Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, Ontario, Canada.
McMaster Education Research, Innovation, and Theory (MERIT), Hamilton, Ontario, Canada.
Perspect Med Educ. 2018 Jun;7(3):219-223. doi: 10.1007/s40037-018-0406-0.
Online educational resources are criticized as being teacher-centred, failing to address learner's needs. Needs assessments are an important precursor to inform curriculum development, but these are often overlooked or skipped by developers of online educational resources due to cumbersome measurement tools. Novel methods are required to identify perceived and unperceived learning needs to allow targeted development of learner-centred curricula.
To evaluate the feasibility of performing a novel technique dubbed the Massive Online Needs Assessment (MONA) for the purpose of emergency haematology online educational curricular planning, within an online learning community (affiliated with the Free Open Access Medical education movement).
An online survey was launched on CanadiEM.org using an embedded Google Forms survey. Participants were recruited using the study website and a social media campaign (utilizing Twitter, Facebook, Blogs, and a poster) targeting a specific online community. Web analytics were used to monitor participation rates in addition to survey responses.
The survey was open from 20 September to 10 December 2016 and received 198 complete responses representing 6 medical specialties from 21 countries. Most survey respondents identified themselves as staff physicians (n = 109) and medical trainees (n = 75). We identified 17 high-priority perceived needs, 17 prompted needs, and 10 topics with unperceived needs through our MONA process.
A MONA is a feasible, novel method for collecting data on perceived, prompted, and unperceived learning needs to inform an online emergency haematology educational blog. This methodology could be useful to the developers of other online education resources.
在线教育资源被批评为以教师为中心，无法满足学习者的需求。需求评估是课程开发的重要前提，但由于测量工具繁琐，在线教育资源的开发者往往忽视或跳过这些评估。需要新的方法来识别感知和未感知的学习需求，以便有针对性地开发以学习者为中心的课程。
评估一种新颖的技术（称为大规模在线需求评估（MONA））在在线学习社区（隶属于免费开放获取医学教育运动）内进行紧急血液学在线教育课程规划的可行性。
在 CanadiEM.org 上使用嵌入式 Google Forms 调查发起了一项在线调查。使用研究网站和社交媒体活动（利用 Twitter、Facebook、博客和海报）来招募参与者，针对特定的在线社区。使用网络分析来监测参与率以及调查回复。
该调查于 2016 年 9 月 20 日至 12 月 10 日开放，收到了来自 21 个国家的 6 个医学专业的 198 份完整回复。大多数调查受访者自称为主治医生（n=109）和医学实习生（n=75）。通过我们的 MONA 流程，我们确定了 17 个高优先级感知需求、17 个提示需求和 10 个未感知需求的主题。
MONA 是一种收集感知、提示和未感知学习需求数据的可行的新颖方法，可用于在线紧急血液学教育博客。这种方法对于其他在线教育资源的开发者可能很有用。
