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Massive open online courses are relevant for postgraduate medical training

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Massive open online courses are relevant for postgraduate medical training. / Subhi, Yousif; Andresen, Kristoffer; Rolskov Bojsen, Signe; Mørkeberg Nilsson, Philip; Konge, Lars.

I: Danish Medical Journal, Bind 61, Nr. 10, A4923, 2014, s. 1-5.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningfagfællebedømt

Harvard

Subhi, Y, Andresen, K, Rolskov Bojsen, S, Mørkeberg Nilsson, P & Konge, L 2014, 'Massive open online courses are relevant for postgraduate medical training', Danish Medical Journal, bind 61, nr. 10, A4923, s. 1-5.

APA

Subhi, Y., Andresen, K., Rolskov Bojsen, S., Mørkeberg Nilsson, P., & Konge, L. (2014). Massive open online courses are relevant for postgraduate medical training. Danish Medical Journal, 61(10), 1-5. [A4923].

Vancouver

Subhi Y, Andresen K, Rolskov Bojsen S, Mørkeberg Nilsson P, Konge L. Massive open online courses are relevant for postgraduate medical training. Danish Medical Journal. 2014;61(10):1-5. A4923.

Author

Subhi, Yousif ; Andresen, Kristoffer ; Rolskov Bojsen, Signe ; Mørkeberg Nilsson, Philip ; Konge, Lars. / Massive open online courses are relevant for postgraduate medical training. I: Danish Medical Journal. 2014 ; Bind 61, Nr. 10. s. 1-5.

Bibtex

@article{fd555b0a25b6446ab4298f5733d1e4b3,
title = "Massive open online courses are relevant for postgraduate medical training",
abstract = "INTRODUCTION: The CanMEDS framework describes seven roles in postgraduate training, but training and courses relevant to these roles can be limited. Massive open online courses (MOOCs) - free online courses in which anyone can participate, anywhere - may improve course participation. This study investigates the relevance of MOOCs for postgraduate medical training within the CanMEDS framework.MATERIAL AND METHODS: We extracted a list of all courses posted by the two largest MOOC providers, Coursera and EdX, and reviewed all course descriptions and categorised each course into one of three categories--{"}relevant,{"} {"}possibly relevant{"} or {"}not relevant{"}--reflecting the degree of relevance to each of the seven CanMEDS roles. We also noted course workload, duration and the name of the educational institution.RESULTS: We agreed the most on the role of health advocate (Cronbach's α = 0.85) and the least on the role of collaborator (Cronbach's α = 0.46). After a consensus-building process, 165 courses were found to be relevant or possibly relevant, mostly to the roles as scholar (n = 75) and medical expert (n = 57). The courses had a median duration of seven weeks and a median weekly workload of 4.5 hours, and were predominantly from North American universities.CONCLUSION: A large number of MOOCs are relevant for postgraduate medical training. A weekly workload of 4.5 hours may enable course participation even for busy clinicians. Physicians should consider these free and universally available courses as relevant and potentially effective means of education.FUNDING: not relevant.TRIAL REGISTRATION: not relevant.",
author = "Yousif Subhi and Kristoffer Andresen and {Rolskov Bojsen}, Signe and {M{\o}rkeberg Nilsson}, Philip and Lars Konge",
year = "2014",
language = "English",
volume = "61",
pages = "1--5",
journal = "Danish Medical Journal",
issn = "1603-9629",
publisher = "Almindelige Danske Laegeforening",
number = "10",

}

RIS

TY - JOUR

T1 - Massive open online courses are relevant for postgraduate medical training

AU - Subhi, Yousif

AU - Andresen, Kristoffer

AU - Rolskov Bojsen, Signe

AU - Mørkeberg Nilsson, Philip

AU - Konge, Lars

PY - 2014

Y1 - 2014

N2 - INTRODUCTION: The CanMEDS framework describes seven roles in postgraduate training, but training and courses relevant to these roles can be limited. Massive open online courses (MOOCs) - free online courses in which anyone can participate, anywhere - may improve course participation. This study investigates the relevance of MOOCs for postgraduate medical training within the CanMEDS framework.MATERIAL AND METHODS: We extracted a list of all courses posted by the two largest MOOC providers, Coursera and EdX, and reviewed all course descriptions and categorised each course into one of three categories--"relevant," "possibly relevant" or "not relevant"--reflecting the degree of relevance to each of the seven CanMEDS roles. We also noted course workload, duration and the name of the educational institution.RESULTS: We agreed the most on the role of health advocate (Cronbach's α = 0.85) and the least on the role of collaborator (Cronbach's α = 0.46). After a consensus-building process, 165 courses were found to be relevant or possibly relevant, mostly to the roles as scholar (n = 75) and medical expert (n = 57). The courses had a median duration of seven weeks and a median weekly workload of 4.5 hours, and were predominantly from North American universities.CONCLUSION: A large number of MOOCs are relevant for postgraduate medical training. A weekly workload of 4.5 hours may enable course participation even for busy clinicians. Physicians should consider these free and universally available courses as relevant and potentially effective means of education.FUNDING: not relevant.TRIAL REGISTRATION: not relevant.

AB - INTRODUCTION: The CanMEDS framework describes seven roles in postgraduate training, but training and courses relevant to these roles can be limited. Massive open online courses (MOOCs) - free online courses in which anyone can participate, anywhere - may improve course participation. This study investigates the relevance of MOOCs for postgraduate medical training within the CanMEDS framework.MATERIAL AND METHODS: We extracted a list of all courses posted by the two largest MOOC providers, Coursera and EdX, and reviewed all course descriptions and categorised each course into one of three categories--"relevant," "possibly relevant" or "not relevant"--reflecting the degree of relevance to each of the seven CanMEDS roles. We also noted course workload, duration and the name of the educational institution.RESULTS: We agreed the most on the role of health advocate (Cronbach's α = 0.85) and the least on the role of collaborator (Cronbach's α = 0.46). After a consensus-building process, 165 courses were found to be relevant or possibly relevant, mostly to the roles as scholar (n = 75) and medical expert (n = 57). The courses had a median duration of seven weeks and a median weekly workload of 4.5 hours, and were predominantly from North American universities.CONCLUSION: A large number of MOOCs are relevant for postgraduate medical training. A weekly workload of 4.5 hours may enable course participation even for busy clinicians. Physicians should consider these free and universally available courses as relevant and potentially effective means of education.FUNDING: not relevant.TRIAL REGISTRATION: not relevant.

M3 - Journal article

C2 - 25283619

VL - 61

SP - 1

EP - 5

JO - Danish Medical Journal

JF - Danish Medical Journal

SN - 1603-9629

IS - 10

M1 - A4923

ER -

ID: 135222954