AIM: In order to contribute to the research concerning the large quantities of out-of-service medical equipment in LMIC, this master thesis will focus on evaluating which combination of factors related to a MOOC’s design, structure, logistics, content and delivery method; result in a better course performance, engagement and experience for the user; and consequently, how to translate these findings to the design of the future BMET MOOC to maximise its impact. Additionally, it will also evaluate whether the delivery of materials through interactive content could exhibit potential benefits for the students, directly reflected on the performance, by encouraging their involvement in the course and promoting active engagement. METHODS: A single blinded pilot study was created on edX Edge, in collaboration with local experts (NSI). It covered topics related to the Patient Monitor in four modules. To validate the hypothesis, the participants were allocated in two groups, related to the delivery method they were exposed to, after a stratified randomisation. Following a Pre-test/Post test design, the performance was measured as the mean of difference between the grades on each test. The corresponding statistical analyses on the independent variables and covariates were performed. The content was validated by experts on the field; and the methodology behind the pilot was approved by the HREC of the Delft University of Technology. RESULTS: The differences in the delivery method, lead to a significant improvement in the performance of 11.9%, compared to regular content. The female students were more prone to this enhancement, as well as the African participants. Besides, these findings suggest that this new delivery method not only boosted the involvement in the course, and was able to take up part of the responsibility placed on the students in online education courses; but it also prevented the reduction in engagement.
The structure, and materials provided were sufficient and successful to teach the key concepts of this module. Moreover, there was no evidence found that suggested the need to segregate the future MOOC in difficulty levels based on the participants previous experience or location. However, since the main challenge faced by the students to finalise a MOOC, is to allocate sufficient time to work on it; it was recommended if the amount of work load per week could be reduced to 6 hours maximum. CONCLUSIONS: The overall analysis presented in this project concluded with a series of key factors, issues, and barriers related to the course’s design, structure, logistics, content and delivery method. The study was not only fairly successful in reaching its targeted audience, but it also built a network of BMETs from diverse backgrounds, locations, and experience, interested in the pilot, and willing to collaborate in the versions to come.
On that account, the BMET MOOC presents itself as a great alternative to prevent the great amount of out-of-service medical equipment in LMICs, and these outcomes can be of great value in eventually transferring and implementing the complete curriculum to an online platform to train these professionals on how to properly use, maintain, and repair medical devices; and therefore, have a direct impact on the maintenance of medical equipment in these countries, to ensure a proper quality of the health care delivery.