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Lookup NU author(s): Dr Iain Smith
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0).
© Author(s) (or their employer(s)) 2025.Background Internationally, healthcare systems are facing global issues due to rising costs and an ageing population. System-wide improvement is needed to help address these issues. Therefore, large-scale training of staff in improvement skills is required. An established method of training at scale is digitally delivered training, including Massive-Open-Online-Courses (MOOCs). Within the National Health Service in England, wide-scale variation exists in digital education and training standards. This study evaluates an education programme, known as MOOC School, that sought to address educational skills shortfalls by training subject matter experts and trainers in interactive, online learning techniques. Methods This evaluation assessed the MOOC School training programme's impact on participants' ability to design, develop and deliver online learning. A mixed-methods approach was used, with data collected from existing application and attendance records, surveys and interviews with volunteers who self-identified as having put the learning into practice. The study aimed to identify key success factors of a health educator digital upskilling programme. Results The MOOC School programme ran seven formal cohorts over 3 years with 96 participants and 2 informal, coaching style cohorts with 14 participants the following year. The programme was well received with 97% rating the course as good or very good. MOOC School helped participants to reach over 30 000 enrolments through courses they created with their teams after undertaking the training, filling a significant gap. Participants reported gaining important skills and insights into the art of what is possible in delivering training in new ways. Conclusions The experience and plans of the participants support the need for more creative training practices and digitally literate health educators to deliver the training that is required. The findings of the evaluation highlight a way forward in defining the essential skills and knowledge needed to create high-quality digital learning at scale.
Author(s): Herbert M, Smith IM, Guest C
Publication type: Article
Publication status: Published
Journal: BMJ Open Quality
Year: 2025
Volume: 14
Issue: 3
Print publication date: 18/08/2025
Online publication date: 18/08/2025
Acceptance date: 04/08/2025
Date deposited: 01/09/2025
ISSN (electronic): 2399-6641
Publisher: BMJ Publishing Group
URL: https://doi.org/10.1136/ bmjoq-2024-003224
DOI: 10.1136/bmjoq-2024-003224
Data Access Statement: All data relevant to the study are included in the article or uploaded as supplementary information
PubMed id: 40829885
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