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      Could a massive open online course be part of the solution to sport-related concussion? Participation and impact among 8368 registrants

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          Abstract

          Objectives

          A massive open online course (MOOC) has the potential to help address the public health burden of concussion across all levels of sport and leisure activities. The main objectives of this study were to document the volume of participation and to estimate the impact of a MOOC on concussion protocol implementation.

          Methods

          Between April 2016 and October 2018, four editions of a French-language MOOC on concussion were presented. Each of the six modules contains a section presenting the main learning content and a section proposing a reflective process to support the implementation of a concussion protocol in the participant’s environment. The proportion of registrants who achieved successful completion of the course was the main outcome. Surveys were also used to document the types of participants and their intent to implement or update a protocol.

          Results

          Thirty per cent of 8368 registrants successfully completed the course. Of the 3061 participants who completed a survey about their background, 58.8% were healthcare professionals, 16.3% were sport or school stakeholders, and 10.1% were parents or persons who sustained a concussion. Of the 1471 participants who completed a survey about their intent to implement or update a concussion protocol in their environment, 39.4% answered positively.

          Conclusion

          This study describes the first use of a MOOC to address the issue of concussion. The experience of a French-language MOOC shows promising results supporting the use of this innovative educational strategy as part of the solution to the public health issue of concussion.

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          Most cited references 18

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          Massive Open Online Courses on Health and Medicine: Review

          Background Massive open online courses (MOOCs) have become immensely popular in a short span of time. However, there is very little research exploring MOOCs in the discipline of health and medicine. Objective We aim to provide a review of MOOCs related to health and medicine offered by various MOOC platforms in 2013, by analyzing and comparing the various offerings, their target audience, typical length of course, and credentials offered. We also discuss opportunities and challenges presented by MOOCs in health and medicine. Methods Health and medicine–related MOOCs were gathered using several methods to ensure the richness and completeness of data. Identified MOOC platform websites were used to gather the lists of offerings. In parallel, these MOOC platforms were contacted to access official data on their offerings. Two MOOC aggregator sites (Class Central and MOOC List) were also consulted to gather data on MOOC offerings. Eligibility criteria were defined to concentrate on the courses that were offered in 2013 and primarily on the subject of health and medicine. All language translations in this paper were done using Google Translate. Results The search identified 225 courses, of which 98 were eligible for the review. Over half (58%, 57/98) of the MOOCs considered were offered on the Coursera platform, and 94% (92/98) of all the MOOCs were offered in English. Universities offered 90 MOOCs, and the John Hopkins University offered the largest number of MOOCs (12/90). Only three MOOCs were offered by developing countries (China, West Indies, and Saudi Arabia). The duration of MOOCs varied from 3-20 weeks with an average length of 6.7 weeks. On average, MOOCs expected a participant to work on the material for 4.2 hours a week. Verified certificates were offered by 14 MOOCs, while three others offered other professional recognition. Conclusions The review presents evidence to suggest that MOOCs can be used as a way to provide continuous medical education. It also shows the potential of MOOCs as a means of increasing health literacy among the public.
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            From consensus to action: knowledge transfer, education and influencing policy on sports concussion.

            To: (1) provide a review of knowledge transfer (KT) and related concepts; (2) look at the impact of traditional and emerging KT strategies on concussion knowledge and education; (3) discuss the value and impact of KT to organisations and concussion-related decision making and (4) make recommendations for the future of concussion education.
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              Annual and Seasonal Trends in Ambulatory Visits for Pediatric Concussion in Ontario between 2003 and 2013.

              To investigate annual and seasonal trends in physician office and emergency department (ED) visit rates for pediatric concussion in Ontario between 2003 and 2013.
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                Author and article information

                Journal
                BMJ Open Sport Exerc Med
                BMJ Open Sport Exerc Med
                bmjosem
                bmjosem
                BMJ Open Sport — Exercise Medicine
                BMJ Publishing Group (BMA House, Tavistock Square, London, WC1H 9JR )
                2055-7647
                2020
                27 February 2020
                : 6
                : 1
                Affiliations
                [1 ] departmentDepartment of Rehabilitation , Laval University , Quebec, Quebec, Canada
                [2 ] departmentSport Injury Prevention Research Centre and Faculty of Kinesiology , University of Calgary , Calgary, Alberta, Canada
                [3 ] departmentEducation Support Office , Laval University , Quebec, Quebec, Canada
                [4 ] departmentDepartments of Psychology, Pediatrics, and Clinical Neurosciences , University of Calgary , Calgary, Alberta, Canada
                Author notes
                [Correspondence to ] Dr Pierre Fremont; pierre.fremont@ 123456fmed.ulaval.ca
                Article
                bmjsem-2019-000700
                10.1136/bmjsem-2019-000700
                7047499
                © Author(s) (or their employer(s)) 2020. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.

                This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See:  http://creativecommons.org/licenses/by-nc/4.0/.

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