Center for Innovation in Medical Education, Leiden University Medical Center, Leiden University , Leiden , The Netherlands.
Leiden University Graduate School of Teaching, Leiden University , Leiden , The Netherlands.
Med Teach. 2019 Aug;41(8):917-926. doi: 10.1080/0142159X.2019.1592140. Epub 2019 Apr 22.
Medical Massive Open Online Courses (MOOCs) have been integrated into formal campus teaching by several universities. However, teaching attributes of medical MOOCs have not been systematically investigated. Additionally, guidelines are needed to inform integration practices. This study systematically investigated the available teaching modes and social-epistemological dimensions of medical MOOCs. An overview of MOOCs on a medical topic was compiled and inclusion criteria were developed. A data collection tool was composed and calibrated. For data collection, out of 410 MOOCs 33 were selected based on these criteria. Investigators enrolled in selected MOOCs and analyzed teaching modes after examination of all course pages. Teaching modes were categorized in social-epistemological dimensions according to the Teaching Approach Framework. Twenty-nine different teaching modes were found, showing wide distributions. Analysis of social-epistemological dimensions showed medical MOOCs focus on constructivist and individual teaching modes as opposed to objectivist and group modes. Medical MOOCs do not have a universal teaching mode profile. They contain a rich variety of teaching modes for integration in campus education of which videos, discussion boards, and multiple choice questions are used regularly. Constructivist teaching modes are readily available in medical MOOCs and can support educational innovation of formal campus teaching when integrated.
医学大规模在线开放课程（MOOC）已被多所大学纳入正式校园教学。然而，医学 MOOC 的教学属性尚未得到系统研究。此外，还需要有指南来为整合实践提供信息。本研究系统地调查了医学 MOOC 的现有教学模式和社会认识论维度。 我们编制了一个关于医学主题的 MOOC 概述，并制定了纳入标准。编写了一个数据收集工具并进行了校准。根据这些标准，从 410 个 MOOC 中选择了 33 个进行数据收集。研究人员在注册选定的 MOOC 后，对所有课程页面进行检查，分析了教学模式。根据教学方法框架，将教学模式归类于社会认识论维度。 发现了 29 种不同的教学模式，分布广泛。对社会认识论维度的分析表明，医学 MOOC 侧重于建构主义和个体教学模式，而不是客观主义和群体模式。 医学 MOOC 没有通用的教学模式特征。它们包含了丰富多样的教学模式，可用于校园教育的整合，其中视频、论坛和选择题被常规使用。医学 MOOC 中提供了丰富的建构主义教学模式，在整合到正式校园教学中时，可以支持教育创新。
