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Learning Design Strategies in MOOCs for Physicians’ Training: A Scoping Review

In recent years, there has been an increased implementation of massive open online courses (MOOCs). This teaching model plays a pivotal role in online education because it can provide high-quality learning resources to numerous students with great feasibility, shaping training courses according to t...

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Detalles Bibliográficos
Autores principales: Schettino, Giovanni, Capone, Vincenza
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9657716/
https://www.ncbi.nlm.nih.gov/pubmed/36361125
http://dx.doi.org/10.3390/ijerph192114247
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author Schettino, Giovanni
Capone, Vincenza
author_facet Schettino, Giovanni
Capone, Vincenza
author_sort Schettino, Giovanni
collection PubMed
description In recent years, there has been an increased implementation of massive open online courses (MOOCs). This teaching model plays a pivotal role in online education because it can provide high-quality learning resources to numerous students with great feasibility, shaping training courses according to their different learning requirements. Although the widespread adoption of MOOCs in medical education has led to numerous benefits for undergraduate and graduate doctors, their role remains unclear, suggesting the need to analyze the key factors of such a learning method in this field. To achieve this aim, a scoping review, in line with the PRISMA method for qualitative synthesis, was performed by considering studies published from 2016 to 2021, written in English, and including the physician population. Through this literature analysis, the following main areas of interest came to light: (1) pedagogical approaches, (2) MOOC structure-related variables, (3) participant-related variables, and (4) MOOCs vs. traditional courses. The review provides valuable evidence on factors underlying MOOCs effectiveness, which might be helpful for academic and healthcare organizations in designing effective training courses for physicians.
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spelling pubmed-96577162022-11-15 Learning Design Strategies in MOOCs for Physicians’ Training: A Scoping Review Schettino, Giovanni Capone, Vincenza Int J Environ Res Public Health Review In recent years, there has been an increased implementation of massive open online courses (MOOCs). This teaching model plays a pivotal role in online education because it can provide high-quality learning resources to numerous students with great feasibility, shaping training courses according to their different learning requirements. Although the widespread adoption of MOOCs in medical education has led to numerous benefits for undergraduate and graduate doctors, their role remains unclear, suggesting the need to analyze the key factors of such a learning method in this field. To achieve this aim, a scoping review, in line with the PRISMA method for qualitative synthesis, was performed by considering studies published from 2016 to 2021, written in English, and including the physician population. Through this literature analysis, the following main areas of interest came to light: (1) pedagogical approaches, (2) MOOC structure-related variables, (3) participant-related variables, and (4) MOOCs vs. traditional courses. The review provides valuable evidence on factors underlying MOOCs effectiveness, which might be helpful for academic and healthcare organizations in designing effective training courses for physicians. MDPI 2022-10-31 /pmc/articles/PMC9657716/ /pubmed/36361125 http://dx.doi.org/10.3390/ijerph192114247 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Review
Schettino, Giovanni
Capone, Vincenza
Learning Design Strategies in MOOCs for Physicians’ Training: A Scoping Review
title Learning Design Strategies in MOOCs for Physicians’ Training: A Scoping Review
title_full Learning Design Strategies in MOOCs for Physicians’ Training: A Scoping Review
title_fullStr Learning Design Strategies in MOOCs for Physicians’ Training: A Scoping Review
title_full_unstemmed Learning Design Strategies in MOOCs for Physicians’ Training: A Scoping Review
title_short Learning Design Strategies in MOOCs for Physicians’ Training: A Scoping Review
title_sort learning design strategies in moocs for physicians’ training: a scoping review
topic Review
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9657716/
https://www.ncbi.nlm.nih.gov/pubmed/36361125
http://dx.doi.org/10.3390/ijerph192114247
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