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glossary section, and two three-dimensional models of the
genitourinary tract. The course ended with a final examina-
tion covering the entire course content and a survey to
explore the students’ course experience. The cutoff grade for
completion was 60%.
During autumn 2015, from September 15 to October 27,
some 4925 participants registered and 514 completed the
course (10.4%), which represents a high completion rate for
the MOOC context. Some 82% of the countries in the world
were represented, 50% of the participants had a college
degree or higher, and the median age was 28 yr, with 20% of
participants being older than 40 yr.
We selected a small sample of the participants and
divided them into specialist (medical students or profes-
sionals) and non-specialists (general public); the comple-
tion rates were similar between the groups, and although
the general public spent more time on the learning material,
their performance was consistently high.
Some 87% of the participants (n = 240) reported that they
achieved the learning outcomes for the course to a large or
very large extent. The participants were asked if they had
reached their learning aims: 91.6% responded ‘‘completely’’
or ‘‘to a large extent’’.
‘‘Amazing course, very, very helpful course in clinical
practice’’
‘‘I took this course long after it officially ended. I really
loved it. Though I am not a medical professional, I love to
read about the anatomy and physiology of the human
body. I wish you [could] come up with similar courses on
other specialties such as gastroenterology, internal
medicine, etc’’
KIUrologyX is used as a part of the medical programme in
Karolinska Institutet in a flipped classroom setting; more
than 100 students attend the course every year. As of 2017,
three other medical universities in Sweden are also using
KIUrologyX to teach urology to their students. In line with a
broader comparison of urology curricula in Europe under-
taken by one of the authors (L.H.), we conclude that the
course content is appropriate for a number of countries
across Europe. Clinical urology is an important subject and
proved popular not only among medical students and
professionals but also in the general population. We noted
that specialists and non-specialists were performing
relatively well and consistently similarly, even though
specialists spent less time engaging with the material. We
conclude that basic clinical urology can be taught online to
health care and medical students or professionals, as well as
non–health care populations, including patients and patient
groups, and hereby acknowledge its potential to reach a
global audience for dissemination of knowledge.
Acknowledgments: The authors would like to thank the
MOOC team at KI for making the MOOC possible.
Conflicts of interest: The authors have nothing to disclose.
References
[1] Ho AD, Chuang I, Reich J, et al. HarvardX and MITx: two years of
open online courses fall 2012–summer 2014. SSRN 2015:2586847.
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