Insights from a massive open online course (MOOC) for medical education (2014-2018)

10.7287/peerj.preprints.26879v1 ◽

2018 ◽

Cited By ~ 1

Author(s):

Robert Robinson

Keyword(s):

United States ◽

Medical Education ◽

Online Education ◽

Effective Means ◽

Course Completion ◽

The United States ◽

Online Course ◽

Completion Rates ◽

Massive Open Online ◽

Global Reach

Background Massive open online courses (MOOCs) are technological innovations have been successfully applied in a wide variety of disciplines to deliver quality online education. These courses are an area of intense focus of educational research. Preliminary studies have shown MOOCs to be effective means of delivering medical education. This study reports data on course completion rates and the geographic reach of a MOOC designed for medical education. Methods A online course designed as for a 4th year medical school elective was opened as a free to take MOOC in August, 2014. The course is offered in English with subtitles via Udemy.com. Data regarding completion rates were obtained from the course management interface of the MOOC, data regarding the geographic reach of the course was obtained from Google Analytics. All data is anonymous, aggregated, and studied retrospectively. The intended course audience was fourth year medical students in the United States, but enrollment was open to all. Results MOOC enrollment reached 5,586 students by February, 2018. Completion rates were low (5%), with 8% completing 50% or more of the MOOC. 80% of students did not complete a single course element. Students enrolled from 161 different countries based on localization by Google Analytics. The most common countries students enrolled from were the United States (46%), India (6%), the United Kingdom (4%), Egypt (2.5%), Canada (2.5%), Australia (2%), China (2%), Germany (1.5%), Brazil (1.5%), and Saudi Arabia (1.5%). Conclusions Course enrollment included 5,586 students from 161 different countries. Course completion rates were low, but consistent with other scientific MOOCs designed for high level audiences that are open for public enrollment. These results also show the potential global reach of a MOOC. These factors of high enrollment, low course completion, but global reach are unique challenges for medical educators who deliver content via MOOC technology. Further study is needed to further define the role of MOOCs in medical education.

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Envisioning the Graduate of the Future: In Review 2018

10.31235/osf.io/n7kqs ◽

2018 ◽

Author(s):

Alyssa Napier ◽

Elizabeth Huttner-Loan ◽

Josh Littenberg-Tobias ◽

Garrett Beazley ◽

Justin Reich

Keyword(s):

United States ◽

High School ◽

Learning Experience ◽

The United States ◽

High School Graduate ◽

Online Course ◽

School Graduate ◽

Massive Open Online ◽

Massive Open Online Course ◽

The Future

Envisioning the Graduate of the Future (March 8 to April 5, 2018) was an experiment in rapidly producing a compelling, open, online learning experience. This massive open online course (MOOC) featured schools at various stages of developing their vision of a high school graduate. Over 2,000 educators and others from across the United States and 100+ countries registered for a collaborative and exploratory design process to develop a graduate profile, a shareable document that conveys what a community and/or school believes a high school graduate should know and be able to do.

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Massive open online course completion rates revisited: Assessment, length and attrition

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v16i3.2112 ◽

2015 ◽

Vol 16 (3) ◽

Cited By ~ 108

Author(s):

Katy Jordan

Keyword(s):

Online Courses ◽

Course Completion ◽

Massive Open Online Courses ◽

Online Course ◽

Completion Rates ◽

Massive Open Online ◽

Attrition Rates ◽

Start Date ◽

Massive Open Online Course ◽

Course Length

<p>This analysis is based upon enrolment and completion data collected for a total of 221 Massive Open Online Courses (MOOCs). It extends previously reported work (Jordan, 2014) with an expanded dataset; the original work is extended to include a multiple regression analysis of factors that affect completion rates and analysis of attrition rates during courses. Completion rates (defined as the percentage of enrolled students who completed the course) vary from 0.7% to 52.1%, with a median value of 12.6%. Since their inception, enrolments on MOOCs have fallen while completion rates have increased. Completion rates vary significantly according to course length (longer courses having lower completion rates), start date (more recent courses having higher percentage completion) and assessment type (courses using auto grading only having higher completion rates). For a sub-sample of courses where rates of active use and assessment submission across the course are available, the first and second weeks appear to be critical in achieving student engagement, after which the proportion of active students and those submitting assessments levels out, with less than 3% difference between them.</p>

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Graduate Medical Education in the United States

JAMA ◽

10.1001/jama.1983.03340120029004 ◽

1983 ◽

Vol 250 (12) ◽

pp. 1541 ◽

Cited By ~ 4

Author(s):

Anne E. Crowley

Keyword(s):

United States ◽

Medical Education ◽

Graduate Medical Education ◽

The United States ◽

Graduate Medical

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Medical Education From a Theory–Practice–Philosophy Perspective

Academic Pathology ◽

10.1177/23742895211010236 ◽

2021 ◽

Vol 8 ◽

pp. 237428952110102

Author(s):

Susan A. Kirch ◽

Moshe J. Sadofsky

Keyword(s):

United States ◽

Medical Education ◽

Curriculum Design ◽

Historical Perspective ◽

Curriculum And Instruction ◽

Medical Curriculum ◽

Educational Theory ◽

The United States ◽

History Of ◽

How People Learn

Medical schooling, at least as structured in the United States and Canada, is commonly assembled intuitively or empirically to meet concrete goals. Despite a long history of scholarship in educational theory to address how people learn, this is rarely examined during medical curriculum design. We provide a historical perspective on educational theory–practice–philosophy and a tool to aid faculty in learning how to identify and use theory–practice–philosophy for the design of curriculum and instruction.

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Aspects of quality assurance and the link with medical education in the United States.

Postgraduate Medical Journal ◽

10.1136/pgmj.67.784.176 ◽

1991 ◽

Vol 67 (784) ◽

pp. 176-178

Author(s):

P. Wilkinson

Keyword(s):

United States ◽

Medical Education ◽

Quality Assurance ◽

The United States

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Promoting divergent leadership philosophies to improve student success outcomes for black and brown students in higher education

Multicultural Learning and Teaching ◽

10.1515/mlt-2020-0013 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Nicholas Petty ◽

Dakota King-White ◽

Tachelle Banks

Keyword(s):

Higher Education ◽

United States ◽

Student Success ◽

Baccalaureate Degree ◽

The United States ◽

Retention Rates ◽

Completion Rates ◽

Marginalized Groups ◽

Support Students

Abstract Throughout the United States there are millions of Black and Brown students starting the process of attending college. However, research indicates that students from traditionally marginalized groups are less likely than their counterparts to complete the process and graduate college (Shapiro et al., 2017). While retention rates for students from traditionally marginalized backgrounds continue to decline, universities are beginning to pay attention to the needs of this population in search of ways of better supporting them. The examination of these factors may also inform programmatic adjustments, leadership philosophies, and future practices to help retain students and lead to eventual completion of a baccalaureate degree. In this article, the authors review the literature to explore factors that can affect Black and Brown students’ completion rates in higher education. By reviewing the literature and the factors impacting Black and Brown students, the authors share with readers initiatives at one university that are being used to support students from a strengths-based approach.

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