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Med Teach. 2017 May 9:1-6. doi: 10.1080/0142159X.2017.1322189. [Epub ahead of print]

Twelve tips for developing and delivering a massive open online course in medical education.

Author information

1
a Division of Anatomy, Leeds Institute of Medical Education, School of Medicine , University of Leeds , Leeds , UK.
2
b Department for Clinical Science , Intervention and Technology at Karolinska Institutet , Stockholm , Sweden.
3
c Department of Anatomy & Embryology , Leiden University Medical Center , Leiden , Netherlands.
4
d Center for Innovation in Medical Education, Leiden University Medical Center , Leiden , Netherlands.
5
e Department of Internal Medicine (Nephrology) , Leiden University Medical Center , Leiden , Netherlands.

Abstract

Massive open online courses (MOOCs) are a novel mode of online learning. They are typically based on higher education courses and can attract a high number of learners, often in the thousands. They are distinct from on-campus education and deliver the learning objectives through a series of short videos, recommended readings and discussion fora, alongside automated assessments. Within medical education the role of MOOCs remains unclear, with recent proposals including continuing professional development, interprofessional education or integration into campus-based blended learning curricula. In this twelve tips article, we aim to provide a framework for readers to use when developing, delivering and evaluating a MOOC within medical education based on the literature and our own experience. Practical advice is provided on how to design the appropriate curriculum, engage with learners on the platform, select suitable assessments, and comprehensively evaluate the impact of your course.

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