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

Abstract

Massive open online courses (MOOCs) are a novel mode of online learning. They are typically based on higher education courses and can attract a high number of learners, often in the thousands. They are distinct from on-campus education and deliver the learning objectives through a series of short videos, recommended readings and discussion fora, alongside automated assessments. Within medical education the role of MOOCs remains unclear, with recent proposals including continuing professional development, interprofessional education or integration into campus-based blended learning curricula. In this twelve tips article, we aim to provide a framework for readers to use when developing, delivering and evaluating a MOOC within medical education based on the literature and our own experience. Practical advice is provided on how to design the appropriate curriculum, engage with learners on the platform, select suitable assessments, and comprehensively evaluate the impact of your course.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Notes on contributors

James D. Pickering, BSc (Hons), PhD, PGCLTHE, SFHEA, is an associate professor of Anatomy in the Division of Anatomy, School of Medicine, University of Leeds, UK. He teaches trunk and neuroanatomy to medical and dental students and leads the anatomy curriculum for the MBChB program. He has a strong interest in technology-enhanced learning and how it can be used to support learner gain. He developed and delivered the Exploring Anatomy: the human abdomen MOOC.

Lars Henningsohn, MD, PhD, associate professor of urology at the Department for Clinical Science, Intervention and Technology at Karolinska Institutet. He is the study director for the basic course in surgery and teaches urology at that course. Pedagogical innovation and entrepreneurship have made him trying new pedagogical methods like MOOCs and he has also invented the Medical Exhibition Seminar. His MOOC is called KIUrologyX and covers all basic aspects of clinical urology.

Marco C. De Ruiter, PhD, is a full professor of clinical and experimental anatomy in the Department of Anatomy and Embryology at the Leiden University medical Center. Marco was involved in recent new medical bachelor curriculum, and supervises and develops the anatomy and developmental biology teachings at both academic and postgraduate level. A major and strong focus of the department is to develop interactive e-Learning and 3D models for virtual reality environments.

Peter G. M. de Jong, PhD, AFAMEE, is a Staff Adviser and Assistant Professor for Technology Enhanced Learning at the Center for Innovation in Medical Education of the Leiden University Medical Center. He is involved in several major educational innovative projects, and also the educational research program on online teaching and learning. Peter chairs the AMEE eLearning Committee and holds the position of Editor-in-Chief of Medical Science Educator, the online journal of the International Association of Medical Science Educators (IAMSE).

Marlies E. J. Reinders, MD, PhD, is a Nephrologist at the Leiden University Medical Center. She has long experience in renal transplantation, including research, clinics and education. She is involved in the organization of the new curriculum of the Faculty of Medicine at the University of Leiden, and in the integration of novel forms of education in medicine for undergraduate students and professionals. She is president of the Dutch Transplant Society and board member of Eurotransplant. She developed the Clinical-Kidney-Transplantation MOOC with Coursera.