Thursday 14 march 2019
12:54 - 12:57h
Categories: Klinisch, Postersessie
Parallel session: Postersessies 2 - Clinical
P.G.M. de Jong1, F. Luk2.
1Dept. of Education,2Dept. of Internal Medicine, Erasmus University Medical Center, Rotterdam, The Netherlands.
Background: In 2016 our center launched a Massive Open Online Course (MOOC) on Kidney, Pancreas and Islet Transplantation. As opposed to on-campus education, this course delivers learning objectives online through a series of short videos, interactive patient cases, animations, discussions and interviews. The MOOC targets (bio)medical students and healthcare professionals. Integration of different settings of our MOOC both globally and in campus were evaluated.
Methods: The MOOC was offered monthly to learners worldwide and demographic data were obtained. Integration of the MOOC into the 2nd year of the local medical curriculum took place in two regular courses. For the first course, parts from the MOOC were used to replace traditional teaching; in the second course several movies, the discussion forum and a clinical patient case assignment were offered. Students were asked to fill out a questionnaire using a 5-point Likert scale. In addition, the complete MOOC was offered to students from the University extracurricular Honours track (HT) and the yearly Transplantation Summerschool (LOTS) for bachelor students.
Results: Over 10.000 learners from over 90 countries signed up for the MOOC. 76% learners had a higher education. 325 students signed up for the MOOC to use materials during the on-campus courses. 56 students (17%) responded to the online questionnaire. Respondents indicated that the MOOC elements werean interesting addition to the face to face curriculum (3.3 ±0.9)and that the online lecturesand discussion forums were inspiring (3.1 ±1). Of the students 62% explored to some extent other parts of the MOOC outside the provided assignments. For the HT and LOTS, 20 students signed up for the MOOC. Their engagement with the online materials and participation in discussion forums seems to be much higher compared to the medical school students as almost all students explored optional parts of the MOOC.
Conclusion: Individual online resources in a medical MOOC or an entire MOOC can be used successfully in different settings of transplant education, including worldwide teaching and in on-campus teaching. The high quality materials, interactivity and online discussions offer added value to traditional classroom teaching. Students in the regular medical curriculum slightly explore other parts of the MOOC, while HT and LOTS students do that in great extent. Further research is needed to see how students can be more encouraged to gain as much as possible from the content rich resources in the MOOC.