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What knowledge is available on massive open online courses in nursing and academic healthcare sciences education? A rapid review
BACKGROUND: With the recent challenges due to the Coronavirus 2019 outbreak, distance learning has been largely introduced in healthcare sciences curricula, and universities have been called upon to share learning opportunities with each other to ensure continuity of education and delivery of new gr...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Elsevier Ltd.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9756889/ https://www.ncbi.nlm.nih.gov/pubmed/33610051 http://dx.doi.org/10.1016/j.nedt.2021.104812 |
_version_ | 1784851715526230016 |
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author | Longhini, Jessica De Colle, Beatrice Rossettini, Giaocmo Palese, Alvisa |
author_facet | Longhini, Jessica De Colle, Beatrice Rossettini, Giaocmo Palese, Alvisa |
author_sort | Longhini, Jessica |
collection | PubMed |
description | BACKGROUND: With the recent challenges due to the Coronavirus 2019 outbreak, distance learning has been largely introduced in healthcare sciences curricula, and universities have been called upon to share learning opportunities with each other to ensure continuity of education and delivery of new graduates to the health system. However, decisions about its introduction should be supported by up-to-date evidence capable of providing an overview of available knowledge. OBJECTIVES: To map the (a) state of research on massive open online courses in undergraduate and postgraduate health sciences education, (b) evaluation methods and tools used to measure learning outcomes, and (c) factors increasing their effectiveness as documented to date. DESIGN: A rapid review following the preferred reporting items for systematic reviews and meta-analysis guidelines. METHODS: PubMed, the Cumulative Index to Nursing and Allied Health Literature, Cochrane, Scopus, PsycInfo and Medline (via Ovid) were searched. Primary studies reporting one or more massive open online course (1) devoted to undergraduate and/or postgraduate students in nursing and healthcare sciences (2), written in English (3) with abstract available (4) and published up to February 18th, 2020 were all included. After having assessed the need for a review and the topic itself (a), the literature search was performed (b), studies were screened and selected (c), data was extracted (d), and the findings were summarised (e). RESULTS: Thirty-six studies emerged with mainly an explorative/descriptive or case study design. The courses have been developed mainly by universities alone or in collaboration with institutions mainly in US, Sweden and the UK. Their delivery has been performed at multi-national levels, mainly in English, and with a number of participants ranging from 45 to >23,000. The duration spanned from two weeks to six months on clinical topics (e.g., emergency medicine) to methods (e.g., statistics). The target audience has been mainly mixed, including students, healthcare professionals, and lay citizens. Evaluation methods and tools have been described in 28 studies, and multiple-choice questions were most frequently adopted. Factors affecting the effectiveness of massive open online courses have been identified analysing the courses themselves and the participants. CONCLUSION: Massive open online courses have recently started to be studied in healthcare sciences: these can be useful to educate students, mainly as elective courses, and to educate a massive audience, thus embodying the third mission of the university. The complexity of factors increasing effectiveness suggests the need for a multidisciplinary approach both in their design and implementation. |
format | Online Article Text |
id | pubmed-9756889 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Elsevier Ltd. |
record_format | MEDLINE/PubMed |
spelling | pubmed-97568892022-12-16 What knowledge is available on massive open online courses in nursing and academic healthcare sciences education? A rapid review Longhini, Jessica De Colle, Beatrice Rossettini, Giaocmo Palese, Alvisa Nurse Educ Today Review BACKGROUND: With the recent challenges due to the Coronavirus 2019 outbreak, distance learning has been largely introduced in healthcare sciences curricula, and universities have been called upon to share learning opportunities with each other to ensure continuity of education and delivery of new graduates to the health system. However, decisions about its introduction should be supported by up-to-date evidence capable of providing an overview of available knowledge. OBJECTIVES: To map the (a) state of research on massive open online courses in undergraduate and postgraduate health sciences education, (b) evaluation methods and tools used to measure learning outcomes, and (c) factors increasing their effectiveness as documented to date. DESIGN: A rapid review following the preferred reporting items for systematic reviews and meta-analysis guidelines. METHODS: PubMed, the Cumulative Index to Nursing and Allied Health Literature, Cochrane, Scopus, PsycInfo and Medline (via Ovid) were searched. Primary studies reporting one or more massive open online course (1) devoted to undergraduate and/or postgraduate students in nursing and healthcare sciences (2), written in English (3) with abstract available (4) and published up to February 18th, 2020 were all included. After having assessed the need for a review and the topic itself (a), the literature search was performed (b), studies were screened and selected (c), data was extracted (d), and the findings were summarised (e). RESULTS: Thirty-six studies emerged with mainly an explorative/descriptive or case study design. The courses have been developed mainly by universities alone or in collaboration with institutions mainly in US, Sweden and the UK. Their delivery has been performed at multi-national levels, mainly in English, and with a number of participants ranging from 45 to >23,000. The duration spanned from two weeks to six months on clinical topics (e.g., emergency medicine) to methods (e.g., statistics). The target audience has been mainly mixed, including students, healthcare professionals, and lay citizens. Evaluation methods and tools have been described in 28 studies, and multiple-choice questions were most frequently adopted. Factors affecting the effectiveness of massive open online courses have been identified analysing the courses themselves and the participants. CONCLUSION: Massive open online courses have recently started to be studied in healthcare sciences: these can be useful to educate students, mainly as elective courses, and to educate a massive audience, thus embodying the third mission of the university. The complexity of factors increasing effectiveness suggests the need for a multidisciplinary approach both in their design and implementation. Elsevier Ltd. 2021-04 2021-02-09 /pmc/articles/PMC9756889/ /pubmed/33610051 http://dx.doi.org/10.1016/j.nedt.2021.104812 Text en © 2021 Elsevier Ltd. All rights reserved. Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active. |
spellingShingle | Review Longhini, Jessica De Colle, Beatrice Rossettini, Giaocmo Palese, Alvisa What knowledge is available on massive open online courses in nursing and academic healthcare sciences education? A rapid review |
title | What knowledge is available on massive open online courses in nursing and academic healthcare sciences education? A rapid review |
title_full | What knowledge is available on massive open online courses in nursing and academic healthcare sciences education? A rapid review |
title_fullStr | What knowledge is available on massive open online courses in nursing and academic healthcare sciences education? A rapid review |
title_full_unstemmed | What knowledge is available on massive open online courses in nursing and academic healthcare sciences education? A rapid review |
title_short | What knowledge is available on massive open online courses in nursing and academic healthcare sciences education? A rapid review |
title_sort | what knowledge is available on massive open online courses in nursing and academic healthcare sciences education? a rapid review |
topic | Review |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9756889/ https://www.ncbi.nlm.nih.gov/pubmed/33610051 http://dx.doi.org/10.1016/j.nedt.2021.104812 |
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