Moderated Poster Australian and New Zealand Stroke Organisation Conference 2025

Co-design process of developing a massive open online course for primary stoke prevention: ‘Preventing Stroke’ MOOC (123229)

Aastha A.G Gurung 1 , Seamus S.B Barker 1 , Sabah S.R Rehman 2 , Rosanne R.F.P Freak-Poli 3 , Catherine C.B Burns 3 , Monique M.F.K Kilkenny 3 , Tara T.P Purvis 3 , Christine C.F Farmer 1 , Brenda B.B Booth 4 , Janet J.E.B Bray 5 , Dominique D.A.C Cadilhac 3 6 , Jan J.C Cameron 3 , Lachlan L.L.D Dalli 3 , Steph S.H Ho 7 , Eleanor E.H Horton 7 , Timothy T.K Kleinig 8 , Lisa L.M Murphy 7 , Mark M.R.N Nelson 1 , Muideen M.T.O Olaiya 3 , Amanda A.G.T Thrift 3 , Seana S.L.G Gall 1
  1. Menzies Institute for Medical Research , University of Tasmania, Hobart, Tasmania, Australia
  2. Rural Clinical School, Tasmanian School of Medicine, University of Tasmania, Burnie, Tasmania, Australia
  3. Stroke and Aging Research, Department of Medicine, School of Clinical Sciences at Monash Health, Monash University, Clayton, Victoria, Australia
  4. Australian Stroke Coalition, Melbourne , Victoria , Australia
  5. School of Public Health and Preventive Medicine , Monash University, Melbourne , Victoria , Australia
  6. Stroke Theme , Florey Institute of Neuroscience and Mental Health, University of Melbourne , Heidelberg, Victoria , Australia
  7. Stroke Foundation , Melbourne , Victoria , Australia
  8. Adelaide Medical School, University of Adelaide, Adelaide, South Australia , Australia

Introduction: The general population must understand stroke to combat the growing burden of stroke in the community. Massive Online Open Courses (MOOCs) are online learning platforms that provide free, accessible, and evidence-based information to anyone with internet access. We aimed to describe the new 'Preventing Stroke' MOOC, co-designed with stakeholders.

Methods: The co-design process comprised 16 online focus groups (Zoom) from May 2023 to March 2024. Stakeholders involved in the co-design process included: health experts (researchers, allied health professionals, and nurses), individuals with lived experience of stroke including caregivers, and a media team (animators and digital educators). Focus groups were conducted with health experts and lived experience groups. All sessions were recorded and transcribed before undergoing descriptive qualitative analysis using NVivo software.

Results: Twenty-two participants (n=10 health experts, n=12 lived experience) participated in at least one co-design focus group. Participants suggestions were incorporated into contents of the MOOC. The media team developed the MOOC, which consisted of seven modules: Introduction, What is Stroke?, Stroke Numbers, Stroke Signs, Risk Factors, Action Plan, and a Completion Certificate. Additionally, it includes nine mini-modules on various risk factors and action plans, allowing learners to personalise their experience by selecting at least one of each.

Conclusion: The 'Preventing Stroke' MOOC was developed using a co-design approach, guided by the perspectives of different stakeholders. A randomised controlled is underway to test the effectiveness of the MOOC for improving visits to general practitioners for risk factor assessment, knowledge of stroke risk factors, and uptake of healthy behaviours.