Blending MOOCs into Medical Education

Marks, Leah; Meek, Sarah

doi:10.15694/mep.2018.0000060.1

Cited by 5 publications

(5 citation statements)

References 5 publications

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“…Although originally developed for students that are not connected to the institution, integration of this type of online courses into formal medical campus education is upcoming (Reinders and de Jong 2016;Robinson 2016;Dandache et al 2017;Swinnerton et al 2017;Marks and Meek 2018;Maxwell et al 2018). Studies have described health care MOOC integration in many forms; in undergraduate and graduate education, as an elective and as a mandatory component, blended or fully online, and as an addition to or as a replacement of formal courses.…”

Section: Practice Pointsmentioning

confidence: 99%

Teaching modes and social-epistemological dimensions in medical Massive Open Online Courses: Lessons for integration in campus education

et al. 2019

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Purpose: Medical Massive Open Online Courses (MOOCs) have been integrated into formal campus teaching by several universities. However, teaching attributes of medical MOOCs have not been systematically investigated. Additionally, guidelines are needed to inform integration practices. This study systematically investigated the available teaching modes and socialepistemological dimensions of medical MOOCs. Methods: An overview of MOOCs on a medical topic was compiled and inclusion criteria were developed. A data collection tool was composed and calibrated. For data collection, out of 410 MOOCs 33 were selected based on these criteria. Investigators enrolled in selected MOOCs and analyzed teaching modes after examination of all course pages. Teaching modes were categorized in social-epistemological dimensions according to the Teaching Approach Framework. Results: Twenty-nine different teaching modes were found, showing wide distributions. Analysis of social-epistemological dimensions showed medical MOOCs focus on constructivist and individual teaching modes as opposed to objectivist and group modes. Conclusions: Medical MOOCs do not have a universal teaching mode profile. They contain a rich variety of teaching modes for integration in campus education of which videos, discussion boards, and multiple choice questions are used regularly. Constructivist teaching modes are readily available in medical MOOCs and can support educational innovation of formal campus teaching when integrated.

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Section: Practice Pointsmentioning

confidence: 99%

Teaching modes and social-epistemological dimensions in medical Massive Open Online Courses: Lessons for integration in campus education

et al. 2019

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“…However, because substantial investments are involved and MOOCs produce materials with a high quality look and feel, interest in integration of medical MOOCs into campus education is rising (de Jong et al 2019). A number of universities are already experimenting with this integration (Reinders and de Jong 2016;Robinson 2016;Clark et al 2017;Dandache et al 2017;Pickering and Swinnerton 2017;Swinnerton et al 2017;Marks and Meek 2018;Maxwell et al 2018) and large-scale exchange projects are being organized, where consortia of universities offer each other's MOOCs to their students (Virtual Exchange 2018). Newly produced MOOCs may even be designed with possibilities for integration into campus education already in mind .…”

Section: Introductionmentioning

confidence: 99%

Instructional design quality in medical Massive Open Online Courses for integration into campus education

et al. 2019

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Purpose: Medical Massive Open Online Courses (MOOCs) are of interest for campus education. With growing interest in integrating medical MOOCs, their quality must be ensured. This however, has not been studied. We investigated if medical MOOCs meet the instructional design principles: problem-centeredness, activation, demonstration, application, integration, collective knowledge, collaboration, differentiation, authentic resources, feedback, and goal-setting. Methods: An overview of medical MOOCs and inclusion criteria were developed. Out of 410 MOOCs, 33 were selected. A data collection tool was compiled and calibrated. Investigators enrolled in selected MOOCs and coded presence of instructional design principles after examination of all course pages. Results: Application, authentic resources, problem-centeredness, and goal-setting were found to be present in many of the courses. Activation, collective knowledge, differentiation, and demonstration were present in less than half of the courses. Finally, integration, collaboration, and expert feedback were present in less than 15% of the courses. Conclusions: Medical MOOCs meet these principles in varying degree. Certain principles might be scarcely present due to a problematic fit with the MOOC concept or a need for further development in online settings. Assessment of instructional design quality is desired before integrating so that MOOC quality can be considered in relation to the quality of existing campus education.

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“…In a moment when several major MOOC platforms are aggressively entering into the CME field with paid courses and specializations ( Johnson, 2019 ), these specificities should be considered; experiences in the use of MOOCs for graduate medical education are also worth considering ( Marks and Meek, 2018 ).…”

Section: Discussionmentioning

confidence: 99%

Social learning in large online audiences of health professionals: Improving dialogue with automated tools

Margolis¹,

López-Arredondo²,

Garcia³

et al. 2019

MedEdPublish

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In reply to the reviewers' comments, the following changes were made: -References were added and the text was completed in relation to these references, particularly about communities of practice and the revolution of interaction triggered by the new information and communication technologies. -The results were summarized and the discussion was extended. -A clarification was made regarding social media in CME and the scope of the article. -A reference published in MedEdPublish about the same topic after the first version was added AbstractMassive open online courses (MOOCs) bring about the opportunity to reach large international audiences of health professionals. However, change in clinical practice eventually needs social interaction, to validate the new knowledge with trusted peers, in the agreement and adoption phases of change. How can meaningful dialogue take place without scaling up expert tutoring?The extensive experience from social network applications such as Facebook or Twitter provides an opportunity to improve dialogue among peers and with experts automatically and seamlessly, as part of what is called social learning analytics (SLA). Large amounts of data about prior relationships among participants in a course -similar to Facebook and other social applications-, among participants and course materials -similar to Netflix or Amazon -, as well as natural language processing, could be obtained, and then analyzed and used to improve the educational processes and outcomes.In this paper, a series of examples with pilot uses of SLA in the context of massive online courses for physicians and other health care professionals are described. They include: 1) Forecasting of academic accomplishment. 2) Teambased face-to-face learning as part of massive online courses. 3) Analysis of existing connections, to ensure the most connected discussion groups of course participants. 4) Facebook-like dialogue with other course participants who are previously related, as well as with the Course Faculty. 5) Crowdsourcing and friendsourcing, for recommending useful study materials or future courses. 6) Natural language processing, to classify posts in online discussions. It should be noted that the article does not address the use of Facebook or Twitter in continuing medical education (CME), but instead, the use of their approaches in CME.The intent of this manuscript is to create awareness in the medical education community that this type of analysis is possible and potentially useful, to receive feedback on the possible functionalities as well as critique these developments, and to create a space for collaboration in research and innovation projects with other interested parties.

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Blending MOOCs into Medical Education

Cited by 5 publications

References 5 publications

Teaching modes and social-epistemological dimensions in medical Massive Open Online Courses: Lessons for integration in campus education

Teaching modes and social-epistemological dimensions in medical Massive Open Online Courses: Lessons for integration in campus education

Instructional design quality in medical Massive Open Online Courses for integration into campus education

Social learning in large online audiences of health professionals: Improving dialogue with automated tools

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