A massive open online course to teach undergraduate medical students in oncology: keys of success
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 s...
| Main Authors: | , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2022-11-01
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| Series: | Heliyon |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844022025944 |
| _version_ | 1811213748057145344 |
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| author | Diaddin Hamdan Frédéric Pamoukdjian Jaqueline Lehmann-Che Cédric de Bazelaire Laetitia Vercellino Julien Calvani Maxime Battistella Philippe Bertheau Géraldine Falgarone Guilhem Bousquet |
| author_facet | Diaddin Hamdan Frédéric Pamoukdjian Jaqueline Lehmann-Che Cédric de Bazelaire Laetitia Vercellino Julien Calvani Maxime Battistella Philippe Bertheau Géraldine Falgarone Guilhem Bousquet |
| author_sort | Diaddin Hamdan |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-12T05:51:22Z |
| format | Article |
| id | doaj.art-1129c12f39ac471e986cb0522eef60d8 |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-04-12T05:51:22Z |
| publishDate | 2022-11-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-1129c12f39ac471e986cb0522eef60d82022-12-22T03:45:17ZengElsevierHeliyon2405-84402022-11-01811e11306A massive open online course to teach undergraduate medical students in oncology: keys of successDiaddin Hamdan0Frédéric Pamoukdjian1Jaqueline Lehmann-Che2Cédric de Bazelaire3Laetitia Vercellino4Julien Calvani5Maxime Battistella6Philippe Bertheau7Géraldine Falgarone8Guilhem Bousquet9Université de Paris, INSERM, U942 MASCOT, F-75006, Paris, France; Hôpital La Porte Verte, F-78004, Versailles, FranceUniversité de Paris, INSERM, U942 MASCOT, F-75006, Paris, France; Université Sorbonne Paris Nord, F-93430, Villetaneuse, France; AP-HP-Hôpital Avicenne, Service de Médecine Gériatrique, F-93000, Bobigny, FranceUniversité de Paris, INSERM, U976, F-75006, Paris, France; AP-HP-Hôpital Saint-Louis, Unité d’Oncologie Moléculaire, F-75010, Paris, FranceUniversité de Paris, INSERM, U976, F-75006, Paris, France; AP-HP-Hôpital Saint-Louis, Service de Radiologie, F-75010, Paris, FranceUniversité de Paris, INSERM, U942 MASCOT, F-75006, Paris, France; AP-HP-Hôpital Saint-Louis, Service de Médecine Nucléaire, F-75010, Paris, FranceUniversité de Paris, INSERM, U976, F-75006, Paris, France; AP-HP-Hôpital Saint-Louis, Service d’Anatomie et Cytologie Pathologiques, F-75010, Paris, FranceUniversité de Paris, INSERM, U976, F-75006, Paris, France; AP-HP-Hôpital Saint-Louis, Service d’Anatomie et Cytologie Pathologiques, F-75010, Paris, FranceUniversité de Paris, INSERM, U976, F-75006, Paris, France; AP-HP-Hôpital Saint-Louis, Service d’Anatomie et Cytologie Pathologiques, F-75010, Paris, FranceUniversité de Paris, INSERM, U942 MASCOT, F-75006, Paris, France; Université Sorbonne Paris Nord, F-93430, Villetaneuse, France; AP-HP-Hôpital Avicenne, Unité de Médecine Ambulatoire, F-93000, Bobigny, FranceUniversité de Paris, INSERM, U942 MASCOT, F-75006, Paris, France; Université Sorbonne Paris Nord, F-93430, Villetaneuse, France; AP-HP-Hôpital Avicenne, Service d’Oncologie Médicale, F-93000, Bobigny, France; Corresponding author.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.http://www.sciencedirect.com/science/article/pii/S2405844022025944MOOCOncologyMedical undergraduatesStudent perceptionSuccess factors |
| spellingShingle | Diaddin Hamdan Frédéric Pamoukdjian Jaqueline Lehmann-Che Cédric de Bazelaire Laetitia Vercellino Julien Calvani Maxime Battistella Philippe Bertheau Géraldine Falgarone Guilhem Bousquet A massive open online course to teach undergraduate medical students in oncology: keys of success Heliyon MOOC Oncology Medical undergraduates Student perception Success factors |
| title | A massive open online course to teach undergraduate medical students in oncology: keys of success |
| title_full | A massive open online course to teach undergraduate medical students in oncology: keys of success |
| title_fullStr | A massive open online course to teach undergraduate medical students in oncology: keys of success |
| title_full_unstemmed | A massive open online course to teach undergraduate medical students in oncology: keys of success |
| title_short | A massive open online course to teach undergraduate medical students in oncology: keys of success |
| title_sort | massive open online course to teach undergraduate medical students in oncology keys of success |
| topic | MOOC Oncology Medical undergraduates Student perception Success factors |
| url | http://www.sciencedirect.com/science/article/pii/S2405844022025944 |
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