Abstract：
In recent years, there has been an increased implementation of massive open online courses (MOOCs). This teaching model plays a pivotal role in online education because it can provide high-quality learning resources to numerous students with great feasibility, shaping training courses according to their different learning requirements. Although the widespread adoption of MOOCs in medical education has led to numerous benefits for undergraduate and graduate doctors, their role remains unclear, suggesting the need to analyze the key factors of such a learning method in this field. To achieve this aim, a scoping review, in line with the PRISMA method for qualitative synthesis, was performed by considering studies published from 2016 to 2021, written in English, and including the physician population. Through this literature analysis, the following main areas of interest came to light: (1) pedagogical approaches, (2) MOOC structure-related variables, (3) participant-related variables, and (4) MOOCs vs. traditional courses. The review provides valuable evidence on factors underlying MOOCs effectiveness, which might be helpful for academic and healthcare organizations in designing effective training courses for physicians.
摘要：
近年来,大规模开放在线课程(MOOC)的实施有所增加。这种教学模式在网络教育中起着举足轻重的作用,因为它可以为众多学生提供优质的学习资源,根据不同的学习要求塑造培训课程。尽管MOOC在医学教育中的广泛采用为本科生和研究生医生带来了许多好处，他们的角色仍然不清楚，这表明有必要分析这种学习方法在这一领域的关键因素。为了实现这一目标，范围审查，符合定性合成的PRISMA方法，是通过考虑2016年至2021年发表的英文研究来进行的，包括医生群体。通过文献分析,以下主要感兴趣的领域浮出水面：(1)教学方法，(2)MOOC结构相关变量，(3)参与者相关变量，和（4）MOOCs与传统课程。这篇综述为MOOC有效性的潜在因素提供了有价值的证据，这可能有助于学术和医疗保健组织为医生设计有效的培训课程。
