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Advances in Medical Education and Practice Volume 8, 2017 - Issue
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Review

Advances in medical education and practice: role of massive open online courses

Lynette R Goldberg1 Wicking Dementia Research and Education Centre, Faculty of HealthCorrespondence[email protected]
&
Leonard A Crocombe2 Centre for Rural Health, Faculty of Health Sciences, University of Tasmania, Hobart, TAS, Australia
Pages 603-609 | Published online: 21 Aug 2017

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Tabitha E. H. Moses, Jessica L. Moreno, Mark K. Greenwald & Eva Waineo. (2021) Training medical students in opioid overdose prevention and response: Comparison of In-Person versus online formats. Medical Education Online 26:1.
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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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Sajita Setia, Jam Chin Tay, Yook Chin Chia & Kannan Subramaniam. (2019) Massive open online courses (MOOCs) for continuing medical education – why and how?. Advances in Medical Education and Practice 10, pages 805-812.
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Renée A. Hendriks, Peter G. M. de Jong, Wilfried F. Admiraal & Marlies E. J. Reinders. (2019) Teaching modes and social-epistemological dimensions in medical Massive Open Online Courses: Lessons for integration in campus education. Medical Teacher 41:8, pages 917-926.
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Xiuwen Chen, Shiqing Liu, Zirong Tao, Yangyang Ou & Yao Xiao. (2022) Application of network teaching in nursing undergraduate education during the coronavirus disease 2019 epidemic. BMC Medical Education 22:1.
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Xue-Tao Fu, Yi Hu, Bing-Chun Yan, Yun-Gen Jiao, Shi-Jun Zheng, Ying-Ge Wang, Jiang-Yun Zhang & Zheng-Bing Wang. (2022) The Use of Blended Teaching in Higher Medical Education during the Pandemic Era. International Journal of Clinical Practice 2022, pages 1-6.
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Jacob Brain, Phillip J. Tully, Deborah Turnbull, Eugene Tang, Leanne Greene, Sarah Beach, Mario Siervo & Blossom C. M. Stephan. (2022) Risk factors for dementia in the context of cardiovascular disease: A protocol of an overview of reviews. PLOS ONE 17:7, pages e0271611.
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Rakesh Kumar. (2022) Addressing Challenges of Undergraduate Medical Education in India Through Massive Open Online Courses (MOOCs). Journal of Medical Education 21:1.
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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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Whitney D. Gannon, John W. Stokes, Meredith E. Pugh, Matthew Bacchetta, Clayne Benson, Jonathan D. Casey, Lynne Craig, Matthew W. Semler, Ashish S. Shah, Ashley Troutt & Todd W. Rice. (2021) Simulation Versus Interactive Mobile Learning for Teaching Extracorporeal Membrane Oxygenation to Clinicians: A Randomized Trial. Critical Care Medicine 50:5, pages e415-e425.
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Yolanda Álvarez-Pérez, Lilisbeth Perestelo-Pérez, Amado Rivero-Santanta, Alezandra Torres-Castaño, Ana Toledo-Chávarri, Andrea Duarte-Díaz, Vinita Mahtani-Chugani, María Dolores Marrero-Díaz, Alessia Montanari, Sabina Tangerini, Carina González-González, Michelle Perello & Pedro Serrano-Aguilar. (2022) Co-Creation of Massive Open Online Courses to Improve Digital Health Literacy in Pregnant and Lactating Women. International Journal of Environmental Research and Public Health 19:2, pages 913.
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Zijing Huang, Jianling Yang, Hongxi Wang, Binyao Chen, Dezhi Zheng & Haoyu Chen. (2022) Integration of Massive Open Online Course (MOOC) in Ophthalmic Skills Training for Medical Students: Outcomes and Perspectives. Asia-Pacific Journal of Ophthalmology 11:6, pages 543-548.
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Charlotte Nicolas, Laurent Balardy, Valery Antoine, Julie Albarède, David Azria, Laurence Cristol, Ernestine Ferreira, Stéphane Gérard, Claude Jeandel, Camille Louit, Alexandrine Tranier, Rosanne Ufkes, Eric Bauvin, Charlotte Morel & Loïc Mourey. (2022) Spreading geriatric oncology culture through professional caregivers: Results of a French massive open online course (MOOC). Journal of Geriatric Oncology 13:1, pages 94-99.
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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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Tao Lei, Xiaoxue Yu, Min Zou, Peipei Wang & Rong Hua Yuan. (2021) Delivering an online course in emergency nursing education during the pandemic: What are the effects on students’ learning?. Australasian Emergency Care 24:4, pages 314-318.
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Junwei Gao, Ling Yang, Jiao Zou & Xiaotang Fan. (2021) Comparison of the influence of massive open online courses and traditional teaching methods in medical education in China : A meta‐analysis . Biochemistry and Molecular Biology Education 49:4, pages 639-651.
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Jessica Longhini, Giacomo Rossettini & Alvisa Palese. (2021) Massive open online courses for nurses’ and healthcare professionals’ continuous education: a scoping review. International Nursing Review 68:1, pages 108-121.
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Wenjing Cao, Lin Hu, Xiaoying Li, Xiaoling Li, Chuan Chen, Qianqian Zhang & Shunwang Cao. (2021) Massive Open Online Courses-based blended versus face-to-face classroom teaching methods for fundamental nursing course. Medicine 100:9, pages e24829.
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Renée A Hendriks, Peter G M de Jong, Wilfried F Admiraal & Marlies E J Reinders. (2020) Uncovering motivation and self-regulated learning skills in integrated medical MOOC learning: a mixed methods research protocol. BMJ Open 10:10, pages e038235.
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Mellick J. Chehade, Lalit Yadav, Deborah Kopansky-Giles, Mark Merolli, Edward Palmer, Asangi Jayatilaka & Helen Slater. (2020) Innovations to improve access to musculoskeletal care. Best Practice & Research Clinical Rheumatology 34:5, pages 101559.
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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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Jian Chen, Junhai Zhou, Yong Wang, Guangying Qi, Chunbo Xia, Gang Mo & Zhiyong Zhang. (2020) Blended learning in basic medical laboratory courses improves medical students’ abilities in self-learning, understanding, and problem solving. Advances in Physiology Education 44:1, pages 9-14.
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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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Lily C. Pien & Colleen Y. Colbert. (2020) Time to develop more clinician-educators in allergy and immunology. Journal of Allergy and Clinical Immunology 145:2, pages 456-462.
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Fouad Ayoub, Mohamad Moussa, AthanasiosG Papatsoris, MohamadAbou Chakra, NazihBou Chahine & Youssef Fares. (2020) The online learning in medical education: A novel challenge in the era of COVID-19 pandemic. Hellenic Urology 32:2, pages 89.
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Pankti Motani, Anais Van de Walle, Richmond Aryeetey & Roosmarijn Verstraeten. (2019) Lessons learned from Evidence-Informed Decision-Making in Nutrition & Health (EVIDENT) in Africa: a project evaluation. Health Research Policy and Systems 17:1.
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Michael Rowe, Christian R. Osadnik, Shane Pritchard & Stephen Maloney. (2019) These may not be the courses you are seeking: a systematic review of open online courses in health professions education. BMC Medical Education 19:1.
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Adam Cheng, Brent Thoma & Michael J. Meguerdichian. 2019. Healthcare Simulation Research. Healthcare Simulation Research 311 318 .
Feifei Shang & Chuan-Yong Liu. (2018) Blended learning in medical physiology improves nursing students’ study efficiency. Advances in Physiology Education 42:4, pages 711-717.
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Stefanie Schütte, Sophie-Hélène Goulet-Ebongue & Khamsa Habouchi. (2018) Could massive open online courses improve health and medical education?. Public Health Forum 26:1, pages 61-63.
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Eric T. Stoopler. (2018) Oral health education for the masses. Special Care in Dentistry 38:2, pages 63-64.
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