Goldberg Lynette R, Crocombe Leonard A
Wicking Dementia Research and Education Centre, Faculty of Health.
Centre for Rural Health, Faculty of Health Sciences, University of Tasmania, Hobart, TAS, Australia.
Adv Med Educ Pract. 2017 Aug 21;8:603-609. doi: 10.2147/AMEP.S115321. eCollection 2017.
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.
大规模在线开放课程（MOOCs）在健康与医学领域越来越普及。这些MOOCs通过各种商业和非商业在线平台提供。当由知名机构提供时，它们可以不受时间、地理位置或教育水平的限制，提供获取可靠信息的宝贵途径。目前大多数课程本质上似乎都是入门性质的。为了推动高质量医疗保健，美国国家医学院将重点放在了已知的慢性病护理状况上。其中许多状况在国际上都是共有的。在其倡议中，该学院鼓励消费者和专业团体、患者、临床医生、医疗保健组织和大学共同努力，确定与最佳实践相一致的循证护理流程，组织针对关键相关健康风险行为的主要预防项目，并开发系统来衡量和评估以患者和家庭为中心的医疗保健服务的改进情况。精心设计和合作开发的MOOCs似乎是有助于这些倡议的宝贵资源。这样的MOOCs可以：1）提高公众在已知慢性病护理状况预防和治疗方面的健康素养；2）提供便捷的继续专业教育和跨专业教育；3）探索以患者和家庭为中心的护理为重点的学生学习创新教学模式。MOOCs似乎也有助于促进包括学生临床医生在内的有共同兴趣的国际患者和临床医生群体之间的有效沟通。此外，通过在国内和国际上进行大规模测量和分析积累的MOOC数据，有可能有助于更深入地了解疾病风险及其预防，进而转化为医学教育以及以学生学习为导向的真实、以患者和家庭为中心的方法。本文探讨了这些问题。
