scholarly journals Leveraging Digital Platforms to Scale Health Care Workforce Development: The Career 911 Massive Open Online Course

2019 ◽  
Vol 13 (5) ◽  
pp. 123-130 ◽  
Author(s):  
Melissa A. Simon ◽  
Shaneah Taylor ◽  
Laura S. Tom
Keyword(s):  
Health Care ◽  
Workforce Development ◽  
Online Course ◽  
Massive Open Online ◽  
Digital Platforms ◽  
Health Care Workforce ◽  
Massive Open Online Course

scholarly journals Data Collection Approaches to Enable Evaluation of a Massive Open Online Course About Data Science for Continuing Education in Health Care: Case Study

10.2196/10982 ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. e10982 ◽  
Author(s):  
Abrar Alturkistani ◽  
Azeem Majeed ◽  
Josip Car ◽  
David Brindley ◽  
Glenn Wells ◽  
...  
Keyword(s):  
Health Care ◽  
Data Collection ◽  
Continuing Education ◽  
Data Science ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course

Massive open online course (MOOC) in Dentistry: a cross-sectional study of a UNASUS course on Oral Health Care for Pregnant and Postpartum Women (Preprint)

2020 ◽  
Author(s):  
Camila Huanca ◽  
Deise Garrido ◽  
Caren Bavaresco ◽  
Ana Emilia Oliveira ◽  
Ana Estela Haddad
Keyword(s):  
Health Care ◽  
Oral Health ◽  
Health Professionals ◽  
Oral Health Care ◽  
Online Course ◽  
Postpartum Women ◽  
Massive Open Online ◽  
Continuous Education ◽  
Massive Open Online Course ◽  
Program Content

BACKGROUND The technology-mediated education has been increasingly used in the global scope of continuous education. In the health area, it has been applied for professional development. In Brazil, the Ministry of Health created, as of 2010, the Open University of the Brazilian Public Health System (UNASUS), starting to promote the continuous education of the health teams, by means of a network of public universities, making an open access educational repository, with a wide range of course offers. Considering that, as of 2016, the Ministry of Health included the dental visit in the prenatal care of the pregnant women being followed-up. The SUS’ Open University-Federal University of Maranhão (UNASUS-UFMA), in partnership with the Faculty of Dentistry of the University of São Paulo (FOUSP), developed and launched the “Oral Health Care for Pregnant and Postpartum Women” course in the massive open online course (MOOC) format. OBJECTIVE The purpose of this study is to present a descriptive analysis, resulting from the offer of such course, considering its program content, the participants’ profile, their development and the observed dropout rate. METHODS The MOOC on “Oral Health Care for Pregnant and Postpartum Women” designed to support dental surgeons and Dentistry students, as well as other health professionals. Educational objectives, target public, program content, workload were established and it counted with a development multidisciplinary team, including content developers expert on the subject, educators, professionals specialized in instructional design and information technology professionals. The course open for a 6-month period was presented in two units. At the end of the course, an evaluation activity with a cut-off grade of 70% for certification was available to the participants. For this study, the data collected in the Arouca platform and in the Moodle virtual learning environment from the period of April 10th to October 10th, 2018 was analyzed evaluating the students of the course. RESULTS The registrations reached the number of 15,461 people and, of these, 11,854 participants interacted with the course by accessing the multimedia book and 4,683 (30.30%) received the certificate of completion. Most of the participants (79,30%) were female and from a broad age group, from 21 to 40 years old. All the Brazilian federation units had registrants 5,434 registrations were from the Southeast region. 70.33% or the enrolled individuals were dental surgeons and 11.38%, classified as others, included Dentistry students, and there were also other health professionals registered. The completion rate was higher than the average of courses in the MOOC fashion registered in the literature. CONCLUSIONS The analyzed data indicated the wide capillarity of the offered course, overcoming geographic distance, and even connectivity, barriers given the technology and innovative delivery model, based on mobile technology.

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

scholarly journals Digital Education on Prudent Antibiotic Use—Evaluation of a Massive Open Online Course for General Practitioners in Germany

2020 ◽  
Vol 41 (S1) ◽  
pp. s192-s193
Author(s):  
Florian Salm ◽  
Tobias Kramer ◽  
Cornelius Remschmidt ◽  
Petra Gastmeier ◽  
Sandra Schneider
Keyword(s):  
Antibiotic Therapy ◽  
General Practitioners ◽  
Antibiotic Use ◽  
Background Information ◽  
Online Course ◽  
Massive Open Online ◽  
Questionnaire Response ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Assessment Questionnaire

Background: Antimicrobial resistance is a growing global health problem predominantly driven by overuse of antibiotics. In humans, most antibiotics are used outside the hospital. Overprescribing for acute respiratory infections (ARIs) is common despite clear guidelines. The need for further training of general practitioners is well known. Objective: To develop and evaluate a massive open online course (MOOC) on antibiotic therapy of common infectious diseases in general practice. Methods: A 4-week MOOC was developed on the basis of previous face-to-face trainings (platform, Hasso Plattner Institute for Digital Engineering) and was conducted 3 times between July 10, 2017, and May 31, 2019. The course was promoted through various general practitioner (GP) networks, local multipliers, and conferences and in the local trade press. In addition to epidemiological background information, the focus was on guideline-based diagnostics and treatment of ARI, side effects of antibiotics, correct drug selection, dosage and duration of indicated antibiotic therapy, as well as aspects of doctor–patient communication. Content included videos, self-tests, additional written material, and an optional exam. At the end of the course, participants were asked to complete a voluntary, anonymous online assessment questionnaire (LimeSurveyPro software). Usage data from the MOOC platform and data from the questionnaire were analyzed using IBM SPSS statistical software. Results: In total, 2,177 registered persons retrieved content (= learners). The proportion of learners dropped from 99.6% in week 1 to 40.7% in week 4. However, among those attending week 4, the average proportion of content used was still high (74.5%). Furthermore, 27.5% of learners completed the course, 23.8% took the exam, and 19.7% passed the exam. Moreover, 284 learners answered the assessment questionnaire (response rate, 13.0%); 62.3% were women, and the mean age was 45.9 years. Also, 225 participants (79.2%) stated that they were physicians; 122 of these worked as general practitioners (54.2% of physicians). Among the other physicians, 23% stated were in specialist training and 15.6% had a different specialist designation. The average overall rating of the course was 1.31 (1 = very good to 6 = not sufficient). General practitioners rated it slightly better than other physicians (1.23 vs 1.41). The clinical relevance was rated at 1.27 (GPs vs other physicians, 1.18 vs 1.35). For all scores, see Table 1. Conclusions: A massive open online course appears to be an appropriate format in which to deliver clinical relevant content concerning prudent antibiotic use in the outpatient setting. It is a good complement to existing face-to-face formats and helps to cover needs related to antibiotic training.Funding: NoneDisclosures: None

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