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Judy LM, Morrow C, Seo NJ. Development and evaluation of an efficient training program to facilitate the adoption of a novel neurorehabilitation device. J Rehabil Assist Technol Eng 2023; 10:20556683231158552. [PMID: 36818163 PMCID: PMC9932764 DOI: 10.1177/20556683231158552] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Accepted: 02/03/2023] [Indexed: 02/16/2023] Open
Abstract
Many rehabilitation devices are not adopted by therapists in practice. One major barrier is therapists' limited time and resources to get training. The objective of this study was to develop/evaluate an efficient training program for a novel rehabilitation device. The program was developed based on structured interviews with seven therapists for training preference and composed of asynchronous and in-person trainings following efficient teaching methods. The training program was evaluated for six occupational therapy doctoral students and six licensed therapists in neurorehabilitation practice. Training effectiveness was evaluated in a simulated treatment session in which 3 trainees shifted their roles among therapist applying the device, client, and peer assessor. In results, 11 of the 12 trainees passed the assessment of using the device in simulated treatment sessions. One trainee did not pass because s/he did not plug in the device to charge at the end. The in-person training fit within 1-h lunch break. All trainees perceived that they could effectively use the device in their practice and both asynchronous and in-person training easily fit into their schedule. This project serves as an example for development of an efficient and effective training program for a novel rehabilitation device to facilitate clinical adoption.
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Affiliation(s)
- Laura M Judy
- Division of Occupational Therapy,
Department of Rehabilitation Sciences, Medical University of South
Carolina, Charleston, SC, USA
| | - Corey Morrow
- Department of Health Sciences and
Research, College of Health Professions, Medical University of South
Carolina, Charleston, SC, USA
| | - Na Jin Seo
- Division of Occupational Therapy,
Department of Rehabilitation Sciences, Medical University of South
Carolina, Charleston, SC, USA,Department of Health Sciences and
Research, College of Health Professions, Medical University of South
Carolina, Charleston, SC, USA,Ralph H. Johnson VA Health Care
System, Charleston, SC, USA,Na J Seo, Division of Occupational Therapy,
Department of Rehabilitation Sciences, Medical University of South Carolina, 77
President Street, Charleston, SC 29425, USA.
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The Efficacy of Blended Learning in a Pediatric Spine Deformity Management Program in Sub-Saharan Africa. J Am Acad Orthop Surg Glob Res Rev 2023; 7:01979360-202302000-00001. [PMID: 36745534 PMCID: PMC9902016 DOI: 10.5435/jaaosglobal-d-22-00128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2022] [Accepted: 11/18/2022] [Indexed: 02/07/2023]
Abstract
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.
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Acaroglu E, Assous M, Bransford R, Dal Oglio Da Rocha LG, Falavigna A, France J, Viale E, Uz-Zaman A, Aviles G, Amster B, Cunningham M, Şenköylü A. Evaluation of Blended Online Learning in Three Spinal Surgery Educational Courses. J Eur CME 2022; 11:2014042. [PMID: 35173996 PMCID: PMC8843316 DOI: 10.1080/21614083.2021.2014042] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/29/2022] Open
Affiliation(s)
- Emre Acaroglu
- Ankara Spine Center, Ankara, Turkey
- Chair, AO Spine Education Commission, AO Spine Davos Courses Director Davos, Switzerland
| | | | - Richard Bransford
- Department of Orthopaedics and Sports Medicine, University of Washington Harborview Medical Center, Seattle, WA, USA
| | | | - Asdrubal Falavigna
- Department of Neurosurgery, Caxias Do Sul University, Caxias Do Sul, Brazil
| | - John France
- Department of Orthopaedic Surgery, West Virginia University, WV, USA
| | - Emiliano Viale
- Cajuru Hospital, Catholic University of Parana, Spine Surgery Group, Curitiba, Brazil
| | - Atiq Uz-Zaman
- Department of Orthopaedics and Spine Surgery, Lahore Medical and Dental College Ghurki Trust Teaching Hospital, Lahore, Pakistan
| | - Ginesa Aviles
- AO Foundation, AO Spine Education, Dübendorf, Switzerland
| | - Brian Amster
- AO Foundation, AO Spine Education, Dübendorf, Switzerland
| | | | - Alpaslan Şenköylü
- Gazi University, Department of Orthopaedics and Traumatology, Ankara, Turkey
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Thompson JW, Thompson EL, Sanghrajka AP. The future of orthopaedic surgical education: Where do we go now? Surgeon 2021; 20:e86-e94. [PMID: 34217617 DOI: 10.1016/j.surge.2021.05.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Revised: 05/04/2021] [Accepted: 05/14/2021] [Indexed: 10/21/2022]
Abstract
INTRODUCTION COVID-19 will undoubtedly change the future landscape of medical and surgical education. The economic and environmental advantages of virtual learning are clear, while access to a wider range of resources and subject specialists makes the adoption of virtual learning within surgical education an attractive prospect. AIMS This literature review aims to evaluate evidence on the effectiveness of virtual education in orthopaedics and how we might implement positive changes to educational practice in the future, as a result of lessons learned during the COVID-19 pandemic. METHODOLOGY We performed a review of the literature reporting on efficacy of learning outcomes achieved as a result of virtual education within orthopaedic surgery. Electronic searches were performed using NICE healthcare databases from the date of inception to March 2021. Relevant studies were identified, data extracted, and qualitative synthesis performed. RESULTS 14 manuscripts with a total of 1548 participants (orthopaedic trainees or medical students) were included for analysis. Nine studies (n = 1109) selected compared e-learning to conventional learning material (control group). All nine studies reported significantly higher outcome scores for e-learning participants compared to control participants (p < 0.001 to p < 0.05). The remaining studies compared blended e-learning approaches or evaluated pre/post intervention improvements in learning outcomes. All studies demonstrated a significant improvement in learning outcomes (p < 0.0001 to p < 0.01). The majority of studies (64%) used a blended approach. No studies were identified reporting efficacy of webinars or videoconferencing within orthopaedic education. CONCLUSION A blended approach, combining virtual teaching, face-to-face instruction and distance learning tools, based on the evidence we have provided, would improve the quality of knowledge reception and retention, and learner satisfaction. However, in order to be successful, it is vital that these educational programmes are designed with the needs of the learner in mind, and an awareness of best practice for virtual teaching and learning.
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Affiliation(s)
- Joshua W Thompson
- Department of Trauma and Orthopaedic Surgery, Norfolk and Norwich University Hospitals Foundation Trust, Colney Lane, Norwich, NR4 7UY, United Kingdom.
| | - Emma L Thompson
- Bryan Cave Leighton Paisner LLP, Governor's House, 5 Laurence, Pountney Hill, London, EC4R 0BR, United Kingdom.
| | - Anish P Sanghrajka
- Department of Trauma and Orthopaedic Surgery, Norfolk and Norwich University Hospitals Foundation Trust, Colney Lane, Norwich, NR4 7UY, United Kingdom.
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Salih KEMA, El-Samani EFZ, Bilal JA, Hamid EK, Elfaki OA, Idris MEA, Elsiddig HA, Salim MM, Missawi H, Abass M, Elfakey W. Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students' Performance. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:1513-1519. [PMID: 34992488 PMCID: PMC8713705 DOI: 10.2147/amep.s331296] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/03/2021] [Accepted: 12/04/2021] [Indexed: 05/03/2023]
Abstract
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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Affiliation(s)
- Karim Eldin M A Salih
- Department of Pediatrics, Faculty of Medicine, University of Bahri, Khartoum, Sudan
- Department of Pediatrics, College of Medicine, University of Bisha, Bisha, Saudi Arabia
- Department of Medical Education, College of Medicine, University of Bisha, Bisha, Saudi Arabia
| | - El-Fatih Z El-Samani
- Department of Community Medicine, School of Medicine, Ahfad University for Women, Khartoum, Sudan
| | - Jalal Ali Bilal
- Department of Pediatrics, College of Medicine, Shaqra University, Shaqra, Saudi Arabia
| | - Emtinan K Hamid
- Department of Community Medicine, Faculty of Medicine, University of Khartoum, Khartoum, Sudan
| | - Omer Abdelgadir Elfaki
- Department of Internal Medicine and Medical Education Unit, Al-Rayan Medical Colleges, Medina Munawara, Saudi Arabia
| | - Muawia E A Idris
- Department of Pediatrics, Faculty of Medicine, University of Bahri, Khartoum, Sudan
| | - Hind A Elsiddig
- Department of Pathology, Faculty of Medicine, University of Bahri, Khartoum, Sudan
| | - Maha M Salim
- Department of Pathology, Faculty of Medicine, University of Bahri, Khartoum, Sudan
| | - Hashim Missawi
- Department of Pathology, Maternity and Children Hospital, Medina Munawara, Saudi Arabia
| | - Mohammed Abass
- Department of Pediatrics, College of Medicine, Arabian Gulf University, Manama, Bahrain
| | - Walyeldin Elfakey
- Department of Pediatrics, Faculty of Medicine, University of Bahri, Khartoum, Sudan
- Correspondence: Walyeldin Elfakey Department of Pediatrics, Faculty of Medicine, University of Bahri, Po Box: 1660, Khartoum, SudanTel +249912364272Fax +249 155 888 406 Email
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