RE-AIMing COVID-19 online learning for medical students: a massive open online course evaluation

Abstract

Background Clinical training during the COVID-19 pandemic is high risk for medical students. Medical schools in low- and middle-income countries (LMIC) have limited capacity to develop resources in the face of rapidly developing health emergencies. Here, a free Massive Open Online Course (MOOC) was developed as a COVID-19 resource for medical students working in these settings, and its effectiveness was evaluated. Methods The RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework was utilized to evaluate the effectiveness of MOOC in teaching medical students about COVID-19. The data sources included the student registration forms, metrics quantifying their interactions within the modules, students’ course feedback, and free-text responses. The data were collected from the Moodle learning management system and Google analytics from May 9 to September 15, 2020. The research team analyzed the quantitative data descriptively and the qualitative data thematically. Results Among the 16,237 unique visitors who accessed the course, only 6031 medical students from 71 medical schools registered, and about 4993 (83% of registrants) completed the course, indicating high levels of satisfaction (M = 8.17, SD = 1.49) on a 10-point scale. The mean scores of each assessment modules were > 90%. The free-text responses from 987 unique students revealed a total of 17 themes (e.g., knowing the general information on COVID-19, process management of the pandemic in public health, online platform use, and instructional design) across the elements of the RE-AIM framework. Mainly, the students characterized the MOOC as well-organized and effective. Conclusions Medical students learned about COVID-19 using a self-paced and unmonitored MOOC. MOOCs could play a vital role in the dissemination of accurate information to medical students in LMIC in future public health emergencies. The students were interested in using similar MOOCs in the future.

Assessment of a massive open online course (MOOC) incorporating interactive simulation videos on residents’ knowledge retention regarding mechanical ventilation

“…However, in the field of health and medicine, despite numerous MOOC produced [ 20 ], only a minority has been dedicated to medical student training or continuing medical education. Assessment of such MOOCs in the field of medical training remains scarce [ 21 ]. Additionally, incorporating simulation-based videos in an interactive environment to teach both knowledge and skills has never been assessed.…”

Use of MOOCs in Health Care Training: A Descriptive-Exploratory Case Study in the Setting of the COVID-19 Pandemic

“…E-learning training in a pandemic situation has offered the possibility of updating and implementing the training received by professionals in the social and healthcare areas thanks to the use of information and communication technologies (ICT). This type of training is very useful for university graduates [57], who carry out professional activities and have family responsibilities, as it allows them to achieve work/life balance [28,58]. The European Union stresses the need to coordinate health and social services to achieve a high level of quality and the effective use of resources and long-term care in their environments [55,59].…”

“…The results show that the MOOC results are much higher than those of the master's degree courses. It should not be forgotten that the comparison of the data between those enrolled in the MOOC in the last four academic years, and those enrolled in the master's degrees considered may not only be relevant because they are graduates [28] and university professionals, but also because resulting trends can be introduced in the improvement of the UNED distance learning and university offerings.…”

“…The results have been compared with other nearby or related official UNED degrees, as well as some of the students' opinions and their results. Through the course, the students were able to distance themselves from everyday life in order to self-observe the professional concerns and tasks and personal realities that occupy them and that are in line with the experiences of other authors [27][28][29][30]. This educational framework, together with the need to promote online teaching at the university in times of uncertainty because of the situation generated by the COVID-19 pandemic, has led us to favor autonomy in the online learning process and to promote the MOOC, "Socio-sanitary and Social Services in Social Work".…”

The Usefulness of a Massive Open Online Course about Postural and Technological Adaptations to Enhance Academic Performance and Empathy in Health Sciences Undergraduates

“…Numerous scientific publications based on MOOCs have been published during the last years. Many of them have focused on health science students [7][8][9]. A review from 2014 suggests that MOOCs can be used as a way to provide continuous medical education [10].…”