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Twelve Tips

Twelve tips for developing and delivering a massive open online course in medical education

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Lini Dong, Lin Yang, Zhijian Li & Xin Wang. (2020) Application of PBL Mode in a Resident-Focused Perioperative Transesophageal Echocardiography Training Program: A Perspective of MOOC Environment. Advances in Medical Education and Practice 11, pages 1023-1028.
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David R. Topor & Andrew E. Budson. (2020) Twelve tips to present an effective webinar. Medical Teacher 42:11, pages 1216-1220.
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Peter G. M. de Jong, James D. Pickering, Renée A. Hendriks, Bronwen J. Swinnerton, Fereshte Goshtasbpour & Marlies E. J. Reinders. (2020) Twelve tips for integrating massive open online course content into classroom teaching. Medical Teacher 42:4, pages 393-397.
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Renée A. Hendriks, Peter G. M. de Jong, Wilfried F. Admiraal & Marlies E. J. Reinders. (2020) Instructional design quality in medical Massive Open Online Courses for integration into campus education. Medical Teacher 42:2, pages 156-163.
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Junfang Zhang, Zelang Cai, Zhenfu Zhao & Kunmei Ji. (2017) Cell phone-based online biochemistry and molecular biology medical education curriculum. Medical Education Online 22:1.
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Articles from other publishers (27)

Beth Coad, Katherine Joekes, Alicja Rudnicka, Amy Frost, Mark Robert Openshaw, Katrina Tatton-Brown & Katie Snape. (2023) Evaluation of two Massive Open Online Courses (MOOCs) in genomic variant interpretation for the NHS workforce. BMC Medical Education 23:1.
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Hui Zhu, Jin Xu, Penghao Wang, Jia Bian, Zhijia Zhao, Hongyi Liu & Lindan Ji. (2023) The irreplaceable role of medical massive open online courses in China during the COVID-19 pandemic. BMC Medical Education 23:1.
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Xi Chen, Taoran Zhang, Jun Li, Xiufen Yang, Lihua Luo, Han He & Yingxiang Huang. (2023) Cloud classrooms enhancing continuing medical education during COVID-19 in China. Frontiers in Medicine 10.
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Giovanni Schettino & Vincenza Capone. (2022) Learning Design Strategies in MOOCs for Physicians’ Training: A Scoping Review. International Journal of Environmental Research and Public Health 19:21, pages 14247.
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Lutgart Braeckman, Linda Hermans, Leon D’Hulster, Joy Van de Cauter & Mathieu Verbrugghe. (2022) Developing and Pilot Testing of a Mini Massive Open Online Course (MOOC) on Occupational Epidemiology. Journal of Occupational & Environmental Medicine 64:5, pages e322-e326.
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Esther C Hamoen, Peter G M De Jong, Floris M Van Blankenstein & Marlies E J Reinders. (2022) Design and First Impressions of a Small Private Online Course in Clinical Workplace Learning: Questionnaire and Interview Study. JMIR Medical Education 8:2, pages e29624.
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Naoto Kuroda, Anna Suzuki, Kai Ozawa, Nobuhiro Nagai, Yurika Okuyama, Kana Koshiishi, Masafumi Yamada & Makoto Kikukawa. (2022) Predicting the effectiveness of the online clinical clerkship curriculum: Development of a multivariate prediction model and validation study. PLOS ONE 17:1, pages e0263182.
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Jiangtao Geng, Yong Tang & Chao Chang. 2022. 6GN for Future Wireless Networks. 6GN for Future Wireless Networks 493 512 .
Richard Huan Xu, Ling-ming Zhou, Eliza Lai-yi Wong & Dong Wang. (2021) Investigating Medical Student's Preferences for Internet-Based Healthcare Services: A Best-Worst Scaling Survey. Frontiers in Public Health 9.
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Samer Mheissen, Mohammed Almuzian, Mark B. Wertheimer & Haris Khan. (2021) Global survey to assess preferences when attending virtual orthodontic learning sessions: optimising uptake from virtual lectures. Progress in Orthodontics 22:1.
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Alexis R. Peedin. (2021) Update in Transfusion Medicine Education. Clinics in Laboratory Medicine 41:4, pages 697-711.
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Peter G.M. de Jong, Renée A. Hendriks, Franka Luk, Augusto Cesar Soares Dos Santos Jr & Marlies E.J. Reinders. (2021) Development and application of a massive open online course to deliver innovative transplant education. Transplant Immunology 66, pages 101339.
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Silvia Lizett Olivares Olivares, Ramón Ignacio Esperón Hernández, Miriam Lizzeth Turrubiates Corolla, Juan Pablo Nigenda Alvarez & Melchor Sánchez-Mendiola. (2021) MOOC Learning Assessment in Clinical Settings: Analysis from Quality Dimensions. Medical Science Educator 31:2, pages 447-455.
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David McMaster, Catherine Santucci & Munashe Veremu. (2020) Who should develop massive open online courses (MOOCs) for undergraduate medical education?. Future Healthcare Journal 7:3, pages e33-e34.
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Emily Player, Alice Shiner, Nick Steel & Veena Rodrigues. (2020) Massive open online courses for continuing professional development of GPs. InnovAiT: Education and inspiration for general practice 13:9, pages 522-527.
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Suzi B Claflin, Rachael Gates, Maree Maher & Bruce V Taylor. (2020) Building a Successful Massive Open Online Course About Multiple Sclerosis: A Process Description. Journal of Medical Internet Research 22:7, pages e16687.
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Leonard Shapiro, Kathryn Bell, Kallpana Dhas, Toby Branson, Graham Louw & Iain D. Keenan. (2019) Focused Multisensory Anatomy Observation and Drawing for Enhancing Social Learning and Three‐Dimensional Spatial Understanding. Anatomical Sciences Education 13:4, pages 488-503.
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Pierre Fremont, Kathryn Schneider, Anne Laroche, Carolyn Emery & Keith Yeates. (2020) Could a massive open online course be part of the solution to sport-related concussion? Participation and impact among 8368 registrants. BMJ Open Sport & Exercise Medicine 6:1, pages e000700.
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Eva Feigerlová, Hind Hani, Rosa Lopes, Stéphane Zuily & Marc Braun. (2020) COVID-19 : Quelques pistes pour un nouvel environnement d’enseignement et d’apprentissage en contexte de mise à distance des enseignants et des étudiants en médecine. Pédagogie Médicale 21:4, pages 187-193.
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Sian K Smith-Lickess, Tricia Woodhead, Anna Burhouse & Christos Vasilakis. (2019) Study design and protocol for a comprehensive evaluation of a UK massive open online course (MOOC) on quality improvement in healthcare. BMJ Open 9:12, pages e031973.
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Kutty Kumar. (2019) A study of Veterinary Scholars’ Perception of MOOCs. Information and Learning Sciences 120:11/12, pages 743-757.
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Jane C. Holland & Teresa Pawlikowska. (2018) Undergraduate Medical Students' Usage and Perceptions of Anatomical Case‐Based Learning: Comparison of Facilitated Small Group Discussions and eLearning Resources. Anatomical Sciences Education 12:3, pages 245-256.
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Fulco Scherjon, Iza Romanowska & Karsten Lambers. (2019) Digitally Teaching Digital Skills: Lessons Drawn from a Small Private Online Course (SPOC) on ‘Modelling and Simulation in Archaeology’ at Leiden University. Journal of Computer Applications in Archaeology 2:1, pages 79-88.
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Iain D. Keenan & Abdullah ben Awadh. 2019. Biomedical Visualisation. Biomedical Visualisation 39 53 .
Jennie C De Gagne, Kim Manturuk, Hyeyoung K Park, Jamie L Conklin, Noelle Wyman Roth, Benjamin E Hook & Joanne M Kulka. (2018) Cyberincivility in the Massive Open Online Course Learning Environment: Data-Mining Study. JMIR Medical Education 4:2, pages e12152.
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C. A. Cobb, C. T. Watson & S. R. Ellis. (2018) Establishing Best Practices for Effective Online Learning Modules: a Single Institution Study. Medical Science Educator 28:4, pages 683-691.
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Arianne D. Pieterse, Volkert A.L. Huurman, Beerend P. Hierck & Marlies E.J. Reinders. (2018) Introducing the innovative technique of 360° virtual reality in kidney transplant education. Transplant Immunology 49, pages 5-6.
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