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Medical education and training
Research
Perception and use of massive open online courses among medical students in a developing country: multicentre cross-sectional study
  1. Omar A Aboshady1,
  2. Ahmed E Radwan1,
  3. Asmaa R Eltaweel2,
  4. Ahmed Azzam3,
  5. Amr A Aboelnaga4,
  6. Heba A Hashem5,
  7. Salma Y Darwish6,
  8. Rehab Salah7,
  9. Omar N Kotb8,
  10. Ahmed M Afifi9,
  11. Aya M Noaman10,
  12. Dalal S Salem10,
  13. Ahmed Hassouna11
  1. 1Faculty of Medicine, Menoufia University, Shebin El-Kom, Menoufia, Egypt
  2. 2Faculty of Medicine, Alexandria University, Alexandria, Egypt
  3. 3Faculty of Medicine, Al-Azhar University, Cairo, Egypt
  4. 4Faculty of Medicine, Tanta University, Tanta, Egypt
  5. 5Faculty of Medicine, Beni Suef University, Beni Suef, Egypt
  6. 6Faculty of Medicine, Suez Canal University, Ismailia, Egypt
  7. 7Faculty of Medicine, Benha University, Benha, Egypt
  8. 8Faculty of Medicine, Assiut University, Assiut, Egypt
  9. 9Faculty of Medicine, Ain Shams University, Cairo, Egypt
  10. 10Faculty of Medicine, Cairo University, Cairo, Egypt
  11. 11Department of Cardiothoracic Surgery, Faculty of Medicine, Ain Shams University, Cairo, Egypt
  1. Correspondence to Dr Omar Ali Aboshady; omr.ali{at}med.menofia.edu.eg

Abstract

Objectives To assess the prevalence of awareness and use of massive open online courses (MOOCs) among medical undergraduates in Egypt as a developing country, as well as identifying the limitations and satisfaction of using these courses.

Design A multicentre, cross-sectional study using a web-based, pilot-tested and self-administered questionnaire.

Settings Ten out of 19 randomly selected medical schools in Egypt.

Participants 2700 undergraduate medical students were randomly selected, with an equal allocation of participants in each university and each study year.

Primary and secondary outcome measures Primary outcome measures were the percentages of students who knew about MOOCs, students who enrolled and students who obtained a certificate. Secondary outcome measures included the limitations and satisfaction of using MOOCs through five-point Likert scale questions.

Results Of 2527 eligible students, 2106 completed the questionnaire (response rate 83.3%). Of these students, 456 (21.7%) knew the term MOOCs or websites providing these courses. Out of the latter, 136 (29.8%) students had enrolled in at least one course, but only 25 (18.4%) had completed courses earning certificates. Clinical year students showed significantly higher rates of knowledge (p=0.009) and enrolment (p<0.001) than academic year students. The primary reasons for the failure of completion of courses included lack of time (105; 77.2%) and slow Internet speed (73; 53.7%). Regarding the 25 students who completed courses, 21 (84%) were satisfied with the overall experience. However, there was less satisfaction regarding student–instructor (8; 32%) and student–student (5; 20%) interactions.

Conclusions About one-fifth of Egyptian medical undergraduates have heard about MOOCs with only about 6.5% actively enrolled in courses. Students who actively participated showed a positive attitude towards the experience, but better time-management skills and faster Internet connection speeds are required. Further studies are needed to survey the enrolled students for a better understanding of their experience.

  • Computer-Assisted Instruction
  • Medical Education
  • Distance Education
  • MOOCs
  • Egypt

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 and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/

https://doi.org/10.1136/bmjopen-2014-006804

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