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      Creating a ‘choose your topic’ massive open online course: an innovative and flexible approach to delivering injury prevention education

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          ABSTRACT

          Background

          A pediatric injury prevention course has not been available as a massive open online course (MOOC). Creating a comprehensive topic course is particularly challenging because the traditional, week-by-week linear curriculum design is often a barrier to learners interested in only specific topics. We created a novel, flexible course as both a ‘choose your topic’ MOOC for the public learner and a Small Private Online Course (SPOC) for medical students.

          Methods

          We describe creating ‘ Injury Prevention for Children and Teens’, a course of 59 video learning segments within eight modules taught by a multidisciplinary panel of 25 nationally-recognized experts. Completion tracking and course evaluations were collected.

          Results

          In 2.5 years, 4,822 learners from 148 countries have enrolled. Two-thirds of learners were female. Median age of learners was 31 years. For engagement, 19.3% (n = 932) of learners attempted quizzes, and 5.2% (n = 252) participated in online forum discussions. Medical professionals (n = 162) claimed an average of 13 credit hours per learner. Over 200 senior medical students have taken the SPOC.

          Conclusion

          ‘ Injury Prevention for Children and Teens’ is a novel approach to injury prevention education that is broad, science-based, accessible, and not cost-prohibitive for a diverse group of global learners.

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          Most cited references20

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          Just imagine: new paradigms for medical education.

          Neil B. Mehta, Alan L Hull, James B. Young … (2013)
          For all its traditional successes, the current model of medical education in the United States and Canada is being challenged on issues of quality, throughput, and cost, a process that has exposed numerous shortcomings in its efforts to meet the needs of the nations' health care systems. A radical change in direction is required because the current path will not lead to a solution.The 2010 publication Educating Physicians: A Call for Reform of Medical School and Residency identifies several goals for improving the medical education system, and proposals have been made to reform medical education to meet these goals. Enacting these recommendations practically and efficiently, while training more health care providers at a lower cost, is challenging.To advance solutions, the authors review innovations that are disrupting higher education and describe a vision for using these to create a new model for competency-based, learner-centered medical education that can better meet the needs of the health care system while adhering to the spirit of the above proposals. These innovations include collaboration amongst medical schools to develop massive open online courses for didactic content; faculty working in small groups to leverage this online content in a "flipped-classroom" model; and digital badges for credentialing entrustable professional activities over the continuum of learning.
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            Medical Student Mobilization During a Crisis: Lessons From a COVID-19 Medical Student Response Team

            Derek Soled, Shivangi Goel, Danika Barry … (2020)
            Problem On March 17, 2020, the Association of American Medical Colleges recommended the suspension of all direct patient contact responsibilities for medical students because of the COVID-19 pandemic. Given this change, medical students nationwide had to grapple with how and where they could fill the evolving needs of their schools’ affiliated clinical sites, physicians, and patients and the community. Approach At Harvard Medical School (HMS), student leaders created a COVID-19 Medical Student Response Team to: (1) develop a student-led organizational structure that would optimize students’ ability to efficiently mobilize interested peers in the COVID-19 response, both clinically and in the community, in a strategic, safe, smart, and resource-conscious way; and (2) serve as a liaison with the administration and hospital leaders to identify evolving needs and rapidly engage students in those efforts. Outcomes Within a week of its inception, the COVID-19 Medical Student Response Team had more than 500 medical student volunteers from HMS and had shared the organizational framework of the response team with multiple medical schools across the country. The HMS student volunteers joined any of the 4 virtual committees to complete this work: Education for the Medical Community, Education for the Broader Community, Activism for Clinical Support, and Community Activism. Next Steps The COVID-19 Medical Student Response Team helped to quickly mobilize hundreds of students and has been integrated into HMS’s daily workflow. It may serve as a useful model for other schools and hospitals seeking medical student assistance during the COVID-19 pandemic. Next steps include expanding the initiative further, working with the leaders of response teams at other medical schools to coordinate efforts, and identifying new areas of need at local hospitals and within nearby communities that might benefit from medical student involvement as the pandemic evolves.
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              The impact of CME on physician performance and patient health outcomes: an updated synthesis of systematic reviews.

              Ronald M Cervero, Julie K Gaines (2015)
              Since 1977, many systematic reviews have asked 2 fundamental questions: (1) Does CME improve physician performance and patient health outcomes? and (2) What are the mechanisms of action that lead to positive changes in these outcomes? The article's purpose is to synthesize the systematic review literature about CME effectiveness published since 2003.
              Article 0 comments Cited 106 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Journal ID (nlm-ta): Med Educ Online
                Journal ID (iso-abbrev): Med Educ Online
                Title: Medical Education Online
                Publisher: Taylor & Francis
                ISSN (Electronic): 1087-2981
                Publication date (Electronic, pub): 20 July 2021
                Publication date (Electronic, collection): 2021
                Volume: 26
                Issue: 1
                Electronic Location Identifier: 1955646
                Affiliations
                [a ]Department of Otolaryngology, Head and Neck Surgery, Michigan Medicine; , Ann Arbor, MI, USA
                [b ]University of Michigan Injury Prevention Center, University of Michigan; , Ann Arbor, MI, USA
                [c ]Department of Emergency Medicine, Michigan Medicine; , Ann Arbor, MI, USA
                [d ]Department of Systems, Populations and Leadership, School of Nursing, University of Michigan; , Ann Arbor, MI, USA
                [e ]Center for Academic Innovation, University of Michigan; , Ann Arbor, MI, USA
                [f ]Department of Health Behavior & Health Education, School of Public Health, University of Michigan; , Ann Arbor, MI, USA
                [g ]University of Michigan Office of Research; , Ann Arbor, MI, USA
                [h ]Department of Pediatrics, Michigan Medicine; , Ann Arbor, MI, USA
                Author notes
                CONTACT Andrew N. Hashikawa drewhash@ 123456umich.edu North Campus Research Complex, University of Michigan Injury Prevention Center; , 2800 Plymouth Road, Suite G080, NCRC Building 10, Ann Arbor, MI 48105, USA
                Author information
                https://orcid.org/0000-0003-1537-6476
                Article
                Publisher ID: 1955646
                DOI: 10.1080/10872981.2021.1955646
                PMC ID: 8293957
                PubMed ID: 34282995
                SO-VID: 5be28e4b-abff-4ccb-af16-87629b7708c2
                Copyright © © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
                License:

                This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

                History
                Page count
                Figures: 6, References: 23, Pages: 1
                Categories
                Subject: Research Article
                Subject: Research Article

                ScienceOpen disciplines: Education
                Keywords: pediatric injury prevention,medical education,anticipatory guidance,massive open online course (mooc),small private online course (spoc)
                Data availability:
                ScienceOpen disciplines: Education
                Keywords: pediatric injury prevention, medical education, anticipatory guidance, massive open online course (mooc), small private online course (spoc)

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