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Michael J Annear
Dementia education disseminated through massive open online courses (MOOCs) has the potential to improve knowledge and care provision among health professionals and lay people. The potential learning effects of a dementia MOOC were assessed using a reliable and valid measure with international volunteers ( N = 3,649) who completed the measure before and after online education. Evaluation of learning effects suggests that the MOOC significantly increased dementia knowledge by at least 17% across six cohorts...
March 1, 2018: Journal of Applied Gerontology: the Official Journal of the Southern Gerontological Society
Jennifer Tieman, Lauren Miller-Lewis, Deb Rawlings, Deborah Parker, Christine Sanderson
BACKGROUND: Advances in medicine have helped many to live longer lives and to be able to meet health challenges. However death rates are anticipated to increase given the ageing population and chronic disease progression. Being able to talk about death is seen to be important in normalising death as part of life and supporting preparedness for death. Massive Open Online Courses (MOOCs) provide opportunities for the community to engage in collaborative learning. A 5 week MOOC was developed covering four main topics (language and humour, representations of death, medicalisation of dying, and digital dying) aiming: To enable participants to openly and supportively discuss and learn about issues around living, death and dying, To explore the normally unheard opinions and views of Australians around death and dying, and To determine what effect online learning and discussions offered through the MOOC had on participants' feelings and attitudes towards death and dying...
February 20, 2018: BMC Palliative Care
Jacqueline Sneddon, Gavin Barlow, Sally Bradley, Adrian Brink, Sujith J Chandy, Dilip Nathwani
Background: The University of Dundee and the BSAC developed a massive open online course (MOOC) to address the global need for education to support antimicrobial stewardship in low- and middle-income countries. Methods: An interactive course, Antimicrobial Stewardship: Managing Antibiotic Resistance, was developed and delivered via the FutureLearn© platform. The course ran over four 6 week periods during 2015 and 2016 supported by educators and was evaluated via data on uptake and feedback from learners on impact on clinical practice...
January 10, 2018: Journal of Antimicrobial Chemotherapy
Guido Bendezu-Quispe, Junior Smith Torres-Roman, Brenda Salinas-Ochoa, Akram Hernández-Vásquez
The emergence and re-emergence of infectious diseases such as Ebola, chikungunya, and Zika increase the necessity of knowledgeable and skilled health professionals. Massive open online courses (MOOCs) arise as opportunities that allow people around the world to participate in higher education courses. A search was conducted on specialized MOOC platforms to find courses related to outbreaks, using terms included in the list of the WHO disease outbreaks from January 1st to December 31 st, 2016. We found seven courses about Ebola, two about Zika, three about the dynamics of epidemics and pandemics, and only one course about dengue, chikungunya, and malaria...
2017: F1000Research
Ignacio López-Goñi, Manuel Sánchez-Angulo
Social networks have been used to teach and engage people about the importance of science. The integration of social networks in the daily routines of Faculty and Scientists is strongly recommended to increase their personal brand, improve their skills, enhance their visibility, share and communicate science to society, promote scientific culture, and even as a tool for teaching and learning. Here we review the use of Twitter in Science and comment our previous experience on using this social network as a platform for a Massive Online Open Course (MOOC) in Spain and Latin America...
November 20, 2017: FEMS Microbiology Letters
Shwetambara Kekade, Chung-Ho Hseieh, Md Mohaimenul Islam, Suleman Atique, Abdulwahed Mohammed Khalfan, Yu-Chuan Li, Shabbir Syed Abdul
BACKGROUND AND OBJECTIVE: Elderly populations are more prone to diseases and need continuous monitoring of parameters to ensure good health. Wearable devices (WDs) can be helpful in the early detection and management of medical conditions. However, less is known about the use of currently available WDs among elderly populations. The objectives of this study were to determine the usefulness and actual use of wearable devices among the elderly population. METHODS: Our methodology was based on a systematic review and a survey questionnaire...
January 2018: Computer Methods and Programs in Biomedicine
K H Vincent Lau, Pue Farooque, Gary Leydon, Michael L Schwartz, R Mark Sadler, Jeremy J Moeller
BACKGROUND: The video-based lecture (VBL), an important component of the flipped classroom (FC) and massive open online course (MOOC) approaches to medical education, has primarily been evaluated through direct learner feedback. Evaluation may be enhanced through learner analytics (LA) - analysis of quantitative audience usage data generated by video-sharing platforms. METHODS AND RESULTS: We applied LA to an experimental series of ten VBLs on electroencephalography (EEG) interpretation, uploaded to YouTube in the model of a publicly accessible MOOC...
November 7, 2017: Medical Teacher
Pablo Gregori, Vicente Martínez, Julio José Moyano-Fernández
Today's society, which is strongly based on knowledge and interaction with information, has a key component in technological innovation, a fundamental tool for the development of the current teaching methodologies. Nowadays, there are a lot of online resources, such as MOOCs (Massive Open Online Courses) and distance learning courses. One aspect that is common to all of these is a high dropout rate: about 90% in MOOCs and 50% in the courses of the Spanish National Distance Education University, among other examples...
February 2018: Evaluation and Program Planning
H Craig Mak
No abstract text is available yet for this article.
September 27, 2017: Cell Systems
David Bryson
This paper looks at the role of Massive Open Online Courses (MOOCs) in fulfilling your learning needs; from looking at what MOOCs are through to examples of courses from different Universities and advice for completing a course. The sequence of activities takes you from looking at your learning needs, to finding a course, thinking about how to plan and prepare for learning using a MOOC then writing a review or reflecting on the impact of your learning.
September 19, 2017: Journal of Visual Communication in Medicine
Francisco Iniesto, Patrick McAndrew, Shailey Minocha, Tim Coughlan
The outcome from the research being reported in this paper is the design of an accessibility audit to evaluate Massive Open Online Courses (MOOCs) for accessibility and to arrive at solutions and adaptations that can meet user needs. This accessibility audit includes expert-based heuristic evaluations and user-based evaluations of the MOOC platforms and individual courses.
2017: Studies in Health Technology and Informatics
Garron Hillaire, Francisco Iniesto, Bart Rienties
This paper outlines an approach to evaluating the emotional content of three Massive Open Online Courses (MOOCs) using the affective computing approach of prosody detection on two different text-to-speech voices in conjunction with human raters judging the emotional content of course text. The intent of this work is to establish the potential variation on the emotional delivery of MOOC material through synthetic voice.
2017: Studies in Health Technology and Informatics
Lynette R Goldberg, Leonard A Crocombe
Massive open online courses (MOOCs) are increasingly available in the area of health and medicine. These MOOCs are offered through various commercial and noncommercial online platforms. When offered through reputable institutions, they can provide valuable access to reliable information without the constraints of time, geographical location, or level of education. Most current courses appear introductory in nature. In its drive for quality health care, the National Academy of Medicine has prioritized a focus on known chronic care conditions...
2017: Advances in Medical Education and Practice
Dabney P Evans, Samantha M Luffy, Stephanie Parisi, Carlos Del Rio
PURPOSE: Timely training was urgently needed at the onset of the 2014 Ebola virus disease epidemic. Massive open online courses (MOOCs) have grown in popularity, though little is known about their utility in time-sensitive situations, including infectious disease outbreaks. METHODS: We created the first English language massive open online course on Ebola virus disease. Designed by a team representing various units of Emory University and six partner institutions, the six module course was aimed at a global general audience but also relevant for health care professionals...
August 12, 2017: Annals of Epidemiology
Deborah Rawlings, Jennifer J Tieman, Christine Sanderson, Deborah Parker, Lauren Miller-Lewis
BACKGROUND: A Massive Open Online Course (MOOC) on death and dying was conducted to open the dialogue around death and dying. In one activity, participants were asked to engage with language and to think of alternative words (or euphemisms) that are used to describe death. AIM: To reflect from a nursing perspective how language enables and sometimes disguises important messages and conversations. METHODS: Four hundred and seventy one participants provided 3053 euphemisms...
July 2, 2017: International Journal of Palliative Nursing
Carlos Culquichicón, Luis M Helguero-Santin, L Max Labán-Seminario, Jaime A Cardona-Ospina, Omar A Aboshady, Ricardo Correa
Background: Massive open online courses (MOOCs) have undergone exponential growth over the past few years, offering free and worldwide access to high-quality education. We identified the characteristics of MOOCs in the health sciences offered by Latin American institutions (LAIs). Methods: We screened the eight leading MOOCs platforms to gather their list of offerings. The MOOCs were classified by region and subject. Then, we obtained the following information: Scopus H-index for each institution and course instructor, QS World University Ranking® 2015/16 of LAI, and official language of the course...
2017: F1000Research
Nicolai J Wewer Albrechtsen, Kristina W Poulsen, Lærke Ø Svensson, Lasse Jensen, Jens J Holst, Signe S Torekov
BACKGROUND: Medical education is a cornerstone in the global combat against diseases such as diabetes and obesity which together affect more than 500 million humans. Massive Open Online Courses (MOOCs) are educational tools for institutions to teach and share their research worldwide. Currently, millions of people have participated in evidence-based MOOCs, however educational and professional benefit(s) for course participants of such initiatives have not been addressed sufficiently. We therefore investigated if participation in a 6 week open online course in the prevention and treatment of diabetes and obesity had any impact on the knowledge, skills, and career of health care professionals contrasting participants from developing countries versus developed countries...
May 31, 2017: BMC Medical Education
Steven E Stemler
No abstract text is available yet for this article.
May 2017: Perspectives on Psychological Science: a Journal of the Association for Psychological Science
James D Pickering, Lars Henningsohn, Marco C DeRuiter, Peter G M de Jong, Marlies E J Reinders
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...
July 2017: Medical Teacher
Anne H Berman, Gabriele Biguet, Natalia Stathakarou, Beata Westin-Hägglöf, Kerstin Jeding, Cormac McGrath, Nabil Zary, Andrzej A Kononowicz
OBJECTIVE: The purpose of this article is to explore learners' perceptions of using virtual patients in a behavioral medicine Massive Open Online Course (MOOCs) and thereby describe innovative ways of disseminating knowledge in health-related areas. METHODS: A 5-week MOOC on behavioral medicine was hosted on the edX platform. The authors developed two branched virtual patients consisting of video recordings of a live standardized patient, with multiple clinical decision points and narration unfolding depending on learners' choices...
October 2017: Academic Psychiatry
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