scholarly journals Massive Open Online Courses and Medical Education

2014 ◽  
Vol 2 (3) ◽  
pp. 142-143
Author(s):  
Omar Aboshady ◽  
Omar Aboshady
Keyword(s):  
Medical Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online

NA

423 Massive Open Online Courses in Anatomy Education: A Systematic Review

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
J Cheong ◽  
I Keenan
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Learning Approaches ◽  
Discussion Forums ◽  
Massive Open Online ◽  
Pubmed Database ◽  
Literature Search Strategy ◽  
Learning Development

Abstract Introduction Massive open online courses (MOOCs) have become increasingly popular for remotely delivering education to global audiences. MOOCs can provide an online platform for participants coming from a variety of professional backgrounds and international locations. Our systematic review investigated current literature surrounding MOOCs, and identified the value of such courses with respect to anatomical and medical education. Method Our literature search strategy involved exploring the PubMed database for the terms ’MOOC + Anatomy’ and ‘MOOC + Medical Education’ identified 290 relevant articles. Following implementation of the PRISMA criteria, 24 articles out of 290 were selected for inclusion in our systematic review. Results Participants completing MOOCs in anatomical and medical education generally showed increased knowledge and skills. We found that MOOC discussion forums encourage participants’ social learning development. MOOCs have shown to address participants’ needs and expectations while supplementing traditional learning approaches. However, the majority of experimental research studies did not include pre-post testing or appropriate controls. Furthermore, high levels of participant attrition, inability to address all learning approaches were identified as limitations with respect to MOOCs. Conclusions Although MOOCs have shown success in providing an excellent platform for learning, it has yet to show definitive improvements when compared to traditional teaching methods.

Could massive open online courses improve health and medical education?

2018 ◽  
Vol 26 (1) ◽  
pp. 61-63 ◽  
Author(s):  
Stefanie Schütte ◽  
Sophie-Hélène Goulet-Ebongue ◽  
Khamsa Habouchi
Keyword(s):  
Medical Education ◽  
Health Care Professionals ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Special Focus ◽  
Massive Open Online ◽  
Middle Income ◽  
The Public ◽  
Middle Income Countries ◽  
Technological Advances

Abstract Technological advances during the last decade have provided novel opportunities for development of health and medical education. Education of health care professionals by massive open online courses (MOOCs) has been suggested in order to improve care and treatment of patients and the health literacy of the public. This article discusses the strengths, weaknesses, opportunities and threats of MOOCs in health and medical education by taking a special focus on low and middle-income countries.

scholarly journals Massive open online courses (MOOCs) for continuing medical education – why and how?

2019 ◽  
Vol Volume 10 ◽  
pp. 805-812 ◽  
Author(s):  
Sajita Setia ◽  
Jam Chin Tay ◽  
Yook Chin Chia ◽  
Kannan Subramaniam
Keyword(s):  
Medical Education ◽  
Continuing Medical Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online

scholarly journals Online medical education in times of COVID-19 pandemic: A focus on Massive Open Online Courses (MOOCs)

2020 ◽  
Author(s):  
Yeimer Ortiz-Martínez ◽  
Santiago Castellanos-Mateus ◽  
Rubén Vergara-Retamoza ◽  
Blanca Gaines-Martínez ◽  
Jose A. Vergel-Torrado
Keyword(s):  
Medical Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online

scholarly journals Preparing Educators to Teach in a Digital Age

2021 ◽  
Vol 22 (1) ◽  
pp. 221-242
Author(s):  
Mohsen Keshavarz ◽  
Andrea Ghoneim
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
Online Courses ◽  
Digital Age ◽  
Massive Open Online Courses ◽  
Educational Technologies ◽  
Practical Implementation ◽  
Educational Content ◽  
Massive Open Online ◽  
The Impact

This article describes the practical implementation of parts of Teaching in a Digital Age: Guidelines for Designing Teaching and Learning by A.W. Bates (2015) in a course for educators in Austria and the development of medical education for universities in Iran. With the publication of the second edition of Teaching in a Digital Age in 2019, the authors show the impact of the book in training educators and developers of educational content. This note from the field emphasizes the benefits of making informed decisions about educational technologies using Bates’ (2015) SECTIONS model and of learning about massive open online courses (MOOCs) and how to work with them using his book.

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