Preparing the public health workforce for digital engagement: early evaluation of a massive open online course on using social media for health promotion.
7 affiliations
- 1Collaboration for Evidence, Research and Impact in Public Health, School of Population Health, Curtin University, Bentley, WA, Australia.
- 2School of Media, Creative Arts and Social Inquiry, Curtin University, Bentley, WA, Australia.
- 3School of Management and Marketing, Curtin University, Bentley, WA, Australia.
- 4School of Public Health, University of Sydney, Sydney, NSW, Australia.
- 5Australian Centre for Student Equity and Success, Curtin University, Bentley, WA, Australia.
- 6School of Population Health, Curtin University, Bentley, WA, Australia.
- 7Common Cause Australia, Canberra, ACT, Australia.
Abstract
Introduction
Health professionals are increasingly expected to engage effectively in digital environments; however, many lack any training in digital communication and social media use. This paper reports findings from the early evaluation of a Massive Open Online Course (MOOC) designed to strengthen public health workforce capability in digital communication and advocacy.Methods
Quantitative and open-ended survey responses relating to perceived relevance, learning outcomes, usefulness of course components, and early application in professional practice were analysed from interim post-test (T1) and post-test (T2) surveys conducted as part of an ongoing evaluation embedded within a wait-list randomised controlled trial. Quantitative data were analysed descriptively, while open-ended responses were analysed using inductive thematic analysis.Results
A total of 101 Australian public health and health promotion professionals contributed data to the T1 survey and 60 contributed to the T2 survey. Participants reported high levels of perceived relevance (88.5%) and knowledge gain (86.5%) following course completion (T1). At T2, 72.9% reported a positive impact on professional practice, although fewer reported practice changes (51.7%) or direct application of learning (56.7%). Videos, visuals, and case studies were the most highly rated learning resources, while the discussion board was the least useful. Qualitative findings identified message framing, values-based communication, mixed media delivery, expert-led content, and applied examples as key facilitators of learning. Participants described applying learning to communication, advocacy, and social media activities. Suggested improvements included greater practical depth, enhanced interactivity, and improved platform functionality.Conclusion
Early findings suggest that a flexible, online MOOC can support the development of digital communication capabilities among public health professionals. While participants reported substantial learning gains, stronger opportunities for applied learning, interaction, and practice may be required to support translation of learning into sustained professional practice.
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BibTeX
@article{mccausland2026preparing,
title = {{Preparing the public health workforce for digital engagement: early evaluation of a massive open online course on using social media for health promotion.}},
author = {Kahlia McCausland and Tama Leaver and Katharina Wolf and Becky Freeman and Gwyneth Peaty and Justine E Leavy and HuiJun Chih and Barbara A Mullan and Sonya Girdler and Mark Chenery and Jonine Jancey},
journal = {Frontiers in health services},
year = {2026},
month = oct,
doi = {10.3389/frhs.2026.1960826},
url = {https://europepmc.org/article/MED/42908701},
note = {CC BY},
}
RIS
TY - JOUR
TI - Preparing the public health workforce for digital engagement: early evaluation of a massive open online course on using social media for health promotion.
AU - Kahlia McCausland
AU - Tama Leaver
AU - Katharina Wolf
AU - Becky Freeman
AU - Gwyneth Peaty
AU - Justine E Leavy
AU - HuiJun Chih
AU - Barbara A Mullan
AU - Sonya Girdler
AU - Mark Chenery
AU - Jonine Jancey
PY - 2026
DA - 2026/10/07
JO - Frontiers in health services
DO - 10.3389/frhs.2026.1960826
UR - https://europepmc.org/article/MED/42908701
AB - Introduction Health professionals are increasingly expected to engage effectively in digital environments; however, many lack any training in digital communication and social media use. This paper reports findings from the early evaluation of a Massive Open Online Course (MOOC) designed to strengthen public health workforce capability in digital communication and advocacy.Methods Quantitative and open-ended survey responses relating to perceived relevance, learning outcomes, usefulness of course components, and early application in professional practice were analysed from interim post-test (T1) and post-test (T2) surveys conducted as part of an ongoing evaluation embedded within a wait-list randomised controlled trial. Quantitative data were analysed descriptively, while open-ended responses were analysed using inductive thematic analysis.Results A total of 101 Australian public health and health promotion professionals contributed data to the T1 survey and 60 contributed to the T2 survey. Participants reported high levels of perceived relevance (88.5%) and knowledge gain (86.5%) following course completion (T1). At T2, 72.9% reported a positive impact on professional practice, although fewer reported practice changes (51.7%) or direct application of learning (56.7%). Videos, visuals, and case studies were the most highly rated learning resources, while the discussion board was the least useful. Qualitative findings identified message framing, values-based communication, mixed media delivery, expert-led content, and applied examples as key facilitators of learning. Participants described applying learning to communication, advocacy, and social media activities. Suggested improvements included greater practical depth, enhanced interactivity, and improved platform functionality.Conclusion Early findings suggest that a flexible, online MOOC can support the development of digital communication capabilities among public health professionals. While participants reported substantial learning gains, stronger opportunities for applied learning, interaction, and practice may be required to support translation of learning into sustained professional practice.
SN - 2813-0146
ER -