195 Surgical Education Runs A-MOOC!

Abstract

Abstract Aim This study aims to review the available surgical Massive Open Online Course (MOOCs), to assess their scope, users, function and to use a quality assurance score to assess whether they are of sufficient quality. Understanding gaps will aid development of future surgical MOOCs. Introduction MOOCs have been changing the fabric of medical education over the last ten years1. They are perceived to be disruptive in their dismantling of the traditional methods of content delivery. Their offer of remote but flexible access and visually appealing content has been an integral part of their success. Method We scrutinised publicly accessible websites offering MOOCs using the search terms “surgery” and “surgical”. Thirty-eight of the 234 MOOCs found were deemed relevant and analysed further. Each MOOC was ranked into categories (not achieved, partially achieved, largely achieved, fully achieved) for standards set out by a validated OpenUp education tool. Results Only 34.2% of MOOCs were suitable for patients or relatives. The average cost of accessing a course (and certificate if available) is £50.39. Only 5.26% courses met the minimum recommended 25-hour study time. Only 5.26% MOOCs provided different learning pathways with different activities with a range of difficulties. An astounding 34.2% of MOOCs did not achieve providing reliable and fair assessments and providing regular feedback to students. Conclusions Not many high-quality surgical MOOCs exist. There is scope to produce more MOOCs aimed at patients and medical students, to reduce the cost of accessing the course and to improve how the courses are designed and assessed.