40-4-40: educational and economic outcomes of a free, international surgical training event

Glasbey, James; Sinclair, Piriyah; Mohan, Helen; Harries, Rhiannon L

doi:10.1136/postgradmedj-2017-134874

Cited by 3 publications

(2 citation statements)

References 13 publications

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“…Seventeen studies [14,15,17,21,24,25,27,28,[34][35][36][37]41,46,47,51] compared eLearning costs to those of face-to-face learning or other types of learning (Table 3). These comparative studies offered more evidence that the use of eLearning demonstrated cost efficiencies than did the studies in the previous group, which provided no comparative data.…”

Section: Studies Describing Elearning Costs With a Comparatormentioning

confidence: 99%

Exploring the Cost of eLearning in Health Professions Education: Scoping Review

Meinert¹,

Eerens²,

Banks³

et al. 2021

JMIR Med Educ

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Background Existing research on the costs associated with the design and deployment of eLearning in health professions education is limited. The relative costs of these learning platforms to those of face-to-face learning are also not well understood. The lack of predefined costing models used for eLearning cost data capture has made it difficult to complete cost evaluation. Objective The key aim of this scoping review was to explore the state of evidence concerning cost capture within eLearning in health professions education. The review explores the available data to define cost calculations related to eLearning. Methods The scoping review was performed using a search strategy with Medical Subject Heading terms and related keywords centered on eLearning and cost calculation with a population scope of health professionals in all countries. The search was limited to articles published in English. No restriction was placed on literature publication date. Results In total, 7344 articles were returned from the original search of the literature. Of these, 232 were relevant to associated keywords or abstract references following screening. Full-text review resulted in 168 studies being excluded. Of these, 61 studies were excluded because they were unrelated to eLearning and focused on general education. In addition, 103 studies were excluded because of lack of detailed information regarding costs; these studies referred to cost in ways either indicating cost favorability or unfavorability, but without data to support findings. Finally, 4 studies were excluded because of limited cost data that were insufficient for analysis. In total, 42 studies provided data and analysis of the impact of cost and value in health professions education. The most common data source was total cost of training (n=29). Other sources included cost per learner, referring to the cost for individual students (n=13). The population most frequently cited was medical students (n=15), although 12 articles focused on multiple populations. A further 22 studies provide details of costing approaches for the production and delivery of eLearning. These studies offer insight into the ways eLearning has been budgeted and project-managed through implementation. Conclusions Although cost is a recognized factor in studies detailing eLearning design and implementation, the way cost is captured is inconsistent. Despite a perception that eLearning is more cost-effective than face-to-face instruction, there is not yet sufficient evidence to assert this conclusively. A rigorous, repeatable data capture method is needed, in addition to a means to leverage existing economic evaluation methods that can then test eLearning cost-effectiveness and how to implement eLearning with cost benefits and advantages over traditional instruction.

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Section: Studies Describing Elearning Costs With a Comparatormentioning

confidence: 99%

Exploring the Cost of eLearning in Health Professions Education: Scoping Review

Meinert¹,

Eerens²,

Banks³

et al. 2021

JMIR Med Educ

View full text Add to dashboard Cite

show abstract

“…The seminar with the highest score for content was that covering “Leadership and Management”, rated as excellent by 69% of delegates. A further opportunity for the ASC to engage in teaching came in January 2016, when it collaborated with the Association of Surgeons in Training (ASiT) to deliver a one-day course on Systematic Reviews and Meta-analyses [ 21 ].…”

Section: Other Activity Of the Ascmentioning

confidence: 99%

The Academic Surgical Collaborative: A three-year review of a trainee research collaborative

Pidgeon

Chandrakumar²,

Omran

et al. 2018

Annals of Medicine and Surgery

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IntroductionThe Academic Surgical Collaborative (ASC) is a trainee research collaborative (TRC) formed in the UK in October 2014. Three years on, the achievements are presented along with advice for emerging and established TRCs. Methods: A retrospective review of internal, member-maintained ASC records was conducted. Membership numbers, PubMed indexed publications, presentations and prizes awarded were all calculated over time. Google Scholar was used to calculate citations per ASC publication. An online survey was distributed to members to ascertain member satisfaction.ResultsWith 62 active members (predominantly medical students) the ASC has published 33 PubMed indexed papers over three years, with a mean of 21 citations per paper (SD 89, range 0–491). 54 presentations have been delivered and eight prizes have been awarded for ASC research projects. 60% of ASC members believe the ASC delivers research that improves patient care. Key learning points for the ASC have been the use of a set of resources distributed to new members, the value of regular meetings, close mentoring throughout research projects to develop the skills of junior researchers, encouragement for junior members to present at conferences, and an ongoing focus on research conduct and improving evidence based medicine.ConclusionsThe ASC has fulfilled many of its goals set out at its inception. The ASCs subsequent aims are to enhance existing research training for junior members, advances in the field of core outcome development and also multi-collaborative research.

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Exploring the Cost of eLearning in Health Professions Education: Scoping Review (Preprint)

Meinert¹,

Reeves²,

Eerens³

et al. 2019

Preprint

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BACKGROUND Existing research on the costs of delivering courses online courses is limited. The way in which these learning platforms compare in cost to face-to-face learning is also poorly understood. This lack of data has made it difficult to evaluate whether the investments spent by organisations on online learning are effective in comparison to face-to-face instruction. OBJECTIVE The key aim of this scoping literature review is to better understand the state of evidence about whether eLearning demonstrates cost advantages over face-to-face instruction and report the results of a research question centred on: What data exists to define cost calculations related to eLearning? Specifically, we investigate the extent to which the literature can provide details for calculation of the costs for eLearning design, development, and delivery. METHODS Scoping review using a search strategy of MeSH terms and related keywords centred on eLearning and cost calculation with a population scope of health professionals in all countries. The search was limited to English language studies. No restriction was placed on literature publication date. RESULTS In total, 7344 articles were returned from the original search of the literature. Of these, 232 were relevant to associated keywords or abstract references to cost following screening. Full-text review resulted in 168 studies being excluded, with 42 studies providing data and analysis of the impact of cost and value in health professions education. A further 22 studies provided details of costing approaches for the production and delivery of eLearning. CONCLUSIONS There is an emerging body of studies capturing costs in eLearning. However, costs in these studies were collected inconsistently and in relation to a wide variety of factors or had an alternate study-related focus. Although there is a perception that eLearning is more cost-effective than face-to-face instruction, there is not yet sufficient evidence to assert this conclusively. A rigorous, repeatable and data capture method is needed, in addition to a means to leverage existing economic evaluation methods that can then test whether eLearning cost-effectiveness and how to implement with cost benefits and advantages over traditional instruction. CLINICALTRIAL N/A

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40-4-40: educational and economic outcomes of a free, international surgical training event

Abstract: The ASiT '40-4-40' event demonstrated the diversity and depth of surgical training, with 40 synchronous technical and non-technical courses, demonstrable educational benefit and a significant cost saving to surgical trainees.

Cited by 3 publications

References 13 publications

Exploring the Cost of eLearning in Health Professions Education: Scoping Review

Exploring the Cost of eLearning in Health Professions Education: Scoping Review

The Academic Surgical Collaborative: A three-year review of a trainee research collaborative

Exploring the Cost of eLearning in Health Professions Education: Scoping Review (Preprint)

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