Les<i>Massive Open Online Course</i>(MOOC) sont-ils une méthode utile en pédagogie médicale ? Éléments de réponse avec l’exemple du MOOC-Processus de raisonnement clinique

Fon, Nathalie Caire; Poëllhuber, Bruno; Audétat, Marie-Claude; Charbonneau, Anne; Crevier, Françoise; Bérubé, Bernard

doi:10.1051/pmed/2018001

Cited by 5 publications

(2 citation statements)

References 7 publications

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“…Striving for a continuous professional development as clinical teacher requires nurturing one’s knowledge base with clinical, medical, contextual and pedagogical knowledge [ 24 ] and permits continuous improvement of clinical and pedagogical skills. In this context, MOOCs on topics such as the clinical reasoning process [ 25 , 26 ] or teaching and assessing clinical skills [ 27–29 ] have been developed over the past years. These courses are particularly interesting as they deal with relevant issues encountered in the clinical context, thereby promoting the applicability of the learned concepts [ 30 , 31 ].…”

Section: Introductionmentioning

confidence: 99%

Development of complex pedagogical competencies and reflexivity in clinical teachers via distance learning: a mixed methods study

Wurth,

Maisonneuve,

Moussa

et al. 2023

Medical Education Online

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Clinical reasoning is the cornerstone to healthcare practice and teaching it appropriately is of utmost importance. Yet there is little formal training for clinical supervisors in supervising this reasoning process. Distance education provides interesting opportunities for continuous professional development of healthcare professionals. This mixed methods study aimed at gaining in-depth understanding about whether and how clinical teachers can develop complex pedagogical competencies through participation in a Massive Open Online Course on the supervision of clinical reasoning (MOOC SCR). Participants self-assed their clinical supervision skills before and after partaking in the MOOC SCR through the Maastricht Clinical Teachers Questionnaire. Item scores and the distribution of response proportions before and after participation were compared using paired t-tests and McNemar’s tests respectively. In parallel, the evolution of a subset of MOOC participants’ pedagogical practice and posture was explored via semi-structured interviews throughout and beyond their MOOC participation using simulated and personal situational recalls. The verbatim were analysed with standard thematic analysis. Quantitative and qualitative findings converged and their integration demonstrated that partaking in the MOOC SCR promoted the development of complex pedagogical competencies and reflexivity with the participants. This was quantitatively evidenced by significantly higher self-assessed supervision skills and corresponding attitudes after completing the MOOC. The qualitative data provided rich descriptions of how this progression in pedagogical practice and posture occurred in the field and how it was shaped by participants’ interaction with the MOOC’s content and their motivations to progress. Our findings provide evidence for the development of pedagogical skills and corresponding attitudes for the supervision of clinical reasoning through participation in the MOOC SCR and contribute to the literature body on the opportunities that distance learning provides for the development of pedagogical competencies. The extent to which the pedagogical underpinnings of the MOOC contributed to these developments remains to be determined.

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Section: Introductionmentioning

confidence: 99%

Development of complex pedagogical competencies and reflexivity in clinical teachers via distance learning: a mixed methods study

Wurth,

Maisonneuve,

Moussa

et al. 2023

Medical Education Online

View full text Add to dashboard Cite

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“…Some studies refer to mass communication for specific groups, such as youth, through social networks as an efficient method of health-related information dissemination during periods such as lockdowns [16]. Research also suggests that "the Internet is used for adult education in most professional domains, but its use for continuing medical education is less developed" [17], and that Massive Open Online Courses (MOOCs) foster the dissemination of educational content and research results at a large scale and also enable collaborations [18].…”

Section: Introductionmentioning

confidence: 99%

Responding to Global Learning Needs during a Pandemic: An Analysis of the Trends in Platform Use and Incidence of COVID-19

et al. 2020

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On 11 March 2020, the World Health Organization (WHO) declared the outbreak of coronavirus disease (COVID-19) to be a pandemic. As a result, the OpenWHO.org online platform, which serves as WHO’s learning hub for emergencies, was tested for the first time on its core purpose of scaling up trusted public health information in a global emergency. This descriptive study examines and documents the WHO learning response in the early months of the pandemic by comparing epidemiological information and OpenWHO.org use in the countries with the highest COVID-19 cases. Statistical datasets from OpenWHO.org and WHO’s COVID-19 dashboard were overlaid for the period 11 March–22 May 2020. During this period, for most of the 24 countries with the highest COVID-19 cases, platform use showed a corresponding trend. Courses published in the official languages spoken in these countries were well utilized, indicating a need to produce materials in languages spoken by affected communities. Of the countries with the highest number of users on OpenWHO, only half were top users of the platform before the pandemic. The existence of an established online platform for health emergencies assisted WHO in massively and quickly scaling up the dissemination of essential learning materials for COVID-19.

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Spreading geriatric oncology culture through professional caregivers: Results of a French massive open online course (MOOC)

Nicolas¹,

Balardy²,

Antoine³

et al. 2022

Journal of Geriatric Oncology

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LesMassive Open Online Course(MOOC) sont-ils une méthode utile en pédagogie médicale ? Éléments de réponse avec l’exemple du MOOC-Processus de raisonnement clinique

Cited by 5 publications

References 7 publications

Development of complex pedagogical competencies and reflexivity in clinical teachers via distance learning: a mixed methods study

Development of complex pedagogical competencies and reflexivity in clinical teachers via distance learning: a mixed methods study

Responding to Global Learning Needs during a Pandemic: An Analysis of the Trends in Platform Use and Incidence of COVID-19

Spreading geriatric oncology culture through professional caregivers: Results of a French massive open online course (MOOC)

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