Antoine Valery, Nicolas Charlotte, Albarède Julie, Azria David, Cristol Laurence, Jeandel Claude, Ferreira Ernestine, Morel Charlotte, Mourey Loïc, Balardy Laurent
Centre hospitalier universitaire de Nîmes, université de Montpellier, unité d'oncogériatrie, service de gériatrie, 30000 Nîmes, France; Unité de Coordination en OncoGériatrie (UCOG) Languedoc-Roussillon, 34000 Montpellier, France; UMR UA11 Institut Debrest d'Epidémiologie et de Santé Publique, Inserm, Univ Montpellier, Montpellier, France.
Réseau de Cancérologie Onco-Occitanie, 31000 Toulouse, France; Unité de Coordination en OncoGériatrie (UCOG) Midi-Pyrénées, 31000 Toulouse, France.
Bull Cancer. 2021 Dec;108(12):1101-1111. doi: 10.1016/j.bulcan.2021.05.014. Epub 2021 Oct 21.
Among the themes to be addressed by a Massive Open Online Course (MOOC) on geriatric oncology, one of the priorities was delirium, due to its frequency, complications and difficulties encountered by healthcare professionals in diagnosing and managing delirium. Our study aims to evaluate professional practices in the area of education, regarding the evaluation of the content of a MOOC module about delirium syndrome in geriatric oncology.
We created a multidisciplinary group to define the scientific content, the pedagogical objectives, the scriptwriting and the development of a training module. The quality of instructional design was then evaluated according to eleven MOOC design principles to promote learning. Participants were studied.
Seven of the eleven criteria for evaluating pedagogical quality were documented. Among the 1020 participants, 455 (44.6%) completed the final test concerning delirium: 417 (40.8%) passed the final test; 406 documented their profession and the region of France where they worked: 146 (32%) nurses (confirming the participation of the targeted audience), 103 (22.6%) doctors/pharmacists (illustrating the multi-professional interest of the thematic), with a wide distribution of the participants over the national territory.
The multidisciplinary team's investment in developing these teaching materials strengthened the group's cohesion and valuated its professional skills. All teaching resources developed for access via the internet must be accompanied by an evaluation of the quality of the scientific content, objectives and teaching methods, before being able to appreciate its use in the field and assess its real impact on the participants' learning and practice.
在一门关于老年肿瘤学的大规模开放在线课程（MOOC）要探讨的主题中，谵妄因其发生频率、并发症以及医护人员在诊断和管理谵妄时遇到的困难，成为优先关注的主题之一。我们的研究旨在评估教育领域的专业实践，以评价一个关于老年肿瘤学谵妄综合征的MOOC模块的内容。
我们组建了一个多学科团队来确定科学内容、教学目标、编写脚本并开发一个培训模块。然后根据十一条促进学习的MOOC设计原则对教学设计质量进行评估。对参与者进行了研究。
记录了教学质量评估十一条标准中的七条。在1020名参与者中，455人（44.6%）完成了关于谵妄的期末考试：417人（40.8%）通过了期末考试；406人记录了他们的职业以及在法国工作的地区：146人（32%）是护士（证实了目标受众的参与情况），103人（22.6%）是医生/药剂师（说明了该主题的多专业兴趣），参与者在全国范围内分布广泛。
多学科团队在开发这些教材方面的投入增强了团队的凝聚力，并提升了其专业技能。所有通过互联网获取的教学资源，在能够评估其在该领域的用途并评估其对参与者学习和实践的实际影响之前，都必须对科学内容、目标和教学方法的质量进行评估。
