Publicação
Massive open online courses (MOOCS) for health professionals' education : an umbrella review
| Resumo: | Introduction: Since their inception in 2008, Massive Open Online Courses (MOOCs) have emerged as valuable open education resources for various sectors, including health. The present study aims to characterize the reviews on MOOCs in health professionals9 education. Methods: An Umbrella review was conducted following the Joanna Briggs Institute (JBI) framework, synthesizing findings and conclusion across systematic reviews on MOOCs in health professionals9 education. Three databases were searched: Medline via PubMed, Scopus and B-On. Backward citation was conducted based on the included reviews of the databases search. Two independent reviewers conducted study screening and selection. Data extraction has been performed by one reviewer, using a consensualised form adapted from the JBI methodology. Assessment of methodological quality was conducted using JBI tools, by two independent reviewers. Data synthesis was conducted using the ADDIE model and Kirkpatrick model as frameworks. Findings: Four systematic reviews were identified as meeting the inclusion criteria, with a total of 118 different included studies. This review demonstrates that in one included review MOOCs have proven to be significantly more effective compared to traditional education in knowledge acquisition. In two other included reviews, MOOCs were not significantly superior to traditional education at Level 2 of Kirkpatrick. Learners of MOOCs expressed, in their reported majority, positive reactions to their participation. The need for more rigorous research was identified, focusing on the development of standardisation in MOOCs9 assessment methods and the production of scientific research with a high level of quality and larger sample size. Conclusion: MOOCs could prove to be a valuable tool for health professionals9 education. However, the little data available and the nuanced findings impede to make generalizable conclusion on their effectiveness compared to traditional education. Nevertheless, this umbrella review emphasizes the necessity for further scientific research. Future studies should focus on the use of standard assessment methods, and detailed reporting of all the factors and outcomes. |
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| Autores principais: | Brun, Jonathan Anthony Gaëtan |
| Assunto: | MOOC Massive Open Online Courses Health professionals Education Reviews ADDIE model Kirkpatrick Framework |
| Ano: | 2024 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso restrito |
| Instituição associada: | Egas Moniz - Cooperativa de Ensino Superior, CRL |
| Idioma: | inglês |
| Origem: | Egas Moniz - Cooperativa de Ensino Superior, CRL |
| Resumo: | Introduction: Since their inception in 2008, Massive Open Online Courses (MOOCs) have emerged as valuable open education resources for various sectors, including health. The present study aims to characterize the reviews on MOOCs in health professionals9 education. Methods: An Umbrella review was conducted following the Joanna Briggs Institute (JBI) framework, synthesizing findings and conclusion across systematic reviews on MOOCs in health professionals9 education. Three databases were searched: Medline via PubMed, Scopus and B-On. Backward citation was conducted based on the included reviews of the databases search. Two independent reviewers conducted study screening and selection. Data extraction has been performed by one reviewer, using a consensualised form adapted from the JBI methodology. Assessment of methodological quality was conducted using JBI tools, by two independent reviewers. Data synthesis was conducted using the ADDIE model and Kirkpatrick model as frameworks. Findings: Four systematic reviews were identified as meeting the inclusion criteria, with a total of 118 different included studies. This review demonstrates that in one included review MOOCs have proven to be significantly more effective compared to traditional education in knowledge acquisition. In two other included reviews, MOOCs were not significantly superior to traditional education at Level 2 of Kirkpatrick. Learners of MOOCs expressed, in their reported majority, positive reactions to their participation. The need for more rigorous research was identified, focusing on the development of standardisation in MOOCs9 assessment methods and the production of scientific research with a high level of quality and larger sample size. Conclusion: MOOCs could prove to be a valuable tool for health professionals9 education. However, the little data available and the nuanced findings impede to make generalizable conclusion on their effectiveness compared to traditional education. Nevertheless, this umbrella review emphasizes the necessity for further scientific research. Future studies should focus on the use of standard assessment methods, and detailed reporting of all the factors and outcomes. |
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