ArticleCureus2024
Leveraging Digital Platforms: An Eight-Webinar Teaching Series to Enhance Organised Learning in Orthopaedic Surgery.
Article in Cureus, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
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.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction The increasing use of technology and the adoption of online learning platforms have provided more options for delivering medical education. We sought to evaluate the effectiveness of a tailored eight-session orthopaedic webinar series designed to enhance knowledge and confidence among medical students, postgraduate trainees, and healthcare providers involved in musculoskeletal care. Methods A total of 427 participants from 43 countries attended the webinar series. Quantitative feedback was collected through questionnaires assessing previous orthopaedic teaching sufficiency, preparedness before encountering orthopaedic cases, confidence levels before and after sessions, engagement, relevance to learning needs, and interest in the format. Qualitative feedback was also gathered to identify strengths and areas for improvement. Results Participants reported low sufficiency in prior orthopaedic teaching (average score: 2.86) and felt underprepared before attending the sessions (average score: 2.48). Confidence levels significantly increased after the sessions, rising from an average of 2.61 before to 3.70 after. High engagement (average score: 4.23) and interest in the format (average score: 4.45) were noted. Qualitative feedback highlighted the value of case-based learning, interactive elements, and practical insights into patient management. Areas for improvement included addressing technical issues and incorporating more interactive features like quizzes or polls. Conclusion The webinar series effectively improved participants' confidence and understanding of key orthopaedic concepts. Overall, there were high engagement scores and interest in the format. This highlights that structured, tailored, and interactive online webinars could help supplement knowledge, especially in areas where the participants had decreased exposure during their training.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.