PDF(Pubmed)
Abstract：
Growth hormone deficiency (GHD) is a rare disorder characterized by inadequate secretion of growth hormone (GH) from the anterior pituitary gland. One of the challenges in optimizing GH therapy is improving adherence. Using digital interventions may overcome barriers to optimum treatment delivery. Massive open online courses (MOOCs), first introduced in 2008, are courses made available over the internet without charge to a large number of people. Here, we describe a MOOC aiming to improve digital health literacy among healthcare professionals managing patients with GHD. Based on pre- and post-course assessments, we evaluate the improvement in participants\' knowledge upon completion of the MOOC.
The MOOC entitled \'Telemedicine: Tools to Support Growth Disorders in a Post-COVID Era\' was launched in 2021. It was designed to cover 4 weeks of online learning with an expected commitment of 2 h per week, and with two courses running per year. Learners\' knowledge was assessed using pre- and post-course surveys via the FutureLearn platform.
Out of 219 learners enrolled in the MOOC, 31 completed both the pre- and post-course assessments. Of the evaluated learners, 74% showed improved scores in the post-course assessment, resulting in a mean score increase of 21.3%. No learner achieved 100% in the pre-course assessment, compared with 12 learners (40%) who achieved 100% in the post-course assessment. The highest score increase comparing the pre- and the post-course assessments was 40%, observed in 16% of learners. There was a statistically significant improvement in post-course assessment scores from 58.1 ± 18.9% to 72.6 ± 22.4% reflecting an improvement of 14.5% (p < 0.0005) compared to the pre-course assessment.
This \"first-of-its-kind\" MOOC can improve digital health literacy in the management of growth disorders. This is a crucial step toward improving the digital capability and confidence of healthcare providers and users, and to prepare them for the technological innovations in the field of growth disorders and growth hormone therapy, with the aim of improving patient care and experience. MOOCs provide an innovative, scalable and ubiquitous solution to train large numbers of healthcare professionals in limited resource settings.
The MOOC entitled \'Telemedicine: Tools to Support Growth Disorders in a Post-COVID Era\' was launched in 2021. It was designed to cover 4 weeks of online learning with an expected commitment of 2 h per week, and with two courses running per year. Learners\' knowledge was assessed using pre- and post-course surveys via the FutureLearn platform.
Out of 219 learners enrolled in the MOOC, 31 completed both the pre- and post-course assessments. Of the evaluated learners, 74% showed improved scores in the post-course assessment, resulting in a mean score increase of 21.3%. No learner achieved 100% in the pre-course assessment, compared with 12 learners (40%) who achieved 100% in the post-course assessment. The highest score increase comparing the pre- and the post-course assessments was 40%, observed in 16% of learners. There was a statistically significant improvement in post-course assessment scores from 58.1 ± 18.9% to 72.6 ± 22.4% reflecting an improvement of 14.5% (p < 0.0005) compared to the pre-course assessment.
This \"first-of-its-kind\" MOOC can improve digital health literacy in the management of growth disorders. This is a crucial step toward improving the digital capability and confidence of healthcare providers and users, and to prepare them for the technological innovations in the field of growth disorders and growth hormone therapy, with the aim of improving patient care and experience. MOOCs provide an innovative, scalable and ubiquitous solution to train large numbers of healthcare professionals in limited resource settings.
摘要：
■生长激素缺乏症（GHD）是一种罕见的疾病，其特征是垂体前叶生长激素（GH）分泌不足。优化GH治疗的挑战之一是提高依从性。使用数字干预可以克服最佳治疗交付的障碍。大规模开放在线课程(MOOC)，2008年首次推出的课程是在互联网上免费提供给大量的人。这里,我们描述了一个MOOC，旨在提高管理GHD患者的医疗保健专业人员的数字健康素养。根据课程前和课程后的评估，我们评估MOOC完成后参与者知识的改进。
■名为“远程医疗：后COVID时代支持增长障碍的工具”的MOOC于2021年启动。它旨在涵盖4周的在线学习，每周2小时的预期承诺，每年开两门课程。通过FutureLearn平台使用课程前和课程后调查评估学习者的知识。
■在参加MOOC的219名学员中，31完成了课程前和课程后评估。在被评估的学习者中，74%的人在课程后评估中得分提高，导致平均分数增加21.3%。没有学习者在课前评估中达到100%，与12名学习者(40%)相比，他们在课程后评估中取得了100%的成绩。与课程前和课程后评估相比，得分最高的增幅为40％，在16％的学习者中观察到。与课程前评估相比，课程后评估得分从58.1±18.9％提高到72.6±22.4％，统计学上显着提高了14.5％（p<0.0005）。
■这种“首创”MOOC可以在管理生长障碍方面提高数字健康素养。这是提高医疗保健提供者和用户的数字能力和信心的关键一步。并为生长障碍和生长激素治疗领域的技术创新做好准备，目的是改善病人的护理和经验。MOOC提供了一种创新，可扩展且无处不在的解决方案，可在有限的资源环境中培训大量医疗保健专业人员。
■名为“远程医疗：后COVID时代支持增长障碍的工具”的MOOC于2021年启动。它旨在涵盖4周的在线学习，每周2小时的预期承诺，每年开两门课程。通过FutureLearn平台使用课程前和课程后调查评估学习者的知识。
■在参加MOOC的219名学员中，31完成了课程前和课程后评估。在被评估的学习者中，74%的人在课程后评估中得分提高，导致平均分数增加21.3%。没有学习者在课前评估中达到100%，与12名学习者(40%)相比，他们在课程后评估中取得了100%的成绩。与课程前和课程后评估相比，得分最高的增幅为40％，在16％的学习者中观察到。与课程前评估相比，课程后评估得分从58.1±18.9％提高到72.6±22.4％，统计学上显着提高了14.5％（p<0.0005）。
■这种“首创”MOOC可以在管理生长障碍方面提高数字健康素养。这是提高医疗保健提供者和用户的数字能力和信心的关键一步。并为生长障碍和生长激素治疗领域的技术创新做好准备，目的是改善病人的护理和经验。MOOC提供了一种创新，可扩展且无处不在的解决方案，可在有限的资源环境中培训大量医疗保健专业人员。
