Twelve tips for developing and delivering a massive open online course in medical education

Abstract

Massive open online courses (MOOCs) are a novel mode of online learning. They are typically based on higher education courses and can attract a high number of learners, often in the thousands. They are distinct from on-campus education and deliver the learning objectives through a series of short videos, recommended readings and discussion fora, alongside automated assessments. Within medical education the role of MOOCs remains unclear, with recent proposals including continuing professional development, interprofessional education or integration into campus-based blended learning curricula. In this 12-tips article, we aim to provide a framework for readers to use when developing, delivering and evaluating a MOOC within medical education based on the literature and our own experience. Practical advice is provided on how to design the appropriate curriculum, engage with learners on the platform, select suitable assessments, and comprehensively evaluate the impact of your course.

Cell phone-based online biochemistry and molecular biology medical education curriculum

“…[2,3] There has been a recent growth in the availability of medical curricula for students and the public, as well as a growth in medical continuing education programs, on the internet. [2,3]…”

Undergraduate Medical Students' Usage and Perceptions of Anatomical Case‐Based Learning: Comparison of Facilitated Small Group Discussions and eLearning Resources

“…While Internet-based learning will have a positive effect when compared to no intervention at all, research studies comparing the effectiveness of eLearning resources to more traditional methods are inconsistent; effectiveness is dependent on design and implementation and any introduction of these resources should be explicitly assessed, to determine whether they do in fact confer a benefit over previous methods (Cook et al, 2008). In any case, if converting resources to an eLearning format, care must be taken that their development should be performed incorporating best principles of design (Kim and Hannafin, 2006;Cook et al, 2010;Henderson et al, 2017;Pickering et al, 2017). As with previous studies, students in this study valued elements of the eLearning cases such as interactivity (Maleck et al, 2001), integrated feedback (Rawson and Quinlan, 2002), and the clarity of the content and explanations provided (Rawson and Quinlan, 2002;Shokar et al, 2005;Wilson et al, 2006).…”

Twelve tips for integrating massive open online course content into classroom teaching

“…Assessments might be fully offered outside of the MOOC or (partly) within the MOOC using the assessments available. Ideally, all assessments, whether used in the MOOC or class should be bespoke (Pickering et al 2017). However, although this feedback would be possible in the online environment of the MOOC, it is probably easier and more effective to offer the feedback outside the MOOC in class, as there is direct interaction with the students and alignment with your curriculum aims can be made clear.…”

“…They offer the advantages of online learning and provide content including short video lectures, digital readings, interactive assignments, discussion fora, and quizzes. Creating a MOOC is a time consuming and resource expensive process which contains multiple steps (Pickering et al 2017). Although MOOCs originally have been developed for stand-alone delivery to students outside of the regular curriculum, schools around the world have started to integrate MOOC content from their own or from other institutions into the curriculum (Robinson 2016;Swinnerton et al 2017; Brali c and Divjak 2018), with students indicating high satisfaction with the online materials provided as an inspiring addition to the traditional course materials (Aboshady et al 2015).…”