Les coulisses d’un Massive Open Online Course (MOOC) sur le diagnostic des cancers

Gardair, Charlotte; Bousquet, Guilhem; Lehmann-Che, Jacqueline; Bazelaire, Cédric de; Crémoux, Patricia de; Nhieu, Jeanne Tran Van; Sockeel, Marie; Battistella, Maxime; Calvani, Julien; Gervais, Jocelyne; Pottier, Yohann; Prévaut, Laurent; Sekri, Karima; Bertheau, Philippe

doi:10.1016/j.annpat.2016.08.013

Cited by 11 publications

(13 citation statements)

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“…Recently, this new form of teaching seems to be supported by some parts of the oncologic community as demonstrated in the MOOC "Diagnostic Strategies Cancers", opened in autumn 2016. The first results seemed promising, with 23% successfully certified participants [3,4].…”

Section: Introductionmentioning

confidence: 88%

“…Hoy et al suggested in medicine, MOOC could be used in continuing medical education [14]. Few universities of medicine used this kind of teaching [3,4,13,[15][16][17]. A high completion rate (38%) was observed in an Australian MOOC about dementia; 4409 registrants took part to the discussion boards, and 3624 completed the course [18].…”

Section: Discussionmentioning

confidence: 99%

“…In our SPOC, the number of registers and the completion rate of the second session (n=975, 35%) in comparison to the first session (n=600, 36%) demonstrated that the interest of the students of this SPOC kept high and was not only the result of the "enthusiasm" given by a new teaching method. Also, the large difference of completion rate between MOOC and our SPOC could be explained by the fact that SPOCs are developed for a targeted audience and therefore are able to better suit the educational needs and interests of its' participants [2][3][4]6].…”

Section: Discussionmentioning

confidence: 99%

“…French MOOC session has been opened one year-ago about this "Diagnostic Strategies Cancers" with a satisfactory completion rate (23%) [3,4]. Inspiring of that experience, we decided to design a SPOC which was a MOOC modified, more specific.…”

Section: Discussionmentioning

confidence: 99%

“…In the last few years, massive open online courses (MOOCs) and small private online courses (SPOCs) have brought millions of students in virtual classrooms, changed learning techniques and have redefined the traditional boundaries of the university teaching [1][2][3][4][5]. This digital learning is a new and very attractive concept to integrate our teaching.…”

Section: Introductionmentioning

confidence: 99%

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The Impact of a Small Private Online Course as a New Approach to Teaching Oncology: Development and Evaluation (Preprint)

Vaysse¹,

Chantalat²,

Beyne‐Rauzy³

et al. 2017

Preprint

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BACKGROUND Oncology involves complex care and multidisciplinary management of patients; however, misinformation and ineffective communication remain problematic. OBJECTIVE The educational objective of our study was to develop a new teaching method to improve cancer treatment and management by emphasizing the link between hospitals (inpatients) and their surrounding communities (outpatients). METHODS A team of 22 professionals from public and private institutions developed a small private online course (SPOC). Each offering of the course lasted 6 weeks and covered 6 topics: individual health care plans, cancer surgery, ionizing radiation, cancer medicines, clinical research, and oncological supportive care. For participants in the course, we targeted people working in the cancer field. The SPOC used an active teaching method with collaborative and multidisciplinary learning. A final examination was offered in each session. We evaluated participants’ satisfaction rate through a questionnaire and the success of the SPOC by participants’ completion, success, and commitment rates. RESULTS Of the total participants (N=1574), 446 completed the evaluation form. Most participants were aged 31 to 45 years. Participants included 56 nurses, 131 pharmacists, 80 from the medical field (including 26 physicians), 53 from patients’ associations, 28 health teachers, and 13 students (medical and paramedical). Among the participants, 24.7% (90/446) had an independent medical practice, 38.5% (140/446) worked in a public institution, and 36.8% (134/446) worked in a private institution. After completing the SPOC sessions, 85.9% (384/446) thought they had learned new information, 90.8% (405/446) felt their expectations were met, and 90.4% (403/446) considered that the information had a positive impact on their professional practice. The completion rate was 35.51% (559/1574), the success rate was 71.47% (1025/1574), and the commitment rate was 64.67% (1018/1574). Concerning the cost effectiveness of SPOC compared with a traditional classroom of 25 students, online education became more effective when there were more than 950 participants. CONCLUSIONS SPOCs improved the management of oncology patients. This new digital learning technique is an attractive concept to integrate into teaching practice. It offered optimal propagation of information and met the students’ expectations.

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Section: Introductionmentioning

confidence: 88%