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Advances in medical education and practice: role of massive open online courses

Citation

Goldberg, LR and Crocombe, LA, Advances in medical education and practice: role of massive open online courses, Advances in Medical Education and Practice, 8 pp. 603 609. ISSN 1179-7258 (2017) [Refereed Article]

DOI: doi:10.2147/AMEP.S115321

Abstract

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. Many of these conditions are shared internationally. Among its initiatives, the academy encourages consumer and professional groups, patients, clinicians, health care organizations, and universities to work together to identify evidence-based care processes consistent with best practices, organize major prevention programs to target key associated health risk behaviors, and develop systems to measure and evaluate improvements in the provision of patient- and family-centered health care. Carefully designed and collaboratively developed MOOCs would appear a valuable resource to contribute to these initiatives. Such MOOCs can, 1) increase the health literacy of the public with regard to the prevention and treatment of known chronic care conditions, 2) provide ready access to continuing professional, and interprofessional, education, and 3) explore innovative teaching models for student learning focused on patient- and family-centered care. MOOCs would also appear helpful to facilitate effective communication among international communities of patients and clinicians, including student clinicians, with shared interests. Further, the accumulation of MOOC data through large-scale measurement and analysis, obtained nationally and internationally, has the potential to assist in greater understanding of the risk for diseases and their prevention, with this translating into medical education, and authentic, patient- and family-centered methods for student learning. This paper explores these issues.

Item Details

Item Type:Refereed Article
Keywords:interprofessional education, medical education, medical practice, massive open online course, MOOC, patient (or person-) and family-centered care, quality health care
Research Division:Medical and Health Sciences
Research Group:Public Health and Health Services
Research Field:Health Promotion
Objective Division:Health
Objective Group:Health and Support Services
Objective Field:Health Education and Promotion
Author:Goldberg, LR (Dr Lyn Goldberg)
Author:Crocombe, LA (Associate Professor Leonard Crocombe)
ID Code:120184
Year Published:2017
Deposited By:Wicking Dementia Research and Education Centre
Deposited On:2017-08-14
Last Modified:2017-08-28
Downloads:0

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