Birinci Basamak Sağlık Hizmetlerinin MOOC’lar (Yoğunlaştırılmış Açık Kurs) Aracılığıyla Güçlendirilmesi- Kesitsel Bir Çalışma
Öz
Amaç: Artmış COVID-19 pozitif hasta sayısının ardından, bir plato dönemini ve sayılarda bir azalma, sağlık sistemine artan bir iş yüküne yol açabilecek ikinci bir faz tarafından takip etmesi bekleniyordu. İyi eğitimli ve nitelikli sağlık profesyonellerinin (SP'ler) yetiştirilmesinin önemi tekrar gözden geçirildi. Salgının hızla yayılması geleneksel yöntemle eğitimin sınırlılıklarını ortaya çıkardı. Kitlesel çevrimiçi kurslar (MOOC'lar), bilgiyi güncel tutmak ve erişilebilir kılmak için bir çözüm olarak sunuldu. Çalışmamızın amacı, COVID-19 pandemisi sırasında sağlık profesyonellerinin sağlık sisteminin güçlendirilmesi konusundaki algılarını ve deneyimlerini değerlendirmekti.
Yöntemler: Bu tanımlayıcı kesitsel çok merkezli çalışmada, Şubat-Mayıs 2021 tarihleri arasında SP'lerine çevrimiçi bir anket uygulandı. Katılan 28 ülke vardı. Uluslararası katılım nedeniyle anket İngilizce olarak gerçekleştirildi.
Bulgular: 88 kadın ve 87 erkek katılımcı vardı. Katılımcıların çoğu Avrupa ve Avrasya'dandı. Onların çoğu gelirlerini 501-1500 Amerikan Doları olarak bildirdi. İş deneyimi süresi 5-15 yıl arasındaydı. 111'i doktora sonrası dereceyi tamamlamıştı.
Sonuç: Araştırmaya göre, tüm gruplar MOOC aracılığıyla birinci basamağın güçlendirilmesinin etkisinin olumlu olduğunu bildirdi.
Anahtar Kelimeler
Proje Numarası
yok
Kaynakça
- 1. Sudip Bhattacharya AS, Jayanti Semwal, Roy Rillera Marzo, Neha Sharma, Manish Goya, Shaili Vyas AS. Impact of a training program on disaster preparedness among paramedic students of a tertiary care hospital of North India: A single group, before–after intervention study. Educ Health Promot. 2020;9:5.
- 2. Sünnetçi Silistre E, Hatipoğlu HU, Yeşilbaş O, Şükrü Gürbüz F, Öztürk E, Yalçınkaya A. Investigating the psychological impact of COVID-19 on healthcare workers in the intensive care unit. J Surg Med. 2022;6(1):29–35.
- 3. Hanratty J, Keenan C, O’Connor S, Miller S, Bradley D, Dempster M. PROTOCOL: Psychological and psychosocial determinants of COVID Health Related Behaviours (COHeRe): A suite of systematic reviews and an evidence and gap map. Campbell Syst Rev. 2022;18(1).
- 4. Han JL, SH. The Future of Service Post-COVID-19 Pandemic: Rapid Adoption of Digital Service Technology. 2021;1(1):1–232.
- 5. Gökdemir Ö, Özkan Bayrakçı N, Aygün O, Hoedebecke K. The perspectives of young general practitioners/family physicians on MOOC as part of continuous education: a descriptive semi-qualitative multinational study. Turkish J Biochem. 2021;0(0):1–7.
- 6. Impey C, Formanek M. MOOCS and 100 Days of COVID: Enrollment surges in massive open online astronomy classes during the coronavirus pandemic. Soc Sci Humanit Open 2021;4(1):100177.
- 7. Nur S, Safri W. Massive Open Online Course (MOOC): Our saviour during COVID-19 pandemic? 2020;120–8.
- 8. Salamah UG, Helmi RAA. MOOC platforms: A review and comparison. Int J Eng Technol. 2018;7(4):70–4.
- 9. Safri SN, Mohi Z, Hanafiah MH. Massive Open Online Course (MOOC): Our saviour during COVID-19 pandemic? J Tour Hosp Culin Arts. 2020;12(3): 120–8.
- 10. Hoedebecke K, Mahmoud M, Yakubu K, Kendir C, D’Addosio R, Maria B, et al. Collaborative global health E-learning: A Massive Open Online Course experience of young family doctors. J Fam Med Prim Care [Internet]. 2018;7(5):884–7.
- 11. Orsini-Jones M, Pibworth-Dolinski L, Cribb M, Brick B, Gazeley-Eke Z, Leinster H, et al. Learning about language learning on a MOOC: how Massive, Open, Online and “Course”? 2015;(2015):450–7.
- 12. Hew KF. Unpacking the strategies of ten highly rated MOOCs: Implications for engaging students in large online courses. Teach Coll Rec. 2018;120(1).
- 13. Du M, Qian Y. Application of Massive Open Online Course to Grammar Teaching for English Majors Based on Deep Learning. Front Psychol. 2022;12.
- 14. Zhang Y. Faculty experiences in massive open online courses (moocs). The Unıversıty of Hawaı‘I at Mānoa;2021.
- 15. The Univeristy of Copenhagen’s MOOC Unit. Massive Open Online Courses at the University of Copenhagen - Experiences from the first two years. 2015;1–33.
- 16. Blakemore LM, Meek SEM, Marks LK. Equipping learners to evaluate online health care resources: Longitudinal study of learning design strategies in a health care massive open online course. J Med Internet Res. 2020;22(2):1–14.
- 17. Abdulai AF, Tiffere AH, Adam F, Kabanunye MM. COVID-19 information-related digital literacy among online health consumers in a low-income country. Int J Med Inform [Internet]. 2021;145:2020;104322. 18. Gong Z. The development of medical MOOCs in China: current situation and challenges. Med Educ Online. 2018;23(1).
- 19. Giasiranis S, Sofos L. The Effect of Self-Regulation in a MOOC Environment on the Completion and Performance of Learners. Open J Soc Sci. 2020;08(10):127–58.
- 20. Chevalère J. Towards dynamically monitoring computer-assisted instruction to reduce educational inequality. Learn Res Pract. 2022;8(2):133–8.
- 21. Papermaster AE, Whitney M, Vinas EK. Interprofessional Case Conference Enhances Group Learning and the Quality, Safety, Value, and Equity of Team-Based Care. J Contin Educ Health Prof. 2023;43(1):4–11.
Strengthening Primary Health Care Through MOOCs (Massive Open Online Courses): A Cross-Sectional Study
Öz
Objective: After the increased number of COVID-19-positive patients, a plateau phase and a decrease in the numbers were expected, followed by a second phase which could lead to an increased health system workload. The importance of training well-educated and qualified healthcare professionals (HPs) has been reconsidered. The rapid spread of the epidemic revealed the limitations of traditional method education. Massive online courses (MOOCs) were offered as a solution to keep the information up-to-date and accessible. The aim of our study was to evaluate the perceptions and experiences of healthcare professionals on strengthening the health system during the COVID-19 pandemic.
Methods: In this descriptive cross-sectional multi-centered study, an online survey was applied to HPs between February-May 2021. There were 28 participating countries. Due to international participation, the survey was conducted in English.
Results: There were 88 female and 87 male participants. Most of the participants were from Europe and Euroasia. Most of them reported their income as $501-$1500 US Dollars). The duration of job experience was between 5-15 years. 111 of them have completed a postdoctoral degree.
Conclusion: According to the survey, all the groups reported as the effect of strengthening primary care by MOOC was positive.
Anahtar Kelimeler
Destekleyen Kurum
yok
Proje Numarası
yok
Teşekkür
We would like to thank Simon Edward Mumford, MSc. TESOL, Writing Centre Advisor at the Izmir University of Economics for his great contribution to editing the language of the manuscript.
Kaynakça
- 1. Sudip Bhattacharya AS, Jayanti Semwal, Roy Rillera Marzo, Neha Sharma, Manish Goya, Shaili Vyas AS. Impact of a training program on disaster preparedness among paramedic students of a tertiary care hospital of North India: A single group, before–after intervention study. Educ Health Promot. 2020;9:5.
- 2. Sünnetçi Silistre E, Hatipoğlu HU, Yeşilbaş O, Şükrü Gürbüz F, Öztürk E, Yalçınkaya A. Investigating the psychological impact of COVID-19 on healthcare workers in the intensive care unit. J Surg Med. 2022;6(1):29–35.
- 3. Hanratty J, Keenan C, O’Connor S, Miller S, Bradley D, Dempster M. PROTOCOL: Psychological and psychosocial determinants of COVID Health Related Behaviours (COHeRe): A suite of systematic reviews and an evidence and gap map. Campbell Syst Rev. 2022;18(1).
- 4. Han JL, SH. The Future of Service Post-COVID-19 Pandemic: Rapid Adoption of Digital Service Technology. 2021;1(1):1–232.
- 5. Gökdemir Ö, Özkan Bayrakçı N, Aygün O, Hoedebecke K. The perspectives of young general practitioners/family physicians on MOOC as part of continuous education: a descriptive semi-qualitative multinational study. Turkish J Biochem. 2021;0(0):1–7.
- 6. Impey C, Formanek M. MOOCS and 100 Days of COVID: Enrollment surges in massive open online astronomy classes during the coronavirus pandemic. Soc Sci Humanit Open 2021;4(1):100177.
- 7. Nur S, Safri W. Massive Open Online Course (MOOC): Our saviour during COVID-19 pandemic? 2020;120–8.
- 8. Salamah UG, Helmi RAA. MOOC platforms: A review and comparison. Int J Eng Technol. 2018;7(4):70–4.
- 9. Safri SN, Mohi Z, Hanafiah MH. Massive Open Online Course (MOOC): Our saviour during COVID-19 pandemic? J Tour Hosp Culin Arts. 2020;12(3): 120–8.
- 10. Hoedebecke K, Mahmoud M, Yakubu K, Kendir C, D’Addosio R, Maria B, et al. Collaborative global health E-learning: A Massive Open Online Course experience of young family doctors. J Fam Med Prim Care [Internet]. 2018;7(5):884–7.
- 11. Orsini-Jones M, Pibworth-Dolinski L, Cribb M, Brick B, Gazeley-Eke Z, Leinster H, et al. Learning about language learning on a MOOC: how Massive, Open, Online and “Course”? 2015;(2015):450–7.
- 12. Hew KF. Unpacking the strategies of ten highly rated MOOCs: Implications for engaging students in large online courses. Teach Coll Rec. 2018;120(1).
- 13. Du M, Qian Y. Application of Massive Open Online Course to Grammar Teaching for English Majors Based on Deep Learning. Front Psychol. 2022;12.
- 14. Zhang Y. Faculty experiences in massive open online courses (moocs). The Unıversıty of Hawaı‘I at Mānoa;2021.
- 15. The Univeristy of Copenhagen’s MOOC Unit. Massive Open Online Courses at the University of Copenhagen - Experiences from the first two years. 2015;1–33.
- 16. Blakemore LM, Meek SEM, Marks LK. Equipping learners to evaluate online health care resources: Longitudinal study of learning design strategies in a health care massive open online course. J Med Internet Res. 2020;22(2):1–14.
- 17. Abdulai AF, Tiffere AH, Adam F, Kabanunye MM. COVID-19 information-related digital literacy among online health consumers in a low-income country. Int J Med Inform [Internet]. 2021;145:2020;104322. 18. Gong Z. The development of medical MOOCs in China: current situation and challenges. Med Educ Online. 2018;23(1).
- 19. Giasiranis S, Sofos L. The Effect of Self-Regulation in a MOOC Environment on the Completion and Performance of Learners. Open J Soc Sci. 2020;08(10):127–58.
- 20. Chevalère J. Towards dynamically monitoring computer-assisted instruction to reduce educational inequality. Learn Res Pract. 2022;8(2):133–8.
- 21. Papermaster AE, Whitney M, Vinas EK. Interprofessional Case Conference Enhances Group Learning and the Quality, Safety, Value, and Equity of Team-Based Care. J Contin Educ Health Prof. 2023;43(1):4–11.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Sağlık Kurumları Yönetimi |
| Bölüm | Makaleler |
| Yazarlar | |
| Proje Numarası | yok |
| Yayımlanma Tarihi | 20 Ekim 2023 |
| Kabul Tarihi | 9 Eylül 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 15 Sayı: 3 |
