PDF(Pubmed)
Abstract：
Massive Open Online Courses (MOOCs) have the potential to improve access to quality education for health care workers (HCWs) globally. Although studies have reported on the use of MOOCs in low- and middle-income countries (LMICs), our understanding of the scope of their utilization or access barriers and facilitators for this cohort is limited. We conducted a scoping review to map published peer-reviewed literature on MOOCs for HCW education in LMICs. We systematically searched four academic databases (Scopus, Web of Science, PubMed, ERIC) and Google Scholar, and undertook a two-stage screening process. The analysis included studies that reported on MOOCs relevant to HCWs\' education accessed by HCWs based in LMICs.
The search identified 1,317 studies with 39 studies included in the analysis, representing 40 MOOCs accessed in over 90 LMICs. We found that MOOCs covered a wide range of HCWs\' including nurses, midwives, physicians, dentists, psychologists, and other workers from the broader health care sector, mainly at a post-graduate level. Dominant topics covered by the MOOCs included infectious diseases and epidemic response, treatment and prevention of non-communicable diseases, communication techniques and patient interaction, as well as research practice. Time contribution and internet connection were recognized barriers to MOOC completion, whilst deadlines, email reminders, graphical design of the MOOC, and blended learning modes facilitated uptake and completion. MOOCs were predominantly taught in English (20%), French (12.5%), Spanish (7.5%) and Portuguese (7.5%). Overall, evaluation outcomes were positive and focused on completion rate, learner gain, and student satisfaction.
We conclude that MOOCs can be an adequate tool to support HCWs\' education in LMICs and may be particularly suited for supporting knowledge and understanding. Heterogeneous reporting of MOOC characteristics and lack of cohort-specific reporting limits our ability to evaluate MOOCs at a broader scale; we make suggestions on how standardized reporting may offset this problem. Further research should focus on the impact of learning through MOOCs, as well as on the work of HCWs and the apparent lack of courses covering the key causes of diseases in LMICs. This will result in increased understanding of the extent to which MOOCs can be utilized in this context.
The search identified 1,317 studies with 39 studies included in the analysis, representing 40 MOOCs accessed in over 90 LMICs. We found that MOOCs covered a wide range of HCWs\' including nurses, midwives, physicians, dentists, psychologists, and other workers from the broader health care sector, mainly at a post-graduate level. Dominant topics covered by the MOOCs included infectious diseases and epidemic response, treatment and prevention of non-communicable diseases, communication techniques and patient interaction, as well as research practice. Time contribution and internet connection were recognized barriers to MOOC completion, whilst deadlines, email reminders, graphical design of the MOOC, and blended learning modes facilitated uptake and completion. MOOCs were predominantly taught in English (20%), French (12.5%), Spanish (7.5%) and Portuguese (7.5%). Overall, evaluation outcomes were positive and focused on completion rate, learner gain, and student satisfaction.
We conclude that MOOCs can be an adequate tool to support HCWs\' education in LMICs and may be particularly suited for supporting knowledge and understanding. Heterogeneous reporting of MOOC characteristics and lack of cohort-specific reporting limits our ability to evaluate MOOCs at a broader scale; we make suggestions on how standardized reporting may offset this problem. Further research should focus on the impact of learning through MOOCs, as well as on the work of HCWs and the apparent lack of courses covering the key causes of diseases in LMICs. This will result in increased understanding of the extent to which MOOCs can be utilized in this context.
摘要：
大规模开放在线课程（MOOCs）有可能改善全球医护人员（HCWs）获得优质教育的机会。尽管有研究报告了低收入和中等收入国家(LMICs)使用MOOC的情况，我们对这一队列的使用范围或获取障碍和促进因素的理解是有限的.我们进行了范围审查，以绘制有关MOOCs在LMICs中的HCW教育的已发表同行评审文献。我们系统地搜索了四个学术数据库(Scopus，WebofScience,PubMed,埃里克)和谷歌学者，并进行了两个阶段的筛选过程。分析包括报告与基于LMICs的HCWs访问的HCWs教育相关的MOOCs的研究。
搜索确定了1,317项研究，其中39项研究包括在分析中，代表在90多个LMIC中访问的40个MOOCs。我们发现MOOC涵盖了广泛的HCW，包括护士，助产士,医师,牙医,心理学家,和其他来自更广泛的医疗保健部门的工人，主要是研究生阶段。MOOC涵盖的主要主题包括传染病和流行病应对，治疗和预防非传染性疾病，通信技术和患者互动，以及研究实践。时间贡献和互联网连接是MOOC完成的公认障碍，而最后期限,电子邮件提醒,MOOC的图形化设计,混合学习模式促进了学习和完成。MOOC主要以英语授课（20%），法语（12.5%），西班牙语（7.5%）和葡萄牙语（7.5%）。总的来说,评估结果是积极的，侧重于完成率，学习者收益，和学生满意度。
我们得出的结论是，MOOC可以成为支持LMICs教育的适当工具，并且可能特别适合支持知识和理解。MOOC特征的异构报告和缺乏特定于队列的报告限制了我们在更广泛范围内评估MOOC的能力；我们就标准化报告如何抵消这一问题提出了建议。进一步的研究应侧重于通过MOOCs学习的影响，以及HCWs的工作，以及明显缺乏涵盖LMICs疾病主要原因的课程。这将导致对在这种情况下可以利用MOOC的程度有更多的了解。
搜索确定了1,317项研究，其中39项研究包括在分析中，代表在90多个LMIC中访问的40个MOOCs。我们发现MOOC涵盖了广泛的HCW，包括护士，助产士,医师,牙医,心理学家,和其他来自更广泛的医疗保健部门的工人，主要是研究生阶段。MOOC涵盖的主要主题包括传染病和流行病应对，治疗和预防非传染性疾病，通信技术和患者互动，以及研究实践。时间贡献和互联网连接是MOOC完成的公认障碍，而最后期限,电子邮件提醒,MOOC的图形化设计,混合学习模式促进了学习和完成。MOOC主要以英语授课（20%），法语（12.5%），西班牙语（7.5%）和葡萄牙语（7.5%）。总的来说,评估结果是积极的，侧重于完成率，学习者收益，和学生满意度。
我们得出的结论是，MOOC可以成为支持LMICs教育的适当工具，并且可能特别适合支持知识和理解。MOOC特征的异构报告和缺乏特定于队列的报告限制了我们在更广泛范围内评估MOOC的能力；我们就标准化报告如何抵消这一问题提出了建议。进一步的研究应侧重于通过MOOCs学习的影响，以及HCWs的工作，以及明显缺乏涵盖LMICs疾病主要原因的课程。这将导致对在这种情况下可以利用MOOC的程度有更多的了解。
