Role of Massive Open Online Courses (MOOCs) in Health and Medicine

This article discusses the potential contribution of MOOCs in health and medicine, their challenges, and how they can help in providing evidence-based care processes. It also highlights the role of MOOCs in effectual statement among international communities of clinicians and patients. The article concludes by stating that effective designed MOOCs have the capacity to carry together people in professionals, healthcare organizations, and consumers to help inclusive regarding evidence and practice-based centered care.

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Massive Online Open Course (MOOC)

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Massive open online courses (MOOCs) are progressively more obtainable in the part of
health and medicine. A number of commercial and non-commercial online platforms are being
offered by these MOOCs. These are being offered through reputable institutions in which they
get right to use to consistent information without considering the geographical location,
restriction of time or level of education. There is number of ongoing courses which appear
introductory in nature. In order to maintain the quality of health care, the National Academy of
Medicine has given preference to keep focus on known chronic conditions. Rating scale is one of
appraise which can define format focuses the conversation between the questionnaire and the
respondent on the specific areas.
It has been found that many of these conditions are discussed internationally (Jordan,
2014). By keeping focus on initiatives, the academy motivates customer as well as professional
groups’ clinicians, patients, doctors, universities and HealthCare organizations to focus on issue
together to recognize evidence-based care processes continuous with effective practices.
Figure 1: Potential contribution of MOOC in a health-related context

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Source: (Goldberg and Crocombe, 2017).
Along with that it has been found that MOOC is an effective strategy to help in effectual
statement among international communities of clinicians and patients, entailing student
clinicians, and with shared interests. Moreover, the accretion of MOOC data by huge scale
measurements and analysis has an effective potential to help in the huge sympathetic of the risk
for illnesses and their anticipation along with increasing efficiency in an effective care. it has
been recognized by IOM (Institute of Medicine) thatthe intrinsic possibilities of the Internet to
transform health care, specifically in addressing known chronic care conditions can be accessed
by customers, health care providers and students by MOOC (Goldberg and Crocombe, 2017). It
has been found that MOOC can be over expensive to produce, in relation to the needed
infrastructure and technology, involving effective and meaningful assessment methods and
tangible staff incentives. Potential planning of MOOC is having a great approach in which it will
offer a user fee, a fee for giving a certificate of achievement and workshop fee for face to face
learning. Meanwhile, shared work in leadership across customer based companies, medical
practitioners, universities, developers of policy and endowment agencies can mitigate these
challenge. MOOC represents the massive structure of study material which can be studied by
students online without going anywhere. It is an open education which shows that anyone can
approach study where age, gender, last education, geographical conditions,and race do not
matter. It offers a variety of courses such as medical, engineering, education, accounting, finance
and many more (Drake, McBride, Lachman and Pawlina, 2009).
It can be concluded that MOOC is facilitated in providing a variety of courses to a number of
students all over the world. To document the efficiency of any MOOC, its intend needs to
involve the following characteristics such as technical as well as theoretical evaluation of

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knowledge and philosophy, entailing interactive activities to help engagement. In such way,
effective designed developed MOOCs have the capacity to carry together people in
professionals, healthcare organizations and consumers to help inclusive regarding evidence and
practice-basedcantered care.

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References
Drake, R.L., McBride, J.M., Lachman, N. and Pawlina, W., 2009. Medical education in the
anatomical sciences: The winds of change continue to blow. Anatomical sciences
education, 2(6), pp.253-259.
Goldberg, L.R. and Crocombe, L.A., 2017. Advances in medical education and practice: role of
massive open online courses. Advances in medical education and practice, 8, p.603.
Jordan, K., 2014. Initial trends in enrolment and completion of massive open online courses. The
International Review of Research in Open and Distributed Learning, 15(1).