A massive open online course to teach undergraduate medical students in oncology: keys of success. Issue 11 (November 2022)

• Record Type: Journal Article
• Authors: Hamdan, Diaddin; Pamoukdjian, Frédéric; Lehmann-Che, Jaqueline; de Bazelaire, Cédric; Vercellino, Laetitia; Calvani, Julien; Battistella, Maxime; Bertheau, Philippe; Falgarone, Géraldine; Bousquet, Guilhem
• Is Part Of: Heliyon. Volume 8:Issue 11(2022)
• Publication Date: 2022-11
• Subjects: MOOC -- Oncology -- Medical undergraduates -- Student perception -- Success factors; Research -- Periodicals; Medical sciences -- Periodicals; Natural history -- Periodicals; Social sciences -- Periodicals; Earth sciences -- Periodicals; Physical sciences -- Periodicals; 507.2
• DOI: 10.1016/j.heliyon.2022.e11306
• Languages: English
• ISSNs: 2405-8440

Abstract

Abstract: Massive Open Online Courses (MOOCs) are gaining popularity in education while classroom lectures are being deserted, especially after COVID-19 pandemic. Their added value in teaching undergraduate medical students remains to be confirmed. This study evaluated a MOOC devoted to undergraduate medical students in a blended oncology-teaching university program. It was the first to target undergraduate medical students in oncology at its beginning. Students were asked to participate in a survey before and after MOOC to explore interactions between their characteristics and final grades, 65% of the participating students belonged to the rich class. 70% of the students completed the MOOC. Grades distributions were similar before and after MOOC implementation, so MOOC doesn't alter overall results. In addition, there was a positive effect of the MOOC on median grades on the immediate test. The univariate and multivariate analysis showed that socioeconomic status and student's willingness to participate interacted significantly with final results. Particularly, students' motivation and satisfaction were associated with better results; Almost 70% of students asked for blended learning. E-learning is reliable to teach oncology to undergraduate medical students. The success is directly linked to students' willingness to participate, and can be improved using blended methods including tutorials. Highlights: MOOC is appropriate for teaching undergraduate medical students. Socioeconomic factors and students' choice had a significant effect on final results. The digital format of MOOC is well suited to make all sorts of teaching evaluations. Students have better results with and are asking for blended teaching programs. Abstract : MOOC; Oncology; Medical undergraduates; Student perception; Success factors.