Acceso usuarios
[1]
;
Felipe Ricardo dos Santos Fernandes
[1]
;
Manoel Honorio Romão
[1]
;
Janaina Luana Rodrigues da Silva Valentim
[1]
;
Karla Mônica Dantas Coutinho
[1]
;
Kaline Sampaio de Araújo
[1]
;
Ricardo Alexsandro de Medeiros Valentim
[1]
;
Aline de Pinho Dias
[1]
;
Natalia Araújo do Nascimento Batista
[1]
;
José Adailton da Silva
[1]
;
Heleni Aires Clemente
[1]
;
Maria de Fátima Pereira Alves
[2]
;
Karilany Dantas Coutinho
[1]
Brasil
Virtual Learning Environments have become innovative tools in health professionals education. Through Massive Open Online Courses, they enable different ways of connecting with knowledge, facilitating study autonomy, interaction, and closer alignment with professional practices and the context of course participants. MOOCs comprise an educational strategy for many fields, including health. As they educate health professionals about a variety of practices, MOOCs play a crucial role in interculturality by enabling professionals to approach cultural diversity in work settings. This study provides a review of the literature investigating the element of interculturality in the production of healthcare-related MOOCs intended for a variety of audiences, including practicing healthcare professionals, healthcare professional trainees, and the general public. Based on a systematic review protocol, we searched for peer-reviewed studies published between 2016 and 2023 in Science Direct, PubMed, ERIC, and Scopus. Fifteen studies were selected for final analysis, which highlighted MOOC development, its underlying processes, and its importance in promoting health and social well-being. MOOCs have (1) provided new approaches to technology-mediated learning in distance health education, (2) aided training, (3) disseminated knowledge, and (4) promoted interculturality. Continuous collaboration and innovation in MOOC development are essential to ensure their effectiveness and relevance in the contemporary educational scenario.
