Supporting newly graduated medical doctors in managing COVID-19: An evaluation of a Massive Open Online Course in a limited-resource setting

Abstract

Introduction Newly graduated medical doctors in their internships are positioned to strengthen the front line in combating COVID-19. We developed a Massive Open Online Course (MOOC) to equip them with adequate knowledge for COVID-19 management. This paper aims to analyze the MOOC and evaluate participant satisfaction and increase in knowledge after completing the course. Methods An observational study was conducted. Quantitative data were obtained from questionnaires and pre- and post-tests. Responses to open-ended questions of the questionnaires were collected. Analysis using the Quality Reference Framework was also completed. Results The MOOC consisted of fundamental knowledge of COVID-19 (Part A) and further enrichment (Part B), and the content was written in the Indonesian language. A total of 3,424 and 2,462 participants completed the course in August and November 2020, respectively. Most participants agreed that the platform was easy to navigate, the design was interesting, and the content was aligned with their needs. Pre- and post-test scores in Part A’s subjects increased significantly. Factors contributing to and inhibiting usability and areas for improvement were further highlighted. Discussion The use of a specific quality framework facilitated a comprehensive evaluation of the MOOC’s strengths, weaknesses, and areas for future improvements. The participants’ satisfaction and pre- and post-test results showed that the current MOOC holds great potential benefit for continuing education for medical interns joining the frontliners during the pandemic. Future implementation should consider increasing the quality of learning resources, scaling up the platform and its technical supports, and enhancing organizational supports.

Learning Design Strategies in MOOCs for Physicians’ Training: A Scoping Review

“…A total of six studies [ 70 , 71 , 72 , 73 , 74 , 75 ] were characterized by a focus on participant-related factors affecting MOOC outcomes: English proficiency, specialist knowledge, digital skills, previous experiences with MOOCs, lack of time, and motivation…”

“…In this respect, participants with low proficiency in English tend to face difficulties in attending a MOOC [ 70 , 71 , 74 ]. Such a barrier can translate into lower levels of participation and performance as well as higher dropout rates [ 71 ].…”

“…In this respect, participants with low proficiency in English tend to face difficulties in attending a MOOC [ 70 , 71 , 74 ]. Such a barrier can translate into lower levels of participation and performance as well as higher dropout rates [ 71 ]. As argued by Medina-Presentado et al [ 74 ], MOOCs developers must make specific choices to avoid such a factor creating an obstacle capable of undermining courses’ effectiveness in achieving learning goals.…”

“…In order to reach as many participants as possible, the course was translated into the two main languages spoken across Latin America: Spanish and Portuguese. Translating MOOC content in the local language emerged as particularly helpful in those conditions where quick and effective physician training is needed (e.g., the COVID-19 emergency), as in the MOOC proposed by Findyatrini et al [ 71 ]. The latter was characterized by literature reviews and instructions provided in the physicians’ native language to overcome the barrier constituted by participants’ low proficiency in English.…”

“…In addition to specialistic knowledge, a lack of digital skills and inadequate previous experiences with this teaching method [ 71 , 73 ] are variables capable of playing a role in MOOC effectiveness. A possible solution to this issue can be found in providing support to address the lack of technical skills and familiarity with MOOCs [ 71 ].…”