Health Care Workers' Motivations for Enrolling in Massive Open Online Courses During a Public Health Emergency: Descriptive Analysis.

IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Jennifer Jones, Jamie Sewan Johnston, Ngouille Yabsa Ndiaye, Anna Tokar, Saumya Singla, Nadine Ann Skinner, Matthew Strehlow, Heini Utunen
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引用次数: 0

Abstract

Background: Massive open online courses (MOOCs) are increasingly used to educate health care workers during public health emergencies. In early 2020, the World Health Organization (WHO) developed a series of MOOCs for COVID-19, introducing the disease and strategies to control its outbreak, with 6 courses specifically targeting health care workers as learners. In 2020, Stanford University also launched a MOOC designed to deliver accurate and timely education on COVID-19, equipping health care workers across the globe to provide health care safely and effectively to patients with the novel infectious disease. Although the use of MOOCs for just-in-time training has expanded during the pandemic, evidence is limited regarding the factors motivating health care workers to enroll in and complete courses, particularly in low-income countries (LICs) and lower-middle-income countries (LMICs).

Objective: This study seeks to gain insights on the characteristics and motivations of learners turning to MOOCs for just-in-time training, to provide evidence that can better inform MOOC design to meet the needs of health care workers. We examine data from learners in 1 Stanford University and 6 WHO COVID-19 courses to identify (1) the characteristics of health care workers completing the courses and (2) the factors motivating them to enroll.

Methods: We analyze (1) course registration data of the 49,098 health care workers who completed the 7 focal courses and (2) survey responses from 6272 course completers. The survey asked respondents to rank their motivations for enrollment and share feedback about their learning experience. We use descriptive statistics to compare responses by health care profession and by World Bank country income classification.

Results: Health care workers completed the focal courses from all regions of the world, with nearly one-third (14,159/49,098, 28.84%) practicing in LICs and LMICs. Survey data revealed a diverse range of professional roles among the learners, including physicians (2171/6272, 34.61%); nurses (1599/6272, 25.49%); and other health care professionals such as allied health professionals, community health workers, paramedics, and pharmacists (2502/6272, 39.89%). Across all health care professions, the primary motivation to enroll was for personal learning to improve clinical practice. Continuing education credit was also an important motivator, particularly for nonphysicians and learners in LICs and LMICs. Course cost (3423/6272, 54.58%) and certification (4238/6272, 67.57%) were also important to a majority of learners.

Conclusions: Our results demonstrate that a diverse range of health care professionals accessed MOOCs for just-in-time training during a public health emergency. Although all health care workers were motivated to improve their clinical practice, different factors were influential across professions and locations. These factors should be considered in MOOC design to meet the needs of health care workers, particularly those in lower-resource settings where alternative avenues for training may be limited.

医护人员在公共卫生突发事件期间学习大规模开放式在线课程的动机:描述性分析。
背景:大规模开放式在线课程(MOOC)越来越多地用于在公共卫生突发事件期间对医护人员进行教育。2020 年初,世界卫生组织(WHO)针对 COVID-19 开发了一系列 MOOC,介绍该疾病和控制其爆发的策略,其中有 6 门课程专门针对作为学习者的医护人员。2020 年,斯坦福大学也推出了一门 MOOC,旨在提供准确、及时的 COVID-19 教育,使全球医护人员能够安全、有效地为新型传染病患者提供医疗服务。尽管在大流行病期间,MOOCs 在即时培训方面的使用有所扩大,但有关促使医护人员注册并完成课程的因素的证据却很有限,尤其是在低收入国家(LICs)和中低收入国家(LMICs):本研究旨在深入了解转向 MOOCs 接受及时培训的学习者的特点和动机,从而为更好地设计 MOOC 提供证据,以满足医护人员的需求。我们研究了斯坦福大学1门课程和世界卫生组织6门COVID-19课程的学习者数据,以确定(1)完成课程的医护人员的特征和(2)促使他们注册的因素:我们分析了(1)完成 7 门重点课程的 49098 名医护人员的课程注册数据和(2)6272 名课程完成者的调查反馈。调查要求受访者对其报名动机进行排序,并分享有关其学习经历的反馈意见。我们使用描述性统计来比较不同医护专业和世界银行国家收入分类的答复:来自世界各地的医护人员完成了重点课程,其中近三分之一(14,159/49,098,28.84%)的医护人员在低收入国家和内陆发展中国家执业。调查数据显示,学员的专业角色多种多样,包括医生(2171/6272,34.61%);护士(1599/6272,25.49%);以及其他医疗保健专业人员,如专职医疗保健人员、社区卫生工作者、辅助医务人员和药剂师(2502/6272,39.89%)。在所有医疗保健专业中,报名的主要动机是为了个人学习,以改进临床实践。继续教育学分也是一个重要的动机,尤其是对于非医生以及低收入国家和内陆发展中国家的学员而言。课程费用(3423/6272,54.58%)和认证(4238/6272,67.57%)对大多数学员也很重要:我们的研究结果表明,在突发公共卫生事件中,各种医护专业人员都利用 MOOCs 进行了及时培训。尽管所有医护人员都有提高临床实践能力的动机,但不同的专业和地区有不同的影响因素。在设计 MOOC 时应考虑到这些因素,以满足医护人员的需求,特别是那些在资源较少的环境中的医护人员的需求,因为在这些环境中,其他培训途径可能很有限。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
JMIR Medical Education
JMIR Medical Education Social Sciences-Education
CiteScore
6.90
自引率
5.60%
发文量
54
审稿时长
8 weeks
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