scholarly journals Delivering a medical school elective with massive open online course (MOOC) technology

PeerJ ◽  
2016 ◽  
Vol 4 ◽  
pp. e2343 ◽  
Author(s):  
Robert Robinson
Keyword(s):  
Medical School ◽  
School Environment ◽  
Flipped Classroom ◽  
Effective Means ◽  
Student Ratings ◽  
Course Evaluations ◽  
Effective Teacher ◽  
Massive Open Online ◽  
Course Objectives ◽  
Elective Course

Introduction:The educational technology of massive open online courses (MOOCs) has been successfully applied in a wide variety of disciplines and are an intense focus of educational research at this time. Educators are now looking to MOOC technology as a means to improve professional medical education, but very little is known about how medical MOOCs compare with traditional content delivery.Methods:A retrospective analysis of the course evaluations for the Medicine as a Business elective by fourth-year medical students at Southern Illinois University School of Medicine (SIU-SOM) for the 2012–2015 academic years was conducted. This course was delivered by small group flipped classroom discussions for 2012–2014 and delivered via MOOC technology in 2015. Learner ratings were compared between the two course delivery methods using routinely collected course evaluations.Results:Course enrollment has ranged from 6–19 students per year in the 2012–2015 academic years. Student evaluations of the course are favorable in the areas of effective teaching, accurate course objectives, meeting personal learning objectives, recommending the course to other students, and overall when rated on a 5-point Likert scale. The majority of all student ratings (76–95%) of this elective course are for the highest possible choice (Strongly agree or Excellent) for any criteria, regardless if the course was delivered via a traditional or MOOC format. Statistical analysis of these ratings suggests that the Effective Teacher and Overall Evaluations did not statistically differ between the two delivery formats.Discussion:Student ratings of this elective course were highly similar when delivered in a flipped classroom format or by using MOOC technology. The primary advantage of this new course format is flexibility of time and place for learners, allowing them to complete the course objectives when convenient for them. The course evaluations suggest this is a change that is acceptable to the target audience.Conclusions:This study suggests that learner evaluations of a fourth-year medical school elective course do not significantly differ when delivered by flipped classroom group discussions or via MOOC technology in a very small single center observational study. Further investigation is required to determine if this delivery method is an acceptable and effective means of teaching in the medical school environment.

scholarly journals Delivering a medical school elective with massive open online course (MOOC) technology

2016 ◽  
Author(s):  
Robert Robinson
Keyword(s):  
Medical School ◽  
Small Group ◽  
Learning Objectives ◽  
Course Evaluations ◽  
Massive Open Online ◽  
Group Discussions ◽  
Personal Learning ◽  
Course Objectives ◽  
Significant Difference ◽  
Small Group Discussions

Introduction: The educational technology of massive open online courses (MOOCs) has been successfully applied in a wide variety of disciplines and are an intense focus of educational research at this time. Educators are now looking to MOOC technology as a means to improve professional medical education, but very little is known about how medical MOOCs compare with traditional content delivery. Methods: A retrospective analysis of the course evaluations for the Medicine as a Business elective by fourth year medical students at Southern Illinois University School of Medicine (SIU-SOM) for the 2012-2015 academic years was conducted. This course was delivered by small group discussions for 2012-2014 and delivered via MOOC technology in 2015. Learner ratings were compared between the two course delivery methods using routinely collected course evaluations. Results: Course enrollment has ranged from 6-19 students per year in the 2012-2015 academic years. Student evaluations of the course are favorable in the areas of effective teaching, accurate course objectives, meeting personal learning objectives, recommending the course to other students, and overall when rated on a 5 point Likert scale. Ratings show no statistically significant difference between the small group or MOOC format versions of the course (p = 1.00 for all comparisons). Discussion: Students found this elective to be an effective means of meeting their personal learning objectives when delivered in a small group discussion format or by using MOOC technology. The primary advantage of this new course format is flexibility of time and place for learners, allowing them to complete the course objectives when convenient for them. The course evaluations indicate this is a change that is acceptable to the target audience. Conclusions: This study shows that learner evaluations of a fourth year medical school elective course do not significantly differ when delivered in small group discussions or via MOOC technology. This suggests that MOOCs may be a reasonable format to deliver medical school courses.

scholarly journals Delivering a medical school elective with massive open online course (MOOC) technology

2016 ◽  
Author(s):  
Robert Robinson
Keyword(s):  
Medical School ◽  
Small Group ◽  
Learning Objectives ◽  
Course Evaluations ◽  
Massive Open Online ◽  
Group Discussions ◽  
Personal Learning ◽  
Course Objectives ◽  
Significant Difference ◽  
Small Group Discussions

Introduction: The educational technology of massive open online courses (MOOCs) has been successfully applied in a wide variety of disciplines and are an intense focus of educational research at this time. Educators are now looking to MOOC technology as a means to improve professional medical education, but very little is known about how medical MOOCs compare with traditional content delivery. Methods: A retrospective analysis of the course evaluations for the Medicine as a Business elective by fourth year medical students at Southern Illinois University School of Medicine (SIU-SOM) for the 2012-2015 academic years was conducted. This course was delivered by small group discussions for 2012-2014 and delivered via MOOC technology in 2015. Learner ratings were compared between the two course delivery methods using routinely collected course evaluations. Results: Course enrollment has ranged from 6-19 students per year in the 2012-2015 academic years. Student evaluations of the course are favorable in the areas of effective teaching, accurate course objectives, meeting personal learning objectives, recommending the course to other students, and overall when rated on a 5 point Likert scale. Ratings show no statistically significant difference between the small group or MOOC format versions of the course (p = 1.00 for all comparisons). Discussion: Students found this elective to be an effective means of meeting their personal learning objectives when delivered in a small group discussion format or by using MOOC technology. The primary advantage of this new course format is flexibility of time and place for learners, allowing them to complete the course objectives when convenient for them. The course evaluations indicate this is a change that is acceptable to the target audience. Conclusions: This study shows that learner evaluations of a fourth year medical school elective course do not significantly differ when delivered in small group discussions or via MOOC technology. This suggests that MOOCs may be a reasonable format to deliver medical school courses.

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

2018 ◽  
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.

RURAL ORIGIN MEDICAL STUDENTS: HOW DO THEY COPE WITH THE MEDICAL SCHOOL ENVIRONMENT?

2003 ◽  
Vol 11 (2) ◽  
pp. 89-95 ◽  
Author(s):  
Shane R. Durkin ◽  
Angela Bascomb ◽  
Deborah Turnbull ◽  
John Marley
Keyword(s):  
Medical Students ◽  
Medical School ◽  
School Environment

Test and Item Response Theories and School Environment as Assessment Practice Factors among Science and Mathematics Teachers in Secondary Schools in Eastern Uganda

2020 ◽  
Vol 1 (3) ◽  
pp. 77-86
Author(s):  
Deborah Manyiraho ◽  
Dennis Zami Atibuni ◽  
David Kani Olema
Keyword(s):  
Secondary Schools ◽  
Item Response ◽  
School Environment ◽  
Test Theory ◽  
Effective Teacher ◽  
Assessment Practice ◽  
School Assessment ◽  
And Mathematics ◽  
Assessment Environment ◽  
Eastern Uganda

This study sought to establish the effect of knowledge of the Classical Test Theory (CTT) and Item Response Theory (IRT) and school assessment environment on assessment practice among teachers of science and mathematics subjects in Eastern Uganda Secondary Schools. The study assessed the levels of knowledge and application of CTT and IRT in assessment, examined the suitability of school environment for assessment and established the influence of school environment and knowledge of CTT and IRT on teachers’ engagement in assessment. A census of 307 teachers of science and mathematics subjects attending SESEMAT training in Eastern Uganda participated in the study. The results revealed that the teachers were engaged in assessment (M = 17.04, SD = 2.00) and had moderate levels of knowledge of CTT (M = 10.19, SD = 2.23) and IRT (M = 17.5, SD = 3.50). Their levels of application of CTT (M = 28.08, SD = 3.85) and IRT (M = 6.86, SD = 1.47) were also moderate. The teachers reported that their schools had somewhat conducive environments for assessment (M = 14.37, SD = 3.44). In addition, school environment affected teachers assessment practices most ( = .211, t = 7.212, p < .05), knowledge of CTT also influenced teachers assessment practice, but less than the influence by environment ( = .112, t = 4.969, p < .05). In conclusion, enhancing the levels of knowledge and application of CTT and IRT as well as improving school assessment environment are paramount for meaningful engagement in assessment by teachers. The study recommended pre-service and in-service training of the teachers in CTT and IRT in addition to schools improving environments for effective teacher engagement and quality assessment.

scholarly journals Hybrid Online Delivery of a Pharmacy Residency and Fellowship Elective Course

2018 ◽  
Vol 9 (2) ◽  
pp. 14
Author(s):  
Taylor D Steuber ◽  
Kristin M Janzen ◽  
Tracy L Sprunger ◽  
Sarah A Nisly
Keyword(s):  
Online Course ◽  
Online Delivery ◽  
Online Platform ◽  
Face To Face ◽  
Class Time ◽  
Course Grades ◽  
Course Objectives ◽  
Course Placement ◽  
Elective Course ◽  
Student Demand

  Objective: To describe and evaluate the transition of a pharmacy residency and fellowship (PRF) elective course to a hybrid online platform. Innovation: In 2016, the 1-credit hour PRF elective was transitioned from a live, synchronous course to a hybrid online platform. Over the course of the semester, students completed eight modules along with assignments that pertained to a different component of PRF. Course grades and evaluations, as well as PRF placement rates, were compared between 2015 (live, synchronous course) and 2016 (hybrid online course). There were no differences in overall course grades or student evaluations of individual relevant course objectives between the two course formats. However, more students rated the course as excellent during the 2015 live, synchronous course. Placement rates were similar between students who took the course in 2015 and 2016. Critical Analysis: Following the transition of a PRF elective to a hybrid online platform, course grades, evaluation of individual relevant course objectives, and PRF placement rates remained similar to previous years. Creative educational venues can help meet the student demand while simultaneously allowing faculty to manage their time. However, instructors should balance this with desire of students to have more face-to-face in class time.     Type: Note

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