■大规模在线开放课程(MOOC)越来越多地用于在公共卫生紧急情况下对医护人员进行教育。2020年初,世界卫生组织(WHO)开发了一系列针对COVID-19的MOOC,介绍了这种疾病和控制其爆发的策略,有6门课程专门针对卫生保健工作者作为学习者。2020年,斯坦福大学还启动了MOOC,旨在提供准确及时的COVID-19教育,使全球的医护人员能够安全有效地为这种新型传染病患者提供医疗保健。尽管在大流行期间,MOOC用于及时培训的使用有所增加,关于激励医护人员报名参加和完成课程的因素的证据有限,特别是在低收入国家(LICs)和中低收入国家(LMICs)。
■本研究旨在获得有关学习者转向MOOC进行及时培训的特征和动机的见解,提供证据,可以更好地为MOOC设计提供信息,以满足医护人员的需求。我们检查了1个斯坦福大学和6个WHOCOVID-19课程的学习者的数据,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个重点课程的49,098名医护人员的课程注册数据,以及(2)6272名课程完成者的调查答复。调查要求受访者对他们的入学动机进行排名,并分享有关他们学习经历的反馈。我们使用描述性统计数据来比较医疗保健行业和世界银行国家收入分类的回应。
■卫生保健工作者完成了来自世界各地区的重点课程,近三分之一(14,159/49,098,28.84%)在LIC和LMIC执业。调查数据显示,学习者的职业角色多种多样,包括医生(2171/6272,34.61%);护士(1599/6272,25.49%);和其他医疗保健专业人员,如专职医疗专业人员,社区卫生工作者,护理人员,和药剂师(2502/6272,39.89%)。在所有医疗保健行业中,报名的主要动机是通过个人学习来改善临床实践.继续教育学分也是一个重要的动机,特别是对于LIC和LMIC的非医师和学习者。课程成本(3423/6272,54.58%)和认证(4238/6272,67.57%)对大多数学习者也很重要。
■我们的研究结果表明,在突发公共卫生事件期间,各种各样的医疗保健专业人员进入MOOC进行及时培训。尽管所有医护人员都有动力改善临床实践,不同的因素在不同的职业和地点都有影响。在MOOC设计中应考虑这些因素,以满足医护人员的需求,特别是在资源较低的环境中,培训的替代途径可能有限。
UNASSIGNED: 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).
UNASSIGNED: 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.
UNASSIGNED: 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.
UNASSIGNED: 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.
UNASSIGNED: 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.