Whitney D Maxwell1, Patricia H Fabel2, Veronica Diaz3, Janet C Walkow4, Nicole C Kwiek5, Sukon Kanchanaraksa6, Maria Wamsley7, Angel Chen8, P Brandon Bookstaver9. 1. Department of Clinical Pharmacy and Outcomes Sciences, University of South Carolina College of Pharmacy, 715 Sumter Street, Columbia, SC 29208, United States. Electronic address: maxwell@cop.sc.edu. 2. Department of Clinical Pharmacy and Outcomes Sciences, University of South Carolina College of Pharmacy, 715 Sumter Street, Columbia, SC 29208, United States. Electronic address: fabelp@sccp.sc.edu. 3. EDUCAUSE Learning Initiative, EDUCAUSE, 4452 South Oregon Court, Chandler, AZ 85248, United States. Electronic address: vdiaz@educause.edu. 4. The University of Texas at Austin College of Pharmacy, 1 University Station A1900, Austin, TX 78712, United States. Electronic address: jwalkow@austin.utexas.edu. 5. The Ohio State University College of Pharmacy, 136A Parks Hall, 500 W. 12th Avenue, Columbus, OH 43210, United States. Electronic address: kwiek.1@osu.edu. 6. Center for Teaching and Learning, Johns Hopkins Bloomberg School of Public Health, 2021 East Monument Street, Baltimore, MD 21205, United States. 7. Department of Medicine, UCSF School of Medicine, 1545 Divisadero Street, San Francisco, CA 94143-0320, United States. Electronic address: Maria.Wamsley@ucsf.edu. 8. Department of Family Health Care Nursing, University of California San Francisco School of Nursing, 2 Koret Way, N411J, Box 0606, San Francisco, CA 94143, United States. Electronic address: Angel.Chen@ucsf.edu. 9. Department of Clinical Pharmacy and Outcomes Sciences, University of South Carolina College of Pharmacy, 715 Sumter Street, Columbia, SC 29208, United States. Electronic address: bookstaver@cop.sc.edu.
Abstract
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. SUMMARY: MOOCs offer exciting opportunities to distribute knowledge on a massive and global scale to a diverse population of learners.
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. SUMMARY: MOOCs offer exciting opportunities to distribute knowledge on a massive and global scale to a diverse population of learners.
Authors: Mayara Floss; Carlos Augusto Vieira Ilgenfritz; Ylana Elias Rodrigues; Anna Cláudia Dilda; Ana Paula Borngräber Corrêa; Diego Azevedo Conte de Melo; Enrique Falceto Barros; Carlos Alberto Faerron Guzmán; Erin Devlin; Paulo Hilário Nascimento Saldiva; Su-Ming Khoo; Marcelo Rodrigues Gonçalves Journal: Front Public Health Date: 2021-12-15