TY - JOUR
T1 - Massive open online courses in U.S. healthcare education
T2 - Practical considerations and lessons learned from implementation
AU - Maxwell, Whitney D.
AU - Fabel, Patricia H.
AU - Diaz, Veronica
AU - Walkow, Janet C.
AU - Kwiek, Nicole C.
AU - Kanchanaraksa, Sukon
AU - Wamsley, Maria
AU - Chen, Angel
AU - Bookstaver, P. Brandon
N1 - Funding Information:
No funding was obtained to specifically enable the drafting of this manuscript. Grant support for the Take Your Medicine MOOC was provided by the University of Texas at Austin Center for Teaching and Learning and the University of Texas at Austin Institute for Transformational Learning.
Publisher Copyright:
© 2018 Elsevier Inc.
Copyright:
Copyright 2019 Elsevier B.V., All rights reserved.
PY - 2018/6
Y1 - 2018/6
N2 - Background and purpose: Massive Open Online Courses (MOOCs) offer an innovative approach to pharmacy education and are expected to challenge traditional pedagogy and foundational knowledge acquisition practices. A survey of the literature reveals no current publications describing implementation of MOOCs in pharmacy education and limited information about MOOC implementation in other healthcare disciplines in the United States. Educational activity and setting: A few colleges of pharmacy (COPs) and other health professions’ educational programs have recently started offering MOOCs. Findings: Herein we provide an overview of MOOCs and describe the early implementation stages of MOOCs being conducted at two COPs, an interprofessional MOOC, and a variety of MOOCs offered by a public health program. This overview and the four case studies on MOOC implementation in healthcare education provide practical information about course development, descriptions of selected course engagement outcomes, insight into lessons learned by the institutions, and practical considerations for development of future MOOCs. Discussion: MOOCs prompt diversification of models of teaching and learning, transformation of pedagogical frameworks, and innovation in the scholarship of teaching and learning. MOOCs offer exciting opportunities to distribute knowledge on a massive and global scale to a diverse population of learners.
AB - Background and purpose: Massive Open Online Courses (MOOCs) offer an innovative approach to pharmacy education and are expected to challenge traditional pedagogy and foundational knowledge acquisition practices. A survey of the literature reveals no current publications describing implementation of MOOCs in pharmacy education and limited information about MOOC implementation in other healthcare disciplines in the United States. Educational activity and setting: A few colleges of pharmacy (COPs) and other health professions’ educational programs have recently started offering MOOCs. Findings: Herein we provide an overview of MOOCs and describe the early implementation stages of MOOCs being conducted at two COPs, an interprofessional MOOC, and a variety of MOOCs offered by a public health program. This overview and the four case studies on MOOC implementation in healthcare education provide practical information about course development, descriptions of selected course engagement outcomes, insight into lessons learned by the institutions, and practical considerations for development of future MOOCs. Discussion: MOOCs prompt diversification of models of teaching and learning, transformation of pedagogical frameworks, and innovation in the scholarship of teaching and learning. MOOCs offer exciting opportunities to distribute knowledge on a massive and global scale to a diverse population of learners.
KW - Healthcare education
KW - MOOC
KW - Massive open online course
KW - Pharmacy education
KW - Technology
UR - http://www.scopus.com/inward/record.url?scp=85049846735&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85049846735&partnerID=8YFLogxK
U2 - 10.1016/j.cptl.2018.03.013
DO - 10.1016/j.cptl.2018.03.013
M3 - Article
C2 - 30025774
AN - SCOPUS:85049846735
SN - 1877-1297
VL - 10
SP - 736
EP - 743
JO - Currents in Pharmacy Teaching and Learning
JF - Currents in Pharmacy Teaching and Learning
IS - 6
ER -