Blended Learning Is a Feasible and Effective Tool for Basic Pediatric Spinal Deformity Training

Şenköylü, Alpaslan; Senkoylu, Berkay; Budakoğlu, İrem; Çoşkun, Özlem; Acaroğlu, Emre

doi:10.1177/2192568220916502

Cited by 10 publications

(9 citation statements)

References 16 publications

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“…A second shortcoming is the lack of control group(s) that had used blended online and F2F formats. Senkoylu and co-workers have reported on the learning efficacy of blended online and F2F learning in spine surgery [ 8 ] and our experience reported here echoes their findings, that study may serve only as a historical reference because of the difference in setting and context. The ideal control group for the present study would have been a blended online and F2F course running in parallel with one (or more) of the courses included in this study but could not be executed due to the limitations to F2F learning imposed by the pandemic.…”

Section: Discussionsupporting

confidence: 85%

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Evaluation of Blended Online Learning in Three Spinal Surgery Educational Courses

Acaroğlu

Assous

Bransford

et al. 2022

Journal of European CME

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COVID-19 pandemic created a need to improvise and redefine blended learning to be executed fully online. Background information on the effectiveness of fully online blended learning activities, especially for surgical disciplines is limited. This study describes a fully online blended learning course format on spinal surgery and aims to provide data regarding it effectiveness. Fully online blended courses on three topics of spinal surgery designed as six-week asynchronous and followed by 3-day live parts. Learning gaps (LGs) were identified with a survey at the beginning of asynchronous part, at its end, and at the end of the live part. The effectiveness of the asynchronous and live parts was assessed by LGs and a quiz, login statistics of learners and faculty and a post-course survey. Participants’ LGs decreased in all courses, statistically significant in two. Faculty and learner login rates significantly correlated with each other. Faculty and learner satisfaction was very high. A fully online blended learning course can be delivered effectively on spine surgery with a high participant and faculty satisfaction rate. The asynchronous part contributes to learning significantly.

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Section: Discussionsupporting

confidence: 85%

“…Whereas, E-learning covers a wider range than blended learning [ 6 ]. Recent reports demonstrated the effectiveness of blended learning as an educational instrument for medical education, including postgraduate and subspeciality training in medicine [ 3 , 7 , 8 ].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Blended Online Learning in Three Spinal Surgery Educational Courses

Acaroğlu

Assous

Bransford

et al. 2022

Journal of European CME

Self Cite

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“…However, at Maulana Azad Medical College in India, TBL was observed to be an effective learning tool for females and high achievers. 18 , 29 , 34 The findings that TBL was superior to traditional lectures are supported by many studies; however, this depends on students’ positive perception of TBL, 35 interaction between students, changing experiences among students and the collaborative nature of TBL, 28 enhanced communication, professionalism, self-directed learning, critical thinking, and knowledge application. 30 Finally, recent studies by many authors support this study, pointed out the valuable advantages of it and recommended it for implantation in learning.…”

Section: Discussionmentioning

confidence: 91%

Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students’ Performance

Salih¹,

El-Samani²,

Bilal³

et al. 2021

AMEP

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Aim Students’ performance in TBL compared to LBL needs to be evaluated. This study aimed to compare students’ performance in team-based learning and traditional lectures. Methods A total of 176 class 4 and 202 class 6 medical students from University of Bahri, Khartoum, Sudan, participated in the study during 2018. Experienced staff were selected to conduct the teaching and assessment of the two groups, using the standard team-based learning procedure (iRAT, gRAT and AppT) in the first topic and the lecture-based learning procedure in the second, within the same time limit for the two methods. Results The two classes overall mean score has a significant 5.1 points difference (p<0.001; 95% CI: 3.5, 6.0). Separate analysis showed consistency of superiority of TBL to LBL in either gender. A remarkable difference was observed when we compared the two methods in class 6 separately from class 4. Class 6 mean score was high for both TBL and LBL (77.2 and 70.2, respectively), with a significant mean difference of 7.0 (p<0.001; 95% CI: 5.1, 8.9). In class 4, the score was lower for both methods (mean of 62.8 for TBL and 59.9 for LBL). The mean difference of 2.95 points was still significant (p<0.05; 95% CI: 0.46, 5.43). Separate multivariate linear regression for TBL and LBL showed no significant difference in performance of males and females in either method. Controlling for gender in TBL, class 4 had a mean of −14.26 points, (p<0.001; 95% CI: −12.54, −15.98) less than class 6. Similarly, in LBL, class 4 had a mean of −10.18 points (p<0.001, 95% CI: −7.02, −13.35), less than class 6. Conclusion Students’ performance using team-based learning was superior to lecture-based learning, irrespective of students’ gender, noticeable among senior students.

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“…Therefore, transferring a substantial portion of time dedicated to additional learning to outside the healthcare setting is more efficient. 12 In addition, as the online content in blended learning may be presented in any form, such as blogs, journal articles, podcasts, and videos, it was very suitable for pediatric spine surgery, which is a complex field with many possible treatment options and surgical solutions.…”

Section: Discussionmentioning

confidence: 99%

The Efficacy of Blended Learning in a Pediatric Spine Deformity Management Program in Sub-Saharan Africa

Ahmad¹,

Abushehab²,

Waterkeyn³

et al. 2023

JAAOS Glob Res Rev

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Introduction: Our study assessed the efficacy of blended learning, which combines in-person learning and e-learning, in a pediatric scoliosis training program through an international collaborative effort. Methods: The course comprised two parts: the online portion, where participants reviewed educational materials for 3 weeks and met with faculty once/week for discussion, and the in-person session, where participants reviewed cases in a team-based approach and came to a consensus on treatment strategy, followed by discussion with an international expert. All participants completed a needs assessment (NA) and clinical quiz at three points: before the course, after the online session, and after the in-person session, which covered various topics in pediatric spine deformity. Results: Thirty-six surgeons enrolled in the course from 13 College of Surgeons of East, Central and Southern Africa countries. The NA assessment scores improved significantly over the course of the surveys from 67.3, to 90.9, to 94.0 (P = 0.02). The clinical quiz scores also improved from 9.91, to 11.9, to 12.3 (P = 0.002). Conclusion:The blended learning approach in a pediatric spine deformity program is effective and feasible and shows a statistically significant change in participants' confidence and knowledge base in these complex pathologies. This approach should be explored further with larger numbers and/or other spinal pathologies. Blended learning is a relatively new form of education for surgical trainees that combines in-person learning and e-learning and has rapidly expanded in the wake of the COVID-19 pandemic. E-learning leverages internet technologies to enhance knowledge and performance. Advantages of this modality include control over content, learning sequence, and pace of learning, allowing participants to tailor their experience to meet their personal learning objectives. 1 As standard teaching strategies may be insufficient to meet changing needs, alternatives based on direct communication

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Blended Learning Is a Feasible and Effective Tool for Basic Pediatric Spinal Deformity Training

Cited by 10 publications

References 16 publications

Evaluation of Blended Online Learning in Three Spinal Surgery Educational Courses

Evaluation of Blended Online Learning in Three Spinal Surgery Educational Courses

Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students’ Performance

The Efficacy of Blended Learning in a Pediatric Spine Deformity Management Program in Sub-Saharan Africa

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