“Design and implementation challenges of massive open online course on research methods for Indian medical postgraduates and teachers –descriptive analysis of inaugural cycle”

Abstract

Background In view of the growing popularity, reach and access for Massive Open Online Courses (MOOCs), India’s apex body for medical education, the National Medical Commission (NMC) mandated uniform foundational course on research methods for the medical post graduates (PGs) and faculty members of the medical institutions under NMC as MOOC. This course is a pioneering effort in the field of India’s PG medical education. NMC entrusted Indian Council of Medical Research (ICMR)-National Institute of Epidemiology (NIE) to design and offer the MOOC, named as Basic Course in Biomedical Research (BCBR). We describe the experience of designing and that of implementation challenges in the inaugural cycle of the course. Methods The course objective was to inculcate the fundamental concepts in research methods covering epidemiology and biostatistics in the form of video lectures, resource materials, discussion forum, assignments, feedback and a final proctored examination. The course was delivered over 16 weeks through MOOCs platform under the Indian Ministry of Education. We reviewed records, documents and faculty notes and described the course conceptualization, development, design and implementation process. We abstracted information from course portal on enrolment profile of the participants, self-reported course feedback (structured and open-ended on format, lectures and quality of contents), examination registration form, scores obtained in the assignments/examination and that of the participant queries. We described quantitative data using descriptive statistics. We presented the thematic analysis of qualitative data from open-ended questions in the feedback system and that of email interactions. Results The inaugural cycle (September-December 2019) was taken by 24,385 participants. Majority, 15,879 (65%) were from medical background. 13,242 (54%) were medical postgraduates and 2637 (11%) were medical teachers. Among the enrolled, 14,720 (60%) cleared the assignments. A total of 11,392 (47%), 8,205 (62%) medical PGs and 896 (34%) faculty members successfully completed the course. Feedback from 1305 (5%) participants had mean score of 4.5/5 (±0.7) for quality of teaching. We faced challenges in customizing the course for medical participants, unawareness among target group, digital illiteracy and the ongoing pandemic. Conclusions During the inaugural cycle of the online Basic Course in Biomedical Research course, nearly half of the enrolled participants successfully completed and received the certificate. India’s MOOC for enhancing research capabilities of future medical researchers encountered successes and challenges. Lessons learnt from the inaugural cycle will guide future directions and to address larger issues in terms of sustainability and replication by stakeholders in medical education in India or elsewhere.

Digital education for health professionals in India: a scoping review of the research

“…The comparatively fewer studies with more traditional study rationales were mostly motivated by a wish to better understand certain challenges related to teaching and learning online. Among these are issues such as low attrition rates ([ 29 ] b), study group cohesion [ 30 ], use of inaccurate online resources [ 31 ], perception of digital education [ 32 – 35 ], as well as issues related to creating and running online courses [ 17 , 36 , 37 ].…”

“…Only five studies examined the experiences or behaviours of study participants. Two of these examined medical undergraduates’ use of electronic resources during their studies [ 12 , 40 ], one explored the digital competencies of teaching staff [ 41 ], another examined experiences from creation of a Massive Open Online Course (MOOC) [ 37 ], and the fifth study explored retention and attrition in an online course for in-service health professionals [ 29 ]. The data types that were used to examine experiences and behaviours were more diverse than for perception and effectiveness, ranging from surveys and systems data, to interviews, observations, and document analysis.…”

Revamping Medical Education in India: New Guidelines for Eligibility Qualifications of Medical Faculty

“…By completing this course, medical teachers can enhance their skills in designing and implementing effective teaching strategies that promote active learning and critical thinking among students. They can also learn how to use various technological tools to create engaging and interactive learning experiences for their students, which can lead to better retention of knowledge and skills [ 4 ].…”

Evaluation of Massive Open Online Course (MOOC) Approach among Undergraduate Students

“…Ministry of Education Malaysia has anticipated transformation of common undergraduate courses into MOOC to make learning more accessible and to practice blended learning. Besides meaningful learning experience, MOOCs flexibility and accessibility to provide content anywhere and anytime has make them to gain popularity (Ponnaiah et al, 2022). Knowledge and skills in a subject can also be imparted through online teaching tools such as MOOCs (Ponnaiah et al, 2022).…”

“…Besides meaningful learning experience, MOOCs flexibility and accessibility to provide content anywhere and anytime has make them to gain popularity (Ponnaiah et al, 2022). Knowledge and skills in a subject can also be imparted through online teaching tools such as MOOCs (Ponnaiah et al, 2022). Besides changes in knowledge and skills, attitude, confidence and changes in behaviour, increased excitement about a subject and effects on cultural identity are among the benefits of MOOCs (Blum et al, 2020).…”