Evidence map›Paper›PMID 35173996›Full record

ArticleJournal of European CME2022

Evaluation of Blended Online Learning in Three Spinal Surgery Educational Courses.

Emre Acaroglu, Muhammed Assous, Richard Bransford, Luiz Gustavo Dal Oglio Da Rocha, Asdrubal Falavigna, John France, Emiliano Viale, Atiq Uz-Zaman, Ginesa Aviles, Brian Amster and 2 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of European CME, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

12 authors.

Emre AcarogluAnkara Spine Center, Ankara, Turkey.ORCID https://orcid.org/0000-0002-8163-2944
Muhammed AssousRazi Spine Clinic, Amman, Jordan.
Richard BransfordDepartment of Orthopaedics and Sports Medicine, University of Washington Harborview Medical Center, Seattle, WA, USA.
Luiz Gustavo Dal Oglio Da RochaCajuru Hospital, Catholic University of Parana, Spine Surgery Group, Curitiba, Brazil.
Asdrubal FalavignaDepartment of Neurosurgery, Caxias Do Sul University, Caxias Do Sul, Brazil.
John FranceDepartment of Orthopaedic Surgery, West Virginia University, WV, USA.
Emiliano VialeCajuru Hospital, Catholic University of Parana, Spine Surgery Group, Curitiba, Brazil.
Atiq Uz-ZamanDepartment of Orthopaedics and Spine Surgery, Lahore Medical and Dental College Ghurki Trust Teaching Hospital, Lahore, Pakistan.
Ginesa AvilesAO Foundation, AO Spine Education, Dübendorf, Switzerland.
Brian AmsterAO Foundation, AO Spine Education, Dübendorf, Switzerland.
Michael CunninghamAO Foundation, AO Education Institute, Dübendorf, Switzerland.ORCID https://orcid.org/0000-0002-4275-0454
Alpaslan ŞenköylüGazi University, Department of Orthopaedics and Traumatology, Ankara, Turkey.ORCID https://orcid.org/0000-0001-6870-5515

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

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.

Indexed as

blended learningdistance educationOnline learningspine surgerysubspeciality training

Identifiers

PMID35173996
PMCPMC8843316

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.