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Learning Design Strategies in MOOCs for Physicians’ Training: A Scoping Review

Author

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  • Giovanni Schettino

    (Department of Humanities, University of Naples Federico II, 80133 Naples, Italy)

  • Vincenza Capone

    (Department of Humanities, University of Naples Federico II, 80133 Naples, Italy)

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.

Suggested Citation

  • Giovanni Schettino & Vincenza Capone, 2022. "Learning Design Strategies in MOOCs for Physicians’ Training: A Scoping Review," IJERPH, MDPI, vol. 19(21), pages 1-19, October.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:21:p:14247-:d:959132
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    References listed on IDEAS

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    1. Jacob A. Mincer, 1974. "Schooling, Experience, and Earnings," NBER Books, National Bureau of Economic Research, Inc, number minc74-1, February.
    2. Vincenza Capone & Roberta Borrelli & Leda Marino & Giovanni Schettino, 2022. "Mental Well-Being and Job Satisfaction of Hospital Physicians during COVID-19: Relationships with Efficacy Beliefs, Organizational Support, and Organizational Non-Technical Skills," IJERPH, MDPI, vol. 19(6), pages 1-18, March.
    3. Jacob A. Mincer, 1974. "Introduction to "Schooling, Experience, and Earnings"," NBER Chapters, in: Schooling, Experience, and Earnings, pages 1-4, National Bureau of Economic Research, Inc.
    4. Ajzen, Icek, 1991. "The theory of planned behavior," Organizational Behavior and Human Decision Processes, Elsevier, vol. 50(2), pages 179-211, December.
    5. Jacob A. Mincer, 1974. "Age and Experience Profiles of Earnings," NBER Chapters, in: Schooling, Experience, and Earnings, pages 64-82, National Bureau of Economic Research, Inc.
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    1. Ibrahim Mutambik, 2024. "The Use of AI-Driven Automation to Enhance Student Learning Experiences in the KSA: An Alternative Pathway to Sustainable Education," Sustainability, MDPI, vol. 16(14), pages 1-21, July.
    2. Deming Shu & Qiaoyun Chen & Dianzhi Liu & Sifan Shen & Weijun Yi & Xiaoqi Tang & Manshu Luo, 2024. "The Structure and Characteristics of Effective Massive Open Online Course Learning Strategies among College Students: A Qualitative Study," Sustainability, MDPI, vol. 16(2), pages 1-14, January.

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