Pilot study of massive open online course (MOOC) implementation in electrocardiography (ECG) learning: perspectives from general practitioners

Putrika Prastuti Ratna Gharini; Rizki Amalia Gumilang; Shofuro Hasana; Vita Arfiana Nurul Fatimah; Orisativa Kokasih; Kelvin Supriami; Hana Maryam Solikhah

doi:10.15562/bmj.v12i3.4696

Pilot study of massive open online course (MOOC) implementation in electrocardiography (ECG) learning: perspectives from general practitioners

Putrika Prastuti Ratna Gharini ,

Rizki Amalia Gumilang ,

Shofuro Hasana ,

Vita Arfiana Nurul Fatimah ,

Orisativa Kokasih ,

Kelvin Supriami ,

Hana Maryam Solikhah ,

pdf |
DOI: https://doi.org/10.15562/bmj.v12i3.4696 |
Published: 2023-11-08

Abstract

Link of Video Abstract: https://youtu.be/N3kTT9WiLNw

Background: Cardiovascular disease (CVD) is Indonesia's primary cause of morbidity and mortality. Rapid detection and appropriate treatment of CVD cases are needed to reduce mortality. Electrocardiography (ECG) is a simple examination modality that can detect many cardiac abnormalities. General practitioners are expected to master the interpretation of basic ECG. Massive open online course (MOOC) is a breakthrough that can facilitate profound learning without temporal and physical barriers and support continuing medical education. This pilot study aimed to evaluate the implementation of MOOC in ECG learning among a limited number of general practitioners.

Methods: Consecutive sampling was used to recruit the subjects. Subjects were given ten weeks to finish all modules and quizzes. Pre-test and post-test were taken. User satisfaction was evaluated using a questionnaire. A focused group discussion (FGD) was conducted to explore subjects' learning experiences and perspectives toward the learning system using MOOC.

Results: 17 general practitioners participated in the study, but only seven could finish all the modules and quizzes. All subjects were aged under 30 years old. Those who could complete the course took 10-39 days. Post-test scores were significantly higher than pre-test scores (p=0.038). Although subjects agreed that MOOC was convenient, attractive, and suitable for general practitioners in clinical practice, they demanded an explanation of the quiz answers. They suggested that some modules should be optional.

Conclusion: MOOC learning was suitable for general practitioners to improve their ECG interpretation skills. Some features should be added to increase user satisfaction. A study with extensive subjects is needed to analyze the effectiveness of this ECG course.

References

Mboi N, Murty Surbakti I, Trihandini I, Elyazar I, Houston Smith K, Bahjuri Ali P, et al. On the road to universal health care in Indonesia, 1990–2016: a systematic analysis for the Global Burden of Disease Study 2016. Lancet. 2018;392(10147):581–91.
Kemenkes RI. Hasil Riset Kesehatan Dasar Tahun 2018. Kementrian Kesehat RI. 2018;53(9):1689–99.
Chow C, Atkins E, Islam S, Lung T. Reducing the burden of cardiovascular disease in Indonesia: Evidence review. Deakin University. 2017. Available from: https://hdl.handle.net/10536/DRO/DU:30143622.
Mappangara I, Qanitha A, Uiterwaal CSPM, Henriques JPS, de Mol BAJM. Tele-ECG consulting and outcomes on primary care patients in a low-to-middle income population: the first experience from Makassar telemedicine program, Indonesia. BMC Fam Pract. 2020;21(1):1–11.
Pontes PAI, Chaves RO, Castro RC, de Souza ÉF, Seruffo MCR, Francês CRL. Educational software applied in teaching electrocardiogram: A systematic review. Biomed Res Int. 2018;2018:8203875.
Reichlin T, Abächerli R, Twerenbold R, Kühne M, Schaer B, Müller C, et al. Advanced ECG in 2016: is there more than just a tracing? Swiss Med Wkly. 2016;146:w14303.
Konsil Kedokteran Indonesia. Standar Pendidikan Profesi Dokter Indonesia. Kons Kedokt Indones. 2019;169.
Kashou A, May A, Desimone C, Noseworthy P. The essential skill of ECG interpretation: How do we define and improve competency? Postgrad Med J. 2020;96(1133):125–7.
Wagenvoort LME, Willemsen RTA, Konings KTS, Stoffers HEJH. Interpretations of and management actions following electrocardiograms in symptomatic patients in primary care: a retrospective dossier study. Netherlands Hear J Mon J Netherlands Soc Cardiol Netherlands Hear Found. 2019;27(10):498–505.
Mahajan R, Gupta P, Singh T. Massive open online courses: Concept and implications. Indian Pediatr. 2019;56(6):489–95.
Maxwell WD, Fabel PH, Diaz V, Walkow JC, Kwiek NC, Kanchanaraksa S, et al. Massive open online courses in U.S. healthcare education: Practical considerations and lessons learned from implementation. Curr Pharm Teach Learn. 2018;10(6):736–43.
Setia S, Tay JC, Chia YC, Subramaniam K. Massive open online courses (MOOCs) for continuing medical education - why and how? Adv Med Educ Pract. 2019;10:805–12.
Gumilang RA, Fuad A, Fatimah VAN, Hasana S, Kokasih O, Gharini PPR. Development of mobile Ecg application to improve Ecg interpretation skills of general practitioners and medical students. J Pendidik Kedokt Indones Indones J Med Educ. 2021;10(3):306.
Findyartini A, Greviana N, Hanum C, Husin JM, Sudarsono NC, Krisnamurti DGB, et al. Supporting newly graduated medical doctors in managing COVID-19: An evaluation of a Massive Open Online Course in a limited-resource setting. PLoS One. 2021;16(9):e0257039.
Maharani A, Sujarwoto, Praveen D, Oceandy D, Tampubolon G, Patel A. Cardiovascular disease risk factor prevalence and estimated 10-year cardiovascular risk scores in Indonesia: The SMARThealth Extend study. PLoS One. 2019;14(4):e0215219.
Bendezu-Quispe G, Quijano-Escate R, Hernández-Vásquez A, Inga-Berrospi F, Condor DF. Massive Open Online Courses for continuing education for nursing professionals in Peru. Rev Lat Am Enfermagem. 2020;28:e3297.

[1] Mboi N, Murty Surbakti I, Trihandini I, Elyazar I, Houston Smith K, Bahjuri Ali P, et al. On the road to universal health care in Indonesia, 1990–2016: a systematic analysis for the Global Burden of Disease Study 2016. Lancet. 2018;392(10147):581–91.

[2] Kemenkes RI. Hasil Riset Kesehatan Dasar Tahun 2018. Kementrian Kesehat RI. 2018;53(9):1689–99.

[3] Chow C, Atkins E, Islam S, Lung T. Reducing the burden of cardiovascular disease in Indonesia: Evidence review. Deakin University. 2017. Available from: https://hdl.handle.net/10536/DRO/DU:30143622.

[4] Mappangara I, Qanitha A, Uiterwaal CSPM, Henriques JPS, de Mol BAJM. Tele-ECG consulting and outcomes on primary care patients in a low-to-middle income population: the first experience from Makassar telemedicine program, Indonesia. BMC Fam Pract. 2020;21(1):1–11.

[5] Pontes PAI, Chaves RO, Castro RC, de Souza ÉF, Seruffo MCR, Francês CRL. Educational software applied in teaching electrocardiogram: A systematic review. Biomed Res Int. 2018;2018:8203875.

[6] Reichlin T, Abächerli R, Twerenbold R, Kühne M, Schaer B, Müller C, et al. Advanced ECG in 2016: is there more than just a tracing? Swiss Med Wkly. 2016;146:w14303.

[7] Konsil Kedokteran Indonesia. Standar Pendidikan Profesi Dokter Indonesia. Kons Kedokt Indones. 2019;169.

[8] Kashou A, May A, Desimone C, Noseworthy P. The essential skill of ECG interpretation: How do we define and improve competency? Postgrad Med J. 2020;96(1133):125–7.

[9] Wagenvoort LME, Willemsen RTA, Konings KTS, Stoffers HEJH. Interpretations of and management actions following electrocardiograms in symptomatic patients in primary care: a retrospective dossier study. Netherlands Hear J Mon J Netherlands Soc Cardiol Netherlands Hear Found. 2019;27(10):498–505.

[10] Mahajan R, Gupta P, Singh T. Massive open online courses: Concept and implications. Indian Pediatr. 2019;56(6):489–95.

[11] Maxwell WD, Fabel PH, Diaz V, Walkow JC, Kwiek NC, Kanchanaraksa S, et al. Massive open online courses in U.S. healthcare education: Practical considerations and lessons learned from implementation. Curr Pharm Teach Learn. 2018;10(6):736–43.

[12] Setia S, Tay JC, Chia YC, Subramaniam K. Massive open online courses (MOOCs) for continuing medical education - why and how? Adv Med Educ Pract. 2019;10:805–12.

[13] Gumilang RA, Fuad A, Fatimah VAN, Hasana S, Kokasih O, Gharini PPR. Development of mobile Ecg application to improve Ecg interpretation skills of general practitioners and medical students. J Pendidik Kedokt Indones Indones J Med Educ. 2021;10(3):306.

[14] Findyartini A, Greviana N, Hanum C, Husin JM, Sudarsono NC, Krisnamurti DGB, et al. Supporting newly graduated medical doctors in managing COVID-19: An evaluation of a Massive Open Online Course in a limited-resource setting. PLoS One. 2021;16(9):e0257039.

[15] Maharani A, Sujarwoto, Praveen D, Oceandy D, Tampubolon G, Patel A. Cardiovascular disease risk factor prevalence and estimated 10-year cardiovascular risk scores in Indonesia: The SMARThealth Extend study. PLoS One. 2019;14(4):e0215219.

[16] Bendezu-Quispe G, Quijano-Escate R, Hernández-Vásquez A, Inga-Berrospi F, Condor DF. Massive Open Online Courses for continuing education for nursing professionals in Peru. Rev Lat Am Enfermagem. 2020;28:e3297.

Pilot study of massive open online course (MOOC) implementation in electrocardiography (ECG) learning: perspectives from general practitioners

Abstract

References

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