Skip to main content

Advertisement

SpringerLink
Log in

A MOOC About Bariatric Surgery Improves Knowledge and Promotes Patients’ Soft Skills

  • Brief Communication
  • Published:
Obesity Surgery Aims and scope Submit manuscript

Abstract

The ASMBS recommends that patients should be provided with educational materials to improve informed consent about bariatric surgery. Massive online open courses (MOOCs) are learning sources which are free, online, and available to people in remote situations. A French language MOOC regarding preparation for obesity surgery targets patients, as well as HCP, and people curious about this treatment. The patients’ knowledge and skills after completion of the 5-week learning sessions (evaluated with semi-direct interviews) improved. Soft skills such as feeling empowered to ask questions to their HCP and explaining their plan to their relatives improved. This study suggests that MOOC can be a resource to improve knowledge and soft skills in patients for a better consent to surgery and follow-up.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  1. Sjöström L. Review of the key results from the Swedish Obese Subjects (SOS) trial – a prospective controlled intervention study of bariatric surgery. J Intern Med. 2013;273(3):219–34.

    Article  Google Scholar 

  2. Haute Autorité de Santé (2017) : Indicateurs pour l’amélioration de la qualité de la sécurité des soins – Chirurgie de l’obésité chez l’adulte : prise en charge préopératoire minimale. https://www.hasante.fr/portail/upload/docs/application/pdf/201712/rapport_obesite_2017.pdf.

  3. van Hout GC, Verschure SK, van Heck GL. Psychosocial predictors of success following bariatric surgery. Obes Surg. 2005;15(4):555–60.

    Google Scholar 

  4. Bauchowitz A, Azarbad L, Day K, et al. Evaluation of expectations and knowledge in bariatric surgery patients. Surg Obes Relat Dis. 2007;3(5):554–8.

    Article  Google Scholar 

  5. Stewart F, Avenell A. Behavioural interventions for severe obesity before and/or after bariatric surgery: a systematic review and meta-analysis. Obes Surg. 2016;26(6):1203–14.

    Article  Google Scholar 

  6. Kellogg S. Online learning: how to make a MOOC. Nature. 2013;499(7458):369–71.

    Article  CAS  Google Scholar 

  7. Liyanagunawardena TR, Williams SA. Massive open online courses on health and medicine: review. J Med Internet Res. 2014;16(8):e191.

    Article  Google Scholar 

  8. Bontemps S, Pechere-Bertschi A. Innovation in learning: a MOOC about hypertensive patients caring. Rev Med Suisse. 2015;11(485):1660–3.

    CAS  PubMed  Google Scholar 

  9. Draffan EA, Wald M, Dickens K, et al. Stepwise approach to accessible MOOC development. Stud Health Technol Inform. 2015;217:227–34.

    CAS  PubMed  Google Scholar 

  10. Meinert E, Alturkistani A, Brindley D, et al. Protocol for a mixed-methods evaluation of a massive open online course on real-world evidence. BMJ Open. 2018;8:e025188.

    Article  Google Scholar 

  11. Hossain MS, Shofiqul Islam M, et al. A massive open online course (MOOC) can be used to teach physiotherapy students about spinal cord injuries: a randomized trial. J Phys. 2015;61(1):21–7.

    Google Scholar 

  12. Reich J. Rebooting MOOC research. Science. 2015;347(6217):34–5.

    Article  CAS  Google Scholar 

  13. Wewer Albrechtsen NJ, Poulsen KW, Svensson LO, et al. Health care professionals from developing countries report educational benefits after an online diabetes course. BMC Med Educ. 2017;17(1):97–104.

    Article  Google Scholar 

  14. Mays N, Pope C. Qualitative research in health care : assessing quality in qualitative research. BMJ. 2000;320(7226):50–2.

    Article  CAS  Google Scholar 

  15. Jonsen K, Jehn KA. Using triangulation to validate themes in qualitative studies, qualitative research in organizations and management. Int J. 2007;4(2):123–50.

    Google Scholar 

  16. Milligan C, Littlejohn A. How health professionals regulate their learning in massive open online courses. Internet High Educ. 2016;31:113–21.

    Article  Google Scholar 

  17. Paterson J, Hughes K, Steer L, et al. Massive open online courses (MOOCs) as a window into the veterinary profession. Vet Rec. 2017;180(7):179.

    Article  CAS  Google Scholar 

  18. Berman AH, Biguet G, Stathakarou N, et al. Virtual patients in a behavioral medicine massive open online course (MOOC): a qualitative and quantitative analysis of participants’ perceptions. Acad Psychiatry. 2017;41(5):631–41.

    Article  Google Scholar 

  19. Koch S, Hägglund M. Mutual learning and exchange of health informatics experiences from around the world - evaluation of a massive open online course in eHealth. Stud Health Technol Inform. 2017;245:753–7.

    PubMed  Google Scholar 

  20. Pérez-Moreno MA, Peñalva-Moreno G, Praena J, et al. Evaluation of the impact of a nationwide massive online open course on the appropriate use of antimicrobials. Antimicrob Chemother. 2018;73(8):2231–5.

    Article  Google Scholar 

  21. Khalil H, Ebner M. MOOCs completion rates and possible methods to improve retention – a literature review. In: Proceedings of world conference on educational multimedia, hypermedia and telecommunications 2014. Chesapeake: AACE. p. 1236–44.

  22. Sinclair J, Boyatt R, Rocks C, et al. Massive open online courses: a review of usage and evaluation. Int J Learn Tech. 2015;10(1):1–23.

    Article  Google Scholar 

  23. Wakefield A, Cartney P, Christie J, et al. Do MOOCs encourage corporate social responsibility or are they simply a marketing opportunity? Nurse Educ Pract. 2018;33:37–41.

    Article  Google Scholar 

  24. Hollands FM, Tirthali D. 2014. https://files.eric.ed.gov/fulltext/ED547237.pdf

Download references

Acknowledgments

The authors would like to acknowledge the Cardiomet Institute, Toulouse CHU (university hospital), for the help and support.

Author information

Author notes

  1. E. Pottier and L. Boulanouar contributed equally to this work.

Authors and Affiliations

  1. Nutrition Department, CIO and CHU, Toulouse, France

    E. Pottier, L. Boulanouar, M. Bertrand, A. Estrade, A. Croiset & P. Ritz

  2. Dietetics Department, CIO and CHU, Toulouse, France

    C. Martineau

  3. INSA Toulouse, Toulouse, France

    J. Y. Plantec

  4. Département Universitaire de Médecine Générale, University Paul Sabatier, Toulouse, France

    B. Escourou

  5. Inserm U1027, University Paul Sabatier, Toulouse, France

    P. Ritz

Authors
  1. E. Pottier
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. L. Boulanouar
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. M. Bertrand
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. A. Estrade
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. A. Croiset
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. C. Martineau
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. J. Y. Plantec
    View author publications

    You can also search for this author in PubMed Google Scholar

  8. B. Escourou
    View author publications

    You can also search for this author in PubMed Google Scholar

  9. P. Ritz
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to P. Ritz.

Ethics declarations

This study comply with ethical standards.

Conflict of interest

The authors declare that they have no conflict of interest.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Electronic Supplementary Material

ESM 1

(DOCX 17 kb)

Appendix. Interview guide

Appendix. Interview guide

Icebreaker, remember anonymity, independence, no judgment, ability to stop when they want, etc.

Thank you for coming. We will talk about you and your experience; your opinion is very important and matters to us.

  1. 1.

    If you are comfortable, I would like you to tell me about your experience with the internet tool...

  • What were your thoughts on it?...

  • did you feel comfortable? ...was it easy to use?...

  • were there things that bothered you, or on the contrary...

  • and the site? ... what did you think of it? ... could it be improved?

  1. 2.

    And the fact that it’s at home...

  • what brought you to do it remotely?

  • and you there in front of the computer ... to do that remotely...

  • and the fact that the information comes to you?...

  • it may be more practical ... to access it when you want ...

  • it’s more private...

  • you feel lonely...

  • and if you had to go to a training... in a care facility... and do it in a group with other people... and with caregivers...

  1. 3.

    And at home, how did it go?...

  • and your family members ... are they aware ... is it easy to talk about it? ...did it change anything?...

  • did they see? ...did they ask questions? ...what do they think about it? ... does it interest them? ... How did they react? Are they involved?...

  • and focusing at home? ... with the family around? ... is it complicated? ...

  1. 4.

    - and if we have questions?... there was also a forum ... was it useful?...

II. During this experience, you met 3 characters, we will talk a little bit about them, I would like to know your thoughts...

Who do we start with?

There was... Gaëlle... Paul... Julie...

  1. 1.

    So Gaëlle...

  • -What affected you in her story? ... What is important to you in her story? ... what do you think?

  • -It is going well with Gaëlle? ... is she determined? ...

  • -was everything fine with her?...

  • -and her family members? it’s not easy...

  1. 2.

    Paul...

  • how is Paul? ... do you understand him? ... his path? ... can he change? ... all alone? ... is it complicated? ... is it hard for him? ... and in the end ... the fact that surgery is not possible...

  1. 3.

    Julie...

  • -What affected you in her story? ... What is important to you in her story?...

  • the moral... at first ... why is it important that she gets better? ...

  • and the surgery? ... does that solve all her problems? ....

  • and after the surgery? ... why it is useful that she continues to be accompanied by professionals? ... according to the answer: and for the moral/risk of complications?...

Which one did you prefer? Which one did you like the least?

How would you have chosen someone?... How would you have made this character?...

III. In total, if you had to summarize your experience in a few words, you would say...

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Pottier, E., Boulanouar, L., Bertrand, M. et al. A MOOC About Bariatric Surgery Improves Knowledge and Promotes Patients’ Soft Skills. OBES SURG 30, 1600–1604 (2020). https://doi.org/10.1007/s11695-019-04143-5

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11695-019-04143-5

Keywords

Search

Navigation