Development and evaluation of a Massive Open Online Course (MOOC) for healthcare professionals on malnutrition in older adults

Eglseer, Doris

doi:10.1016/j.nedt.2023.105741

Cited by 7 publications

(3 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Recently, MOOCs have become increasingly popular in the medical educational context, and the Coronavirus Disease 2019 (COVID-19) pandemic has unquestionably intensified the trend of MOOCs development (Longhini et al , 2021; Eglseer, 2023). MOOCs are a relatively new form of education which can potentially improve medical professionals’ clinical skills and knowledge in an uncomplicated manner (Longhini et al , 2021; Padilha et al , 2021; Eglseer, 2023). The MOOCs development opens a new avenue for medical education and lifelong learning in the medical field, and it assures high-quality standards of medical education and further enhances safety and quality of the health-care services in supporting patients to achieve a better quality of life (Padilha et al , 2021; Eglseer, 2023).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…MOOCs are a relatively new form of education which can potentially improve medical professionals’ clinical skills and knowledge in an uncomplicated manner (Longhini et al , 2021; Padilha et al , 2021; Eglseer, 2023). The MOOCs development opens a new avenue for medical education and lifelong learning in the medical field, and it assures high-quality standards of medical education and further enhances safety and quality of the health-care services in supporting patients to achieve a better quality of life (Padilha et al , 2021; Eglseer, 2023). The advantages of MOOCs in medical education are as follows.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

See 2 more Smart Citations

Can media richness and interaction act as stimulants to medical professionals’ learning persistence in MOOCs via fostering learning engagement?

Cheng

2023

ITSE

View full text Add to dashboard Cite

Purpose The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether media richness (MR), human-system interaction (HSI) and human-human interaction (HHI) as technological feature antecedents to medical professionals’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs). Design/methodology/approach Sample data for this study were collected from medical professionals at six university-/medical university-affiliated hospitals in Taiwan. A total of 600 questionnaires were distributed, and 309 (51.5%) usable questionnaires were analyzed using structural equation modeling in this study. Findings This study certified that medical professionals’ perceived MR, HSI and HHI in MOOCs positively affected their emotional LE, cognitive LE and social LE elicited by MOOCs, which together explained their LP in MOOCs. The results support all proposed hypotheses and the research model accounts for 84.1% of the variance in medical professionals’ LP in MOOCs. Originality/value This study uses the S-O-R model as a theoretical base to construct medical professionals’ LP in MOOCs as a series of the psychological process, which is affected by MR and interaction (i.e. HSI and HHI). Noteworthily, three psychological constructs, emotional LE, cognitive LE and social LE, are adopted to represent medical professionals’ organisms of MOOCs adoption. To date, hedonic/utilitarian concepts are more commonly adopted as organisms in prior studies using the S-O-R model and psychological constructs have received lesser attention. Hence, this study enriches the S-O-R model into an invaluable context, and this study’s contribution on the application of capturing psychological constructs for completely explaining three types of technological features as external stimuli to medical professionals’ LP in MOOCs is well-documented.

show abstract

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

See 1 more Smart Citation

Can media richness and interaction act as stimulants to medical professionals’ learning persistence in MOOCs via fostering learning engagement?

Cheng

2023

ITSE

View full text Add to dashboard Cite

show abstract

Impact of Practical Online Lessons on Chinese Medical Students’ Perception of Radiation Oncology

Zheng,

Wang,

Zhang

et al. 2023

J Canc Educ

View full text Add to dashboard Cite

Radiotherapy is an essential component of oncology treatment. It is imperative that clinicians and medical students have a fundamental understanding of radiotherapy. However, radiation oncology education is deficient worldwide. This study introduced an hour-long online Massive Open Online Course (MOOC) as a supplement to the basic curriculum for 8-year medical students at Peking Union Medical College and Tsinghua University in China. The students’ personal opinions and comprehension of radiation oncology therapy were assessed through pre- and post-test questionnaires before and after the MOOC study. The results indicated that the percentage of students interested in radiotherapy increased, and their knowledge of radiotherapy significantly improved after the online MOOC study, suggesting that short-term MOOC study may stimulate students’ interest in learning and improving their knowledge of radiation therapy. The study suggests that the combination of online and offline teaching may be a feasible way to develop radiation oncology education in the future.

show abstract

Nursing Home Organization Mealtimes and Staff Attitude Toward Nutritional Care: A Multicenter Observational Study

Castaldo,

Bassola,

Zanetti

et al. 2024

Journal of the American Medical Directors Association

View full text Add to dashboard Cite

Development and evaluation of a Massive Open Online Course (MOOC) for healthcare professionals on malnutrition in older adults

Cited by 7 publications

References 37 publications

Can media richness and interaction act as stimulants to medical professionals’ learning persistence in MOOCs via fostering learning engagement?

Can media richness and interaction act as stimulants to medical professionals’ learning persistence in MOOCs via fostering learning engagement?

Impact of Practical Online Lessons on Chinese Medical Students’ Perception of Radiation Oncology

Nursing Home Organization Mealtimes and Staff Attitude Toward Nutritional Care: A Multicenter Observational Study

Contact Info

Product

Resources

About