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Utunen H, Balaciano G, Arabi E, Tokar A, Bhatiasevi A, Noyes J. Learning interventions and training methods in health emergencies: A scoping review. PLoS One 2024; 19:e0290208. [PMID: 39012917 PMCID: PMC11251632 DOI: 10.1371/journal.pone.0290208] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2023] [Accepted: 05/01/2024] [Indexed: 07/18/2024] Open
Abstract
BACKGROUND Keeping the health workforce and the public informed about the latest evolving health information during a health emergency is critical to preventing, detecting and responding to infectious disease outbreaks or other health emergencies. Having a well-informed, ready, willing, and skilled workforce and an informed public can help save lives, reduce diseases and suffering, and minimize socio-economic loss in affected communities and countries. Providing "just in time" support and opportunities for learning in health emergencies is much needed for capacity building. In this paper, 'learning intervention' refers to the provision of ad-hoc, focused, or personalized training sessions with the goal of preparing the health workers for emergencies or filling specific knowledge or skill gaps. We refer to 'training methods' as instructional design strategies used to teach someone the necessary knowledge and skills to perform a task. METHODS We conducted a scoping review to map and better understand what learning interventions and training methods have been used in different types of health emergencies and by whom. Studies were identified using six databases (Pubmed/Medline, Embase, Hinari, WorldCat, CABI and Web of Science) and by consulting with experts. Characteristics of studies were mapped and displayed and major topic areas were identified. RESULTS Of the 319 records that were included, contexts most frequently covered were COVID-19, disasters in general, Ebola and wars. Four prominent topic areas were identified: 1) Knowledge acquisition, 2) Emergency plans, 3) Impact of the learning intervention, and 4) Training methods. Much of the evidence was based on observational methods with few trials, which likely reflects the unique context of each health emergency. Evolution of methods was apparent, particularly in virtual learning. Learning during health emergencies appeared to improve knowledge, general management of the situation, quality of life of both trainers and affected population, satisfaction and clinical outcomes. CONCLUSION This is the first scoping review to map the evidence, which serves as a first step in developing urgently needed global guidance to further improve the quality and reach of learning interventions and training methods in this context.
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Affiliation(s)
- Heini Utunen
- Health Emergencies Programme, Learning and Capacity Development Unit, World Health Organization, Genève, Switzerland
| | - Giselle Balaciano
- Health Emergencies Programme, Learning and Capacity Development Unit, World Health Organization, Genève, Switzerland
| | - Elham Arabi
- Health Emergencies Programme, Learning and Capacity Development Unit, World Health Organization, Genève, Switzerland
| | - Anna Tokar
- Health Emergencies Programme, Learning and Capacity Development Unit, World Health Organization, Genève, Switzerland
| | - Aphaluck Bhatiasevi
- Health Emergencies Programme, Learning and Capacity Development Unit, World Health Organization, Genève, Switzerland
| | - Jane Noyes
- Department of Medical and Health Sciences, Bangor University, Bangor, United Kingdom
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Gottlieb M, Bobitt J, Kotini‐Shah P, Khosla S, Watson DP. Incorporating implementation science principles into curricular design. AEM EDUCATION AND TRAINING 2024; 8:e10996. [PMID: 38808130 PMCID: PMC11129323 DOI: 10.1002/aet2.10996] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2024] [Revised: 05/06/2024] [Accepted: 05/09/2024] [Indexed: 05/30/2024]
Abstract
Implementation science (IS) is an approach focused on increasing the application of evidence-based health interventions into practice, through purposive and thoughtful planning to maximize uptake, scalability, and sustainability. Many of these principles can be readily applied to medical education, to help augment traditional approaches to curriculum design. In this paper, we summarize key components of IS with an emphasis on application to the medical educator.
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Affiliation(s)
- Michael Gottlieb
- Department of Emergency MedicineRush University Medical CenterChicagoIllinoisUSA
| | - Julie Bobitt
- Center for Dissemination and Implementation Science, Department of MedicineUniversity of Illinois ChicagoChicagoIllinoisUSA
| | - Pavitra Kotini‐Shah
- Department of Emergency MedicineUniversity of Illinois ChicagoChicagoIllinoisUSA
| | - Shaveta Khosla
- Department of Emergency MedicineUniversity of Illinois ChicagoChicagoIllinoisUSA
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Golden RE, Sanders AM, Frayne SM. RE-AIM applied to a primary care workforce training for rural providers and nurses: the Department of Veterans Affairs' Rural Women's Health Mini-Residency. FRONTIERS IN HEALTH SERVICES 2023; 3:1205521. [PMID: 38028946 PMCID: PMC10656764 DOI: 10.3389/frhs.2023.1205521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/13/2023] [Accepted: 09/04/2023] [Indexed: 12/01/2023]
Abstract
Introduction Application of the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework to evaluate workforce education and training programs targeting clinical health care staff has received relatively little attention. This paper aims to contribute to this area with RE-AIM findings from a women's health-focused workforce training program implemented by the U.S. Department of Veterans Affairs (VA). Over the past two decades, the rapid expansion of the women Veteran population in VA has necessitated a quick response to meet clinical demand. To address this health care need, the VA Offices of Rural Health (ORH) and Women's Health (OWH) partnered to deploy a primary care workforce development initiative for Rural Providers and Nurses-the Rural Women's Health Mini-Residency (Rural WH-MR)-to train VA clinicians in rural locations in skills for the care of women Veterans. Here we assess the applicability of RE-AIM as an evaluation framework in this context. Methods We evaluated the Rural WH-MR, relying on a primarily quantitative approach, rooted in RE-AIM. It included longitudinal and cross-sectional measurements from multiple quantitative and qualitative data sources to develop selected metrics. Data collection instruments consisted of pre-, post-, and follow-up training surveys, course evaluations, existing VA databases, and implementation reports. We developed metrics for and assessed each RE-AIM component by combining data from multiple instruments and then triangulating findings. Results Results from the Rural WH-MR program for fiscal years 2018-2020 indicate that RE-AIM provides an instructive evaluation framework for a rural workforce training program, particularly in eliciting clarity between measures of Reach vs. Adoption and focusing attention on both provider- and patient-level outcomes. Discussion We describe evaluation metric development and barriers to and facilitators of utilizing RE-AIM as an evaluation framework for a provider- and nurse-facing intervention such as this workforce training program. We also reflect upon RE-AIM benefits for highlighting process and outcomes indicators of a training program's success and lessons learned for evaluating rural workforce development innovations. Several of our observations have implications for training and evaluation approaches in rural areas with more limited access to health care services.
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Affiliation(s)
- Rachel E. Golden
- United States Department of Veterans Affairs, HSR&D Center for Innovation to Implementation (Ci2i), VA Palo Alto Health Care System, Veterans Health Administration, Palo Alto, CA, United States
| | - Aimee M. Sanders
- US Department of Veterans Affairs, Office of Women’s Health, Washington, DC, United States
| | - Susan M. Frayne
- United States Department of Veterans Affairs, HSR&D Center for Innovation to Implementation (Ci2i), VA Palo Alto Health Care System, Veterans Health Administration, Palo Alto, CA, United States
- Division of Primary Care and Population Health, Department of Medicine, Stanford University, Stanford, CA, United States
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Tézier B, Lucas Q, Johnson S, Vuillemin A, Lemonnier F, Rostan F, Guillemin F, Van Hoye A. A RE-AIM framework analysis of a sports club health promotion MOOC: the PROSCeSS MOOC. Health Promot Int 2023; 38:daad069. [PMID: 37432775 DOI: 10.1093/heapro/daad069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/13/2023] Open
Abstract
Acquisition of health promotion (HP) skills and knowledge is essential for interventions development in this field. In sports clubs (SC), little HP training exists even though it was requested by SC actors. In response, the PROSCeSS (PROmotion de la Santé au sein du Clubs SportifS) MOOC (Massive Open Online Course) was developed to support actors of HP in the SC in the development of HP interventions. The present study evaluates the MOOC's effectiveness and learning process. The RE-AIM framework, measuring reach, effectiveness, adoption, implementation and maintenance was used to structure this study. Surveys were sent before and after the MOOC to the 2814 learners. Among the 502 (18%) respondents to the pre-survey, 80% reported belonging to a SC as a coach (35%) or manager (25%). The 14% of pre-survey respondents who completed the post-survey increased their HP knowledge score by 42% and their confidence to implement HP actions by 6%. Results present the strategies considered most important and feasible by the learners and the main barriers to the implementation of HP actions in the SC. This study shows that MOOC appears to be an appealing (93% of learners were satisfied) and effective solution (as long as it is followed) to develop HP knowledge and skills of SC actors in HP, meeting their needs and constraints. Although improvements should be made (especially in terms of promoting adoption), this type of educational format should be encouraged to support the HP potential of SC.
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Affiliation(s)
| | | | - Stacey Johnson
- Institut de Cancérologie de l'Ouest, Nantes 44000, France
- UPR6312 LAHMESS, Université Côte d'Azur Nice 06000,, France
| | - Anne Vuillemin
- UPR6312 LAHMESS, Université Côte d'Azur Nice 06000,, France
| | | | | | | | - Aurélie Van Hoye
- UR4360 APEMAC, Université de Lorraine, Nancy 54000, France
- Physical Education and Sport Sciences Department, University of Limerick, Limerick V94T9PX, Ireland
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Gisondi MA, Keyes T, Zucker S, Bumgardner D. Teaching LGBTQ+ Health, a Web-Based Faculty Development Course: Program Evaluation Study Using the RE-AIM Framework. JMIR MEDICAL EDUCATION 2023; 9:e47777. [PMID: 37477962 PMCID: PMC10403800 DOI: 10.2196/47777] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Revised: 05/07/2023] [Accepted: 06/12/2023] [Indexed: 07/22/2023]
Abstract
BACKGROUND Many health professions faculty members lack training on fundamental lesbian, gay, bisexual, transgender, and queer (LGBTQ+) health topics. Faculty development is needed to address knowledge gaps, improve teaching, and prepare students to competently care for the growing LGBTQ+ population. OBJECTIVE We conducted a program evaluation of the massive open online course Teaching LGBTQ+ Health: A Faculty Development Course for Health Professions Educators from the Stanford School of Medicine. Our goal was to understand participant demographics, impact, and ongoing maintenance needs to inform decisions about updating the course. METHODS We evaluated the course for the period from March 27, 2021, to February 24, 2023, guided by the RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework. We assessed impact using participation numbers, evidence of learning, and likelihood of practice change. Data included participant demographics, performance on a pre- and postcourse quiz, open-text entries throughout the course, continuing medical education (CME) credits awarded, and CME course evaluations. We analyzed demographics using descriptive statistics and pre- and postcourse quiz scores using a paired 2-tailed t test. We conducted a qualitative thematic analysis of open-text responses to prompts within the course and CME evaluation questions. RESULTS Results were reported using the 5 framework domains. Regarding Reach, 1782 learners participated in the course, and 1516 (85.07%) accessed it through a main course website. Of the different types of participants, most were physicians (423/1516, 27.9%) and from outside the sponsoring institution and target audience (1452/1516, 95.78%). Regarding Effectiveness, the median change in test scores for the 38.1% (679/1782) of participants who completed both the pre- and postcourse tests was 3 out of 10 points, or a 30% improvement (P<.001). Themes identified from CME evaluations included LGBTQ+ health as a distinct domain, inclusivity in practices, and teaching LGBTQ+ health strategies. A minority of participants (237/1782, 13.3%) earned CME credits. Regarding Adoption, themes identified among responses to prompts in the course included LGBTQ+ health concepts and instructional strategies. Most participants strongly agreed with numerous positive statements about the course content, presentation, and likelihood of practice change. Regarding Implementation, the course cost US $57,000 to build and was intramurally funded through grants and subsidies. The course faculty spent an estimated 600 hours on the project, and educational technologists spent another 712 hours. Regarding Maintenance, much of the course is evergreen, and ongoing oversight and quality assurance require minimal faculty time. New content will likely include modules on transgender health and gender-affirming care. CONCLUSIONS Teaching LGBTQ+ Health improved participants' knowledge of fundamental queer health topics. Overall participation has been modest to date. Most participants indicated an intention to change clinical or teaching practices. Maintenance costs are minimal. The web-based course will continue to be offered, and new content will likely be added.
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Affiliation(s)
- Michael Albert Gisondi
- Department of Emergency Medicine, Stanford School of Medicine, Palo Alto, CA, United States
| | - Timothy Keyes
- Stanford School of Medicine, Stanford, CA, United States
| | - Shana Zucker
- Department of Internal Medicine, University of Miami Miller School of Medicine, Miami, FL, United States
| | - Deila Bumgardner
- Stanford Educational Technology, Stanford School of Medicine, Stanford, CA, United States
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Zhu H, Xu J, Wang P, Bian J, Zhao Z, Liu H, Ji L. The irreplaceable role of medical massive open online courses in China during the COVID-19 pandemic. BMC MEDICAL EDUCATION 2023; 23:323. [PMID: 37158861 PMCID: PMC10166685 DOI: 10.1186/s12909-023-04315-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/22/2022] [Accepted: 05/03/2023] [Indexed: 05/10/2023]
Abstract
BACKGROUND Massive open online courses (MOOCs) have become innovative open-learning approach in medical education. This study aimed to evaluate the dynamic changes in the construction and application of medical MOOCs before and after the coronavirus disease 2019 (COVID-19) pandemic in China. METHODS The dynamic changes of usages about medical MOOCs before and after 2020 were mainly searched on the Smart Education of China Higher Education platform, and the detailed learning profiles and outcome indicators were further analyzed using 40 national first-class medical MOOCs from 'zhihuishu' platform. RESULTS A total of 2,405 medical MOOCs were exported from the Smart Education of China Higher Education platform, of which 1,313 (54.6%) were launched since 2020. The total and average numbers of participants of 141 national first-class medical MOOCs peaked during the initial spread of COVID-19 in 2020. We further analyzed the dynamic usage of MOOCs from 2018 to 2022 based on 40 national first-class medical MOOCs launched on the 'Zhihuishu' platform. The findings revealed that the number of registered learners (3,240 versus 2,654), questions and answers (27,005 versus 5,116) and students taking the final examination (2,782 versus 1,995) per semester were significantly higher since 2020 compared to these before 2020. Especially, the number of registered learners, registered schools, questions and answers, and students participating in online discussion, taking the unit quiz, taking final examinations and passing final examinations all peaked in the 2020 spring-summer semester. Pearson's correlation analysis found that the number of questions and answers and the number of learners who participated in online discussion were both positively correlated with the number of students who passed the final examination, and the correlation was especially strong since 2020. Moreover, the number of publications on medical MOOC research has soared since 2020 and has maintained a continuous upward trend. CONCLUSIONS High-quality medical MOOCs have been launched rapidly since the COVID-19 pandemic in China. The number of participants and online interactions of medical MOOCs peaked during the initial spread of COVID-19 in 2020. MOOCs are reliable and valid digital sources that facilitate medical higher education and play irreplaceable roles in emergency management.
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Affiliation(s)
- Hui Zhu
- Department of Internal Medicine, Health Science Center, Ningbo University, Ningbo, Zhejiang, 315211, People's Republic of China
| | - Jin Xu
- School of Public Health, Health Science Center, Ningbo University, Ningbo, Zhejiang, 315211, People's Republic of China
- Academic Affairs Office, Ningbo University, Ningbo, Zhejiang, 315211, People's Republic of China
| | - Penghao Wang
- School of Public Health, Health Science Center, Ningbo University, Ningbo, Zhejiang, 315211, People's Republic of China
| | - Jia Bian
- Affiliated People's Hospital of Ningbo University, Ningbo, Zhejiang, 315211, People's Republic of China
| | - Zhijia Zhao
- School of Public Health, Health Science Center, Ningbo University, Ningbo, Zhejiang, 315211, People's Republic of China
| | - Hongyi Liu
- School of Public Health, Health Science Center, Ningbo University, Ningbo, Zhejiang, 315211, People's Republic of China
| | - Lindan Ji
- Department of Biochemistry and Molecular Biology, School of Basic Medical Sciences, Health Science Center, Ningbo University, Ningbo, Zhejiang, 315211, People's Republic of China.
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Huang H, Jew L, Qi D. Take a MOOC and then drop: A systematic review of MOOC engagement pattern and dropout factor. Heliyon 2023; 9:e15220. [PMID: 37123924 PMCID: PMC10133660 DOI: 10.1016/j.heliyon.2023.e15220] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Revised: 03/25/2023] [Accepted: 03/30/2023] [Indexed: 05/02/2023] Open
Abstract
Massive Open Online Course (MOOC) plays an important role in education equity and lifelong learning without entrance barriers, time limitations, and geographical constraints. However, MOOC is criticized by researchers for its high dropout rate. The purpose of this paper is to summarize the engagement patterns of MOOC learners and factors affecting dropouts in higher education in the scholarly literature, published during the period of 2008 to 2021. Twenty-one available published studies in seven major academic databases had been reviewed and presented in the systematic literature review following the PRISMA methodology. The results showed that the engagement patterns of MOOC learners could be grouped to Start, Mid, and End according to the stage of MOOC learning. The factors affecting MOOC dropout could be grouped into categories of Course Attributes, Social Status, Cognitive Ability, Emotional Factor and Learning Behavior.
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Affiliation(s)
- Hao Huang
- International College, Krirk University, No. 3, Soi Ramindra 1 Anusawari Subdistrict, Bang Khen District, Bangkok, Thailand
- Chongqing Business Vocational College, 81 Daxuechengzhong Road, Shapingba District, Chongqing, China
- Corresponding author. International College, Krirk University, No. 3 Soi Ramindra 1 Anusawari Subdistrict, Bang Khen District, Bangkok, Thailand.
| | - Lihjen Jew
- International College, Krirk University, No. 3, Soi Ramindra 1 Anusawari Subdistrict, Bang Khen District, Bangkok, Thailand
| | - Dandan Qi
- Chongqing Business Vocational College, 81 Daxuechengzhong Road, Shapingba District, Chongqing, China
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Zhu L, Zhu Q, Zhao X. Identifying determinants of student learning effects in intensive online environments: an empirical investigation in civil engineering education. INTERNATIONAL JOURNAL OF CONSTRUCTION MANAGEMENT 2022. [DOI: 10.1080/15623599.2022.2152949] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Affiliation(s)
- Lei Zhu
- Department of Construction and Real Estate, School of Civil Engineering, Southeast University, Nanjing, Jiangsu, China
| | - Qian Zhu
- Department of Municipal Engineering, Southeast University, Nanjing, Jiangsu, China
| | - Xianbo Zhao
- School of Engineering and Technology, Central Queensland University, Sydney, New South Wales, Australia
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Frutiger M, Whillier S. Effects of a sudden change in curriculum delivery mode in postgraduate clinical studies, following the COVID-19 pandemic. THE JOURNAL OF CHIROPRACTIC EDUCATION 2022; 36:132-141. [PMID: 35394044 PMCID: PMC9536236 DOI: 10.7899/jce-21-31] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Revised: 07/12/2021] [Accepted: 08/27/2021] [Indexed: 06/14/2023]
Abstract
OBJECTIVE To examine the effect of a change in the delivery mode of clinical neurology, a postgraduate subject at Macquarie University, following COVID-19 restrictions on face-to-face teaching. METHODS Participants were master of chiropractic students (n = 212) who completed 2019 or 2020 clinical neurology. The main outcome measure was a comparison of objective structured clinical examination (OSCE) marks between the 2019 and 2020 cohorts. The 2019 group underwent traditional, face-to-face learning, whereas the 2020 group were taught and examined remotely in session 1 but returned to campus in session 2. Descriptive analyses, between-group differences, and generalized linear models were performed. RESULTS Means for OSCE marks between the 2 groups were higher in the 2020 group in session 1 (p < .001). However, when students returned to campus in session 2, the means were significantly lower in the 2020 group compared with the 2019 group (p < .001). Generalized linear regression indicated that the web-based mode of delivery in 2020 might have had a significant impact on OSCE marks compared with their 2019 counterparts (p < .001). CONCLUSION The sudden change in the mode of delivery from face-to-face to remote learning and the change in testing methods in response to the global COVID-19 pandemic had a significant effect on clinical neurology student performance scores. The OSCE marks in the 2020 cohort for session 1 were higher than those in 2019. However, when the 2020 cohort returned to on-campus tutorials in session 2, their marks were lower than those of their 2019 counterparts.
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Subiyakto A, Yuniarto D, Rahman ABA, Helmiawan MA, Suryadi M, Junaedi DI. Webqual Method on Online Course in Suburban Area: Post-Pandemic Study. 2022 10TH INTERNATIONAL CONFERENCE ON CYBER AND IT SERVICE MANAGEMENT (CITSM) 2022. [DOI: 10.1109/citsm56380.2022.9935925] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/02/2023]
Affiliation(s)
- A'ang Subiyakto
- Syarif Hidayatullah State Islamic University,Department of Information Systems,Jakarta,Indonesia
| | - Dwi Yuniarto
- Syarif Hidayatullah State Islamic University,Department of Information Systems,Jakarta,Indonesia
| | | | | | - Mulya Suryadi
- Syarif Hidayatullah State Islamic University,Department of Information Systems,Jakarta,Indonesia
| | - Dani Indra Junaedi
- Syarif Hidayatullah State Islamic University,Department of Information Systems,Jakarta,Indonesia
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Liu J, Yi Y, Wang X. Influencing factors for effective teaching evaluation of massively open online courses in the COVID-19 epidemics: An exploratory study based on grounded theory. Front Psychol 2022; 13:964836. [PMID: 35992389 PMCID: PMC9389159 DOI: 10.3389/fpsyg.2022.964836] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2022] [Accepted: 07/21/2022] [Indexed: 11/15/2022] Open
Abstract
Many factors affect the teaching of massively open online courses (MOOCs). In this study, to explore the factors that influence the effective teaching of MOOCs, a large number of relevant studies are analyzed. Based on grounded theory, semi-structured interviews were conducted with 30 students and teachers who used MOOCs for online teaching. The interview data were subjected to four research processes –open coding, axial coding, selective coding, and saturation testing– to explore the factors influencing MOOCs’ effective teaching and the interactions between them. The results demonstrate that: (1) Effective teachers, effective tuition, effective communication, active online learning, social support guarantees, and online course design have important positive effects on effective teaching, while only certain online learning behaviors will seriously affect the teaching effectiveness of MOOC, resulting in negative effects. (2) Effective communication is essential for effective teaching in MOOCs; effective teachers are the leading factor, thus teachers should take the initiative to study and understand the students to understand their various learning needs and difficulties. (3) Reasonable and effective classroom teaching design is key to improving MOOCs’ teaching efficiency. (4) E-learning is respected, cared for, and valued by society, including cognition, emotion, and learning platform support from family, school, teachers, and classmates, and has an important impact on students’ motivation and the effects of online learning. The results of this study further clarify factors influencing effective teaching of MOOCs, thus helping to enrich and supplement the theory of effective teaching and evaluation and providing theoretical guidance for teachers to effectively implement MOOC teaching.
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Affiliation(s)
- Jingkuang Liu
- School of Management, Guangzhou University, Guangzhou, China
| | - Yanqing Yi
- School of Management, Guangzhou University, Guangzhou, China
- Sciences of Civil, Environmental and Architecture Engineering, University of Padova, Padova, Italy
| | - Xuetong Wang
- School of Management, Guangzhou University, Guangzhou, China
- *Correspondence: Xuetong Wang,
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12
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Canfield J, Truong V, Bereznicka A, Lunze K. Evaluation of an experiential clinical learning option during pandemic teaching suspensions. BMC MEDICAL EDUCATION 2022; 22:471. [PMID: 35715779 PMCID: PMC9205138 DOI: 10.1186/s12909-022-03530-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Accepted: 06/02/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND As students' direct patient contact was suspended because of COVID-19-related restrictions, we revised our clinical addiction medicine curriculum for students to learn about the different multidisciplinary clinical models delivered at our hospital and in community settings. Our aim was to provide an overview of clinical modalities and familiarize learners with clinician and patient experiential perspectives. METHODS We implemented a multi-pronged approach, offering an overview of clinical care programs through remote panels involving care providers at the clinics where students had previously been scheduled for in-person rotations. This included inpatient and office-based addiction services, addiction treatment program for adolescents and young adults, integrated addiction care and HIV primary care clinic, and opioid use urgent care clinic. Beyond having them join outpatient telehealth clinic visits, students also participated in an online panel involving patients in recovery to gain familiarity with their care perspectives; and joined a panel with recovery coaches to get further insights into patient challenges in clinical settings. Students further participated in remote opioid treatment trainings and observed clinical rounds of inpatient addiction consults and adolescent clinic team meetings. RESULTS With this revised curriculum, students learned about the variety of clinical modalities at the height of our hospital's COVID-19 pandemic burden. The evaluation suggested that students appreciated the authenticity of accounts from patients and providers about their challenges and satisfaction related to clinical care. While in a remote learning setting, students overall wished for more personal interaction with patients and providers. They also noted a lack of group cohesion and connection that they felt would otherwise have been met in an in-person program. CONCLUSIONS Remote learning allowed our program to connect trainees to the multidisciplinary field of addiction medicine despite the COVID-19 pandemic. In future program iterations, we will consider hybrid formats of in-person learning experiences with direct patient and faculty contact where possible, combined with online provider and patient panels possibly, in addition to virtual breakout formats to facilitate more personal student-patient and student-faculty interactions.
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Affiliation(s)
- Jules Canfield
- Clinical Addiction Research and Education Unit, Section of General Internal Medicine, Boston Medical Center, 801 Massachusetts Avenue, Room 2045, Boston, MA, 02118, USA.
| | - Ve Truong
- Clinical Addiction Research and Education Unit, Section of General Internal Medicine, Boston Medical Center, 801 Massachusetts Avenue, Room 2045, Boston, MA, 02118, USA
| | - Agata Bereznicka
- Clinical Addiction Research and Education Unit, Section of General Internal Medicine, Boston Medical Center, 801 Massachusetts Avenue, Room 2045, Boston, MA, 02118, USA
| | - Karsten Lunze
- Clinical Addiction Research and Education Unit, Section of General Internal Medicine, Boston Medical Center, 801 Massachusetts Avenue, Room 2045, Boston, MA, 02118, USA
- Boston University School of Medicine, Boston, MA, 02118, USA
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Hosseini S, Yilmaz Y, Shah K, Gottlieb M, Stehman CR, Hall AK, Chan TM. Program evaluation: An educator's portal into academic scholarship. AEM EDUCATION AND TRAINING 2022; 6:S43-S51. [PMID: 35783081 PMCID: PMC9222891 DOI: 10.1002/aet2.10745] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2021] [Revised: 09/16/2021] [Accepted: 09/17/2021] [Indexed: 06/15/2023]
Abstract
Program evaluation is an "essential responsibility" but is often not seen as a scholarly pursuit. While Boyer expanded what qualifies as educational scholarship, many still need to engage in processes that are rigorous and of a requisite academic standard to be labelled as scholarly. Many medical educators may feel that scholarly program evaluation is a daunting task due to the competing interests of curricular change, remediation, and clinical care. This paper explores how educators can take their questions around outcomes and efficacy of our programs and efficiently engage in education scholarship. The authors outline how educators can examine whether training programs have a desired impact and outcomes, and then how they might leverage this process into education scholarship.
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Affiliation(s)
- Shera Hosseini
- Faculty of Health SciencesMcMaster Institute for Research on AgingMcMaster Education Research, Innovation, and TheoryMcMaster UniversityHamiltonOntarioCanada
| | - Yusuf Yilmaz
- McMaster Education Research, Innovation and Theory (MERIT) Program & Office of Continuing Professional DevelopmentFaculty of Health SciencesMcMaster UniversityHamiltonOntarioCanada
- Department of Medical EducationFaculty of MedicineEge UniversityIzmirTurkey
| | - Kaushal Shah
- Department of Emergency MedicineWeill Cornell Medical SchoolNew YorkNew YorkUSA
| | - Michael Gottlieb
- Department of Emergency MedicineRush University Medical CenterChicagoIllinoisUSA
| | - Christine R. Stehman
- Department of Emergency MedicineUniversity of Illinois College of Medicine ‐ Peoria/OSF HealthcarePeoriaIllinoisUSA
| | - Andrew K. Hall
- Department of Emergency MedicineUniversity of OttawaOttawaOntarioCanada
- Royal College of Physicians and Surgeons of CanadaOttawaOntarioCanada
| | - Teresa M. Chan
- Faculty of Health SciencesMcMaster UniversityHamiltonOntarioCanada
- Division of Emergency MedicineDepartment of MedicineMcMaster UniversityHamiltonOntarioCanada
- McMaster Program for Education Research, Innovation, and Theory (MERIT)McMaster UniversityHamiltonOntarioCanada
- Department of Health Research Methodology, Impact, and EvidenceMcMaster UniversityHamiltonOntarioCanada
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14
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Allen LM, Hay M, Palermo C. Evaluation in health professions education-Is measuring outcomes enough? MEDICAL EDUCATION 2022; 56:127-136. [PMID: 34463357 DOI: 10.1111/medu.14654] [Citation(s) in RCA: 37] [Impact Index Per Article: 18.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/11/2021] [Revised: 08/18/2021] [Accepted: 08/23/2021] [Indexed: 05/28/2023]
Abstract
INTRODUCTION In an effort to increase the rigour of evaluation in health professions education (HPE), a range of evaluation approaches are used. These largely focus on outcome evaluation as opposed to programme evaluation. We aim to review and critique the use of outcome evaluation models, using the Kirkpatrick Model as an example given its wide acceptance and use, and advocate for the use of programme evaluation models that help us understand how and why outcomes are occurring. METHODS We systematically searched OVID medline, Scopus, CINAHL and Pubmed, and hand searched six leading HPE journals to provide an overview of the use of the Kirkpatrick Model as well as a range of programme evaluation models in HPE. In addition to this, we synthesised the existing critiques of the Kirkpatrick Model as an example of outcome evaluation, to highlight the limitations of such models. RESULTS The use of the Kirkpatrick Model in HPE is widespread and increasing; however, studies focus on categorising outcomes, rather than explaining how and why they occur. The main criticisms of the model are as follows: it is outcomes focused and fails to consider factors that can impact training outcomes; it assumes positive casual linkages between the levels; there is an assumption that the higher-level outcomes are more important; and unintended impacts are not considered. The use of the Kirkpatrick Model by the MERSQI, BEME and WHO contribute to the myth that the Kirkpatrick Model is the gold standard for programme evaluation. DISCUSSION Moving forward, evaluations of HPE interventions must shift from focusing largely on measuring outcomes of interventions with little consideration for how and why these outcomes are occurring to programme evaluation that investigates what contributes to these outcomes. Other models that facilitate the evaluation of the complex processes that occur in HPE should be used instead of Kirkpatrick's.
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Affiliation(s)
- Louise M Allen
- Monash Centre for Professional Development and Monash Online Education, Monash University, Clayton, Victoria, Australia
| | - Margaret Hay
- Monash Centre for Professional Development and Monash Online Education, Monash University, Clayton, Victoria, Australia
| | - Claire Palermo
- Monash Centre for Scholarship in Health Education, Monash University, Clayton, Victoria, Australia
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15
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Pham T, Beloncle F, Piquilloud L, Ehrmann S, Roux D, Mekontso-Dessap A, Carteaux G. Assessment of a massive open online course (MOOC) incorporating interactive simulation videos on residents' knowledge retention regarding mechanical ventilation. BMC MEDICAL EDUCATION 2021; 21:595. [PMID: 34852801 PMCID: PMC8635324 DOI: 10.1186/s12909-021-03025-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/20/2021] [Accepted: 11/14/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Understanding respiratory physiology and mechanical ventilation is a challenge for healthcare workers, particularly, medical residents. A team of French-speaking experts developed an innovative MOOC incorporating interactive simulation-based videos and serious games aiming at improving knowledge and skills in mechanical ventilation. Our objective was to evaluate the long-term knowledge retention regarding key concepts presented in this MOOC. METHODS French residents registered for the MOOC 2020's winter session were invited to participate in a two-step study. The first step consisted in evaluating students' pre-course knowledge of respiratory physiology and mechanical ventilation fusing a 20 five-item multiple choice questions test with a total score ranging from 0 to 100. For the second step, the same students answered the same test (after shuffling the questions) six months after the completion of the course. We assessed the impact of this MOOC on the students' knowledge retention by comparing pre-course and post-course scores. RESULT Of the 102 residents who agreed to participate in the study, 80 completed the course and their mean ± SD pre-course score was 76.0 ± 8.0. Fifty-one respondents also completed the second and their post-course score was significantly higher than the baseline one (83.1 ± 7.3 vs. 77.5 ± 7.6, p < 0.001). Scores of the first and second rounds did not differ upon comparing respondents' background specialty or number of years of residency. For the vast majority of individual questions (96%), the success rate was higher at the post-course than at the pre-course assessment. CONCLUSION An innovative MOOC incorporating simulation-based videos was effective in teaching medical residents basic mechanical ventilation knowledge and skills, especially in the field of respiratory physiology and ventilatory modes. We observed effective long-term knowledge retention with a higher score at the post-course assessment six months after the completion of the course compared with the pre-course score.
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Affiliation(s)
- Tài Pham
- Service de Médecine Intensive-Réanimation, AP-HP, Hôpital de Bicêtre, Hôpitaux Universitaires Paris-Saclay, Le Kremlin-Bicêtre, France.
- Université Paris-Saclay, UVSQ, Univ. Paris-Sud, Inserm U1018, Equipe d'Epidémiologie respiratoire intégrative, CESP, 94807, Villejuif, France.
| | - François Beloncle
- Département de Médecine Intensive - Réanimation, CHU d'Angers, Vent'Lab, Université d'Angers, Angers, France
| | - Lise Piquilloud
- Adult Intensive Care Unit, University Hospital and University of Lausanne, Lausanne, Switzerland
| | - Stephan Ehrmann
- CHRU de Tours, Médecine Intensive Réanimation, CIC INSERM 1415, CRICS-TriggerSEP FCRIN Research Network, CHRU de Tours and Centre d'Etude des Pathologies Respiratoires (CEPR), INSERM U1100, Université de Tours, Tours, France
| | - Damien Roux
- AP-HP, Hôpital Louis Mourier, DMU ESPRIT, Médecine Intensive-Réanimation, F-92700, Colombes, France
- Université de Paris, UFR de Médecine, F-75018, Paris, France
| | - Armand Mekontso-Dessap
- Assistance Publique-Hôpitaux de Paris, CHU Henri Mondor, Service de Médecine Intensive Réanimation, F-94010, Créteil, France
- Université Paris Est-Créteil, Faculté de Santé, Groupe de Recherche Clinique CARMAS, F-94010, Créteil, France
- INSERM U955, Institut Mondor de Recherche Biomédicale, F-94010, Créteil, France
| | - Guillaume Carteaux
- Assistance Publique-Hôpitaux de Paris, CHU Henri Mondor, Service de Médecine Intensive Réanimation, F-94010, Créteil, France
- Université Paris Est-Créteil, Faculté de Santé, Groupe de Recherche Clinique CARMAS, F-94010, Créteil, France
- INSERM U955, Institut Mondor de Recherche Biomédicale, F-94010, Créteil, France
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The Usefulness of a Massive Open Online Course about Postural and Technological Adaptations to Enhance Academic Performance and Empathy in Health Sciences Undergraduates. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182010672. [PMID: 34682425 PMCID: PMC8536090 DOI: 10.3390/ijerph182010672] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/03/2021] [Revised: 10/07/2021] [Accepted: 10/08/2021] [Indexed: 12/15/2022]
Abstract
Massive open online courses (MOOCs) provide accessible and engaging information for Physical Therapy and Occupational Therapy students. The objective of this research was to determine the usefulness in improving academic performance and empathy in health sciences undergraduates, and to test a hypothetical model through structural equation analysis. This research was carried out using a descriptive and quasi-experimental design. It was conducted in a sample of 381 participants: 176 used a MOOC and 205 did not. The results of the Student’s t-test showed statistically significant differences in academic performance between the groups in favor of those students who had realized the MOOC. Participants carried out an evaluation rubric after taking MOOC. Statistically significant differences in empathy were also obtained between the pre (X = 62.06; SD = 4.41) and post (X = 73.77; SD = 9.93) tests. The hypothetical model tested via structural equation modeling was supported by the results. Motivation for the MOOC explained 50% of the variance. The MOOC (participation and realization) explained 58% of academic performance, 35% of cognitive empathy and 48% of affective empathy. The results suggest an association between higher realization and participation in a MOOC and higher levels of academic performance, and cognitive and affective empathy.
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Use of MOOCs in Health Care Training: A Descriptive-Exploratory Case Study in the Setting of the COVID-19 Pandemic. SUSTAINABILITY 2021. [DOI: 10.3390/su131910657] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
This exploratory study is part of the training and innovation project (GID2016-16) of the National University of Distance Education (UNED) in Spain. The current socioeconomic and educational contexts derived from COVID-19 has led university institutions to develop methodological innovations in the teaching-learning process. Among these strengthening measures are the MOOCs, the most appropriate strategy to bring students closer to new digital platforms that favor the acquisition of knowledge. A methodological pluralism, combining quantitative and qualitative perspectives, has been used. The main results of the descriptive analysis compare the data of students enrolled in the MOOC, “Social and Health Care and Social Services in Social Work”, and other related bachelor’s and master’s degree courses during the four years analyzed. One of the conclusions is the emerging possibility of offering university studies that are more in line with the current teleworking market. The development of online methodologies favors the democratization of education, reaching the student body as a whole and universalizing content and learning. Among the main conclusions, it is worth highlighting the degree of satisfaction shown by the students who took advantage of the MOOC, and the training opportunities afforded by MOOC courses, during the time of COVID-19.
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