Massive Open Online Courses (MOOCs) offer an entirely new course concept for delivering content and engaging learners. This method of teaching has huge potential for the field of transplant education. In this study we describe the development and implementation of the MOOC “Clinical Kidney, Pancreas and Islet Transplantation”. Three and a half years after the introduction of the course, the learning demographics have been analyzed. The majority of learners were from Europe, North America and Asia. The course has been offered at several different stages of education at Leiden University Medical Center from undergraduate to continuous medical education. The level of engagement with the content was associated with the background and motivations of the learners. 74% had a bachelor's degree or higher. 48% of the undergraduate students participated in other content than instructed. Learners reported having liked the design of the course. Personal growth was the main motivation for 93% of worldwide learners. 69% considered the content of the MOOC to be relevant to their job. In general student's intentions focused more on reasons of personal growth, general interest, and relevance to school or degree program. Overall the integration of the MOOC in different settings of formal transplant education offered an added value to the on-campus program.

大规模开放在线课程 (MOOC) 提供了一种全新的课程概念，用于提供内容和吸引学习者。这种教学方式在移植教育领域具有巨大的潜力。在这项研究中，我们描述了 MOOC“临床肾脏、胰腺和胰岛移植”的开发和实施。课程推出三年半后，对学习人口统计数据进行了分析。大多数学习者来自欧洲、北美和亚洲。该课程已在莱顿大学医学中心从本科到继续医学教育的几个不同教育阶段提供。对内容的参与程度与学习者的背景和动机有关。74% 拥有学士学位或更高学历。48% 的本科生参与了非指导的其他内容。学习者报告说他们喜欢课程的设计。个人成长是全球 93% 学习者的主要动力。69% 的人认为 MOOC 的内容与其工作相关。一般来说，学生的意图更多地集中在个人成长的原因、普遍兴趣以及与学校或学位课程的相关性上。总体而言，MOOC 在正式移植教育的不同环境中的整合为校内计划提供了附加值。的意图更多地集中在个人成长的原因、普遍兴趣以及与学校或学位课程的相关性上。总体而言，MOOC 在正式移植教育的不同环境中的整合为校内计划提供了附加值。的意图更多地集中在个人成长的原因、普遍兴趣以及与学校或学位课程的相关性上。总体而言，MOOC 在正式移植教育的不同环境中的整合为校内计划提供了附加值。