated learning (SRL) ability is crucial in such courses. We aim to measure the online SRL abilities of early-career medical doctors enrolled in a MOOC. Methods: We performed a cross-sectional study using the Self-Regulated Online Learning Questionnaire-revised version (SOL-Qr). We conducted a three-stage cross-cultural validation of the SOL-Qr, followed by Confirmatory Factor Analysis (CFA). The online SRL ability of 5,432 medical doctors enrolled in a MOOC was measured using the validated SOL-Qr. Results: The CFA of the cross-translated SOL-Qr confirmed its comparability to the original version, with excellent validity & reliability. Participants showed high levels of online SRL during their early careers. Despite high online SRL scores, MOOC completion rate was low. Male participants showed slightly better time management ability than female participants. Participants working in the primary epicentrum for COVID-19 in the country showed lower online SRL scores, while participants who graduated from higher accreditation levels showed better time management ability. Conclusion: The SOL-Qr and its subscales are suitable and valid for measuring the online SRL abilities of medical doctors in a MOOC during their early-career period. Time management ability was associated with previous experience during the medical education period, while other online SRL subscales were mostly associated with workload. However, as the scores did not correlate with the time spent for learning in MOOC, the corresponding learning effort or time spent may be beyond just the commitment to the described MOOC.

Η διδασκαλία των βιολογικών εννοιών στην πρωτοβάθμια εκπαίδευση

2021 ◽  
Author(s):  
Ειρήνη Τζοβλά
Keyword(s):  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Outcome Expectancy ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Post Test

Η διδασκαλία των Φυσικών Επιστημών (ΦΕ) γενικά παρουσιάζει έντονο ενδιαφέρον σε όλες τις βαθμίδες εκπαίδευσης. Ιδιαίτερα σημαντική είναι, όμως, η διδασκαλία τους στην Πρωτοβάθμια Εκπαίδευση, καθώς η φυσική περιέργεια των μαθητών αυτής της ηλικίας μπορεί να αξιοποιηθεί από τον εκπαιδευτικό, ώστε αυτοί να καλλιεργήσουν τον επιστημονικό τους γραμματισμό. Στις ΦΕ ανήκει και η Βιολογία για την οποία υπάρχει έντονο ενδιαφέρον που κυρίως σχετίζεται με την όξυνση σημαντικών προβλημάτων, που αφορούν σε θέματα ασθενειών, περιβαλλοντικά και κοινωνικά. Η πρόσφατη δε πανδημία του κορωνοϊού κατέστησε τον βιολογικό γραμματισμό πιο επίκαιρο και αναγκαίο από ποτέ, καθώς ο μαθητής, θα πρέπει να είναι ενημερωμένος και συνειδητοποιημένος για την πραγματικότητα που βιώνει, ώστε να λαμβάνει αποφάσεις με την ιδιότητα του ενεργού πολίτη. Στο πλαίσιο αυτό σημαντικό ρόλο διαδραματίζει ο δάσκαλος, καθώς διαμεσολαβεί ανάμεσα στα γνωστικά αντικείμενα και τον μαθητή, θέτει και προσπαθεί να ικανοποιήσει τους μαθησιακούς στόχους. Ως εκ τούτου, οι πεποιθήσεις του και κυρίως οι πεποιθήσεις αυτοαποτελεσματικότητάς του (self-efficacy beliefs) επηρεάζουν τον τρόπο διδασκαλίας του, την επιλογή των διδακτικών του πρακτικών, τα μαθησιακά αποτελέσματα και τη στάση του απέναντι στα διάφορα γνωστικά αντικείμενα. Η αυτοαποτελεσματικότητα αποτελεί μία από τις βασικές έννοιες στη θεωρία της κοινωνικής μάθησης του Bandura (1977) και όσον αφορά την αυτοαποτελεσματικότητα του εκπαιδευτικού σχετίζεται με την πεποίθησή του ή μη ότι διαθέτει την ικανότητα να διδάσκει αποτελεσματικά και να επηρεάζει τις επιδόσεις των μαθητών του. Στο πλαίσιο της έννοιας της αυτοαποτελεσματικότητας ο Bandura εντάσσει τις πεποιθήσεις αυτοαποτελεσματικότητας, τις οποίες αναλύει σε δύο διαστάσεις: την προσωπική αυτοαποτελεσματικότητα (personal self-efficacy) και τα προσδοκώμενα αποτελέσματα (outcome expectancy). Η υπάρχουσα βιβλιογραφία περιλαμβάνει σημαντικό αριθμό ερευνών για την αυτοαποτελεσματικότητα των δασκάλων (μελλοντικών και εν ενεργεία) σχετικά με τη διδασκαλία των ΦΕ γενικά. Αντίθετα, μικρός αριθμός ερευνών έχει διεξαχθεί αναφορικά με την αυτοαποτελεσματικότητα των δασκάλων στη διδασκαλία των βιολογικών εννοιών και ακόμη λιγότερες είναι οι έρευνες που εξετάζουν την επίδραση των προγραμμάτων επαγγελματικής ανάπτυξης σε αυτή. Ωστόσο, οι έρευνες, που έχουν ήδη υλοποιηθεί, καταγράφουν αύξηση της αυτοαποτελεσματικότητας των εκπαιδευτικών μετά τη συμμετοχή τους σε προγράμματα επαγγελματικής ανάπτυξης, τα οποία κατά την τελευταία δεκαετία ολοένα και περισσότερο προσφέρονται εξ αποστάσεως με τη μορφή Μαζικών Ανοικτών Διαδικτυακών Μαθημάτων (Massive Open Online Course, MOOCs), εξασφαλίζοντας ευελιξία συμμετοχής και κατάργηση γεωγραφικών και χρονικών περιορισμών. Η παρούσα διατριβή διερευνά τις πεποιθήσεις προσωπικής αυτοαποτελεσματικότητας των δασκάλων ως προς τη διδασκαλία των βιολογικών εννοιών και τις πεποιθήσεις τους για την επίδραση της διδασκαλίας τους στα μαθησιακά αποτελέσματα. Για τον σκοπό αυτό δημιουργήθηκε ένα αξιόπιστο και έγκυρο εργαλείο μέτρησης της αυτοαποτελεσματικότητας (bio-STEBI-A), προσαρμοσμένο στα ελληνικά δεδομένα. Τα αποτελέσματα της αρχικής έρευνας (pre-test) έδειξαν μέτρια αυτοαποτελεσματικότητα των δασκάλων και στις δύο υποκλίμακες του ερωτηματολογίου μέτρησης. Το εύρημα αυτό οδήγησε στον σχεδιασμό και την υλοποίηση ενός εξ αποστάσεως ηλεκτρονικού προγράμματος επαγγελματικής ανάπτυξης δασκάλων, μορφής MOOC, που αξιοποιούσε Ψηφιακό Εκπαιδευτικό Περιεχόμενο και Ανοικτούς Εκπαιδευτικούς Πόρους στη διδασκαλία των βιολογικών εννοιών στο Δημοτικό Σχολείο και το οποίο δομήθηκε κατόπιν διερεύνησης των εκπαιδευτικών αναγκών των συμμετεχόντων στην αρχική έρευνα. Μετά την ολοκλήρωση του παραπάνω προγράμματος διερευνήθηκε (post-test) η επίδρασή του στην αυτοαποτελεσματικότητα των δασκάλων. Τα ερευνητικά δεδομένα προήλθαν: α) από το αρχικό ερωτηματολόγιο μέτρησης της αυτοαποτελεσματικότητας των δασκάλων, β) από το ερωτηματολόγιο διερεύνησης των εκπαιδευτικών τους αναγκών γ) από τις/τα αναρτήσεις/σχόλιά τους στους χώρους συζητήσεων του μαθήματος δ) από το ερωτηματολόγιο μέτρησης της αυτοαποτελεσματικότητάς τους μετά τη συμμετοχή τους στο εξ αποστάσεως πρόγραμμα ηλεκτρονικής μάθησης και ε) από το ερωτηματολόγιο, που αφορούσε στην ικανοποίησή τους από τη συμμετοχή τους στο MOOC. Τα αποτελέσματα κατέδειξαν ότι η αυτοαποτελεσματικότητα των συμμετεχόντων στο πρόγραμμα βελτιώθηκε τόσο ως προς τις πεποιθήσεις προσωπικής αυτοαποτελεσματικότητας όσο και ως προς τις πεποιθήσεις προσδοκώμενων αποτελεσμάτων και ότι το πλαίσιο σχεδιασμού που επελέγη ήταν αποτελεσματικό και προώθησε τη δημιουργία μιας κοινότητας μάθησης, που καλλιέργησε την ενεργό συμμετοχή, την αλληλεπίδραση και τη συνεργασία μεταξύ των συμμετεχόντων εκπαιδευτικών. Η διατριβή ολοκληρώνεται με προτάσεις για περαιτέρω έρευνα αναφορικά με την αυτοαποτελεσματικότητα των δασκάλων στη διδασκαλία των βιολογικών εννοιών και τη συνεισφορά των MOOCs προς τη κατεύθυνση αυτή, τις βιβλιογραφικές αναφορές και τα σχετικά με τη διατριβή παραρτήματα.

scholarly journals Design and implementation of a massive open online course on enhancing the recruitment of minorities in clinical trials – Faster Together

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sheila V. Kusnoor ◽  
Victoria Villalta-Gil ◽  
Margo Michaels ◽  
Yvonne Joosten ◽  
Tiffany L. Israel ◽  
...  
Keyword(s):  
Clinical Trials ◽  
Preliminary Evidence ◽  
Community Advisory Board ◽  
Online Course ◽  
Minority Recruitment ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Learning Platform ◽  
Recruitment Practices ◽  
Post Test

Abstract Background Racial and ethnic minorities are often underrepresented in clinical trials, threatening the generalizability of trial results. Several factors may contribute to underrepresentation of minorities in clinical trials, including lack of training for researchers and staff on the importance of diversity in clinical trials and effective strategies for recruiting and retaining minority populations. Methods Applying community engaged research principles, we developed a massive open online course (MOOC) to help research team members develop knowledge and skills to enhance the recruitment of minorities in clinical trials. A transdisciplinary working group, consisting of clinical researchers, community engagement specialists, minority clinical trial recruitment and retention educators and specialists, and knowledge management information scientists, was formed to develop an evidence-based curriculum. Feedback from the Recruitment Innovation Center Community Advisory Board was incorporated to help finalize the curriculum. The course was implemented in Coursera, an online learning platform offering MOOCs. A bootstrap paired sample t-test was used to compare pre- and post-assessments of knowledge, attitudes, and intentions as it relates to minority recruitment. Results The final course, entitled Faster Together, was divided into eight 1-h modules. Each module included video presentations, reading assignments, and quizzes. After 10 months, 382 individuals enrolled in the course, 105 participants completed the pre-test, and 14 participants completed the post-test. Participants’ knowledge scores were higher with an increase in the mean number of correct answers from 15.4 (95% CI:12.1–18.7) on the pre-test to 18.7 (95% CI:17.42–20.2) on the post-test. All post-test respondents (n = 14) indicated that the course improved their professional knowledge, and 71.4% of respondents indicated that they were very likely to make changes to their recruitment practices. Conclusions Faster Together, a massive open online course, is an acceptable, accessible approach to educating research teams on minority recruitment in clinical trials. Preliminary evidence indicates the course increased knowledge on how to recruit minorities into clinical trials and could promote change in their recruitment practices.

scholarly journals Measuring online self-regulated learning among early-career medical doctors in a Massive Open Online Course on COVID-19

2022 ◽  
Vol 7 (1) ◽  
pp. 76-86
Author(s):  
Nadia Greviana ◽  
Dewi Anggraeni Kusumoningrum ◽  
Ardi Findyartini ◽  
Chaina Hanum ◽  
Garry Soloan
Keyword(s):  
Time Management ◽  
Early Career ◽  
Online Course ◽  
Medical Doctors ◽  
Massive Open Online ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Massive Open Online Course ◽  
Management Ability ◽  
Regulated Learning

Introduction: As significant autonomy is given in a Massive Open Online Course (MOOC), online self-regulated learning (SRL) ability is crucial in such courses. We aim to measure the online SRL abilities of early-career medical doctors enrolled in a MOOC. Methods: We performed a cross-sectional study using the Self-Regulated Online Learning Questionnaire-revised version (SOL-Qr). We conducted a three-stage cross-cultural validation of the SOL-Qr, followed by Confirmatory Factor Analysis (CFA). The online SRL ability of 5,432 medical doctors enrolled in a MOOC was measured using the validated SOL-Qr. Results: The CFA of the cross-translated SOL-Qr confirmed its comparability to the original version, with excellent validity & reliability. Participants showed high levels of online SRL during their early careers. Despite high online SRL scores, MOOC completion rate was low. Male participants showed slightly better time management ability than female participants. Participants working in the primary epicentrum for COVID-19 in the country showed lower online SRL scores, while participants who graduated from higher accreditation levels showed better time management ability. Conclusion: The SOL-Qr and its subscales are suitable and valid for measuring the online SRL abilities of medical doctors in a MOOC during their early-career period. Time management ability was associated with previous experience during the medical education period, while other online SRL subscales were mostly associated with workload. However, as the scores did not correlate with the time spent for learning in MOOC, the corresponding learning effort or time spent may be beyond just the commitment to the described MOOC.

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

scholarly journals Digital Education on Prudent Antibiotic Use—Evaluation of a Massive Open Online Course for General Practitioners in Germany

2020 ◽  
Vol 41 (S1) ◽  
pp. s192-s193
Author(s):  
Florian Salm ◽  
Tobias Kramer ◽  
Cornelius Remschmidt ◽  
Petra Gastmeier ◽  
Sandra Schneider
Keyword(s):  
Antibiotic Therapy ◽  
General Practitioners ◽  
Antibiotic Use ◽  
Background Information ◽  
Online Course ◽  
Massive Open Online ◽  
Questionnaire Response ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Assessment Questionnaire

Background: Antimicrobial resistance is a growing global health problem predominantly driven by overuse of antibiotics. In humans, most antibiotics are used outside the hospital. Overprescribing for acute respiratory infections (ARIs) is common despite clear guidelines. The need for further training of general practitioners is well known. Objective: To develop and evaluate a massive open online course (MOOC) on antibiotic therapy of common infectious diseases in general practice. Methods: A 4-week MOOC was developed on the basis of previous face-to-face trainings (platform, Hasso Plattner Institute for Digital Engineering) and was conducted 3 times between July 10, 2017, and May 31, 2019. The course was promoted through various general practitioner (GP) networks, local multipliers, and conferences and in the local trade press. In addition to epidemiological background information, the focus was on guideline-based diagnostics and treatment of ARI, side effects of antibiotics, correct drug selection, dosage and duration of indicated antibiotic therapy, as well as aspects of doctor–patient communication. Content included videos, self-tests, additional written material, and an optional exam. At the end of the course, participants were asked to complete a voluntary, anonymous online assessment questionnaire (LimeSurveyPro software). Usage data from the MOOC platform and data from the questionnaire were analyzed using IBM SPSS statistical software. Results: In total, 2,177 registered persons retrieved content (= learners). The proportion of learners dropped from 99.6% in week 1 to 40.7% in week 4. However, among those attending week 4, the average proportion of content used was still high (74.5%). Furthermore, 27.5% of learners completed the course, 23.8% took the exam, and 19.7% passed the exam. Moreover, 284 learners answered the assessment questionnaire (response rate, 13.0%); 62.3% were women, and the mean age was 45.9 years. Also, 225 participants (79.2%) stated that they were physicians; 122 of these worked as general practitioners (54.2% of physicians). Among the other physicians, 23% stated were in specialist training and 15.6% had a different specialist designation. The average overall rating of the course was 1.31 (1 = very good to 6 = not sufficient). General practitioners rated it slightly better than other physicians (1.23 vs 1.41). The clinical relevance was rated at 1.27 (GPs vs other physicians, 1.18 vs 1.35). For all scores, see Table 1. Conclusions: A massive open online course appears to be an appropriate format in which to deliver clinical relevant content concerning prudent antibiotic use in the outpatient setting. It is a good complement to existing face-to-face formats and helps to cover needs related to antibiotic training.Funding: NoneDisclosures: None

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