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. 2022 Feb 9;11(1):2014042.
doi: 10.1080/21614083.2021.2014042. eCollection 2022.

Evaluation of Blended Online Learning in Three Spinal Surgery Educational Courses

Emre Acaroglu  1   2 , Muhammed Assous  3 , Richard Bransford  4 , Luiz Gustavo Dal Oglio Da Rocha  5 , Asdrubal Falavigna  6 , John France  7 , Emiliano Viale  5 , Atiq Uz-Zaman  8 , Ginesa Aviles  9 , Brian Amster  9 , Michael Cunningham  10 , Alpaslan Şenköylü  11
Affiliations

Evaluation of Blended Online Learning in Three Spinal Surgery Educational Courses

Emre Acaroglu et al. J Eur CME. .

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.

Keywords: Online learning; blended learning; distance education; spine surgery; subspeciality training.

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Conflict of interest statement

Ginesa Aviles, Brian Amster, and Michael Cunningham are employees of the AO Foundation. .

Figures

Figure 1.
Figure 1.
Login and posting activity of all three courses aggregated during both the asynchronous and synchronous parts of the course. The x-axis shows time points in weeks beginning at the date of the first asynchronous activity. The week 12/6/2020 signifies the synchronous learning activities; all weeks before that represent the asynchronous learning part and all time points after signify post-course discussions.
See this image and copyright information in PMC

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