SP837MASSIVE OPEN ONLINE COURSE AS A NEW TOOL IN THE EDUCATION OF RENAL PATIENTS. TOXOER PROJECT

Abstract

INTRODUCTION AND AIMS: The inclusion of people with renal damage in patient education programs is a useful strategy for them to learn what their disease is, the complications and possible treatments. The observed results show a positive association between knowledge of the disease and adherence to treatment. This education takes place during medical consultations, so the doctor has limited time to explain this knowledge to the patient. One way to learn basic renal knowledge could be through the use of Massive Open Online Courses (MOOC), which use audio-visual resources, so that complicated information can be explained to all audiences in an attractive way and are free. METHODS: In this sense, the University of Salamanca is developing a course, in which renal aspects are explained from the most basic physiological aspects to the new methods of diagnosis and treatment of renal damage. This course is a part of a MOOC which is being developed within a European project implemented in the framework of Erasmus + program, called TOX-OER (Learning Toxicology through Open Educational Resources). 7 European Universities participate in the project: Salamanca (Spain), Porto (Portugal), Bologna (Italy), Charles (Czech Republic), Kymenlaakson (Finland), Transylvania (Romania) and the Space Research and Technology Institute (Bulgaria). All the material of this MOOC is being translated into the language of the 7 partners and in English. RESULTS: The purpose of the course is to explain basic anatomical and pathophysiological aspects of kidney. In addition, as it is being developed from the Toxicology Unit, it has an important part that shows how exposure to toxic substances (drugs, drugs of abuse, environmental toxicants, etc.) can affect the kidney. Another goal is to learn the mechanisms involved in this damage at each specific site of the renal anatomy (glomeruli, proximal tubule, Henle's loop, etc). Nephrotoxicity biomarkers used in the detection or measurement of toxic-induced damage are also detailed. Specifically, the information is divided in four blocks: 1. Renal system and sources of exposure to renal toxins; 2. Mechanisms of nephrotoxicity; 3. Kidney response to toxic injury; 4. Diagnosis and treatment of kidney damage. To give this information to the patient, the course has 9 videos, 4 texts, 15 recommended readings and 4 selfevaluations. Access to this course can be done free of charge through the website toxoer. com, entering the TOX-OER platform, module 5: Target organ toxicity and biomarkers; and unit 3. Renal. CONCLUSIONS: The implementation of MOOC TOXOER's renal issue by patients with kidney damage, could help them to acquire the basic knowledge and understand their disease in a dynamic and visual way. Thus, doctors who provide health education for patients could focus on specific aspects of the patient's illness, which would increase the efficiency of patient education programs.