This article was originally published here
J Eur CME. 2022 Feb 9;11(1):2014042. doi: 10.1080/21614083.2021.2014042. eCollection 2022.
The COVID-19 pandemic has created a need to improvise and redefine blended learning to be performed entirely online. General information on the effectiveness of fully online blended learning activities, especially for surgical disciplines, is limited. This study describes an entirely online blended learning course format for spine surgery and aims to provide data regarding its effectiveness. Fully online blended courses in three spinal surgery topics designed as six-week asynchronous courses followed by 3-day live games. Learning gaps (LG) were identified with a survey at the start of the asynchronous part, at its end and at the end of the live part. The effectiveness of asynchronous and live games was assessed by LGs and a quiz, learner and teacher connection statistics, and a post-course survey. Participants’ LGs decreased in all courses, statistically significant in two. Teacher and learner connection rates were significantly correlated with each other. Teacher and learner satisfaction was very high. A fully online blended learning course on spine surgery can be delivered effectively with high participant and faculty satisfaction. The asynchronous part contributes to learning significantly.
PMID:35173996 | PMC: PMC8843316 | DOI:10.1080/21614083.2021.2014042