ArticleAdvances in medical education and practice2019
Massive open online courses (MOOCs) for continuing medical education - why and how?
Article in Advances in medical education and practice, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 31 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
31 citing papers in PubMed.
- Costs and Cost-Effectiveness of mCME Version 2.0: An SMS-Based Continuing Medical Education Program for HIV Clinicians in Vietnam.Global health, science and practice · 2022Trial
- The American Psychosocial Oncology Society's Psychosocial Oncology Virtual Academy: Enhancing Access to Specialized Psychosocial Oncology Care.Psycho-oncology · 2026Article
- From Online Learning to Clinical Practice: An Investigation on the Factors Influencing Training Transfer Among Physicians.Healthcare (Basel, Switzerland) · 2025Article
- Impact of Facilitation on Cognitive Flow in a Novel Diabetes Management Rehearsal Game for Health Professions Education: Mixed Methods, Open-Label, Superiority Randomized Controlled Trial.JMIR serious games · 2024Article
- Health Care Workers' Motivations for Enrolling in Massive Open Online Courses During a Public Health Emergency: Descriptive Analysis.JMIR medical education · 2024Article
- Redefining the Role of Medical Affairs Professionals as Innovators and Leaders in Industry-Led Medical Education.Pharmaceutical medicine · 2024Article
- Massive open online courses (MOOCs) in genomic variant interpretation: An innovative education strategy for the growing genetic counselor workforce.Journal of genetic counseling · 2024Article
- Data Report: Educational pathway addressing food and nutrition in amyotrophic lateral sclerosis on the AVASUS platform.Frontiers in digital health · 2024Article
- The Lyceum for Pain Education: Providing Accessible Education on Chronic Pain and Headaches to a Global Audience.Journal of pain research · 2024Article
- Journey from an Enabler to a Strategic Leader: Integration of the Medical Affairs Function in ESG Initiatives and Values.Pharmaceutical medicine · 2023Article
- Article
- Hearing Loss in Children: Critical Medical Education Delivered as Massive Open Online Course (MOOC).Perspectives of the ASHA special interest groups · 2023Article
- Impact on Knowledge, Competence, and Performance of a Faculty-Led Web-Based Educational Activity for Type 2 Diabetes and Obesity: Questionnaire Study Among Health Care Professionals and Analysis of Anonymized Patient Records.JMIR formative research · 2023Article
- On the advantages and disadvantages of virtual continuing medical education: a scoping review.Canadian medical education journal · 2023Article
- Barriers and facilitators to the uptake of the Concussion Awareness Training Tool as continuing medical education in primary care.Concussion (London, England) · 2023Article
- Addressing educational gaps through multidisciplinary team education in eosinophilic oesophagitis management.Journal of CME · 2023Article
- Learning Design Strategies in MOOCs for Physicians' Training: A Scoping Review.International journal of environmental research and public health · 2022Article
- The Educational Impact of Web-Based, Faculty-Led Continuing Medical Education Programs in Type 2 Diabetes: A Survey Study to Analyze Changes in Knowledge, Competence, and Performance of Health Care Professionals.JMIR medical education · 2022Article
- Students Perception toward Effectiveness of Online Learning during COVID-19 Pandemic among University Dental Students in India and United Arab Emirates: A Multi Centric Study.Journal of pharmacy & bioallied sciences · 2022Article
- A new revolution in clinical education: is it time to move on from Oslerian bedside teaching?Canadian medical education journal · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Continuing medical education (CME) is meant to not only improve clinicians' knowledge and skills but also lead to better patient care processes and outcomes. The delivery of CME should be able to encourage the health providers to accept new evidence-based practices, and discard or discontinue less effective care. However, continuing use of expensive yet least effective and inappropriate tools and techniques predominates for CME delivery. Hence, the evidence shows a disconnect between evidence-based recommendations and real-world practice - borne out by less than optimal patient outcomes or treatment targets not being met especially in low- to middle-income countries. There is an ethical and professional obligation on CME-providers and decision-makers to safeguard that CME interventions are appraised not only for their quality and effectiveness but also for cost-effectiveness. The process of learning needs to be engaging, convenient, user-friendly and of minimal cost, especially where it is most needed. Today's technology permits these characteristics to be integrated, along with further enhancement of the engagement process. We review the literature on the mechanics of CME learning that utilizes today's technology tools and propose a framework for more engaging, efficient and cost-effective approach that implements massive open online courses for CME, adapted for the twenty-first century.
Indexed as
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.