Department of Physiotherapy, Faculty of Health Sciences, University of Malaga, C/Arquitecto Francisco Peñalosa 3, Ampliacion de Campus de Teatinos, 29071 Malaga, Spain.
Department of Physiotherapy, Faculty of Health Science, University of Granada, 18071 Granada, Spain.
Int J Environ Res Public Health. 2021 Oct 12;18(20):10672. doi: 10.3390/ijerph182010672.
Massive open online courses (MOOCs) provide accessible and engaging information for Physical Therapy and Occupational Therapy students. The objective of this research was to determine the usefulness in improving academic performance and empathy in health sciences undergraduates, and to test a hypothetical model through structural equation analysis. This research was carried out using a descriptive and quasi-experimental design. It was conducted in a sample of 381 participants: 176 used a MOOC and 205 did not. The results of the Student's t-test showed statistically significant differences in academic performance between the groups in favor of those students who had realized the MOOC. Participants carried out an evaluation rubric after taking MOOC. Statistically significant differences in empathy were also obtained between the pre (X = 62.06; SD = 4.41) and post (X = 73.77; SD = 9.93) tests. The hypothetical model tested via structural equation modeling was supported by the results. Motivation for the MOOC explained 50% of the variance. The MOOC (participation and realization) explained 58% of academic performance, 35% of cognitive empathy and 48% of affective empathy. The results suggest an association between higher realization and participation in a MOOC and higher levels of academic performance, and cognitive and affective empathy.
大规模在线开放课程（MOOCs）为物理治疗和职业治疗学生提供了易于获取且引人入胜的信息。本研究的目的是确定其在提高健康科学本科生的学业成绩和同理心方面的有用性，并通过结构方程分析来检验一个假设模型。本研究采用描述性和准实验设计进行。在一个由 381 名参与者组成的样本中进行：176 名参与者使用了 MOOC，205 名参与者没有使用。学生 t 检验的结果表明，两组在学业成绩方面存在统计学上的显著差异，使用 MOOC 的学生的成绩更为优异。参与者在完成 MOOC 后对评估量表进行了评估。在同理心方面也得到了统计学上的显著差异，前测（X=62.06；SD=4.41）和后测（X=73.77；SD=9.93）之间存在差异。通过结构方程建模测试的假设模型得到了支持。对 MOOC 的动机解释了 50%的方差。MOOC（参与和实现）解释了 58%的学业成绩、35%的认知同理心和 48%的情感同理心。研究结果表明，较高的实现和参与 MOOC 与较高的学业成绩、认知同理心和情感同理心之间存在关联。
